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.