Test Day

We took our test on the Renaissance today. I think I did pretty well, but I also think I got two wrong. We have two more classes which I am super sad about, but I am really excited for summer!!

Luther Powerpoint: Day 2

Today in Western Civ, we finished the powerpoint on Martin Luther. We went over the rest of the conflict between the Catholic Church and Martin Luther. Then, the powerpoint ended with new religious groups called the Lutherans and the Protestants. We had a test on this material tomorrow. I am pretty nervous, but also pretty ready.

Luther Powerpoint: Day 1

Today in class, we started a new powerpoint on Martin Luther. We learned about the church and its problems like indulgences and corrupt leadership. We also learned about Martin Luther's background and his time with the church.

pg 494 Question 1, 3, 4

1.) For each term, write a sentence explaining its significance.       
     - indulgence: a pardon for sinners to not have a punishment for their wrong action; didn't affect God's right to 
       judge who came to heaven but Tetzel said it could buy a way into heaven 
     - Reformation: a movement for religious reform; led to the founding of Christian churches
     - Luthern: what Luther and his followers' religion was called
     - Protestant: Christians who belong to non-Catholic churches
     - Peace of Augsburg: a famous religious settlement that decided that each ruler could determine the religion 
       of that state
     - annul: set aside (for marriage)
     - Anglican: Church of England with Elizabeth as head

3.) What political, economic, and social factors helped bring about the Reformation?
     - powerful monarchs challenged Church as the supreme power in Europe
     - many leaders viewed the pope as a foreign ruler and challenged authority

     - European princes and kings were jealous of the Church's wealth
     - merchants and others resented having to pay taxes to Church

     - Renaissance values of humanisms and secularism led to people to question Church
     - the printing press helped to spread ideas critical of Church

4.) From where did the term Protestantism originate?
     - developed out of the Reformation (16th-century protest in Europe against beliefs and practices of the 
       Catholic Church

Renaissance Powerpoint Day 3

In Western Civ today, we finished the powerpoint on the Renaissance. Mr. Schick said we still have a couple more sections to go over before we had our test next Friday. I think the test won't be that hard because we don't have a lot of material. The exam is coming up soon and I'm nervous for that.

Renaissance Powerpoint Day 2

Today in Western Civ, we continued taking notes on the Renaissance powerpoint. We learned actually about sculptures, paintings, and literature. We also learned about Humanism and "Renaissance Men and Women." That's really all we did today; take notes on some more of the powerpoint.

Renaissance Powerpoint Day 1

The first 20 minutes of class, Mr. Schick let us work on the textbook questions. I finished them on Friday, so I am writing my blog now. After the 20 minutes, we will be starting the Renaissance unit and powerpoint. I am really excited to start the Renaissance unit because it is mostly about the arts like sculptures, paintings, literature, and a lot more stuff. I really enjoy the arts like that so I am super excited to learn about Rome and the Renaissance. 

Reviewing Test & pg 477 Questions 1, 3, 4, 5

1.) For each term, write a sentence explaining its significance.       
     - Renaissance: rebirth; a revival of art or leaning
     - humanism: an intellectual movement that focused on human potential and achievements
     - secular: concerned with worldly matters rather than spiritual matters
     - patron: supports artists esp. financially
     - perspective: an artistic technique that creates 3-D appearances
     - vernacular: an everyday language of people in a region or country

3.) What are some of the characteristics of the "Renaissance man" and "Renaissance woman"?
     - "Renaissance men": excelled in many fields; was praised as a universal man; a young man should be charming, witty, well educated, know how to dance, sing, play music, write poetry, and should also be a skilled rider, wrestler, and swordsman
     - "Renaissance women": expected to know the classics; are charming; expected to inspire art but not create it; were better educated than medieval women; had little influence in politics

4.) How did Italy's cities help to make it the birthplace of the Renaissance?
     - it had thriving cities, a wealthy merchant class, and the classical heritage of ancient Greece

5.) What was the attitude of Church leaders and the wealthy toward the arts? Why?
     - they beautified Rome and other cities by spending huge amounts on the arts
     - they became patrons by financially supporting artists
     - wealthy families were also patrons of the arts
     - they had their importance demonstrated by having their portraits painted in public squares

Test Day (Finally)

Today was the test! I'm actually so happy I'm done studying and worrying about it. It is so nice to get over with. I think I did pretty well. I'm writing this blog in class right after the test, so I JUST took the test. Right after, I looked in my notebook and I know that I got at least two wrong. This worries me because each question is two points which means that if I get more wrong, I'll get losing points. Like, knowing I already got two points off, I'm already at 46/50. That's not bad at all, but I'm worried that I will get more wrong. It's ok though. :) I'm really excited to see what unit we're doing next or if we are already starting exam review.

3rd Review Day

In class today, we finally finished the powerpoint on Ancient Rome which means that the test is tomorrow. I feel pretty good about the test but I also haven't studied yet. The end of the powerpoint talked mostly about Octavian and then the rulers after him. I'm really excited to get this test over with tomorrow!

2nd Review Day

In class today, we continued to go over the powerpoint about Rome. We got through a bunch more slides but towards the end of class, Mr. Schick said we wouldn't be able to have the test tomorrow. So, he moved the test to Wednesday! I am very excited because then I won't have three tests tomorrow. Today, we took notes on the Punic Wars, economy, and Julius Caesar. This was only a few slides. Mr. Schick said we still had around 8 more slides. That's why we couldn't have the test tomorrow. I feel much better about the test now that I have another day to study.

Review Day

Mr. Schick came back today from his surgery today, so we reviewed the powerpoint he made with connection to his rap. We went through who settled there first, Tarquin, and government. We didn't finish going over the government slides in detail because the bell rang, but Mr. Schick said we'll do it next class on Monday. I took all of my notes in my notebook because Mr. Schick wanted us to. I left it in my locker before class and he let me go get it. Overall, pretty successful class, but I'm still a little nervous for the test.

Day 8 Work: pg 183 Question 1 & 5

1.) For each term, write a sentence explaining its significance.       
     - Greco-Roman culture: the mixing of elements of Greek, Hellenistic, and Roman culture
    - Pompeii: a Roman town that got most affected by the volcanic eruption
    - Virgil: a poet who spent 10 years writing the most famous work of Latin literature
    - Tacitus: a Roman historian; very famous because he presented facts accurately
    - aqueduct: helped bring water into cities and towns

5.) what influence did Latin have on the development of Western languages?
     - started language called the Romance language (French, Spanish, Portuguese, Italian, and Romanian) and adopting Latin into there languages

Day 7 Work: The United States is declining, like the Roman Empire did.

I think that the United States might have a few week points, but is not declining like the Roman Empire. The United States' weak points are education and health. The education is very controlled by the government in public schools; controlling what they want the kids to know. I believe that this should not exist. Schools should teach everything a child should know. The other is health. The health is the United States could be much better by promoting better food in restaurants and grocery stores. Even though these are major problems in the US, the United States is not declining like Rome did.

Day 6 Work: pg 176 Question 1, 3, 4, 5

1.) For each term, write a sentence explaining its significance.       
     - inflation: a drastic drop in the value of money coupled with a rise in prices
     - mercenary: foreign soldiers who fought for money
     - Diocletian: a strong army leader and became Emporer later
     - Attila: powerful chieftain who became a direct threat

3.) What were the main internal causes of the empire's decline?
     - political instability
     - social decline
     - economic deterioration
     - military collapse

4.) How did Diocletian succeed in preserving the empire?
     - split the empire into an Eastern and Western side
     - had someone else rule western half while he ruled eastern half
     - ruled with an iron fist and limited personal freedoms

5.) Why did so many Germanic tribes begin invading the Roman Empire?
     - Huns pushed into their land, so they tried to flee from Huns and ended up pushing into Roman lands

Day 5 Work: pg 176 Questions 1, 3, 4, 5

1.) For each term, write a sentence explaining its significance.       
     - Jesus: a Jew who started his public ministry and was said to be the son of God
     - apostle: a close follower of Jesus
     - Paul: had a huge influence on the development of Christianity
     - Diaspora: dispersal of Jews
     - Constantine: Roman emperor who ended the persecution of Christians
     - bishop: a priest who supervised local churches
     - Peter: first apostle who helped spread Christianity through Syria & Palestine
     - pope: head of Christian church

3.) What did Jesus emphasize in his early teachings?
     - personal relationships with God
     - importance of people's love for God, neighbors, enemies, and themselves
     - offered eternal life if you repented for your sins

4.) Why did the early Christians face persecution from the Romans?
     - bc they refused to worship the Roman gods

5.) What was the importance of the Nicene Creed?
     - it defined the Church basic beliefs

Day 4 Work: Paragraph

      - A similarity between the information in the rap and in the textbook is who first settled in Rome which was the Latins. The rap and the textbook both say this along with the Greeks and the Etruscans, who settled there after the Latins. 

      - A difference between the rap and the textbook is the textbook mentions a more detailed description of Rome's geography. Rome was built on many hills on the Tiber River and was between the Alps and Italy's southern tip. The rap does mention the Tiber River, but nothing more of its geography.

      - Another similarity is the mention of Tarquin. The rap mentions him as a tyrant who was driven out of Rome because of the way he was harsh. This is also said about him in the textbook.

      - The rap and the textbook also talk about the new form of government that is formed after the Romans decide to have no more kings rule. This new government was two groups. One was the patricians, wealthy landowners who have most of the power, and the second was plebians, the common people who had the most population. Even though the rap says these terms it does not explain what they are. 

      - A difference between the information in the rap and in the textbook is the rap does not mention when Rome conquered Italy to spread its power across the area. I don't know if this conquering is not as important as other things in the rap, but it is a difference between the rap and the textbook.

Day 3 Work: pg 165 Questions 1, 3, 4, 5

1.) For each term, write a sentence explaining its significance.       
     - civil war: a conflict between two political groups within the same country
     - Julius Caesar: a military leader who joined forces with Crassus and Pompey; was elected consul in 59 BC
     - triumvirate: in Ancient Rome, a group of three leaders sharing control of the government
     - Augustus: "Octavian" was the unchallenged ruler of Rome. "Exalted one"
     - Pax Romana: a period of peace and prosperity throughout the Roman Empire, lasting from 27 BC to AD 180

3.) What factors contributed to the fall of the Roman Republic?
    - Empire was far too vast
    - Catholic religion split --> causing conflict
    - the constant hammering of Germans and nomads
    - losing money because of raids

4.) What were the main reasons for the Romans' success in controlling such a large empire?
    - Augustus was a very capable ruler and he set up an efficient government with paid civil servants

5.) What measures did the government take to distract and control the masses of Rome?
   - the government provided free games, races, mock battles, and gladiator contest

Day 2 Work: pg 159 Questions 1, 3, 4, 5

1.) For each term, write a sentence explaining its significance.       
     - republic: a form of government in which power rests with citizens who have to right to vote for their leaders
     - patrician: wealthy landowners who held the most power
     - plebeian: the common farmers, artisans, and merchants who made up the majority of the population 
     - tribune: assembly and elected representatives 
     - consul: Rome's two officials
     - senate: the aristocratic branch of Rome's government 
     - dictator: a leader who had absolute power to make laws and command the army
     - legion: Roman soldiers were organized into large military units
     - Punic Wars: the war between Rome and Carthage
     - Hannibal: Carthaginian general

3.) What limits were there on the power of the Roman consuls?
     - they could only serve for one year
     - the same person could not be elected for ten years
     - one consul could always overrule the other's decision

4.) What was the significance of the Twelve Tables?
     - to ensure that all free citizens had protection under the law

5.) How was Hannibal's attack on Rome daring and different?
     - he used a surprise attack instead of a head-on attack

Day 1 Work: Chapter 6 Main Ideas & Timeline in Rome

• main ideas
• power and authority
• Rome began as a republic, a government in which elected officials represent the people
• eventually, absolute rulers called emperors seized power and expanded the empire
• empire building
• at its height, the Roman Empire touched three continents - Europe, Asia, and Africa
• for several centuries, Rome brought peace and prosperity to its empire before its eventual collapse
• religious and ethical systems
• out of Judea rose a monotheistic, or single-god, the religion is known as Christianity
• based on the teachings of Jesus of Nazareth, it soon spread throughout Rome and beyond

• Roman Timeline: 
• 509 BC: Rome becomes a republic 
• 264 BC: first, the Punic war begins 
• 218 BC: in the second, Punic War Hannibal invades Italy
• 31 BC: Octavian defeats the forces of Anthony and Cleopatra
• 284 AD: Diocletian becomes emperor of Rome
• 476 AD: Western Roman Empire falls

Lots of Talking

The first thing we did in class today was to get our tests on Ancient Greece back from Mr. Schick. I got an 88% which isn't too bad, but I wish I got a little higher. I only got 5 questions wrong, but they were worth a decent amount of points and that's why I got an 88. We went over the test, so I know now what I got wrong and what the correct answer is. Then, Mr. Schick told us he won't be in school for the next two weeks because he is getting surgery. He didn't tell us what or why about his surgery, but that's ok because it is probably personal. It told us all that he set up a schedule for every day he's gone about learning for Rome. Then, Mr. Schick showed us his powerpoint of Rome and then told us that it was on his blog. I am actually really excited to start the Rome unit.

Ancient Greece Test: Section 3, 4, and 5

Today, we finally took out test on section 3, 4, and 5 of Ancient Greece. I think I actually did really well. Of course, there were a couple questions I wasn't 100% confident on. However, I studied really hard and I think it will pay off. Mr. Schick didn't grade them in class while people were finishing because the other people were still taking the test. I am so happy that I am confident in this test because I was really nervous since I missed yesterday's class. I am also really excited because it's the last day of school before spring break. I am SO excited for spring break and to not wake up at 7 every morning a little it. I can't believe it's almost summer and the end of freshman year. That is absolutely crazy to me! I am even more excited for the sophomore year and the rest of high school.

Absent, But Got Notes

I was absent today because I went to the Envirothon competition.  However, Caleb sent me the test review notes that were taken in class. Here are the notes:

• Philip II: king of Macedonia, Alexander's father
• Alexander educated by Aristotle
• Macedonia in Northern Greece
• Alexander became king at 20
• Philip II assassinated by guardsmen --> Alexander became king
• Darius II: king of Persia
• after defeat --> offers peace treaty --> Alexander says no
• Alexander conquers Persia
• went to Egypt --> become pharaoh
• merged culture wherever he went
• Hydaspes War --> Greek victory
• won against elephants
• soldiers told Alexander to go home 
• made Babylon Capital
• dies at 32 before he could rule at Babylon
• after he dies, empire split into 3 sections and then collapses

• hellenistic: Greek culture mixed with Egyptian, Persian, and Indian culture
• Alexander was center of economies and Nile Delta
• Euclid: high mathematician that taught geometry (still used today) in Athens
• Archimedes: Greek mathematician who computed pi father than anyone else before
• able to compute how far around the world is
• comedy: Lysistrata written by Aristophanes - women mad about men at war
• tragedy: Oedipus Rex, Sophocles - can't avoid own fate
• aristocracy: rich people rule
• Plato wrote book "apology" "allegory of the law"
• Aristotle: taught Alexander the Great, student of Plato, created lyceum (like Google)

Ancient Greece Section 5 Pg. 149 Textbook Questions

1.) For each term, write a sentence explaining its significance. 
     - Hellenistic: the blended culture of Greece, Egypt, Persia, and India 
     - Alexandria: Egyptian city that became center of commerce and Hellenistic civilization
     - Euclid: very smart mathematician who taught in Alexandria; best-known book, Elements, contained 465                             geometry propositions and proofs
     - Archimedes: a Hellenistic scientist; examined value of Pi
     - Colossus of Rhodes: largest known Hellenistic statue; bronze and more than 100 ft high

3.) How did trade contribute to cultural diversity in the Hellenistic city of Alexandria?
     - trade made different international communities come to create a mixture of customs and traditions 

4.) How did Euclid influence some of the developments in astronomy during the Hellenistic period?
     - astronomers, Eratosthenes and Aristarchus, used his geometry text 

5.) What did Stoicism and Epicureanism have in common? 
     - they both promoted unity in society

Ancient Greece Section 4 Pg. 145 Textbook Questions

1.) For each term, write a sentence explaining its significance. 
     - Philip II: king of Macedonia; wanted to take control of Greece
     - Macedonia: located north of Greece; rough terrain and cold climate
     - Alexander the Great: Philip's son; taught by Aristotle, learned how to rule at young age
     - Darius III: Persian king; defeated by Alexander the Great

3.) How was Philip II able to conquer Greece?
      - transformed peasants into well-trained soldiers
      - organized troops into phalanxes of 16 men across and 16 deep 
      - each one armed w 18 ft spike
      - used phalanx formation to break thru enemy lines
      - used fast-moving calvary to crush opponents

4.) Philip II's goal was to conquer Persia. Why did Alexander continue his campaign of conquest after this goal had been achieved?
      - Alexander continued his campaign because he was ambitious and adventurous 

5.) What happened to Alexander's empire after his death?
     - his Macedonian generals fought for control of his empire
    - three leaders won: Antigonus became king of Macedonia, Ptolemy gained Egypt, and Seleucus took most of the old Persian Empire
    - they governed with complete power, ignoring democratic traditions of the Greek polis

Reviewed Questions From Wednesday

Today, we reviewed the answers for the Ancient Greece Questions we did on Wednesday. We took the whole period to review the definitions and terms from those questions. Mr. Schick talked about some specific tragedies and comedies. Here are the questions with the new information:

1.) For each term, write a sentence explaining its significance. 
     - direct democracy: a form of gov where citizens rule directly and not representatives; was an important 
                                     legacy of Athens
     - classical art: the standard of the Greek's values (harmony, order, balance, and proportion); Greeks wanted 
                            to portray ideal beauty, not realism; had neutral/idealist look on sculpture's face
     - tragedy: a serious drama about common themes (love, hate, war, or betrayal); featured main 
                     character (tragic hero (was an important person with a tragic/fatal flaw (causes hero's downfall; 
                     Gk. Hubris = excessive pride))); tragedies: Sophocles, Oedipus Rex - can't escape own fate
     - comedy: contained scenes with funny/clumsy situations and crude humor; made fun of politics and 
                      respected ideas of the time; Aristophanes wrote Lysistrata - movie Chi-Raq based on this
     - Peloponnesian War: lasted from 431 to 404 BC; Athens very weakened from plague; Sparta won

Finished Ancient Greece Projects

Athan, Elpris, and Dylan presented their ANcient Greece project today. This was the last projects that needed to be presented. They were really creative and decided to make a rap about Ancient Greece. They talked about what the Greeks ate, what they wore, certain gods and goddesses, and other topics we learned about in class. First, they showed us a video of them rapping, but then for the visual aspect of their project, they rapped the whole thing in person. Then, they did a Genius interview and talked about more of the topics they rapped about. It was so much fun, really entertaining, and actually pretty educational. After they presented, Mr. Schick gave us the book work he assigned yesterday, but I thought we had to finish for homework, so I did. Therefore, I already finished, so Mr. Schick let us write our blog for tonight in class and that is what I'm doing right now.

Ancient Greece Section 3 Pg. 139 Textbook Questions

Today, Elpris, Dylan, and Athan were going to present their Ancient Greece project, but Athan was absent, so they are going to present tomorrow. Instead, Mr. Schick gave us some textbook questions to work on. Our work today is to complete page 139 #1, 3, 4, and 5.

1.) For each term, write a sentence explaining its significance. 
     - direct democracy: a form of gov where citizens rule directly and not representatives; was an important 
                                     legacy of Athens
     - classical art: the standard of the Greek's values (harmony, order, balance, and proportion); Greeks wanted 
                            to portray ideal beauty, not realism; had neutral/idealist look on sculpture's face
     - tragedy: a serious drama about common themes (love, hate, war, or betrayal); featured main 
                     character (tragic hero (was an important person with a tragic/fatal flaw (causes hero's downfall; 
                     Gk. Hubris = excessive pride))); tragedies: Sophocles, Oedipus Rex - can't escape own fate
     - comedy: contained scenes with funny/clumsy situations and crude humor; made fun of politics and 
                      respected ideas of the time; Aristophanes wrote Lysistrata - movie Chi-Raq based on this
     - Peloponnesian War: lasted from 431 to 404 BC; Athens very weakened from plague; Sparta won
     - philosopher: what Greeks called thinkers that saught the truth; meaning "lovers of wisdom" 
     - Socrates: believed that absolute standards did exist for truth and justice
     - Plato: student of Socrates; wrote about his vision of a perfectly governed society (separated into 
                 farmers, artisans, workers, ruling class) in The Republic 
     - Aristotle: questioned the nature of the world and of human belief, thought, and knowledge

3.) What steps did Pericles take to strengthen democracy in Athens?
      - Pericles increased the number of public officials who were paid salaries which means that even poor people could be involved with government and this lead to democracy.

4.) What were the battle strategies of Athens and Sparta in the Peloponnesian War?
      - Athens: stringer navy, avoid land battles and strike from sea
      - Sparta: stronger army, good location, burn food supply

5.) Why do you think some Athenians found the ideas of Socrates so disturbing?
     - they found his ideas disturbing because he forced them to think about their values and actions

Other Ancient Greece Projects

In class today, more people presented their projects on Ancient Greece. Jackson and Quinn did their project on the Ancient Olympics in Greece. They did really well, but it was kind of hard to understand them while they were talking. Another group that went was Sydney and Brysen. They made some sort of sweet dough ball. I forget the name the exact name of the pastry thing, but it tasted really good. Another group that went was Kendall, KG, Kayla, and Emma. They researched their project on Ancient Greek gods and goddesses. Some of the gods and goddesses they talked about were Athena, Zeus, Ares, and Hades. For the visual aspect of their project, they each made a physical representation of one of the god's symbol. For example, Kendall researched Zeus and made a big thunderbolt because one of Zeus' symbols is a thunderbolt. Overall, these presentations were really good.

Ancient Greece Project Presentation

Today was the day my group presented our project on Ancient Greece government. We all wore our togas (they were actually bed sheets) and presented the way we all wanted to. We were worried we would be over the time limit, that the information would be hard to understand, and the discussion would be awkward or confusing. After doing the project, I think all of those worries ended up going well. I'm pretty sure our time was around 6 minutes and 30 seconds, so we were perfectly in the time limit. Some other people in our class said that they understood most of the information which makes me really happy that could understand what we were saying. Our discussion during the project went really well and was entertaining to everyone. Since our project was today, Mr. Schick hasn't put in our grades yet, but I think we did really well.

Last Day of Ancient Greece Project Prep

Today was our last day for preparing our project on Ancient Greece government. Brianne and I wrote our flashcards in class first and then Mr. Schick let us go out into the hallway to practice our presentation. We all practice what Brianne is going to say and what we will say and do while she is talking about our background and accomplishments. Then, we practiced our discussion with each other and how we will talk about our government. We are going second tomorrow and I'm really excited to do this project with some of my best friends.  

Ancient Greece Project Work

In today's class, we worked on our project on Ancient Greece. Mr. Schick gave us another day in class to work on our projects. I think this will help every group because it gives us time to be together in person to work on the projects. Today we figured out exactly what we are going to do for a presentation and exactly what each of us will be saying. Brianne will be talking about the backgrounds and accomplishments of the certain kings or president. Everyone else will be talking about the government of their certain place. Since Cullen and I are Sparta, we will be talking about the government in Sparta and how it is the best government in Sparta. This is the same with Joey for Athens and Caleb for Macedonia. We also decided that we will be wearing togas with different accessories to be able to differentiate between the different leaders.  

Ancient Greece Test: Section 1 and 2

Today in class, we took our test on Ancient Greece. Mr. Schick told us that our next unit will be the second part of Greece with Alexander the Great. Caleb asked this and then Mr. Schick told us a story. He said that he went to the doctors for a shot and his doctor had a very interesting accent. Then, Mr. Schick asked where he went to high school and the doctor said he went to Macedonia, which is a place in Greece. It's pretty funny because that is what we just took a test on. Going back to the test, I think it was pretty good and I think I did pretty well. There were some questions I wasn't completely confident in because I wasn't in class yesterday due to Pippin. I got the notes from Caleb, but I'm not sure about some questions. Overall, it was really simple and easy. 

Absent In Class But Got Notes of Powerpoint

• Cleisthenes
• member of elite, very rich, crafty politician
• saw value of middle class, not women
• let middle class vote in gov
• citizens could participate, but only 1/5 were citizens (free adult male property owners born in Athens)
• Direct Democracy
• city-state ruled by citizens
• rule-based on citizens
• majority rules
• in agora, citizens argued, made speeches, then voted w/ white (yes) and black (no) stones
• first practiced in Athens under Cleisthenes by around 500 BCE
• Gods and Goddesses
• Poseidon (god of the sea) interfered with Odysseus trying to return home
• Aphrodite (goddess of love) had lovers of both gods and men
• Dionysus (god of wine) was son of Zeus (a god) and of Semele (a human princess)
• Zeus - ruler of heaven and earth; father of Athena; god of the sky, weather, thunder, lightning, law, order, and justice; Had a temper and was known to hurl thunderbolts
• Athena - goddess of wisdom, skill, warfare, peace, intelligence, battle strategy, and handicrafts; she was born from Zeus' head fully formed and armored; patron of heroes and of Athens (city named after her)
• War
• warlike people; especially Spartans
• Spartans known for tough, ruthless, infantry: soldiers who fought on land
• Spartan boys trained since 7
• Athens - great infantry, but better navy
• trireme: most effective weapon
• teach marvel/ breakthru
• fastest ships
• rowed up to 170 men on 3 levels
• could be a battering ram
• agile and fast
• Phalinx group w/ long spires used ground defense
• Persian War
• Persians huge army, nearly unlimited resources
• Greeks fought for homeland; Persians were mercenaries

More Ancient Greece Powerpoint Notes

• some essential government terms
• polis: fundamental political unit, made up of a city and the surrounding countryside
• politics (affairs of the cities), policy, political, etc.
• monarchy: rule by a single person (a king, in Greece)
• aristocracy: rule by a small group of noble, very rich, landowning families
• oligarchy: wealthy groups, dissatisfied with aristocratic rule, who seized power (often with military help)
• tyrant: powerful individual who seized control by appealing to the common people for support
• aristocracy
• aristocrats: members of the ruling class
• they attended symposiums, meetings where the elite men would enjoy wine and poetry, performances by dancers and acrobats, and the company of hetaeras (courtesans) while discussing politics
• politics - and exclusive club
• no women (except for entertainment)
• no middle class, no slaves
• sometimes, even certain aristocrats (who didn’t have the right connections or who fell out of favor) were excluded
• what to do if you’re “on the outside”?
• tyrants
• tyrants seize control
• sometimes aristocrats would form alliances with hoplites (well-armed soldiers) and set up an alternative form of gov called a tyranny
• tyrant: someone who rules outside the framework of the polis
• modern meaning: an abusive or oppressive ruler
• the Greek meaning: someone who simply seized power (usually with hoplite help)
• rules, codes, and laws
• Draco (621 BCE)
• all Athenians (rich or poor) are equal under the law
• but death is the punishment for many crimes
• debt slavery is OK (work as a slave to repay debts)
• Solon’s reforms (594 BCE)
• outlaws debt slavery
• all Athenian citizens can speak at the assembly
• any citizen can press charges against wrongdoers
• eventually leading to Cleisthenes
• more reforms (around 500 BCE):
• allowed all citizens to submit laws for debate at the assembly
• created the Council of Five Hundred (members chosen at random, to counsel the assembly)
• can you see this leading to democracy?
• but only free adult male property owners born in Athens were considered citizens
• no women, slaves, “foreigners”
• Isagoras vs. Cleisthenes
• Cleisthenes’ supporters - and the ordinary Athenian citizens! - revolt against Isagoras’ tyranny
• they trap Isagoras on the Acropolis for two days - on the third day he fled and was banished
• 508 BCE