Topic 3
Greek Legacy
GREECE AND ROME
Unit 3: Topic 3 - Curriculum guide
Table of Contents
Unit 3 - Topic 1: Overview........................................................................................................................................................... 1
Unit 3 - Topic 1: Goal, GLE's, & Description.............................................................................................................................. 2
Essential Content - GLEs
Ancillary Content - GLEs
Homework: What Did You Learn in Unit 2 - Topic 5................................................................................................................ 3
Student Strategies....................................................................................................................................................................... 4
Caterpillar Writing
Thinking Like a Historian
C.E.R. Strategy for Reading and Stating Claims (Claim, Evidence, Reasoning)
Lesson Activity: Vocabulary Words - Homework.....................................................................................................................5
Instructional Process/Building Context....................................................................................................................................6
Lesson Activity: Persian Wars....................................................................................................................................................7
Formative Assessment/Developing a Claim: Persia and Athens...........................................................................................8
Lesson Activity: Building Context - The Peloponnesian Wars...............................................................................................9
Lesson Activity: Enrichment (Optional) DBQ.........................................................................................................................10
Building Context: Alexander The Great..................................................................................................................................11
Formative Assessment/Develop a Claim.................................................................................................................................12
Building Context.........................................................................................................................................................................13
Summative Assessment............................................................................................................................................................14
Timeline.......................................................................................................................................................................................15
unit 3 - Topic 3: Overview
Page 1
Topic 3: Greek Legacy
Students examine how classical ideas from ancient Greece have spread and influenced other cultures around the world.
Unit 3 Description: Students examine the growth of civilization in ancient Greece; the birthplace of democracy, the achievements of the ancient Greeks, and the spread of the Hellenistic civilization and its contributions to Western civilization. Additionally, this unit focuses on the rise of the Roman Republic, its government structure and its contributions to the development of democratic principles, its transition into an empire, the reasons for its expansion and decline, and its contributions to western civilization. Students explore how permanent settlements can only thrive with common rules and organizational structures. They will also explore the role war play in advancing civilizations. All characteristics of civilizations will be covered and analyzed.
Unit 3 -Topic 3: Goals, GLE's & Description
Page 2
Topic 3: Goal
Our goal for Topic 3 is for students to explore several important historic events and how they impacted civilization in and around the Greek world. In order to do that students will also examine the Persian and Peloponnesian Wars in order to understand the cause of the conflict between Persian and Athens and Alexander the Great's role. Students will also discuss Alexander the Great's leadership style and how he changed native cultures.
Students will be able to write a response to the question, "What benefits and drawbacks might have arisen from the Hellenization of Alexander's empire"?
Unit 3: Approximately 7 Weeks
Topic 3: Approximately 6 class periods
Connections to the Unit Claim:
Students examine how classical ideas from ancient Greece have spread and influenced other cultures around the world.
Geographic factors shaped the development of ancient civilizations,
Resources and land use contributed to the development and expansion of trade between civilizations and world regions,
Political factors influenced the economic, social, and cultural development of ancient civilizations,
Territorial expansion, the growth of trade and taxation influenced migration patterns, and the spread of cultures, ideas, and religion, and
The Greek city-states and the Roman Republic influenced the development of democracy.
Claim:
What factors make a civilization influential?
Sub-Claim:
What benefits and drawbacks might have arisen from the Hellenization of Alexander's empire?
essential content
6.2.4 Describe the development of the Greek city-state, the culture and achievements of Athens and Sparta and the impact of Alexander the Great's conquests on the spread of Greek culture
6.3.3 Compare and contrast physical patterns and political boundaries of civilizations, empires, and kingdoms using maps and globes
6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement
6.4.3 Explain the connection between physical geography and its influence on the development of civilization
Ancillary CONTENT
6.1.1 - Produce clear and coherent writing for a range of tasks, purposes, and audiences by completing the following tasks:
Conducting historical research
Evaluating a broad variety of primary and secondary sources
Comparing and contrasting varied points of view
Determining the meaning of words and phrases from historical texts
Using technology to research, produce, or publish a written product
6.1.2 - Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 - Analyze information in primary and secondary sources to address document-based questions
6.1.4 - Identify and compare measurements of time in order to understand historical chronology
Homework: What Did You Learn in Topic 2?
Page 3
Directions for Homework: Before we start this new topic, take a minute to write about what you have learned so far. Use complete sentences in your writing. Try to fill these pages with the new knowledge you have gained. Celebrating YOU, Because YOU ARE SOMEBODY!!! Don't forget it.
Student Strategies - Caterpillar Writing, Thinking Like a Historian
Page 4
Caterpillar Writing
Think Like A Historian
sentence starters
Lesson Activity: Vocabulary Words - HOMEWORK
Page 5
Ancillary Content not addressed in the textbook at this time. Teachers should include Ancillary Content with the Topic.
alliance
city-state
classical
cultural diffusion
Hellenistic
legacy
polis
Instructional Process/Building Context
Page 6
Through our last tasks, we have learned many things about the ancient Greeks and how their culture developed. In this task, we will be exploring several important historic events and how they impacted civilization in and around the Geek world. We will be reading the following articles in order to complete the "Greeks at War T-Chart." You may work with a partner to annotate while reading about the Persian War. Please use the Annotation Steps to guide your process. After reading, students will work with their partners to outline notes on important events that occurred during the Persian Wars on the "Greeks at War T-Chart."
This form can be found in your NOTEBOOK or your teacher could provide you with a paper copy.
Lesson Activity: Persian Wars
Page 7
Greek Warships
The Persian Wars - Article 1
The Persian Wars refer to the conflict between Greece and Persia in the 5th century BCE which involved two invasions by the latter in 490 and 480 BCE. Several of the most famous and significant battles in history were fought during the Persian Wars, these battles were at Marathon, Thermopylae, Salamis, and Plataea, all of which would become legendary. The Greeks were, ultimately, victorious and their civilization preserved. If they had been defeated then the western world may not have inherited from them such lasting cultural contributions as democracy, classical architecture and sculpture, theatre, and the Olympic Games.
Origins of the Wars
Persia, under the rule of Darius (r. 522-486 BCE), was already expanding into mainland Europe and had subjugated Ionia, Thrace, and Macedonia by the beginning of the 5th century BCE. Next in King Darius' sights were Athens and the rest of Greece. Just why Greece was coveted by Persia is unclear. Wealth and resources seem an unlikely motive; other more plausible suggestions include the need to increase the prestige of the king at home or to quell once and for all a collection of potentially troublesome rebel states on the western border of the empire. The Ionian rebellion, the offering of earth and water in submission to the Persian satrap in 508 BCE, and the attack by Athens and Eretria on the city of Sardis in 499 BCE had not been forgotten either.
Whatever the exact motives, in 491 BCE Darius once again sent envoys to call for the Greeks' submission to Persian rule. The Greeks sent a no-nonsense reply by executing the envoys, and Athens and Sparta promised to form an alliance for the defense of Greece. Darius' response to this diplomatic outrage was to launch a naval force of 600 ships and 25,000 men to attack the Cyclades and Euboea, leaving the Persians just one step away from the rest of Greece.
Marathon
Darius did not lead the invasion of mainland Greece in person but put his general Datis in charge of his cosmopolitan army. Second-in-command was Artaphernes, Darius' nephew, who perhaps led the 2,000-strong Persian cavalry. The total strength of the Persian army was perhaps 90,000 men. The Greeks were led by either Miltiades or Callimachus and they commanded a total force of only between 10,000 and 20,000, probably nearer the lower figure. The long-range assault tactics of the Persian archers were to come up against the heavy infantry of Greek hoplites with their large round shields, spears, and swords, and organized in a solid line or phalanx where each man's shield protected both himself and his neighbor in a wall of bronze.
WITH THEIR LONGER SPEARS, HEAVIER SWORDS, BETTER ARMOUR, AND RIGID DISCIPLINE OF THE PHALANX FORMATION THE GREEK HOPLITES WON A GREAT VICTORY AGAINST THE ODDS.
When the two armies clashed on the plain of Marathon in September 490 BCE, the Persian tactic of rapidly firing vast numbers of arrows into the enemy must have been an awesome sight but the lightness of the arrows meant that they were largely ineffective against the bronze-armored hoplites. At close quarters the Greeks thinned their center and extended their flanks to envelop the enemy lines. This and their longer spears, heavier swords, better armor, and rigid discipline of the phalanx formation meant that the Greek hoplites won a great victory against the odds. According to tradition 6,400 Persians were dead and only 192 Greeks were killed. Victory dedications and statues were erected and, for the Greeks, the Battle of Marathon quickly became the stuff of legend. Meanwhile, the Persian fleet fled back to Asia but they would be back, and next time, in even bigger numbers.
Thermopylae
Within a decade, King Xerxes continued his predecessor Darius' vision, and in 480 BCE he gathered a huge invasion force to attack Greece again, this time via the pass at Thermopylae on the east coast. In August 480 BCE a small band of Greeks led by Spartan King Leonidas held the pass for three days but were killed to a man. At the same time, the Greek fleet managed to hold off the Persians at the indecisive naval battle at Artemision. Together, these battles bought Greece time and allowed for its cities to steel themselves for the bigger challenges yet to come.
by The Creative Assembly
Conflict between the Greeks and the Persians
The Battle of Thermopylae
Salamis Ships
Salamis
The defeat at Thermopylae, though glorious, allowed the Persians to make in-roads into Greece. Consequently, many states now turned over to the Persians and Athens itself was sacked. In response, a Greek army led by Leonidas' brother Kleombrotos began to build a defensive wall near Corinth but winter halted the land campaign. The next vital engagement was going to be at sea.
In September 480 BCE at Salamis in the Saronic Gulf, the Greeks once more faced a larger enemy force. The exact numbers are much disputed but a figure of 500 Persian ships against a Greek fleet of 300 seems the most likely estimate. The hoplites had won at Marathon, now it was the turn of the trireme to take center stage, the fast and maneuverable Greek warship powered by three banks of oars and armed with a bronze ram. The Persians also had triremes but the Greeks had an ace up their sleeve, the great Athenian general Themistocles. He, with 20 years of experience and the confidence from his leadership at Artemision, employed a bold plan to entice the Persian fleet into the narrow straits of Salamis and hit the enemy fleet so hard it had nowhere to retreat.
Themistocles won a great victory and the remaining Persian ships retreated to Asia Minor. The cryptic oracle of Apollo at Delphi had been proved right: 'only a wooden wall will keep you safe' and the wooden triremes of the Greeks had done their job. But still, this was not the end. There would be one more battle, the largest ever yet seen in Greece, and it would decide her fate for centuries to follow.
Plataea
After Salamis, Xerxes returned home to his palace at Sousa but he left the gifted general Mardonius in charge of the invasion which was still very much on. The Persian position remained strong despite the naval defeat - they still controlled much of Greece and their large land army was intact. After a series of political negotiations, it became clear that the Persians would not gain victory on land through diplomacy and the two opposing armies met at Plataea in Boeotia in August 479 BCE.
The Greeks fielded the largest hoplite army ever seen which came from some 30 city-states and numbered around 110,000. The Persians possessed a similar number of troops, perhaps slightly more but, again, there are no exact figures agreed upon by scholars. Although cavalry and archers played their part, it was, once again, the superiority of the hoplite and phalanx which won the Greeks the battle. Finally, they had ended Xerxes' ambitions in Greece.
Aftermath
In addition to victory at Plataea, at the roughly contemporary Battle of Mycale in Ionia, the Greek fleet led by Leotychides landed an army that wiped out the Persian garrison there and killed the commander Tigranes. The Ionian states were sworn back into the Hellenic Alliance and the Delian League established to ward off any future Persian attacks. Further, the Chersonese controlling the Black Sea and Byzantium controlling the Bosphorus were both retaken. Persia would remain a threat with odd skirmishes and battles occurring across the Aegean over the next 30 years but mainland Greece had survived its greatest danger. In c. 449 BCE a peace was finally signed, sometimes referred to as the Peace of Callias, between the two opposing civilizations.
While the Greeks were euphoric in victory, the Persian Empire was not dealt a death blow by its defeat. Indeed, Xerxes' sacking of Athens was probably enough to allow him to present himself as a returning hero but, as with other wars, there are no written records by the Persians and so their view of the conflict can only be speculated. Whatever, the Persian Empire continued to thrive for another 100 years. For Greece, however, the victory not only guaranteed her freedom from foreign rule but also permitted, soon after, an astonishingly rich period of artistic and cultural endeavor which would lay the cultural foundations of all future Western civilizations.
Cartwright, Mark. "Persian Wars." Ancient History Encyclopedia. Ancient History Encyclopedia, 06 Apr 2016. Web. 03 Feb 2021.
Cartwright, Mark. "Persian Wars." Ancient History Encyclopedia. Ancient History Encyclopedia, 06 Apr 2016. Web. 03 Feb 2021.
Watch the Video on the Aftermath. Take notes and record important information in your NOTEBOOK
formative assessment/developing a claim:
Persia and Athens
Page 8
In this activity, students will consider the role of geography and the environment in the Persian Wars. You may work with a partner to discuss. Students will provide evidence from the sources and outside knowledge to support their answers. Answer the following questions to help you better understand the relationship that geography and environment had in the Persian Wars. Students will use the maps below, to aid in understanding how geography affected the outcomes. Examine each carefully.
What seemed to cause conflict between Persia and Athens?
How did geography give Athens the upper hand at the Battle of Marathon?
How did geography give Persia the upper hand at the Battle of Thermopylae?
How did geography give Athens the upper hand at the Battle of Salamis?
How did the Persian Wars affect the relationship between Athens and Sparta?
Directions: Go to your NOTEBOOK to answer the questions shown on this page.
battle of marathon map
the battle of thermopylae
battle of salamis map
the battle of salamis geography
Lesson activity: building context
The Peloponnesian Wars
Page 9
Students will work together to read about the Peloponnesian Wars. As students read, they will take notes on important details of the Peloponnesian Wars on the Greeks at War T-Chart.
Peloponnesian War - Article 2
The Peloponnesian War fought between ancient Athens and Sparta (who won) and their respective allies came in two stages, the first from c. 460 to 446 BCE and the second and more significant war from 431 to 404 BCE. With battles occurring at home and abroad, the long and complex conflict was damaging to both sides but Sparta, with financial help from Persia, finally won the conflict by destroying the Athenian fleet at Aegospotami in 405 BCE.
Causes of the War
In the 5th century BCE, Sparta and Athens were the two major powers in Greece and it was perhaps inevitable that their spheres of influence would overlap and cause conflict. Sparta seems to have been particularly alarmed at the growing power of Athens, able to build an ever-bigger fleet of ships thanks to tributes from its allies and dependents. Sparta was also suspicious of the Athenians' project to rebuild their Long Wall fortifications which protected their harbor of Piraeus. In addition, Sparta was also concerned that inaction would push the other major Greek power, Corinth, to side with Athens.
What has become known as The First Peloponnesian War (c. 460-446 BCE) was less intense than the second and fought mainly between Athens and Corinth with occasional intervention by Sparta. The war was followed by the Thirty Year's Peace although in reality hostilities never fully ceased and broke out into full war once again from 431 BCE.
GREEK CIVILIANS BECAME MUCH MORE INVOLVED IN WARFARE & THE ENTIRE CITIZEN BODIES OF CITY-STATES COULD BE WIPED OUT.
A flashpoint in Spartan-Athenian relations was Poteidaia in 432 BCE. Athens wanted timber and minerals from Thrace and so demanded Poteidaia remove their fortifications. The Poteidaian's asked for Sparta's protection and received a promise of assistance. Athens went ahead and laid siege to the city anyway, shortly after, also issuing the Megarian Decrees. These prevented Megara from using any port of Athens or her allies, effectively imposing a trade embargo. Sparta, a long-time ally of Megara, asked Athens to repeal the decree as it would make Megara wholly dependent on Athens. The Athenians, cajoled by Pericles, refused but the Spartans withheld from formally declaring war, perhaps due to their state of unreadiness for another long conflict. In fact, though, hostilities broke out elsewhere when Thebes attacked Plataea, an ally of Athens, and in 431 BCE the Peloponnesian army led by the Spartan king Archidamos invaded and ravaged Attica. The War was back on again.
Warfare in the Second Peloponnesian War became more sophisticated and more deadly with the conventions of warfare breaking down and resulting in atrocities previously unthinkable in Greek warfare. Civilians became much more involved in warfare and entire citizen bodies could be wiped out as happened at Mykalessos in Boeotia. The number of casualties in the wars was, therefore, far greater than in any previous conflict in Greece's long history.
Greek Trireme [Artist's Impression]
by The Creative Assembly
Athens & Her Allies
Following the Persian Wars of the early 5th century BCE, the Greek city-states or poleis began to align themselves in protective alliances. Many states sided with Athens, notably those from Ionia, and together they formed the Delian League sometime around 478 BCE. The League, at its greatest size, was composed of over 300 members who paid tribute to Athens, the strongest naval power in Greece, in the form of either ships or money in return for Athenian protection against a perceived threat from Persian and perhaps also Mediterranean pirates. The treasury of the League was placed on the sacred island of Delos in the Cyclades.
THE PRACTICAL CONSEQUENCE OF THE DELIAN LEAGUE WAS THAT ATHENS' NAVY COULD NOW STRIKE ANYWHERE.
Starting with the repression of Naxos, however, the League swiftly came to resemble an Athenian empire rather than a collection of equal allies, a process confirmed by the moving of the treasury to Athens in 454 BCE. Whatever the politics, the practical consequences of the League was that Athens' navy could strike anywhere, especially after rival sea-power Aegina was taken, and it caused significant supply problems to several cities throughout the war, notably Corinth.
Sparta & Her Allies
The tough military training in Sparta, which started from the age of seven and was known as the agōgē, resulted in a professional hoplite army capable of great discipline and relatively sophisticated battle maneuvers which made them feared throughout Greece, a fact perhaps evidenced by Sparta's notable lack of fortifications for most of its history.
The regional instability in Greece in the late 6th century BCE brought about the Peloponnesian League (c. 505 to 365 BCE) which was a grouping of Corinth, Elis, Tegea, and other states (but never Argos) where each member swore to have the same enemies and allies as Sparta. Membership of the League did not necessitate the paying of tribute to Sparta but rather the provision of troops under Spartan command. The League would allow Sparta to establish hegemony over and dominate the Peloponnese until the 4th century BCE.
Innovations in Warfare
Like all great conflicts, the Peloponnesian War brought about changes and developments in warfare. The heavily armed hoplite in the phalanx formation (lines of closely packed hoplites protecting each other with their shields) still dominated the Greek battlefield but the phalanx did become deeper (more rows of men) and wider (a longer front of men) during the Peloponnesian War. The dominance of the hoplite on the battlefield was also threatened by the deployment of combined arms using mixed troops - hoplites, light infantry, and cavalry - a tactic that became ever more widespread.
Other developments in warfare included an increase in the use of slaves, mercenaries, and foreigners in Greek armies, better logistics which allowed armies to stay longer in the field, and greater attention paid to skills and experience when selecting military leaders. Weapons generally did not develop in respect to earlier conflicts although there were exceptions such as the primitive flame throwers which were used against the wooden fortifications of Delon in 424 BCE.
Sparta's Invasions of Attica
With one side predominantly a land-based army and the other a great maritime power it is not perhaps surprising that the war dragged on for decades with indecisive victories and ineffectual raids. The principal Spartan strategy was to annually attack Athenian lands, starting in 431 BCE, creating as much destruction as possible such as burning farms, chopping down olive trees and vineyards. However, the actual effect of this on the Athenian economy is unclear, especially when considering that the city could always be resupplied by sea via the city's port of Piraeus protected by the Long Walls. It may have been a Spartan strategy to entice the Athenians out from behind their fortifications into open battle, a temptation that Athens, and particularly Pericles, always resisted. Athens could also and did retaliate by landing troops by sea into Spartan territory and inflict similar damage.
Greek Hoplite
Art Rendering
Soldiers of the Peloponnesian War
Athens was hit by a devastating plague (arriving from Egypt via Persia) in 430 BCE and Sparta even postponed her annual invasion to avoid it. In the same year, Pericles was ousted and Athens sued for peace only to be rejected by Sparta. However, under Kleon and Nikias, the Athenians enjoyed a successful campaign in the Corinthian Gulf in 429 BCE and hopes for an early Spartan victory now seemed hopelessly ambitious.
IF A CITY DID FINALLY FALL AFTER A SIEGE THEN DEATH OR SLAVERY WAS THE USUAL RESULT FOR THE DEFEATED.
Sieges
Sieges were another common feature of the Peloponnesian War. They were already a feature of Greek warfare but they increased dramatically in number during the Peloponnesian Wars, reaching around 100, 58 of which were successful (for the attackers). Siegecraft involved two main strategies - repeatedly attacking the city directly (until the defenders capitulated or the walls were breached) and circumvallation or surrounding the city with a wall (and starving the city into surrender). In the latter strategy, there was also the hope that betrayal and in-fighting might also compromise the defenders. The second strategy was much more costly and time-consuming as it often took years to achieve success. If a city did finally fall then death or slavery was the usual result for the defeated.
The next action in the war was the siege of Plataea between c. 429-427 BCE which had elements of both siege strategies. First, the Peloponnesian forces used more aggressive tactics by blockading the town with a wooden palisade and building an earth ramp to compromise the walls. However, the Plataeans responded to this threat by building even higher walls. The Peloponnesians then used battering rams (embole) against the walls but the defenders once again thwarted the attackers by dropping large beams on chains to break the rams. The attackers then decided to dig in for a long siege and play the waiting game, a strategy that was ultimately successful as they starved the Plataeans into surrendering but only after two years.
The War Rumbles On
In 428 BCE Athens ruthlessly crushed a revolt on Lesbos involving Mytilene and in 427 the fall of Plataea was followed by a civil war on Kerkyra (Corfu) and a failed Athenian attempt to support Leontinoi in Sicily. In 426 BCE Demosthenes led 40 triremes in a campaign against Pylos (they were in fact on their way to Sicily) where they defeated the Spartans occupying Sphakteria. In 424 BCE the Athenians launched an expedition against Megara and Boeotia but this was another failure and involved a heavy defeat near Delion. Athens did, however, take the Spartan island of Kythera. The Spartans too had successes, now commanded by Brasidas and using non-Spartan hoplites for the first time, they captured several poleis in Attica, notably Amphipolis - although both Kleon and Brasidas were killed in the battle.
In 423/421 BCE a truce was called and a 50-year peace was agreed upon. There were some territorial concessions on both sides but principally the situation returned to the pre-war status quo. However, individual commanders in the field refused to hand over cities and an alliance was formed between Mantineia, Argos, Elis, Corinth, and the Chalkidians. In 420 BCE Sparta formed an alliance with Boeotia. Also in 420 BCE, the new Athenian leader Alcibiades brokered an alliance between Athens, Argos, Elis, and Mantineia. It looked very much like both sides were maneuvering for a re-start.
In 418 BCE there was the major battle at Mantineia where Sparta, led by Agis II, defeated Argos and her allies. The war now took on a more brutal aspect with Sparta killing all the citizens of Hysiai (417/16 BCE) and Athens, in the same period, executing the citizens of Melos.
Alcibiades
by Bija (CC BY)
Battle of Aegospotami
Sparta Army
Ancient Greek Wars Assessment. Teacher will plan
The Sicilian Expedition
In 415 BCE Athenian general Alcibiades was the mastermind behind the invasion of Sicily, the largest operation of the entire war. Athens wanted Sicilian timber for her fleet and the pretext for the attack was a request for help from the small polis of Segesta which sought protection from Syracuse. However, on the eve of departure, Alcibiades was implicated in serious accusations of impiety and was stripped of command. Not wishing to face what he felt would be a biased trial, Alcibiades fled to Sparta. The military operation continued under Nikias but was a complete disaster, an ineffectual siege was broken by a Spartan army led by Glypus, the Athenian fleet was routed in the harbor of Syracuse and both Nikias and Demosthenes were executed in 413 BCE.
THE WAR WAS FINALLY WON BY SPARTA, THEN, & PERHAPS IRONICALLY, IN A NAVAL BATTLE.
Aegospotami & Victory
Athens was not beaten yet though and she continued to raid the Peloponnese from the sea. Sparta, following the advice of Alcibiades, built a fort at Dekeleia to more easily disrupt Attic agriculture with their annual attacks on Attic farmland. Agis made his headquarters at Dekeleia and received envoys from various poleis wishing to leave the Delian League, notably Chios and Miletos. Persia also made overtures to Sparta, offering money with which to build a fleet that could challenge Athens in return for Sparta recognizing Persian sovereignty in Asia Minor.
The War was finally won by Sparta, then, and perhaps ironically, in a naval battle. After a long series of naval defeats to the Athenians and even an unsuccessful sue for peace after the naval defeat to Alcibiades at Kyzikos in 410 BCE, Sparta was able to build a massive fleet of 200 triremes using Persian money and timber. With this formidable weapon, Lysander was able to inflict a final and total defeat on the Athenians at Aegospotami near the Hellespont in 405 BCE where 170 Athenian ships were captured on the beach and at least 3,000 Athenian captives were executed. Now unable to man another fleet, with the Delian League disbanded and Athens itself under siege, the Athenians had no option but to sue for peace. Conditions of surrender were the dismantling of the Long Walls, the prohibition of rebuilding a fleet bigger than 12 ships, and the payment of tribute to Sparta, which was now, finally, recognized by all as the dominant power in Greece.
Aftermath
Sparta's position as the number one city-state in Greece, though, was to be short-lived. Continued Spartan ambitions in central and northern Greece, Asia Minor, and Sicily once again dragged the city into another protracted conflict, the Corinthian Wars with Athens, Thebes, Corinth, and Persia from 396 to 387 BCE. The result of the conflict was the 'King's Peace' where Sparta ceded her empire to Persian control but Sparta was left to dominate Greece. However, trying to crush Thebes, Sparta lost the crucial battle of Leuctra in 371 BCE against the brilliant Theban general Epaminondas. Perhaps the real winner of the Peloponnesian Wars was actually, then, Persia and in the long term even Macedonia which under Philip II was able to invade and crush with relative ease the weakened and mutually suspicious Greek city-states.
Cartwright, Mark. "Peloponnesian War." Ancient History Encyclopedia. Ancient History Encyclopedia, 02 May 2018. Web. 30 Jan 2021.
lesson activity: Enrichment (Optional) DBQ
Page 10
Directions: Students will complete using teacher directions.
Peloponnesian War: DBQ and Essay
Historical Context: After the Persian War, Athens became the most powerful city-state in Greece. Many other city-states, including Sparta, felt threatened by Athens’ rise to power. Eventually, Sparta declared war on Athens. In this Peloponnesian War, Athens was devastated.
Task: Write an essay examining the causes and impact of the Peloponnesian War
Part 1: Short Answer. Study each document carefully. Answer the questions that follow.
Document 1: The Peloponnesian War 431 BCE- 404 BCE ----A Summary
See the table to the right in Document 1 and analyze the image---------------------
How did Sparta intend to win the war?
Document 2: Reaction to the Athenian defeat
They were beaten at all points and altogether; all that they suffered was great; they were destroyed, as the saying is, with a total destruction, their fleet, their army, everything was destroyed, and few out of many returned home. Such were the events in Sicily. . . .
When the news was brought to Athens, for a long while they disbelieved even the most respectable of the soldiers who had themselves escaped from the scene of action and clearly reported the matter, a destruction so complete not being thought credible . . . Already distressed at all points and in all quarters, after what had now happened, they were seized by a fear and consternation quite without example . . . [T[hey began to despair of salvation.
---Thucydides, The Peloponnesian War
This passage deals with the Athenian defeat at Syracuse. How did the Athenians react to this loss?
Document 3: The Cost of the Peloponnesian War
The economic consequences of the war were grave. Commerce by land and sea was disrupted . . . Agriculture suffered in most of Greece . . . A good deal of territory was [ruined], and livestock and farming implements destroyed as well as growing vines and olive trees . . .
In Athens, as many as fifty thousand people had probably died of the plague . . . War casualties seem to have included at least five thousand . . . soldiers and twelve thousand sailors . . . Probably the number of adult male citizens in 403 was half what it had been in 431.
---Sarah B. Pomeroy and others, A Brief History of Ancient Greece
What was the human cost of the Peloponnesian War to Athens?
Part 2: Essay. Write an essay examining the causes and impact of the Peloponnesian War. Use information from the documents, your short answers, and your textbook.
Support your ideas with quotations or details from the documents. Add other supporting facts or details from your textbook.
1st phase: write an outline
2nd phase: write a rough draft
3rd phase: write the final draft
Peloponnesian War
INTRODUCTORY PARAGRAPH
I. Statement introducing topic of the essay.
Next sentences will explain to the reader what will be included in your essay. These sentences can be combined.
a. Causes of the war
b. How Athens lost the war
c. How Athens reacted to losing the war
d. Human and material losses that occurred because of the war
e. Final statement that gives your opinion of the war (thesis statement)
BODY PARAGRAPH #1: This paragraph is about the causes of the war and how Athens lost. Include details from DBQ and your textbook.
BODY PARAGRAPH #2: This paragraph is about how Athenian reacted to their defeat and what the war’s human and material costs were. Include details from DBQ and your textbook.
CONCLUDING PARAGRAPH: Restate the subject of the essay in a different way. Restate your thesis statement. Briefly tell the reader how you provided evidence. End the essay with a short catchy sentence that will leave the reader thinking about the topic.
Building Context:
Alexander The Great
Page 11
Watch the videos about Alexander the Great - Take Notes
Alexander the Great
Video 1
Alexander the Great
Video 2
DIRECTIONS: The Peloponnesian Wars left the city-states of Greece weak and vulnerable to outside invasion. Below you will find an excerpt from Alexander the Great. Students will read the excerpt to gain an understanding of how he spread Greek culture.
Excerpt from Alexander the Great[1]
Alexander the Great (21 July 356 BCE – 10 or 11 June 323 BCE), was the son of King Philip II of Macedon. He became king upon his father’s death in 336 BCE and went on to conquer most of the known world of his day. He is known as 'the great' both for his military genius and his diplomatic skills. He is further recognized for spreading Greek culture, language, and thought from Greece throughout Asia Minor, Egypt, and Mesopotamia to India and thus initiating the era of the "Hellenistic World".
ALEXANDER'S YOUTH
When Alexander was young, he was taught to fight and ride, as well as to endure hardships such as forced marches. His father, Philip, hired a tutor to teach the boy reading, writing, and to play the lyre. This tutelage would instill in Alexander a lifelong love of reading and music. At the age of 14, Alexander was introduced to the Greek philosopher Aristotle who Philip hired as a private tutor. Aristotle’s influenced Alexander’s later dealings with the people he conquered, in that Alexander never forced the culture of Greece upon the inhabitants of the various regions but merely introduced it in the same way Aristotle used to teach his students.
EARLY CAMPAIGNS
Alexander’s military prowess was first noted at the Battle of Chaeronea in 338 BCE. Although only 18 years old, he helped in the decisive Macedonian victory over Greek allied city-states. When Philip II was assassinated in 336 BCE, Alexander assumed the throne and embarked on the great campaign his father had been planning, the conquest of the mighty Persian Empire. With an army of 32,000 infantry and 5,100 cavalry, in 333 BCE, Alexander defeated the larger force of King Darius III of Persia. In 332 BCE he conquered Syria and then Egypt in 331 BCE, where he founded the city of Alexandria.
Though he had conquered many empires, Alexander was not interested in imposing his own ideas of truth, religion, or behavior upon the people as long as they willingly kept the supply lines open. This does not mean, however, that he did not ruthlessly suppress uprisings. After designing the plan for the city of Alexandria, he left Egypt, easily conquering the land of Phoenicia.
THE PERSIAN CAMPAIGNS
In 331 BCE Alexander met King Darius III on the battlefield and again defeated Darius who was later assassinated. Alexander proclaimed himself the King of Asia and continued to march east. Alexander founded many cities bearing his name during this time to further his public image. The Macedonian troops became progressively uncomfortable with Alexander. Assassination plots were hatched only to be revealed and the conspirators executed, even if they were old friends.
INDIA & MUTINY
In 327 BCE, with the Persian Empire firmly under his control and newly married to the Bactrian noblewoman Roxana, Alexander turned his attention to India. Having heard of the exploits of the great Macedonian general, the Indian King submitted to his authority without a fight. Alexander intended to march on and cross the River Ganges, but his troops mutinied and refused to go further. Alexander tried to persuade his men to press on but, failing to win them over, finally assented to their wishes. He split his army in two, sending half back by sea and marching the other half back himself.
Upon his return, he found that many of the satraps (governors) he had entrusted with rule had abused their power and so he executed them. He ordered the ancient capital and tomb to be restored and took other measures to ingratiate and integrate his army with the people of the region and merge the cultures of Persia and Macedonia. Alexander held a mass marriage service in which he married members of his senior staff to Persian noblewomen. Many of his troops objected to this cultural merger. They further objected to the promotion of Persians over Macedonians in the army and to Alexander's order merging Persian and Macedonian units. Alexander responded by appointing Persians to prominent positions in the army and awarded traditional Macedonian titles and honors to Persian units. His troops backed down and submitted to Alexander's wishes, and in a gesture of goodwill, he returned the titles to the Macedonians and ordered a great communal feast at which he dined and drank with the army.
ALEXANDER'S DEATH
Alexander died in Babylon at the age of 32 in 323 BCE after suffering ten days of high fever. Theories concerning his cause of death have ranged from poisoning to malaria to meningitis to bacterial infection from drinking contaminated water (among others). When he was asked who should succeed him, Alexander said, “The strongest”, which answer led to his empire being divided between four of his generals.
THE SUCCESSORS
(1) Lysimachus took control of Asia Minor (modern Turkey).
(2) His longtime comrade, Cassander, would order the execution of Alexander’s wife Roxana, Alexander’s son by her, and Alexander’s mother Olympias to consolidate his power as the new King of Macedonia.
(3) Ptolemy stole Alexander's corpse as it was in route to Macedon and spirited it away to Egypt to found the Ptolemaic Dynasty in Egypt which would last until 30 BCE, ending with the death of his descendant Cleopatra VII.
(4) Seleucus founded the Seleucid Empire, comprising Mesopotamia, Anatolia, and parts of India.
None of his generals possessed Alexander’s intelligence, understanding, or military genius but would found dynasties which, with exceptions, ruled their respective regions until the coming of Rome.
[1] This passage is excerpted from a work by Joshua J. Mark which is licensed under a Creative Commons Attribution 3.0 Unported License. The original work is available at http://www.ancient.eu/Alexander_the_Great/.
[2] Map by US Military Academy and is in the public domain. Available online at http://www.ancient.eu/image/130/.
Baby Alexander
Alexander in Battle
Statue of Alexander
Alexander is Dying
Formative assessment/developing a claim
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Teachers may conduct a discussion about Alexander the Great in the classroom or virtual. Students will provide evidence from the sources and outside knowledge to support their answers. Use the questions below to help in the development of the claim. Answer the questions in your NOTEBOOK.
What was Alexander the Great’s leadership style and how did it change throughout his campaigns?
Alexander the Great is known for creating the Hellenistic World (Hellas is what the Greeks called Greece). What was the extent of this world and how did Alexander’s conquest change native cultures?
building context
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DIRECTIONS: Students will work in pairs to read the excerpt from The Hellenistic World: The World of Alexander the Great. Annotate important facts, not the entire passage. Write notes in your NOTEBOOK.
Excerpt from The Hellenistic World: The World of Alexander the Great[1]
The Hellenistic World ("Hellenistic" from the Greek word Hellas for Greece) is the known world after the conquests of Alexander the Great and corresponds roughly with the Hellenistic Period of ancient Greece, from 323 BCE (Alexander’s death) to the annexation of Greece by Rome in 146 BCE.
Alexander the Great (356-323 BCE) of Macedon first followed in his father’s (King Phillip II) footsteps in subduing the city-states of Greece and then lead his army on a series of campaigns which successfully conquered the then-known world from Macedon, through Greece, down to Egypt, and across Persia, to India. As Alexander traveled, he spread Greek thought and culture in his wake, thus "hellenizing" (to make `Greek’ in culture and civilization) those he conquered.
After Alexander’s death, his Empire was divided among his four generals: Lysimachus, Cassander, Ptolemy, and Seleucus. Lysimachus took Asia Minor; Cassander, Macedonia, and Greece; Ptolemy seized Egypt, Palestine, and Cyprus, while Seleucus took control of Syria, Babylon, Persia, and India.
The Hellenic influence continued to spread. The Greek language introduced Greek literature, thereby influencing the philosophical thought and writing of the region. The Great Library at Alexandria, Egypt, which is said to have been started by Ptolemy I, became the most important center for learning in the ancient world. Greek theatre flourished throughout the lands conquered by Alexander and the amphitheaters built during the Hellenistic Period show markedly Greek features no matter the nationality of the architect nor the country of construction.
Even after the rise of the Republic of Rome and then the Roman Empire, Greek language, attitudes, philosophy, understanding, and overall culture spread from the civilizations conquered by Alexander the Great and his generals to others in the East and then north to Europe through trade and, further, by Roman conquest, thereby Hellenizing the entire world of antiquity and influencing virtually every culture of the earth today.
[1] This passage is excerpted from a work by Joshua J. Mark which is licensed under a Creative Commons Attribution License. The original work is available at http://www.ancient.eu/article/94/.
Summative Assessment:
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Students will write a response to the following question: What benefits and drawbacks might have arisen from the Hellenization of Alexander's empire? Students may use the sentence starters shown at the beginning of this Topic.
timeline
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