chapter 4: the ancient greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · sparta...

42
Each civilization that you will study in this unit made important 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. Minoan civilization reaches height c. 776 B. C. First Olympic Games take place Ancient Greece Ancient Greece C h a p t e r s 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. Settlements develop along Indus River Early India Early India C h a p t e r 6 c. 1750 B. C. Shang dynasty begins c. 1500 B. C. Aryans enter India Early China Early China C h a p t e r 7 The Ancient World 108 Ancient plate Zhou dynasty bronze dragon c. 1045 B. C. Zhou establish dynasty in China Hindu temple (t)National Museums of Scotland/Bridgeman Art Library, (c)Borromeo/Art Resource, NY, (b)file photo

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Page 1: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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

bull The Greeks developed democratic governmentbull The ancient Chinese created paperbull The people of India invented the concept of zero

c 1600 BC Minoancivilizationreachesheight

c 776 BC FirstOlympicGamestake place

AncientGreece

AncientGreece

Chapte rs 4 amp 5

2500 BC 1500 BC 800 BC 650 BC2500 BC 1500 BC 800 BC 650 BC

c 2500 BCSettlementsdevelop along Indus River

EarlyIndiaEarly India

Chap ter 6

c 1750 BCShang dynastybegins

c 1500 BCAryans enterIndia

EarlyChinaEarlyChina

Ch ap ter 7

The Ancient World

108

Ancient plate

Zhou dynasty bronze dragon

c 1045 BCZhou establishdynasty in China

Hindu temple

(t)National Museums of ScotlandBridgeman Art Library (c)BorromeoArt Resource NY (b)file photo

108-111 UO2-875047 91306 1021 AM Page 108

1000 kilometers0Mercator projection

1000 miles0

60degE30degE0deg 90degE 120degE

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

Tigris

R

PACIFICOCEAN

Mediterranean Sea

CHINAINDIAARABIA

AFRICA

A S I AEUROPEChapter 6Chapter 6 Chapter 7Chapter 7

Chapters4 amp 5

Chapters4 amp 5

c 530 BCSiddharthaGautamafoundsBuddhism inIndia

c 530 BCConfuciusdevelops hisphilosophy inChina

399 BCSocratestried for histeachings

c 330 BCAristotle developstheories aboutgovernment

273 BCAsoka begins rule in India

Statue of horse fromHan dynasty

490 BC Greeks andPersians fightthe Battle ofMarathon Statue of

Socrates

Statue of the Buddha

c 100 BCSilk Road linksChina and theMiddle East

Chapters 4 amp 5Chapter 6Chapter 7

500 BC 350 BC 200 BC 50 BC AD 100 500 BC 350 BC 200 BC 50 BC AD 100

c 321 BCChandraguptaMaurya unitesnorthern India

c AD 100 Buddhism spreadsfrom India to China

(t)ScalaArt Resource NY (c)Hugh SittonGetty Images (b)Erich LessingArt Resource NY

108-111 UO2-824133 32804 945 AM Page 109

551ndash479 BCChinese philosopher

Chapter 7 page 237

c 495ndash429 BC

Athenian general andleading statesman

Chapter 4 page 141

c 563ndash483 BC

Founder of BuddhismChapter 6 page 207

c 750 BC

Greek poet wrote Iliadand Odyssey

Chapter 5 page 159

110

EUROPEEUROPE

AFRICAAFRICA

Greek Parthenon1

See Ancient GreeceChapters 4 amp 5

Alexandria lighthouse2

See Ancient GreeceChapter 5

1

2

110ndash111 copyWorldsat International Inc 2004 All Rights Reserved (tl)Getty Images (c)Archives CharmetBridgeman Art Library (bl)ScalaArt Resource NY (bcl)Christiersquos LondonBridgeman Art LibrarySuperStock(bcr)VanniArt Resource NY (br)ScalaArt Resource NY

108-111 UO2-824133 71404 955 PM Page 110

c 356ndash323 BC

Macedonian general and kingChapter 5 page 180

Ruled c 273ndash232 BC

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 259ndash210 BC

Built the first GreatWall of China

Chapter 7 page 243

384ndash322 BC

Greek philosopherChapter 5 page 172

(t to b)Robert Harding Picture Library Victoria amp Albert Museum LondonArt Resource NY Digital Vision (l to r)AlinariArt Resource NY Sandro VanniniCORBIS HultonGetty Images National Geographic SocietyImage Collection

108-111 UO2-875047 91306 950 AM Page 111

Ancient GreeksThe

c 750 BCGreecersquos DarkAge comes toan end

c 650 BCTyrants over-throw noblesin city-states

480 BCXerxesinvadesGreece

431 BCPeloponnesianWar begins

700 BC 600 BC 500 BC 400 BC700 BC 600 BC 500 BC 400 BC

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

Vanni ArchiveCORBIS

112-115 CH4 CO-824133 32004 945 AM Page 112

The Early GreeksThe earliest civilizations in Greece were the Minoans and theMycenaeans Greecersquos 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 AsiaHowever 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 Visitjatglencoecom 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 chapterwrite 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 paperThen 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 4000 years ago but

Greek ideas about government science and the arts arestill important today

View the Chapter 4 video in the World HistoryJourney Across Time Video Program

Cut along the fold lines on both sides

TheEarly

GreeksPersia

Attacksthe

Greeks

Spartaand

Athens

TheAge ofPericles

112-115 CH4 CO-824133 2604 848 PM Page 113

114

Try to create a picture

in your mind as you

read Imagine a mini-

movie as you ldquoseerdquo 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 bull guh bull ruh)This space had two functions it wasboth a market and a place wherepeople could meet and debateissues

mdash 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

112-115 CH4 CO-824133 32304 1016 AM Page 114

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 yearsThey ate all their meals in dining hallswith other soldiers A typical mealwas a vile-tasting dish called blackbrothmdashpork boiled in animal bloodsalt and vinegar

Spartans returned home at age 30but stayed in the army until age 60They continued to train for combatThey expected to either win on thebattlefield or die but never to surren-der One Spartan mother ordered herson to ldquoCome home carrying yourshield or being carried on itrdquo

mdashfrom pages 126ndash127

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

bull Have you ever seen or tastedfood that looks like ldquoblackbrothrdquo

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

115

Foto

Mar

bur

gA

rt R

esou

rce

NY

112-115 CH4 CO-824133 2604 851 PM Page 115

Early GreeksWhatrsquos 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 bull The geography of Greece influenced

where people settled and what theydid (page 117)

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

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

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

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

Locating PlacesCrete (KREET) Mycenae (mybullSEEbullnee)Peloponnesus

(PEHbull luhbullpuhbullNEEbullsuhs)

Meeting PeopleAgamemnon (AbullguhbullMEHMbullnahn)

Building Your Vocabularypeninsula (puhbullNIHNbullsuhbull luh)colony (KAHbull luhbullnee)polis (PAHbull luhs)agora (Abullguhbullruh)

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

c 2000 BCMinoans control easternMediterranean

c 1200 BCMycenaeancivilization declines

c 750 BCGreecersquos Dark Agecomes to an end

GREECE

Crete Knossos

Mycenae

116 CHAPTER 4 The Ancient Greeks

The

2000 BC 1250 BC 500 BC2000 BC 1250 BC 500 BC

polis

116-123 CH4 S1-824133 32305 155 AM Page 116

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

20degE 30degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

I o n i a nS e a

S e a o f C r e t e

M

e di t e r r a n e a n

S e a

Gulf of Corinth

GRE E C E

Crete

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

PELOPONNESUS

Mt Olympus

M A C E D O N I A

A S I A M I N O R

Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

N

S

W E

Ancient Greece c 750 BC

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 bullOH bull nee bull uhn) Sea to the south is theMediterranean Sea and to the east is theAegean (ih bull JEE bull uhn) Sea Hundreds ofislands lie offshore stretching across to Asialike stepping-stones Mainland Greece is a

peninsula (puh bull NIHN bull suh bull luh)mdasha 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 Greecersquos 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 grapesThey also raised sheep and goats

Ancient Greeks felt deep ties to the landbut 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 water1 What body of water lies east of

the Balkan Peninsula2 What transportation was probably

most useful to the early GreeksFind NGS online map resources wwwnationalgeographiccommaps

Ste

ve V

idle

rS

uper

Sto

ck

116-123 CH4 S1-824133 32305 157 AM Page 117

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
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          • National Geographic Geography Handbook
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            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
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                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
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                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
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Page 2: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

1000 kilometers0Mercator projection

1000 miles0

60degE30degE0deg 90degE 120degE

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

Tigris

R

PACIFICOCEAN

Mediterranean Sea

CHINAINDIAARABIA

AFRICA

A S I AEUROPEChapter 6Chapter 6 Chapter 7Chapter 7

Chapters4 amp 5

Chapters4 amp 5

c 530 BCSiddharthaGautamafoundsBuddhism inIndia

c 530 BCConfuciusdevelops hisphilosophy inChina

399 BCSocratestried for histeachings

c 330 BCAristotle developstheories aboutgovernment

273 BCAsoka begins rule in India

Statue of horse fromHan dynasty

490 BC Greeks andPersians fightthe Battle ofMarathon Statue of

Socrates

Statue of the Buddha

c 100 BCSilk Road linksChina and theMiddle East

Chapters 4 amp 5Chapter 6Chapter 7

500 BC 350 BC 200 BC 50 BC AD 100 500 BC 350 BC 200 BC 50 BC AD 100

c 321 BCChandraguptaMaurya unitesnorthern India

c AD 100 Buddhism spreadsfrom India to China

(t)ScalaArt Resource NY (c)Hugh SittonGetty Images (b)Erich LessingArt Resource NY

108-111 UO2-824133 32804 945 AM Page 109

551ndash479 BCChinese philosopher

Chapter 7 page 237

c 495ndash429 BC

Athenian general andleading statesman

Chapter 4 page 141

c 563ndash483 BC

Founder of BuddhismChapter 6 page 207

c 750 BC

Greek poet wrote Iliadand Odyssey

Chapter 5 page 159

110

EUROPEEUROPE

AFRICAAFRICA

Greek Parthenon1

See Ancient GreeceChapters 4 amp 5

Alexandria lighthouse2

See Ancient GreeceChapter 5

1

2

110ndash111 copyWorldsat International Inc 2004 All Rights Reserved (tl)Getty Images (c)Archives CharmetBridgeman Art Library (bl)ScalaArt Resource NY (bcl)Christiersquos LondonBridgeman Art LibrarySuperStock(bcr)VanniArt Resource NY (br)ScalaArt Resource NY

108-111 UO2-824133 71404 955 PM Page 110

c 356ndash323 BC

Macedonian general and kingChapter 5 page 180

Ruled c 273ndash232 BC

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 259ndash210 BC

Built the first GreatWall of China

Chapter 7 page 243

384ndash322 BC

Greek philosopherChapter 5 page 172

(t to b)Robert Harding Picture Library Victoria amp Albert Museum LondonArt Resource NY Digital Vision (l to r)AlinariArt Resource NY Sandro VanniniCORBIS HultonGetty Images National Geographic SocietyImage Collection

108-111 UO2-875047 91306 950 AM Page 111

Ancient GreeksThe

c 750 BCGreecersquos DarkAge comes toan end

c 650 BCTyrants over-throw noblesin city-states

480 BCXerxesinvadesGreece

431 BCPeloponnesianWar begins

700 BC 600 BC 500 BC 400 BC700 BC 600 BC 500 BC 400 BC

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

Vanni ArchiveCORBIS

112-115 CH4 CO-824133 32004 945 AM Page 112

The Early GreeksThe earliest civilizations in Greece were the Minoans and theMycenaeans Greecersquos 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 AsiaHowever 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 Visitjatglencoecom 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 chapterwrite 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 paperThen 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 4000 years ago but

Greek ideas about government science and the arts arestill important today

View the Chapter 4 video in the World HistoryJourney Across Time Video Program

Cut along the fold lines on both sides

TheEarly

GreeksPersia

Attacksthe

Greeks

Spartaand

Athens

TheAge ofPericles

112-115 CH4 CO-824133 2604 848 PM Page 113

114

Try to create a picture

in your mind as you

read Imagine a mini-

movie as you ldquoseerdquo 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 bull guh bull ruh)This space had two functions it wasboth a market and a place wherepeople could meet and debateissues

mdash 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

112-115 CH4 CO-824133 32304 1016 AM Page 114

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 yearsThey ate all their meals in dining hallswith other soldiers A typical mealwas a vile-tasting dish called blackbrothmdashpork boiled in animal bloodsalt and vinegar

Spartans returned home at age 30but stayed in the army until age 60They continued to train for combatThey expected to either win on thebattlefield or die but never to surren-der One Spartan mother ordered herson to ldquoCome home carrying yourshield or being carried on itrdquo

mdashfrom pages 126ndash127

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

bull Have you ever seen or tastedfood that looks like ldquoblackbrothrdquo

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

115

Foto

Mar

bur

gA

rt R

esou

rce

NY

112-115 CH4 CO-824133 2604 851 PM Page 115

Early GreeksWhatrsquos 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 bull The geography of Greece influenced

where people settled and what theydid (page 117)

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

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

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

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

Locating PlacesCrete (KREET) Mycenae (mybullSEEbullnee)Peloponnesus

(PEHbull luhbullpuhbullNEEbullsuhs)

Meeting PeopleAgamemnon (AbullguhbullMEHMbullnahn)

Building Your Vocabularypeninsula (puhbullNIHNbullsuhbull luh)colony (KAHbull luhbullnee)polis (PAHbull luhs)agora (Abullguhbullruh)

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

c 2000 BCMinoans control easternMediterranean

c 1200 BCMycenaeancivilization declines

c 750 BCGreecersquos Dark Agecomes to an end

GREECE

Crete Knossos

Mycenae

116 CHAPTER 4 The Ancient Greeks

The

2000 BC 1250 BC 500 BC2000 BC 1250 BC 500 BC

polis

116-123 CH4 S1-824133 32305 155 AM Page 116

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

20degE 30degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

I o n i a nS e a

S e a o f C r e t e

M

e di t e r r a n e a n

S e a

Gulf of Corinth

GRE E C E

Crete

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

PELOPONNESUS

Mt Olympus

M A C E D O N I A

A S I A M I N O R

Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

N

S

W E

Ancient Greece c 750 BC

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 bullOH bull nee bull uhn) Sea to the south is theMediterranean Sea and to the east is theAegean (ih bull JEE bull uhn) Sea Hundreds ofislands lie offshore stretching across to Asialike stepping-stones Mainland Greece is a

peninsula (puh bull NIHN bull suh bull luh)mdasha 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 Greecersquos 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 grapesThey also raised sheep and goats

Ancient Greeks felt deep ties to the landbut 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 water1 What body of water lies east of

the Balkan Peninsula2 What transportation was probably

most useful to the early GreeksFind NGS online map resources wwwnationalgeographiccommaps

Ste

ve V

idle

rS

uper

Sto

ck

116-123 CH4 S1-824133 32305 157 AM Page 117

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
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        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
                                                                                                                      • You Decide
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                                                                                                                      • Maps Charts Graphs and Diagrams
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Page 3: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

551ndash479 BCChinese philosopher

Chapter 7 page 237

c 495ndash429 BC

Athenian general andleading statesman

Chapter 4 page 141

c 563ndash483 BC

Founder of BuddhismChapter 6 page 207

c 750 BC

Greek poet wrote Iliadand Odyssey

Chapter 5 page 159

110

EUROPEEUROPE

AFRICAAFRICA

Greek Parthenon1

See Ancient GreeceChapters 4 amp 5

Alexandria lighthouse2

See Ancient GreeceChapter 5

1

2

110ndash111 copyWorldsat International Inc 2004 All Rights Reserved (tl)Getty Images (c)Archives CharmetBridgeman Art Library (bl)ScalaArt Resource NY (bcl)Christiersquos LondonBridgeman Art LibrarySuperStock(bcr)VanniArt Resource NY (br)ScalaArt Resource NY

108-111 UO2-824133 71404 955 PM Page 110

c 356ndash323 BC

Macedonian general and kingChapter 5 page 180

Ruled c 273ndash232 BC

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 259ndash210 BC

Built the first GreatWall of China

Chapter 7 page 243

384ndash322 BC

Greek philosopherChapter 5 page 172

(t to b)Robert Harding Picture Library Victoria amp Albert Museum LondonArt Resource NY Digital Vision (l to r)AlinariArt Resource NY Sandro VanniniCORBIS HultonGetty Images National Geographic SocietyImage Collection

108-111 UO2-875047 91306 950 AM Page 111

Ancient GreeksThe

c 750 BCGreecersquos DarkAge comes toan end

c 650 BCTyrants over-throw noblesin city-states

480 BCXerxesinvadesGreece

431 BCPeloponnesianWar begins

700 BC 600 BC 500 BC 400 BC700 BC 600 BC 500 BC 400 BC

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

Vanni ArchiveCORBIS

112-115 CH4 CO-824133 32004 945 AM Page 112

The Early GreeksThe earliest civilizations in Greece were the Minoans and theMycenaeans Greecersquos 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 AsiaHowever 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 Visitjatglencoecom 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 chapterwrite 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 paperThen 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 4000 years ago but

Greek ideas about government science and the arts arestill important today

View the Chapter 4 video in the World HistoryJourney Across Time Video Program

Cut along the fold lines on both sides

TheEarly

GreeksPersia

Attacksthe

Greeks

Spartaand

Athens

TheAge ofPericles

112-115 CH4 CO-824133 2604 848 PM Page 113

114

Try to create a picture

in your mind as you

read Imagine a mini-

movie as you ldquoseerdquo 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 bull guh bull ruh)This space had two functions it wasboth a market and a place wherepeople could meet and debateissues

mdash 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

112-115 CH4 CO-824133 32304 1016 AM Page 114

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 yearsThey ate all their meals in dining hallswith other soldiers A typical mealwas a vile-tasting dish called blackbrothmdashpork boiled in animal bloodsalt and vinegar

Spartans returned home at age 30but stayed in the army until age 60They continued to train for combatThey expected to either win on thebattlefield or die but never to surren-der One Spartan mother ordered herson to ldquoCome home carrying yourshield or being carried on itrdquo

mdashfrom pages 126ndash127

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

bull Have you ever seen or tastedfood that looks like ldquoblackbrothrdquo

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

115

Foto

Mar

bur

gA

rt R

esou

rce

NY

112-115 CH4 CO-824133 2604 851 PM Page 115

Early GreeksWhatrsquos 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 bull The geography of Greece influenced

where people settled and what theydid (page 117)

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

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

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

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

Locating PlacesCrete (KREET) Mycenae (mybullSEEbullnee)Peloponnesus

(PEHbull luhbullpuhbullNEEbullsuhs)

Meeting PeopleAgamemnon (AbullguhbullMEHMbullnahn)

Building Your Vocabularypeninsula (puhbullNIHNbullsuhbull luh)colony (KAHbull luhbullnee)polis (PAHbull luhs)agora (Abullguhbullruh)

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

c 2000 BCMinoans control easternMediterranean

c 1200 BCMycenaeancivilization declines

c 750 BCGreecersquos Dark Agecomes to an end

GREECE

Crete Knossos

Mycenae

116 CHAPTER 4 The Ancient Greeks

The

2000 BC 1250 BC 500 BC2000 BC 1250 BC 500 BC

polis

116-123 CH4 S1-824133 32305 155 AM Page 116

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

20degE 30degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

I o n i a nS e a

S e a o f C r e t e

M

e di t e r r a n e a n

S e a

Gulf of Corinth

GRE E C E

Crete

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

PELOPONNESUS

Mt Olympus

M A C E D O N I A

A S I A M I N O R

Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

N

S

W E

Ancient Greece c 750 BC

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 bullOH bull nee bull uhn) Sea to the south is theMediterranean Sea and to the east is theAegean (ih bull JEE bull uhn) Sea Hundreds ofislands lie offshore stretching across to Asialike stepping-stones Mainland Greece is a

peninsula (puh bull NIHN bull suh bull luh)mdasha 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 Greecersquos 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 grapesThey also raised sheep and goats

Ancient Greeks felt deep ties to the landbut 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 water1 What body of water lies east of

the Balkan Peninsula2 What transportation was probably

most useful to the early GreeksFind NGS online map resources wwwnationalgeographiccommaps

Ste

ve V

idle

rS

uper

Sto

ck

116-123 CH4 S1-824133 32305 157 AM Page 117

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
                                                                                                                      • You Decide
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Page 4: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

c 356ndash323 BC

Macedonian general and kingChapter 5 page 180

Ruled c 273ndash232 BC

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 259ndash210 BC

Built the first GreatWall of China

Chapter 7 page 243

384ndash322 BC

Greek philosopherChapter 5 page 172

(t to b)Robert Harding Picture Library Victoria amp Albert Museum LondonArt Resource NY Digital Vision (l to r)AlinariArt Resource NY Sandro VanniniCORBIS HultonGetty Images National Geographic SocietyImage Collection

108-111 UO2-875047 91306 950 AM Page 111

Ancient GreeksThe

c 750 BCGreecersquos DarkAge comes toan end

c 650 BCTyrants over-throw noblesin city-states

480 BCXerxesinvadesGreece

431 BCPeloponnesianWar begins

700 BC 600 BC 500 BC 400 BC700 BC 600 BC 500 BC 400 BC

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

Vanni ArchiveCORBIS

112-115 CH4 CO-824133 32004 945 AM Page 112

The Early GreeksThe earliest civilizations in Greece were the Minoans and theMycenaeans Greecersquos 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 AsiaHowever 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 Visitjatglencoecom 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 chapterwrite 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 paperThen 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 4000 years ago but

Greek ideas about government science and the arts arestill important today

View the Chapter 4 video in the World HistoryJourney Across Time Video Program

Cut along the fold lines on both sides

TheEarly

GreeksPersia

Attacksthe

Greeks

Spartaand

Athens

TheAge ofPericles

112-115 CH4 CO-824133 2604 848 PM Page 113

114

Try to create a picture

in your mind as you

read Imagine a mini-

movie as you ldquoseerdquo 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 bull guh bull ruh)This space had two functions it wasboth a market and a place wherepeople could meet and debateissues

mdash 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

112-115 CH4 CO-824133 32304 1016 AM Page 114

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 yearsThey ate all their meals in dining hallswith other soldiers A typical mealwas a vile-tasting dish called blackbrothmdashpork boiled in animal bloodsalt and vinegar

Spartans returned home at age 30but stayed in the army until age 60They continued to train for combatThey expected to either win on thebattlefield or die but never to surren-der One Spartan mother ordered herson to ldquoCome home carrying yourshield or being carried on itrdquo

mdashfrom pages 126ndash127

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

bull Have you ever seen or tastedfood that looks like ldquoblackbrothrdquo

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

115

Foto

Mar

bur

gA

rt R

esou

rce

NY

112-115 CH4 CO-824133 2604 851 PM Page 115

Early GreeksWhatrsquos 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 bull The geography of Greece influenced

where people settled and what theydid (page 117)

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

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

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

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

Locating PlacesCrete (KREET) Mycenae (mybullSEEbullnee)Peloponnesus

(PEHbull luhbullpuhbullNEEbullsuhs)

Meeting PeopleAgamemnon (AbullguhbullMEHMbullnahn)

Building Your Vocabularypeninsula (puhbullNIHNbullsuhbull luh)colony (KAHbull luhbullnee)polis (PAHbull luhs)agora (Abullguhbullruh)

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

c 2000 BCMinoans control easternMediterranean

c 1200 BCMycenaeancivilization declines

c 750 BCGreecersquos Dark Agecomes to an end

GREECE

Crete Knossos

Mycenae

116 CHAPTER 4 The Ancient Greeks

The

2000 BC 1250 BC 500 BC2000 BC 1250 BC 500 BC

polis

116-123 CH4 S1-824133 32305 155 AM Page 116

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

20degE 30degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

I o n i a nS e a

S e a o f C r e t e

M

e di t e r r a n e a n

S e a

Gulf of Corinth

GRE E C E

Crete

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

PELOPONNESUS

Mt Olympus

M A C E D O N I A

A S I A M I N O R

Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

N

S

W E

Ancient Greece c 750 BC

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 bullOH bull nee bull uhn) Sea to the south is theMediterranean Sea and to the east is theAegean (ih bull JEE bull uhn) Sea Hundreds ofislands lie offshore stretching across to Asialike stepping-stones Mainland Greece is a

peninsula (puh bull NIHN bull suh bull luh)mdasha 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 Greecersquos 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 grapesThey also raised sheep and goats

Ancient Greeks felt deep ties to the landbut 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 water1 What body of water lies east of

the Balkan Peninsula2 What transportation was probably

most useful to the early GreeksFind NGS online map resources wwwnationalgeographiccommaps

Ste

ve V

idle

rS

uper

Sto

ck

116-123 CH4 S1-824133 32305 157 AM Page 117

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
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      • National Geographic Reference Atlas
        • World Political
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        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
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Page 5: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

Ancient GreeksThe

c 750 BCGreecersquos DarkAge comes toan end

c 650 BCTyrants over-throw noblesin city-states

480 BCXerxesinvadesGreece

431 BCPeloponnesianWar begins

700 BC 600 BC 500 BC 400 BC700 BC 600 BC 500 BC 400 BC

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

Vanni ArchiveCORBIS

112-115 CH4 CO-824133 32004 945 AM Page 112

The Early GreeksThe earliest civilizations in Greece were the Minoans and theMycenaeans Greecersquos 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 AsiaHowever 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 Visitjatglencoecom 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 chapterwrite 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 paperThen 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 4000 years ago but

Greek ideas about government science and the arts arestill important today

View the Chapter 4 video in the World HistoryJourney Across Time Video Program

Cut along the fold lines on both sides

TheEarly

GreeksPersia

Attacksthe

Greeks

Spartaand

Athens

TheAge ofPericles

112-115 CH4 CO-824133 2604 848 PM Page 113

114

Try to create a picture

in your mind as you

read Imagine a mini-

movie as you ldquoseerdquo 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 bull guh bull ruh)This space had two functions it wasboth a market and a place wherepeople could meet and debateissues

mdash 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

112-115 CH4 CO-824133 32304 1016 AM Page 114

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 yearsThey ate all their meals in dining hallswith other soldiers A typical mealwas a vile-tasting dish called blackbrothmdashpork boiled in animal bloodsalt and vinegar

Spartans returned home at age 30but stayed in the army until age 60They continued to train for combatThey expected to either win on thebattlefield or die but never to surren-der One Spartan mother ordered herson to ldquoCome home carrying yourshield or being carried on itrdquo

mdashfrom pages 126ndash127

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

bull Have you ever seen or tastedfood that looks like ldquoblackbrothrdquo

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

115

Foto

Mar

bur

gA

rt R

esou

rce

NY

112-115 CH4 CO-824133 2604 851 PM Page 115

Early GreeksWhatrsquos 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 bull The geography of Greece influenced

where people settled and what theydid (page 117)

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

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

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

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

Locating PlacesCrete (KREET) Mycenae (mybullSEEbullnee)Peloponnesus

(PEHbull luhbullpuhbullNEEbullsuhs)

Meeting PeopleAgamemnon (AbullguhbullMEHMbullnahn)

Building Your Vocabularypeninsula (puhbullNIHNbullsuhbull luh)colony (KAHbull luhbullnee)polis (PAHbull luhs)agora (Abullguhbullruh)

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

c 2000 BCMinoans control easternMediterranean

c 1200 BCMycenaeancivilization declines

c 750 BCGreecersquos Dark Agecomes to an end

GREECE

Crete Knossos

Mycenae

116 CHAPTER 4 The Ancient Greeks

The

2000 BC 1250 BC 500 BC2000 BC 1250 BC 500 BC

polis

116-123 CH4 S1-824133 32305 155 AM Page 116

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

20degE 30degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

I o n i a nS e a

S e a o f C r e t e

M

e di t e r r a n e a n

S e a

Gulf of Corinth

GRE E C E

Crete

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

PELOPONNESUS

Mt Olympus

M A C E D O N I A

A S I A M I N O R

Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

N

S

W E

Ancient Greece c 750 BC

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 bullOH bull nee bull uhn) Sea to the south is theMediterranean Sea and to the east is theAegean (ih bull JEE bull uhn) Sea Hundreds ofislands lie offshore stretching across to Asialike stepping-stones Mainland Greece is a

peninsula (puh bull NIHN bull suh bull luh)mdasha 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 Greecersquos 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 grapesThey also raised sheep and goats

Ancient Greeks felt deep ties to the landbut 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 water1 What body of water lies east of

the Balkan Peninsula2 What transportation was probably

most useful to the early GreeksFind NGS online map resources wwwnationalgeographiccommaps

Ste

ve V

idle

rS

uper

Sto

ck

116-123 CH4 S1-824133 32305 157 AM Page 117

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
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      • National Geographic Reference Atlas
        • World Political
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        • Middle America PhysicalPolitical
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        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
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                                                                                                                      • Primary Source Quotes
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Page 6: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

The Early GreeksThe earliest civilizations in Greece were the Minoans and theMycenaeans Greecersquos 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 AsiaHowever 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 Visitjatglencoecom 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 chapterwrite 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 paperThen 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 4000 years ago but

Greek ideas about government science and the arts arestill important today

View the Chapter 4 video in the World HistoryJourney Across Time Video Program

Cut along the fold lines on both sides

TheEarly

GreeksPersia

Attacksthe

Greeks

Spartaand

Athens

TheAge ofPericles

112-115 CH4 CO-824133 2604 848 PM Page 113

114

Try to create a picture

in your mind as you

read Imagine a mini-

movie as you ldquoseerdquo 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 bull guh bull ruh)This space had two functions it wasboth a market and a place wherepeople could meet and debateissues

mdash 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

112-115 CH4 CO-824133 32304 1016 AM Page 114

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 yearsThey ate all their meals in dining hallswith other soldiers A typical mealwas a vile-tasting dish called blackbrothmdashpork boiled in animal bloodsalt and vinegar

Spartans returned home at age 30but stayed in the army until age 60They continued to train for combatThey expected to either win on thebattlefield or die but never to surren-der One Spartan mother ordered herson to ldquoCome home carrying yourshield or being carried on itrdquo

mdashfrom pages 126ndash127

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

bull Have you ever seen or tastedfood that looks like ldquoblackbrothrdquo

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

115

Foto

Mar

bur

gA

rt R

esou

rce

NY

112-115 CH4 CO-824133 2604 851 PM Page 115

Early GreeksWhatrsquos 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 bull The geography of Greece influenced

where people settled and what theydid (page 117)

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

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

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

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

Locating PlacesCrete (KREET) Mycenae (mybullSEEbullnee)Peloponnesus

(PEHbull luhbullpuhbullNEEbullsuhs)

Meeting PeopleAgamemnon (AbullguhbullMEHMbullnahn)

Building Your Vocabularypeninsula (puhbullNIHNbullsuhbull luh)colony (KAHbull luhbullnee)polis (PAHbull luhs)agora (Abullguhbullruh)

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

c 2000 BCMinoans control easternMediterranean

c 1200 BCMycenaeancivilization declines

c 750 BCGreecersquos Dark Agecomes to an end

GREECE

Crete Knossos

Mycenae

116 CHAPTER 4 The Ancient Greeks

The

2000 BC 1250 BC 500 BC2000 BC 1250 BC 500 BC

polis

116-123 CH4 S1-824133 32305 155 AM Page 116

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

20degE 30degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

I o n i a nS e a

S e a o f C r e t e

M

e di t e r r a n e a n

S e a

Gulf of Corinth

GRE E C E

Crete

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

PELOPONNESUS

Mt Olympus

M A C E D O N I A

A S I A M I N O R

Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

N

S

W E

Ancient Greece c 750 BC

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 bullOH bull nee bull uhn) Sea to the south is theMediterranean Sea and to the east is theAegean (ih bull JEE bull uhn) Sea Hundreds ofislands lie offshore stretching across to Asialike stepping-stones Mainland Greece is a

peninsula (puh bull NIHN bull suh bull luh)mdasha 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 Greecersquos 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 grapesThey also raised sheep and goats

Ancient Greeks felt deep ties to the landbut 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 water1 What body of water lies east of

the Balkan Peninsula2 What transportation was probably

most useful to the early GreeksFind NGS online map resources wwwnationalgeographiccommaps

Ste

ve V

idle

rS

uper

Sto

ck

116-123 CH4 S1-824133 32305 157 AM Page 117

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
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      • National Geographic Reference Atlas
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        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
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            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
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                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
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Page 7: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

114

Try to create a picture

in your mind as you

read Imagine a mini-

movie as you ldquoseerdquo 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 bull guh bull ruh)This space had two functions it wasboth a market and a place wherepeople could meet and debateissues

mdash 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

112-115 CH4 CO-824133 32304 1016 AM Page 114

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 yearsThey ate all their meals in dining hallswith other soldiers A typical mealwas a vile-tasting dish called blackbrothmdashpork boiled in animal bloodsalt and vinegar

Spartans returned home at age 30but stayed in the army until age 60They continued to train for combatThey expected to either win on thebattlefield or die but never to surren-der One Spartan mother ordered herson to ldquoCome home carrying yourshield or being carried on itrdquo

mdashfrom pages 126ndash127

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

bull Have you ever seen or tastedfood that looks like ldquoblackbrothrdquo

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

115

Foto

Mar

bur

gA

rt R

esou

rce

NY

112-115 CH4 CO-824133 2604 851 PM Page 115

Early GreeksWhatrsquos 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 bull The geography of Greece influenced

where people settled and what theydid (page 117)

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

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

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

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

Locating PlacesCrete (KREET) Mycenae (mybullSEEbullnee)Peloponnesus

(PEHbull luhbullpuhbullNEEbullsuhs)

Meeting PeopleAgamemnon (AbullguhbullMEHMbullnahn)

Building Your Vocabularypeninsula (puhbullNIHNbullsuhbull luh)colony (KAHbull luhbullnee)polis (PAHbull luhs)agora (Abullguhbullruh)

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

c 2000 BCMinoans control easternMediterranean

c 1200 BCMycenaeancivilization declines

c 750 BCGreecersquos Dark Agecomes to an end

GREECE

Crete Knossos

Mycenae

116 CHAPTER 4 The Ancient Greeks

The

2000 BC 1250 BC 500 BC2000 BC 1250 BC 500 BC

polis

116-123 CH4 S1-824133 32305 155 AM Page 116

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

20degE 30degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

I o n i a nS e a

S e a o f C r e t e

M

e di t e r r a n e a n

S e a

Gulf of Corinth

GRE E C E

Crete

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

PELOPONNESUS

Mt Olympus

M A C E D O N I A

A S I A M I N O R

Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

N

S

W E

Ancient Greece c 750 BC

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 bullOH bull nee bull uhn) Sea to the south is theMediterranean Sea and to the east is theAegean (ih bull JEE bull uhn) Sea Hundreds ofislands lie offshore stretching across to Asialike stepping-stones Mainland Greece is a

peninsula (puh bull NIHN bull suh bull luh)mdasha 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 Greecersquos 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 grapesThey also raised sheep and goats

Ancient Greeks felt deep ties to the landbut 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 water1 What body of water lies east of

the Balkan Peninsula2 What transportation was probably

most useful to the early GreeksFind NGS online map resources wwwnationalgeographiccommaps

Ste

ve V

idle

rS

uper

Sto

ck

116-123 CH4 S1-824133 32305 157 AM Page 117

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
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          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
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              • Tools of the Historian
                • Measuring Time
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                • History and Geography
                • What Is a Historical Atlas
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                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
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Page 8: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 yearsThey ate all their meals in dining hallswith other soldiers A typical mealwas a vile-tasting dish called blackbrothmdashpork boiled in animal bloodsalt and vinegar

Spartans returned home at age 30but stayed in the army until age 60They continued to train for combatThey expected to either win on thebattlefield or die but never to surren-der One Spartan mother ordered herson to ldquoCome home carrying yourshield or being carried on itrdquo

mdashfrom pages 126ndash127

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

bull Have you ever seen or tastedfood that looks like ldquoblackbrothrdquo

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

115

Foto

Mar

bur

gA

rt R

esou

rce

NY

112-115 CH4 CO-824133 2604 851 PM Page 115

Early GreeksWhatrsquos 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 bull The geography of Greece influenced

where people settled and what theydid (page 117)

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

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

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

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

Locating PlacesCrete (KREET) Mycenae (mybullSEEbullnee)Peloponnesus

(PEHbull luhbullpuhbullNEEbullsuhs)

Meeting PeopleAgamemnon (AbullguhbullMEHMbullnahn)

Building Your Vocabularypeninsula (puhbullNIHNbullsuhbull luh)colony (KAHbull luhbullnee)polis (PAHbull luhs)agora (Abullguhbullruh)

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

c 2000 BCMinoans control easternMediterranean

c 1200 BCMycenaeancivilization declines

c 750 BCGreecersquos Dark Agecomes to an end

GREECE

Crete Knossos

Mycenae

116 CHAPTER 4 The Ancient Greeks

The

2000 BC 1250 BC 500 BC2000 BC 1250 BC 500 BC

polis

116-123 CH4 S1-824133 32305 155 AM Page 116

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

20degE 30degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

I o n i a nS e a

S e a o f C r e t e

M

e di t e r r a n e a n

S e a

Gulf of Corinth

GRE E C E

Crete

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

PELOPONNESUS

Mt Olympus

M A C E D O N I A

A S I A M I N O R

Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

N

S

W E

Ancient Greece c 750 BC

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 bullOH bull nee bull uhn) Sea to the south is theMediterranean Sea and to the east is theAegean (ih bull JEE bull uhn) Sea Hundreds ofislands lie offshore stretching across to Asialike stepping-stones Mainland Greece is a

peninsula (puh bull NIHN bull suh bull luh)mdasha 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 Greecersquos 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 grapesThey also raised sheep and goats

Ancient Greeks felt deep ties to the landbut 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 water1 What body of water lies east of

the Balkan Peninsula2 What transportation was probably

most useful to the early GreeksFind NGS online map resources wwwnationalgeographiccommaps

Ste

ve V

idle

rS

uper

Sto

ck

116-123 CH4 S1-824133 32305 157 AM Page 117

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
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          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
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              • Tools of the Historian
                • Measuring Time
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                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
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                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
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Page 9: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

Early GreeksWhatrsquos 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 bull The geography of Greece influenced

where people settled and what theydid (page 117)

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

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

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

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

Locating PlacesCrete (KREET) Mycenae (mybullSEEbullnee)Peloponnesus

(PEHbull luhbullpuhbullNEEbullsuhs)

Meeting PeopleAgamemnon (AbullguhbullMEHMbullnahn)

Building Your Vocabularypeninsula (puhbullNIHNbullsuhbull luh)colony (KAHbull luhbullnee)polis (PAHbull luhs)agora (Abullguhbullruh)

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

c 2000 BCMinoans control easternMediterranean

c 1200 BCMycenaeancivilization declines

c 750 BCGreecersquos Dark Agecomes to an end

GREECE

Crete Knossos

Mycenae

116 CHAPTER 4 The Ancient Greeks

The

2000 BC 1250 BC 500 BC2000 BC 1250 BC 500 BC

polis

116-123 CH4 S1-824133 32305 155 AM Page 116

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

20degE 30degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

I o n i a nS e a

S e a o f C r e t e

M

e di t e r r a n e a n

S e a

Gulf of Corinth

GRE E C E

Crete

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

PELOPONNESUS

Mt Olympus

M A C E D O N I A

A S I A M I N O R

Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

N

S

W E

Ancient Greece c 750 BC

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 bullOH bull nee bull uhn) Sea to the south is theMediterranean Sea and to the east is theAegean (ih bull JEE bull uhn) Sea Hundreds ofislands lie offshore stretching across to Asialike stepping-stones Mainland Greece is a

peninsula (puh bull NIHN bull suh bull luh)mdasha 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 Greecersquos 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 grapesThey also raised sheep and goats

Ancient Greeks felt deep ties to the landbut 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 water1 What body of water lies east of

the Balkan Peninsula2 What transportation was probably

most useful to the early GreeksFind NGS online map resources wwwnationalgeographiccommaps

Ste

ve V

idle

rS

uper

Sto

ck

116-123 CH4 S1-824133 32305 157 AM Page 117

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
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          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
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            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
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                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
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                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
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                                                                                                                    • Features
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Page 10: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

20degE 30degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

I o n i a nS e a

S e a o f C r e t e

M

e di t e r r a n e a n

S e a

Gulf of Corinth

GRE E C E

Crete

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

PELOPONNESUS

Mt Olympus

M A C E D O N I A

A S I A M I N O R

Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

N

S

W E

Ancient Greece c 750 BC

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 bullOH bull nee bull uhn) Sea to the south is theMediterranean Sea and to the east is theAegean (ih bull JEE bull uhn) Sea Hundreds ofislands lie offshore stretching across to Asialike stepping-stones Mainland Greece is a

peninsula (puh bull NIHN bull suh bull luh)mdasha 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 Greecersquos 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 grapesThey also raised sheep and goats

Ancient Greeks felt deep ties to the landbut 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 water1 What body of water lies east of

the Balkan Peninsula2 What transportation was probably

most useful to the early GreeksFind NGS online map resources wwwnationalgeographiccommaps

Ste

ve V

idle

rS

uper

Sto

ck

116-123 CH4 S1-824133 32305 157 AM Page 117

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
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Page 11: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leapingWho discovered the palace at Knossos

118 CHAPTER 4 The Ancient Greeks

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 5000 years old

Read to learn how such a discovery unlocked clues to

Greecersquos 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 bullNOH bulluhn) civilization The Minoans were notGreeks but their civilization was the first toarise in the region that later became Greece

The palace at Knossos (NAH bull 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 SyriaThere they traded pottery and stone vasesfor ivory and metals By 2000 BC Minoanships controlled the eastern MediterraneanSea They carried goods to foreign portsand kept the sea free of pirates

About 1450 BC the Minoan civilizationsuddenly collapsed Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoansrsquo citiesOthers think the cities were destroyed by a group of Greeks from the mainlandThese invaders were called the Mycenaeans(MY bull suh bullNEE bulluhns)

Explain How did theMinoans become a trading civilization

(t)Gianni Dagli OrtiCORBIS (bl)NimatallahArt Resource NY

116-123 CH4 S1-824133 22304 1137 PM Page 118

JAT_118

null

1107574

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
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        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
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Page 12: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 BC 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 (HYNbullrihk SHLEE bull MAHN) discovered one of theirwalled palaces in Mycenae (my bull SEE bull nee)He named the people of this civilization theMycenaeans

What Were Mycenaean Kingdoms LikeThe 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 clothesand 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 kingdomThen they collected wheat livestock andhoney as taxes and stored them in the palace

Power From Trade and War Soon afterthe Mycenaeans set up their kingdomsMinoan 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 theMinoansrsquo chief goddess

Around 1400 BC the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean They traded widelysailing 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

(t)Alberto IncrocciGetty Images (b)NimatallahArt Resource NY

116-123 CH4 S1-824133 72104 644 PM Page 119

JAT_119

null

13708836

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
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          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
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              • Tools of the Historian
                • Measuring Time
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                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
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                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
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                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
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Page 13: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 bull guh bull MEHM bull nahn)used trickery to win that war

What Was the Dark Age By 1200 BC theMycenaeans were in trouble Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts By 1100 BCMycenaean civilization had collapsed

The years between 1100 BC and 750 BCwere difficult for the Greeks Overseas tradeslowed and poverty took hold Farmersgrew only enough food to meet their ownfamilyrsquos needs People also stopped teach-ing others how to write or do craftworkBefore 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 bull ee bull uhns)who lived in Greecersquos northern mountainsbegan to move south Many settled in thePeloponnesus (PEH bull luh bullpuh bullNEE bull suhs) TheDorians brought iron weapons with themgiving Greece more advanced technologyIron weapons and farm tools were strongerand cheaper than those made of bronze

Gradually people began to farm againand to produce surplus food As a resulttrade 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 Greecersquos Dark Age

120 CHAPTER 4 The Ancient Greeks

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

116-123 CH4 S1-824133 31405 1127 AM Page 120

JAT_120

null

1441421

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
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        • United States Political
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        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
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Page 14: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 Ageits population rose quickly By 700 BCfarmers could no longer grow enough grainto feed everyone As a result cities begansending people outside Greece to startcolonies (KAH bull luh bullnees) A colony is a settle-ment in a new territory that keeps close tiesto its homeland

Between 750 BC and 550 BC adventur-ous Greeks streamed to the coasts of ItalyFrance Spain North Africa and western

Asia With each new colony Greek culturespread farther

Colonists traded regularly with theirldquoparentrdquo cities shipping them grains metalsfish timber and enslaved people In returnthe colonists received pottery wine and oliveoil from the mainland Overseas trade got anextra boost during the 600s BC 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

CHAPTER 4 The Ancient Greeks 121

500 kilometers

500 miles0

0

Lambert Azimuthal Equal-Area projection

N

S

WE

0deg 20degE

30degN

50degN

40degE

MediterraneanSea

Black Sea

Red Sea

EuphratesR

Tigris R

Nile

R

ATLANTICOCEAN

Corsica

Sicily

CreteCyprus

ASIAMINOR

A F R I C A

GREECE

ITALY

EGYPT

SpartaAthens

Troy

Tyre

Greek Colonies and Trade 750ndash550 BC

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west1 Which islands were home to

Greek colonies2 On which continents could Greek

colonies be found

Trade routeGreeceGreek colonies

KEY

116-123 CH4 S1-824133 2604 950 PM Page 121

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
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      • National Geographic Reference Atlas
        • World Political
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        • Arctic Ocean Physical
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          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
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            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
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                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
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                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
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Page 15: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

The PolisThe idea of citizenship developed in

Greek city-states

Reading Focus Did you know that the word ldquopoliticsrdquo

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 bull luhs) waslike a tiny independent country

The main gathering place in the poliswas usually a hill A fortified area called anacropolis (uh bullKRAH bullpuh bull 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 bullguh bull 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 300000 people livedin Athens by 500 BC Most city-states weremuch smaller however

What Was Greek Citizenship EachGreek city-state was run by its citizensWhen 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 EgyptThere 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 societyHowever 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 requirementSlaves and foreign-born residents however

Athenian Soldierrsquos Oath

In the Greek city of Athens soldiers took this oathldquoI 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 anyonersquos disobeying ordestroying the constitution

but will prevent him whetherI am with others or alone

I will honor the templesand the religion

my forefathersestablishedrdquomdashoath of enrollment

in Epheboi corpsc 300s BC

Identify six things each soldier promisesto protect in taking the oath

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art ArchiveNational Archaeological Museum AthensDagli Orti

116-123 CH4 S1-824133 31705 1151 AM Page 122

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
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          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
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            • Common Map Projections
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            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
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                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
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                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
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                                                                                                                    • Features
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Page 16: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

Reading SummaryReview the bull Geography influenced the way

Greek communities developed

bull The Minoan civilization on theisland of Crete built ships andbecame wealthy from trade

bull The Mycenaeans created thefirst Greek kingdoms

bull After the Dark Age the Greeks setup colonies and trade increased

bull 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 Centraltrade Need help with the material in this section Visit jatglencoecom

Minoan Both Mycenaean

CHAPTER 4 The Ancient Greeks 123

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 propertyand defend themselves in court In returncitizens 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 BC the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP bull 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 (27-m)spear Row uponrow of soldiersmarched for-ward togethershoulder 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 ldquohometownrdquo 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

National Museums of ScotlandBridgeman Art Library

116-123 CH4 S1-824133 31705 1152 AM Page 123

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
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      • National Geographic Reference Atlas
        • World Political
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        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
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            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
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                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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Page 17: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

Spartaand Athens

Whatrsquos the ConnectionAlthough Greek city-states devel-

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

Focusing on the bull Tyrants were able to seize power

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

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

bull Unlike Spartans Athenians weremore interested in building a democracy than building a militaryforce (page 128)

Locating PlacesSparta (SPAHRbulltuh)Athens (Abullthuhnz)

Meeting PeopleSolon (SOHbull luhn)Peisistratus (pybullSIHSbulltruhtbulluhs)Cleisthenes (KLYSbullthuhbullNEEZ)

Building Your Vocabularytyrant (TYbullruhnt)oligarchy (AHbull luhbullGAHRbullkee)democracy (dihbullMAHbullkruhbullsee)helot (HEHbull luht)

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

Sparta Both Athens

c 650 BCTyrants overthrownobles in city-states

594 BCSolon takes power in Athens

508 BCCleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 BC 600 BC 500 BC700 BC 600 BC 500 BC

124 CHAPTER 4 The Ancient Greeks

124-130 CH4 S2-824133 22304 1150 PM Page 124

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
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      • Be an Active Reader
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          • National Geographic Geography Handbook
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              • Tools of the Historian
                • Measuring Time
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                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
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                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
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                                                                                                                    • Features
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Page 18: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 Howeverby 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 cropsMany borrowed money from the noblespromising 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 BC small farmers began todemand changes in the power structureMerchants 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 bull ruhnt) is someonewho takes power by force and rules with

125

50 kilometers0Lambert Azimuthal Equal-Area projection

50 miles0

20degE

38degN

24degE

P E L O P O N N E S U S

Sparta

Olympia

Athens

N

S

W E

Sparta and Athens c 700 BC

Sparta and Athens were thedominant city-states in ancientGreece1 How many miles apart were

Sparta and Athens2 Which city-statersquos geography

might make it more open toattack in a military battleExplain

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

The

Art

Arc

hive

ET

Arc

hive

124-130 CH4 S2-824133 72104 641 PM Page 125

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
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              • Tools of the Historian
                • Measuring Time
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                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
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                                                                                                                • What Is an Appendix
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                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
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Page 19: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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

During the 600s BC tyrants managed tooverthrow the nobles because they had thebacking of the common people Key sup-port came from the hoplites in the armymany 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 BC tyrants had fallen out offavor in Greece Most city-states becameeither oligarchies or democracies In an oligarchy (AH bull luh bull GAHR bull kee) a few peoplehold power In a democracy (dihbullMAHbullkruhbullsee) all citizens share in running the government The oligarchy of Sparta (SPAHRbulltuh) and the democracy of Athens (A bull 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 DoriansmdashGreeks whoinvaded the Peloponnesus in the Dark AgeLike 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 bull luhts)This name comes from the Greek word forldquocapturerdquo

Why Was the Military So ImportantSpartans 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 oldthey 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

mdashPlutarch ldquoSpartan Disciplinerdquo

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 warAt what age did Spartan boys leave their families for themilitary

Foto MarburgArt Resource NY

124-130 CH4 S2-824133 22304 1156 PM Page 126

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
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          • National Geographic Geography Handbook
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              • Tools of the Historian
                • Measuring Time
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                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
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Page 20: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

CHAPTER 4 The Ancient Greeks 127

A typical meal was a vile-tasting dish calledblack brothmdashpork boiled in animal bloodsalt 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 ldquoCome home carryingyour shield or being carried on itrdquo

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

What Was Spartarsquos Government LikeThe Spartan government was an oligarchyTwo 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-cilrsquos laws and chose five people to beephors (EH bull 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 yearsHowever by focusing on military trainingthe 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)BettmannCORBIS (r)Michael Holford

124-130 CH4 S2-824133 2604 1014 PM Page 127

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
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          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
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              • Tools of the Historian
                • Measuring Time
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                • History and Geography
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                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
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Page 21: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 schoolsone teacher taught boys to read write anddo arithmetic Another teacher taught them

128 CHAPTER 4 The Ancient Greeks

In todayrsquos Olympic gamesboth men and women competeThese athletes come from all over

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

Olympic athletes strive to win gold silveror 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 gamesAthletes competed by themselves not aspart of a team Contests included runningjumping wrestling and boxing Eachwinning athlete won a crown of oliveleaves and brought glory to his city

A warriorrsquos race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jatglencoecom and click on Chapter 4 mdashStudent Web Activityto learn more about ancient Greece

(l)Tom LovellNational Geographic Society Image Collection (r)Dan HelmsNewSportCORBIS

124-130 CH4 S2-824133 2604 1024 PM Page 128

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
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Page 22: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 weavingand other household duties Only in somewealthy families did girls learn to readwrite 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 BC An assembly ofall citizens existed but it had few powersActually the government was an oligarchyas in Sparta

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

In 594 BC the nobles turned to the oneman both sides trusted a noble named Solon(SOH bull luhn) Solon canceled all the farmersrsquodebts 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

Solonrsquos reforms were popular among the common people However the farmers

continued to press Solon to give away thewealthy noblesrsquo land This he refused to do

After Solon there were 30 years of tur-moil Finally a tyrant named Peisistratus(py bullSIHS bull truht bulluhs) seized power in 560 BCHe 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

CHAPTER 4 The Ancient Greeks 129

Token used to select jurors for Athenian courts

The city of Athens was named for the goddess AthenaWhat group ruledAthens duringthe 600s BC

(t)NimatallahArt Resource NY (b)The Brooklyn Museum Charles Wilbour Fund

124-130 CH4 S2-824133 2604 1016 PM Page 129

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
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          • National Geographic Geography Handbook
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              • Tools of the Historian
                • Measuring Time
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                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
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                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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Page 23: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull The support of wealthy mer-

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

bull Sparta was a powerful city-stateIt created a military state tocontrol the people it conqueredand to prevent uprisings

bull Athens was a powerful demo-cratic city-state Athenians weremore involved in governmenteducation 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 lotteryWould 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 BC Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

130 CHAPTER 4 The Ancient Greeks

The most important leader afterPeisistratus died was Cleisthenes (KLYSbull thuhbullNEEZ) When he came to power in 508 BC 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 powersThey 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 electionwhich might favor the rich

Cleisthenesrsquo reforms did not bring all Athenians into the political process

Non-citizens which included all womenforeign-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 SheridanAncient Art amp Architecture Collection

124-130 CH4 S2-824133 31705 1153 AM Page 130

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
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          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
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            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
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                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
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                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
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Page 24: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

Persia Attacks Greeksthe

Whatrsquos the ConnectionSection 2 explained how Greeks

built strong but separate city-statesAt 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 bull The Persian Empire united a wide

area under a single government(page 132)

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

Locating PlacesPersia (PUHRbullzhuh)Marathon (MARbulluhbullTHAHN)Thermopylae

(thuhrbullMAHbullpuhbull lee)Salamis (SAbull luhbullmuhs)Plataea (pluhbullTEEbulluh)

Meeting PeopleCyrus the Great (SYbullruhs)Darius (duhbullRYbulluhs)Xerxes (ZUHRKbullSEEZ)Themistocles

(thuhbullMIHSbulltuhbullKLEEZ)

Building Your Vocabularysatrapies (SAYbulltruhbullpeez)satrap (SAYbullTRAP)Zoroastrianism (ZOHRbulluhbullWASbull

treebulluhbullNIHbullzuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus Dariusand Xerxes

660 BCZoroasterborn

650 BC 550 BC 450 BC650 BC 550 BC 450 BC

CHAPTER 4 The Ancient Greeks 131

Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 BCCyrus becomesruler of Persia

480 BCXerxes invadesGreece

(l)Mary Evans Picture Library (c)BettmannCORBIS (r)Roger WoodCORBIS

131-137 CH4 S3-824133 71404 1002 PM Page 131

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
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      • National Geographic Reference Atlas
        • World Political
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          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
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            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
                                                                                                                      • You Decide
                                                                                                                      • Primary Source Quotes
                                                                                                                      • Maps Charts Graphs and Diagrams
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Page 25: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 BC Read to learn

what happened as Persian armies marched westward

from Asia

The people of Persia (PUHR bull 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 bull ruhs) managed

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

The Rise of the Persian Empire In 539 BCCyrusrsquos armies swept into Mesopotamiaand captured Babylon Then they took overnorthern Mesopotamia Asia Minor SyriaCanaan and the Phoenician cities Cyrustreated all his new subjects well As youread in Chapter 3 he allowed the captiveJews in Babylon to return home Cyrusrsquosmerciful rule helped hold his growingempire together

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

W E

60degE40degE20degE

40degN

20degN

Nile

R

Indu

sR

Tigris R

A

mu Darya R

EuphratesR

Arabian Sea

AralSea

Caspian

Sea

Red

Sea

Persian Gulf

Mediterranean Sea

Black Sea

MESOPOTAMIA

CreteCyprus

ASIAMINOR

PERSIAPHOENICIA

EGYPT

GREECE

Persepolis

Sardis

Byblos

TyreJerusalem

Thebes

Nineveh

SusaBabylon

The Persian Empire 500 BC

A system of roads including theRoyal Road helped Persian kingsrule their empire1 About how long was the Royal

Road2 Based on the map why might the

Persian Empire have been a threatto Greece

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

SEFArt Resource NY

131-137 CH4 S3-824133 71404 1006 PM Page 132

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
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      • Be an Active Reader
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          • National Geographic Geography Handbook
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              • Tools of the Historian
                • Measuring Time
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                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
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                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
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                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
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                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
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                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
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Page 26: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 Susathe Persian capital Along the way thePersians set up roadside stations to supplyfood shelter and fresh horses to thekingrsquos messengers

What Was Persian Government Like Asthe Persian Empire grew bigger it becamevery difficult to manage When Darius(duh bullRY bulluhs) came to the throne in 521 BChe reorganized the government to make itwork better

Darius divided the empire into 20provinces called satrapies (SAY bull truh bull peez)Each was ruled by an official with the titleof satrap (SAY bull TRAP) meaning ldquoprotector ofthe kingdomrdquo 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 kingrsquos 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 10000 speciallytrained soldiers who guarded the kingThey were called the Immortals becausewhen a member died he was immediatelyreplaced

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR bulluh bullWAS bulltree bull uh bull NIH bull zuhm) Its founder Zoroaster

was born in 660 BC 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

CHAPTER 4 The Ancient Greeks 133

Darius helped to organizethe Persian governmentWhat methods did he use

King DariusKing Darius

The Art ArchiveDagli Orti

131-137 CH4 S3-824133 31705 1155 AM Page 133

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
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              • Tools of the Historian
                • Measuring Time
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                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
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                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
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Page 27: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 BCPersia already controlled the Greek cities inAsia Minor In 499 BC 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 BC aPersian fleet landed 20000 soldiers on theplain of Marathon (MAR bull uh bull 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 only10000 soldiers compared to the Persiansrsquo20000 They knew that attacking was toodangerous Instead they held back in thehills overlooking the plain

N

S

W E

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

30degE

20degE

40degN

A e g e a nS e a

Sea ofMarmara

Me d i t e r r a n e a nSe a

Crete

Salamis

MarathonPlataea

Thermopylae Sardis

Miletus

SpartaAthens

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 499ndash479 BC

134 CHAPTER 4 The Ancient Greeks

Greek statesPersian Empire1st Persian invasion490 BC

2nd Persian invasion480 BC

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times1 Which of the major battles shown was a

naval battle2 Why might attacks on the Greek city-

states have been difficult for the Persians

MotionIn

131-137 CH4 S3-875047 91306 1035 AM Page 134

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

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                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
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                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
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                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
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                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
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                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
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                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
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                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
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                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
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                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
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                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
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                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
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                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
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Page 28: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 MarathonThey 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 bullDIHP bulluh bull DEEZ) home with the news The runnerraced nearly 25 miles (402 km) fromMarathon to Athens He collapsed fromexhaustion and with his last breathannounced ldquoVictoryrdquo Then he diedModern marathon races are named for thisfamous run and are just over 26 miles long

Another Persian Strike After Darius diedin 486 BC his son Xerxes (ZUHRK bull SEEZ)became the Persian king Xerxes vowedrevenge against the Athenians In 480 BChe launched a new invasion of Greece thistime with about 180000 troops and thou-sands of warships and supply vessels

To defend themselves the Greeks joinedforces Sparta sent the most soldiers andtheir king Leonidas (lee bull AH bull nuh bull duhs)served as commander Athens provided thenavy An Athenian general Themistocles(thuh bullMIHS bull tuh bull 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 boatThemistocles argued that the Greeksrsquo beststrategy would be to attack the Persiansrsquoships and cut off food supplies to the army

CHAPTER 4 The Ancient Greeks 135

HerodotusrsquosHistory

The Greek historian Herodotus (hihbullRAHbullduhbulltuhs) wrote History of the Persian WarsThis 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 Xerxesrsquo address to Persian noblesldquoAnd 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 fatherrdquo

mdashHerodotusThe Persian Wars Book VII

What reasons besides revenge does Xerxeshave for invading Greece

Herodotus reading to a crowd

BettmannCORBIS

131-137 CH4 S3-824133 71404 1009 PM Page 135

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

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                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
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                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
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                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
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                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
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                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
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                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
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                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
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                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
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                                                                                                                • Spanish Glossary
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Page 29: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 bull MAH bull puh bull lee) Ther-mopylae was a narrow pass through themountains that was easy to defend About7000 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 ldquoThat is good news Wewill fight in the shaderdquo

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 safetyHe 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 bull luh bullmuhs)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

131-137 CH4 S3-824133 32004 957 AM Page 136

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

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

Greek farmers merchants and artisans (page 125)

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

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

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

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

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

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

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

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

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

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
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              • Tools of the Historian
                • Measuring Time
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                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
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                                                                                                                • Suggested Readings
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                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
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Page 30: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

Reading SummaryReview the bull The Persian Empire united its

many lands under a single government

bull 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 involvedWhat was the outcome

What Did You Learn

Study Centraltrade Need help with the material in this section Visit jatglencoecom

CHAPTER 4 The Ancient Greeks 137

In early 479 BC they came together toform the largest Greek army ever assem-bled With solid body armor longer spearsand better training the Greek armycrushed the Persian army at Plataea (pluh bullTEE bulluh) 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 FallWhen 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 plotssix 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 BC the Persianswere no match for his troops

By 330 BC 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

131-137 CH4 S3-824133 31705 1155 AM Page 137

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

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

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

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

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

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

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

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

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

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

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

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

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

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
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                                                                                                                • Standardized Test Practice
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Page 31: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

Age of Pericles

Whatrsquos the ConnectionIn 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 bull Under Pericles Athens became very

powerful and more democratic(page 139)

bull Athenian men and women had verydifferent roles (page 142)

bull Sparta and Athens went to war forcontrol of Greece (page 144)

Locating PlacesDelos (DEEbullLAHS)

Meeting PeoplePericles (PEHRbulluhbullKLEEZ)Aspasia (asbullPAYbullzhuh)

Building Your Vocabularydirect democracy

(dihbullMAHbullkruhbullsee)representative democracy

(REHbullprihbullZEHNbulltuhbulltihv)philosopher (fuhbullLAHbullsuhbull fuhr)

Reading StrategyOrganizing Information Create a circle graph to show how manycitizens foreigners and enslavedpeople lived in Athens in the 400s BC

478 BCDelian Leagueforms

431 BCPeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 BC 450 BC 400 BC500 BC 450 BC 400 BC

138 CHAPTER 4 The Ancient Greeks

The

Citizens

SlavesForeigners

461 BCPericles leadsAthens

138-146 CH4 S4-824133 2604 1059 PM Page 138

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

How do you think having those allies helpedthe Spartans to win the war

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

what Sparta and its allies saw as Athenianaggression Finally war broke out in 431 BCIt would drag on until 404 BC and shatterany possibility of future cooperation amongthe Greeks Historians call this conflict thePeloponnesian War because Sparta waslocated in the Peloponnesus

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

bull The Minoans earned their living by building shipsand trading (page 118)

bull Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region (page 119)

bull Colonies and trade spread Greek culture and spurred industry (page 121)

bull The idea of citizenship developed in Greek city-states (page 122)

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
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                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
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Page 32: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 BC put an end to the Persiansrsquoinvasion of Greece Although the Persiansretreated they still remained a threat In478 BC Athens joined with other city-statesmdashbut not Spartamdashto 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 underPersiarsquos control

At its start the Delian League had head-quarters on the island of Delos (DEE bull LAHS)However its chief officialsmdashthe treasurersin charge of its money and the commandersin charge of its fleetmdashwere from Athens aswere most of the troops Little by littleAthens 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 BC the Athenians moved theDelian Leaguersquos 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 bullMAH bullkruh bull see) In a direct democracypeople 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 impossibleInstead in the United States we have arepresentative democracy (REH bullprih bullZEHN bulltuh bull tihv) Under this type of democracy cit-izens choose a smaller group to make lawsand governmental decisions on their behalfThis 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 BCabout 43000 male citizens over 18 years oldmade up the assembly Usually fewer than6000 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 assemblyrsquoslaws and policies

CHAPTER 4 The Ancient Greeks 139

These ruins are of the agoramdashan ancientmarketplace in Athens where the assembly metWhat type of democracy did Athens have

Steve VidlerSuperStock

138-146 CH4 S4-824133 71404 1021 PM Page 139

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

How do you think having those allies helpedthe Spartans to win the war

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

what Sparta and its allies saw as Athenianaggression Finally war broke out in 431 BCIt would drag on until 404 BC and shatterany possibility of future cooperation amongthe Greeks Historians call this conflict thePeloponnesian War because Sparta waslocated in the Peloponnesus

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

bull The Minoans earned their living by building shipsand trading (page 118)

bull Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region (page 119)

bull Colonies and trade spread Greek culture and spurred industry (page 121)

bull The idea of citizenship developed in Greek city-states (page 122)

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
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        • United States Political
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        • Europe Political
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        • Africa Political
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        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
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Page 33: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

140 CHAPTER 4 The Ancient Greeks

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 bull uh bull KLEEZ) This great states-man guided Athens for more than 30 yearsfrom 461 BC when he was first elected until429 BC 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 thatpeoplersquos talents were more important thantheir social standing For this reasonPericles 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 BCThe 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 architectswriters and philosophers (fuh bull LAH bull suh bullfuhrs) Philosophers are thinkers who pon-der questions about life In Chapter 5 youwill read more about the Greeksrsquo achieve-ments and understand why Pericles calledAthens ldquothe school of Greecerdquo

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

138-146 CH4 S4-824133 2604 1102 PM Page 140

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

How do you think having those allies helpedthe Spartans to win the war

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

what Sparta and its allies saw as Athenianaggression Finally war broke out in 431 BCIt would drag on until 404 BC and shatterany possibility of future cooperation amongthe Greeks Historians call this conflict thePeloponnesian War because Sparta waslocated in the Peloponnesus

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

bull The Minoans earned their living by building shipsand trading (page 118)

bull Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region (page 119)

bull Colonies and trade spread Greek culture and spurred industry (page 121)

bull The idea of citizenship developed in Greek city-states (page 122)

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
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        • North America Political
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        • Middle America PhysicalPolitical
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        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
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Page 34: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

PERICLESc 495ndash 429 BC

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 Periclesrsquo rule over Athens Greek historian

Thucydides wrote ldquoIn name democracy but in fact the

rule of one manrdquo

The ldquoAge of Periclesrdquo was Athensrsquos 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

Periclesrsquo 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 20000 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 BC Pericles died from the

plague

141(t)ScalaArt Resource NY (b)Vanni ArchiveCORBIS

ldquoAthens is theschool of Greecerdquo

mdashmdashPericles as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis

Consider what Thucydides wrote about

Periclesrsquo rule in Athens Do research to find out

how the US Constitution ensures that our

government is not dominated by one leader

138-146 CH4 S4-824133 32004 1000 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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

How do you think having those allies helpedthe Spartans to win the war

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

what Sparta and its allies saw as Athenianaggression Finally war broke out in 431 BCIt would drag on until 404 BC and shatterany possibility of future cooperation amongthe Greeks Historians call this conflict thePeloponnesian War because Sparta waslocated in the Peloponnesus

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

bull The Minoans earned their living by building shipsand trading (page 118)

bull Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region (page 119)

bull Colonies and trade spread Greek culture and spurred industry (page 121)

bull The idea of citizenship developed in Greek city-states (page 122)

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
                                                                                                                      • You Decide
                                                                                                                      • Primary Source Quotes
                                                                                                                      • Maps Charts Graphs and Diagrams
                                                                                                                          • Internet Link
                                                                                                                          • Previous Document
                                                                                                                          • Search - Document
                                                                                                                          • Search - Full Available on OS X and Windows in Reader 601
                                                                                                                          • Page Navigator
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Page 35: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 BC more people lived inAthens than in any other Greek city-stateAthens had about 285000 residents in allSome 150000 were citizens although only

43000 of these were men with politicalrights Foreigners in Athens numberedabout 35000 The population also includedabout 100000 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 manySome worked as household servantsmdashcooks maids or tutors Others toiled in thefields in industry and in artisansrsquo shopsWithout their labor Athens could not havesupported its bustling economy

Many wealthy Athenians had large homes made of mud bricks and tiled roofsThey 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

138-146 CH4 S4-824133 2604 1107 PM Page 142

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

How do you think having those allies helpedthe Spartans to win the war

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

what Sparta and its allies saw as Athenianaggression Finally war broke out in 431 BCIt would drag on until 404 BC and shatterany possibility of future cooperation amongthe Greeks Historians call this conflict thePeloponnesian War because Sparta waslocated in the Peloponnesus

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

bull The Minoans earned their living by building shipsand trading (page 118)

bull Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region (page 119)

bull Colonies and trade spread Greek culture and spurred industry (page 121)

bull The idea of citizenship developed in Greek city-states (page 122)

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
                                                                                                                      • You Decide
                                                                                                                      • Primary Source Quotes
                                                                                                                      • Maps Charts Graphs and Diagrams
                                                                                                                          • Internet Link
                                                                                                                          • Previous Document
                                                                                                                          • Search - Document
                                                                                                                          • Search - Full Available on OS X and Windows in Reader 601
                                                                                                                          • Page Navigator
                                                                                                                          • Exit
                                                                                                                              1. Button2
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Page 36: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

What Drove the Athenian EconomyMany 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 resultthe city had to import grain from otherplaces During the 400s BC Athensbecame the trading center of the Greekworld Merchants and artisans grewwealthy by making and selling potteryjewelry 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 dinedand discussed politics and philosophy

For Athenian women life revolvedaround home and family Girls marriedearlymdashat 14 or 15mdashand 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 womenhowever stayed at home They supervisedthe household servants and worked woolinto clothmdashspinning 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

Womenrsquos Duties In ancient Athens awomanrsquos place was in the home Her twomain responsibilities were caring for thehousehold and raising children The Greekwriter Xenophon (ZEHbullnuhbullfuhn) recordeda manrsquos explanation of womenrsquos duties

ldquoThus your duty will be to remain indoors andsend out those servants whose work is outsideand 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 foodrdquo

mdashXenophon Memorabilia and Oeconomicus

The second floor of each home wasthe womenrsquos 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 motherslearning 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

NimatallahArt Resource NY

138-146 CH4 S4-824133 32304 1027 AM Page 143

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

How do you think having those allies helpedthe Spartans to win the war

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

what Sparta and its allies saw as Athenianaggression Finally war broke out in 431 BCIt would drag on until 404 BC and shatterany possibility of future cooperation amongthe Greeks Historians call this conflict thePeloponnesian War because Sparta waslocated in the Peloponnesus

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

bull The Minoans earned their living by building shipsand trading (page 118)

bull Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region (page 119)

bull Colonies and trade spread Greek culture and spurred industry (page 121)

bull The idea of citizenship developed in Greek city-states (page 122)

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
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          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
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            • Common Map Projections
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            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
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                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
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                                                                                                                      • Primary Sources Library
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                                                                                                                      • SkillBuilder Handbook
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Page 37: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

C04-25AMap ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

N

S

W E

30degE20degE

degN

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 BC

406 BC

411 BC

429 BC

424 BC

418 BC

425 BC

422 BC 410 BC405 BC

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431ndash404 BC

144 CHAPTER 4 The Ancient Greeks

A few women did move more freely in public life Aspasia (as bull PAY bull zhuh) isperhaps the most famous exampleAspasia 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-statesrsquo

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 otherThe 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 years1 In what year was the earliest battle of the war

fought In whose territory2 Which major cities were allied with Sparta

How do you think having those allies helpedthe Spartans to win the war

MotionIn

Gianni Dagli OrtiCORBIS

138-146 CH4 S4-875047 91306 1042 AM Page 144

what Sparta and its allies saw as Athenianaggression Finally war broke out in 431 BCIt would drag on until 404 BC and shatterany possibility of future cooperation amongthe Greeks Historians call this conflict thePeloponnesian War because Sparta waslocated in the Peloponnesus

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

bull The Minoans earned their living by building shipsand trading (page 118)

bull Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region (page 119)

bull Colonies and trade spread Greek culture and spurred industry (page 121)

bull The idea of citizenship developed in Greek city-states (page 122)

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
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Page 38: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

what Sparta and its allies saw as Athenianaggression Finally war broke out in 431 BCIt would drag on until 404 BC and shatterany possibility of future cooperation amongthe Greeks Historians call this conflict thePeloponnesian War because Sparta waslocated in the Peloponnesus

Periclesrsquo 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-tionmdashtheir framework of governmentThey 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

Periclesrsquo 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 winThe Spartans and their allies surroundedAthens They hoped that the Athenianswould send out an army to fight HoweverPericles knew that Spartan forces could beatthe Athenians in open battles Believing hispeople would be safe behind the city wallshe urged farmers and others on the outskirts to move inside the city There

CHAPTER 4 The Ancient Greeks 145

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 BC Despite these terrible losses the

PericlesrsquoFuneral Oration

Pericles was a dominant figure in Athenianpolitics between 461 BC and 429 BC aperiod historians call the Age of PericlesIn his Funeral Oration given during thePeloponnesian War Pericles describeddemocracy the importance of the individualand citizenship

ldquoOur 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 lawwhen 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 otherrdquo

mdashPericles as recorded by ThucydidesHistory of the Peloponnesian War

When Pericles said ldquoeveryone is equalbefore the lawrdquo what did he mean

Pericles

ScalaArt Resource NY

138-146 CH4 S4-824133 71404 1022 PM Page 145

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

bull The Minoans earned their living by building shipsand trading (page 118)

bull Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region (page 119)

bull Colonies and trade spread Greek culture and spurred industry (page 121)

bull The idea of citizenship developed in Greek city-states (page 122)

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
                                                                                                                      • You Decide
                                                                                                                      • Primary Source Quotes
                                                                                                                      • Maps Charts Graphs and Diagrams
                                                                                                                          • Internet Link
                                                                                                                          • Previous Document
                                                                                                                          • Search - Document
                                                                                                                          • Search - Full Available on OS X and Windows in Reader 601
                                                                                                                          • Page Navigator
                                                                                                                          • Exit
                                                                                                                              1. Button2
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Page 39: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

Visit msworldhistorycom forHomework Helper

Homework Helper

Reading SummaryReview the bull Democracy and culture in Athens

flourished under the leadershipof Pericles

bull Athenian men worked as farmersartisans and merchants whilemost women stayed secluded athome

bull Athens and Sparta fought eachother in the Peloponnesian WarThe 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 142What 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

Study Centraltrade Need help with the material in this section Visit jatglencoecom

146 CHAPTER 4 The Ancient Greeks

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

mdashThucydidesHistory 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 BC Spartarsquos new navy destroyedthe Athenian fleet The next year after losingmore battles on land Athens surrenderedThe 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 destroyedThousands of people were left without jobsThe 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 yearshowever 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 norththe 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 91306 1051 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 bull The geography of Greece influenced where people

settled and what they did (page 117)

bull The Minoans earned their living by building shipsand trading (page 118)

bull Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region (page 119)

bull Colonies and trade spread Greek culture and spurred industry (page 121)

bull The idea of citizenship developed in Greek city-states (page 122)

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
                                                                                                                      • You Decide
                                                                                                                      • Primary Source Quotes
                                                                                                                      • Maps Charts Graphs and Diagrams
                                                                                                                          • Internet Link
                                                                                                                          • Previous Document
                                                                                                                          • Search - Document
                                                                                                                          • Search - Full Available on OS X and Windows in Reader 601
                                                                                                                          • Page Navigator
                                                                                                                          • Exit
                                                                                                                              1. Button2
                                                                                                                              2. Button3
Page 40: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 bull The geography of Greece influenced where people

settled and what they did (page 117)

bull The Minoans earned their living by building shipsand trading (page 118)

bull Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region (page 119)

bull Colonies and trade spread Greek culture and spurred industry (page 121)

bull The idea of citizenship developed in Greek city-states (page 122)

Focusing on the bull Tyrants were able to seize power from the nobles with the support of

Greek farmers merchants and artisans (page 125)

bull The Spartans focused on military skills to control the people theyconquered (page 126)

bull Unlike Spartans Athenians were more interested in building a democracythan building a military force (page 128)

Focusing on the bull The Persian Empire united a wide area under a single government (page 132)

bull Both Sparta and Athens played roles in defeating the Persians (page 134)

Focusing on the bull Under Pericles Athens became very powerful and more democratic (page 139)

bull Athenian men and women had very different roles (page 142)

bull Sparta and Athens went to war for control of Greece (page 144)

CHAPTER 4 The Ancient Greeks 147

Minoancalendar

Study anywhere anytimeDownload quizzes and flash cardsto your PDA from glencoecom

NimatallahArt Resource NY

147-149 CH4 CRA-875047 91306 1104 AM Page 147

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
                                                                                                                      • You Decide
                                                                                                                      • Primary Source Quotes
                                                                                                                      • Maps Charts Graphs and Diagrams
                                                                                                                          • Internet Link
                                                                                                                          • Previous Document
                                                                                                                          • Search - Document
                                                                                                                          • Search - Full Available on OS X and Windows in Reader 601
                                                                                                                          • Page Navigator
                                                                                                                          • Exit
                                                                                                                              1. Button2
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Page 41: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

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 todayWrite a paragraph that explains thedifferences As examples use your own experiences or the experiences of someone you know

To review this skill see pages 114ndash115

Section 2 bull Sparta and Athens7 Why were tyrants able to seize control

from Greek nobles 8 Describe the differences between Athens

and Sparta Section 3 bull 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 bull 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 tyrannyExplain

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 bull 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

148 CHAPTER 4 The Ancient Greeks

Making Connections Use What You Know

147-149 CH4 CRA-824133 2604 1121 PM Page 148

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
                                                                                                                      • Linking Past amp Present
                                                                                                                      • National Geographic History Makers
                                                                                                                      • National Geographic The Way It Was
                                                                                                                      • You Decide
                                                                                                                      • Primary Source Quotes
                                                                                                                      • Maps Charts Graphs and Diagrams
                                                                                                                          • Internet Link
                                                                                                                          • Previous Document
                                                                                                                          • Search - Document
                                                                                                                          • Search - Full Available on OS X and Windows in Reader 601
                                                                                                                          • Page Navigator
                                                                                                                          • Exit
                                                                                                                              1. Button2
                                                                                                                              2. Button3
Page 42: Chapter 4: The Ancient Greeksbakerbulldogs.weebly.com/uploads/5/3/7/6/53762467/chap04.pdf · Sparta united to defeat them. The Age of Pericles Under the leadership of Pericles, Athens

20degE 30degE

40degN

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 questions18 Place What sea lies along the west coast

of Greece19 Location Where was Knossos20 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 timePerform 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 sectionQuestions should focus on the main ideasExchange 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 waysGive 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 jatglencoecom

CHAPTER 4 The Ancient Greeks 149

AnalyzeStudy the following quote then answer the questions that followldquoOur 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 fewthis is why it is called a democracy Thefreedom which we enjoy in our governmentextends also to our ordinary life Furtherwe provide plenty of means for the mind torefresh itself from business We celebrategames and sacrifices all the year roundrdquo

mdashPericles as recorded by ThucydidesThe Peloponnesian War

26 According to Pericles why is Athensconsidered a democracy

27 What does Pericles mean when he saysldquowe provide plenty of means for themind to refresh itself from businessrdquo

Democratic Idea Challenges

147-149 CH4 CRA-824133 2604 1123 PM Page 149

  • Glencoe World History Journey Across Time The Early Ages
    • Table of Contents
      • Be an Active Reader
      • Previewing Your Textbook
      • Scavenger Hunt
      • National Geographic Reference Atlas
        • World Political
        • World Physical
        • North America Political
        • North America Physical
        • United States Political
        • United States Physical
        • Middle America PhysicalPolitical
        • South America Political
        • South America Physical
        • Europe Political
        • Middle East PhysicalPolitical
        • Africa Political
        • Africa Physical
        • Asia Political
        • Pacific Rim PhysicalPolitical
        • Arctic Ocean Physical
        • Antarctica Physical
          • National Geographic Geography Handbook
            • How Do I Study Geography
            • How Do I Use Maps and Globes
            • Understanding Latitude and Longitude
            • From Globes to Maps
            • Common Map Projections
            • Parts of Maps
            • Types of Maps
            • Using Graphs Charts and Diagrams
            • Geographic Dictionary
              • Tools of the Historian
                • Measuring Time
                • Organizing Time
                • How Does a Historian Work
                • History and Geography
                • What Is a Historical Atlas
                • Links Across Time
                  • Unit 1 Early Civilizations
                    • Chapter 1 The First Civilizations
                      • Reading Skill Previewing
                      • Section 1 Early Humans
                      • Section 2 Mesopotamian Civilization
                      • Section 3 The First Empires
                      • Chapter 1 Reading Review
                      • Chapter 1 Assessment and Activities
                        • Chapter 2 Ancient Egypt
                          • Reading Skill Predicting
                          • Section 1 The Nile Valley
                          • Section 2 Egypts Old Kingdom
                          • Section 3 The Egyptian Empire
                          • Section 4 The Civilization of Kush
                          • Chapter 2 Reading Review
                          • Chapter 2 Assessment and Activities
                            • Chapter 3 The Ancient Israelites
                              • Reading Skill Main Idea
                              • Section 1 The First Israelites
                              • Section 2 The Kingdom of Israel
                              • Section 3 The Growth of Judaism
                              • Chapter 3 Reading Review
                              • Chapter 3 Assessment and Activities
                                • Unit 1 Review
                                  • Unit 2 The Ancient World
                                    • Chapter 4 The Ancient Greeks
                                      • Reading Skill Making Connections
                                      • Section 1 The Early Greeks
                                      • Section 2 Sparta and Athens
                                      • Section 3 Persia Attacks the Greeks
                                      • Section 4 The Age of Pericles
                                      • Chapter 4 Reading Review
                                      • Chapter 4 Assessment and Activities
                                        • Chapter 5 Greek Civilization
                                          • Reading Skill Context
                                          • Section 1 The Culture of Ancient Greece
                                          • Section 2 Greek Philosophy and History
                                          • Section 3 Alexander the Great
                                          • Section 4 The Spread of Greek Culture
                                          • Chapter 5 Reading Review
                                          • Chapter 5 Assessment and Activities
                                            • Chapter 6 Early India
                                              • Reading Skill Vocabulary
                                              • Section 1 Indias Early Civilizations
                                              • Section 2 Hinduism and Buddhism
                                              • Section 3 Indias First Empires
                                              • Chapter 6 Reading Review
                                              • Chapter 6 Assessment and Activities
                                                • Chapter 7 Early China
                                                  • Reading Skill Text Structure
                                                  • Section 1 Chinas First Civilizations
                                                  • Section 2 Life in Ancient China
                                                  • Section 3 The Qin and Han Dynasties
                                                  • Chapter 7 Reading Review
                                                  • Chapter 7 Assessment and Activities
                                                    • Unit 2 Review
                                                      • Unit 3 New Empires and New Faiths
                                                        • Chapter 8 The Rise of Rome
                                                          • Reading Skill Taking Notes
                                                          • Section 1 Romes Beginnings
                                                          • Section 2 The Roman Republic
                                                          • Section 3 The Fall of the Republic
                                                          • Section 4 The Early Empire
                                                          • Chapter 8 Reading Review
                                                          • Chapter 8 Assessment and Activities
                                                            • Chapter 9 Roman Civilization
                                                              • Reading Skill Responding amp Reflecting
                                                              • Section 1 Life in Ancient Rome
                                                              • Section 2 The Fall of Rome
                                                              • Section 3 The Byzantine Empire
                                                              • Chapter 9 Reading Review
                                                              • Chapter 9 Assessment and Activities
                                                                • Chapter 10 The Rise of Christianity
                                                                  • Reading Skill Sequence Clues
                                                                  • Section 1 The First Christians
                                                                  • Section 2 The Christian Church
                                                                  • Section 3 The Spread of Christian Ideas
                                                                  • Chapter 10 Reading Review
                                                                  • Chapter 10 Assessment and Activities
                                                                    • Chapter 11 Islamic Civilization
                                                                      • Reading Skill Main Idea
                                                                      • Section 1 The Rise of Islam
                                                                      • Section 2 Islamic Empires
                                                                      • Section 3 Muslim Ways of Life
                                                                      • Chapter 11 Reading Review
                                                                      • Chapter 11 Assessment and Activities
                                                                        • Unit 3 Review
                                                                          • Unit 4 The Middle Ages
                                                                            • Chapter 12 China in the Middle Ages
                                                                              • Reading Skill Inferences
                                                                              • Section 1 China Reunites
                                                                              • Section 2 Chinese Society
                                                                              • Section 3 The Mongols in China
                                                                              • Section 4 The Ming Dynasty
                                                                              • Chapter 12 Reading Review
                                                                              • Chapter 12 Assessment and Activities
                                                                                • Chapter 13 Medieval Africa
                                                                                  • Reading Skill Compare and Contrast
                                                                                  • Section 1 The Rise of African Civilizations
                                                                                  • Section 2 Africas Government and Religion
                                                                                  • Section 3 African Society and Culture
                                                                                  • Chapter 13 Reading Review
                                                                                  • Chapter 13 Assessment and Activities
                                                                                    • Chapter 14 Medieval Japan
                                                                                      • Reading Skill Cause and Effect
                                                                                      • Section 1 Early Japan
                                                                                      • Section 2 Shoguns and Samurai
                                                                                      • Section 3 Life in Medieval Japan
                                                                                      • Chapter 14 Reading Review
                                                                                      • Chapter 14 Assessment and Activities
                                                                                        • Chapter 15 Medieval Europe
                                                                                          • Reading Skill Questioning
                                                                                          • Section 1 The Early Middle Ages
                                                                                          • Section 2 Feudalism
                                                                                          • Section 3 Kingdoms and Crusades
                                                                                          • Section 4 The Church and Society
                                                                                          • Section 5 The Late Middle Ages
                                                                                          • Chapter 15 Reading Review
                                                                                          • Chapter 15 Assessment and Activities
                                                                                            • Unit 4 Review
                                                                                              • Unit 5 A Changing World
                                                                                                • Chapter 16 The Americas
                                                                                                  • Reading Skill Summarizing
                                                                                                  • Section 1 The First Americans
                                                                                                  • Section 2 Life in the Americas
                                                                                                  • Section 3 The Fall of the Aztec and Inca Empires
                                                                                                  • Chapter 16 Reading Review
                                                                                                  • Chapter 16 Assessment and Activities
                                                                                                    • Chapter 17 The Renaissance and Reformation
                                                                                                      • Reading Skill Analyze and Clarify
                                                                                                      • Section 1 The Renaissance Begins
                                                                                                      • Section 2 New Ideas and Art
                                                                                                      • Section 3 The Reformation Begins
                                                                                                      • Section 4 Catholics and Protestants
                                                                                                      • Chapter 17 Reading Review
                                                                                                      • Chapter 17 Assessment and Activities
                                                                                                        • Chapter 18 Enlightenment and Revolution
                                                                                                          • Reading Skill Monitor and Adjust
                                                                                                          • Section 1 The Age of Exploration
                                                                                                          • Section 2 The Scientific Revolution
                                                                                                          • Section 3 The Enlightenment
                                                                                                          • Section 4 The American Revolution
                                                                                                          • Chapter 18 Reading Review
                                                                                                          • Chapter 18 Assessment and Activities
                                                                                                            • Unit 5 Review
                                                                                                              • Appendix
                                                                                                                • What Is an Appendix
                                                                                                                • SkillBuilder Handbook
                                                                                                                • Standardized Test Practice
                                                                                                                • Primary Sources Library
                                                                                                                • Suggested Readings
                                                                                                                • Glossary
                                                                                                                • Spanish Glossary
                                                                                                                • Gazetteer
                                                                                                                • Index
                                                                                                                • Acknowledgements and Photo Credits
                                                                                                                    • Features
                                                                                                                      • Primary Source
                                                                                                                      • Primary Sources Library
                                                                                                                      • World Literature
                                                                                                                      • Biography
                                                                                                                      • SkillBuilder Handbook
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