Chapter 14 Section 3 Oligarchy in Sparta

1. Chapter 14Section 3Oligarchy in Sparta

2. Anticipatory Set • How would you compare the United States to Australia? • U.S. has a democracy and Australia had a monarchy • U.S. has a president and Australia has a Queen • U.S. President is in Washington D.C. and the Queen is in the United Kingdom • There are many differences between countries. We will find out the difference

3. Standards • H-SS 6.4.6 • Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian • ELA Reading 6.2.2 • Analyze text that uses the compare-and-contrast organized pattern.

4. Objectives • Students will learn that Sparta created an oligarchy with a strong military foundation. They will also know that the Spartans were highly disciplined and fearful of change.

5. Language of the Discipline • Ephor • Military state • Barracks • Thucydides

6. The Spartan State (Input) • Sparta was a city-state on the Peloponnesian Peninsula. • Unlike Athenians, Spartans had little interest in trade and commerce. • Sparta was inland and was never a sea power. • It also did not become a democracy

7. The Spartan State (Input)

8. Spartan Government (Input) • At the head of the Spartan government sat 2 kings who descended from the 2 oldest clans in Spartan society. • The kings headed Sparta’s main government body called the council of elders. • They served as military leaders. • The council of elders contained 28 men over the age of 60. • Members were elected for life.

9. Spartan Government Continued (Input) • Spartan played little part in politics. • Sparta had an assembly made up of all free adult males, but it was smaller than Athens. • Only 9,000 citizens sat on the Spartan assembly, whereas 43,000 citizens belonged to the Athenian assembly. • The Spartan assembly has far less power than the Athenian • It could pass laws but only with the council’s approval • It did have the power to elect 5 officials known as ephors.

10. Spartan Government Continued (Input) • An ephor is an official who worked as a government watchdog. • They made sure kings and the council did their jobs within the limits of Spartan law • They could even remove a king who broke the law • An ephor could only serve 1 year.

11. Spartan Conquests (Input) • Athens turned to trade to solve population problems where as Sparta turned to conquest • After conquering a region, Spartans took over farmland to raise food for themselves • In the region on Messenia, Spartans took an more extreme approach • They forced the population to become agricultural slaves called helots. • They belonged to Sparta as a whole instead of to one person • They were forced to farm the land • As a result citizens lived comfortable lives without having to work for a living

12. Spartan Conquests (Input)

13. Helot Revolts (Input) • The helots had no legal rights • They worked hard and received little in return (barely enough to survive) • The helots launched violent revolts against the Spartans but were not successful, however the Spartans still feared unrest • The Spartans had a choice to make, they could give up control of the helots and the food they produced or they could strengthen their control by turning Sparta into a military state.

14. Helot Revolts (Input) • A military state is a state that is organized primarily for the purpose of waging war • The Spartans chose a second option; every year they declared war on the helots • This gave Spartans the right to kill any helot without fear of punishment • Spartans formed a secret police force to watch over the helots • The helots were forced to wear dog-skin caps to mark their low status • Helots who protested might get beaten or have a harsher punishment

15. A Disciplined Society (Input) • Spartans believed in the rule of law and military discipline • They organized their society along military lines • Their society had no place for the arts, literature, or luxury goods • Spartan means “highly disciplined or lacking in comfort”

16. Spartan Education (Input) • Spartan males trained for the military at a young age • At 7 they were sent to school at state expense • They loved in barracks with other boys also known as military housing • Spartan boys did not receive a well-rounded education • They spent most of their time exercising, hunting, and training with weapons. • They were not taught to think for themselves but to obey orders

17. Spartan Education (Input)

18. Spartan Education Continued (Input) • Students were not given enough to eat so that they would learn to steal food while marching as soldiers • To be caught stealing led to punishment an disgrace • A famous Spartan story was told of a boy who stole a fox and hid it in his clothing when he was caught. Instead of confessing her kept the fox and it clawed him to death • At 18 young men began a 2 year program to be a part of the phalanx • During this time they could marry but spent little time with their wives • After graduating they lived in the barracks

19. Equals and Inferiors (Input) • At age 30 men left the army • In order to become citizens they had to gain entry to a men’s club of former soldiers • If they failed they became inferiors or outcasts • Former soldiers is passed became equals who received full citizen rights • This included membership in the assembly and a piece of land worked by helots • At age 60 an equal became a candidate for election to the council of elders

20. Spartan Women (Input) • Women were expected to be strong and vigorous • They had to stay fit to have healthy babies who would make good soldiers • Sickly babies were not accepted into society and left on hillsides to die • Spartan women had a good deal of freedom and responsibility • Wives took control of the household while men were in the military • They raised children under the Spartan values • They obtained rights that other women in Greece did not

21. Spartan Women (Input)

22. Fear of Change (Input) • Discipline helped create a strong and powerful army • Spartan’s feared change • They valued people who fit in • Individual talents were not as important as membership in a group • Athenians on the other valued expression and new ideas • They were open to change • Their democracy evolved over time • These differences led to Thucydides describing Athenians as “addicted to innovation” and the Spartans “having genius for keeping what you have got”

23. Compare and Contrast (Modeling) • Reading Comprehension 6.2.2 • Analyze text that uses compare-and-contrast organizational pattern.

24. Compare and Contrast Review (Modeling) • If you compare two things, you tell how they are alike. • If you contrast two things, you tell how they are different. • If you compare and contrast two things you tell how they are alike and how they are different. • They are many strategies you can use to compare and contrast two things.

25. Compare and Contrast (Modeling) • Directions • In your notes, let’s create a Venn Diagram that compares and contrasts Athens versus Sparta

26. Check for Understanding • Please determine the BEST answer for the following question. • Please write your answer on your white boards and wait for the teacher’s signal. • On the teacher’s signal, hold up your white boards.

27. Checking for Understanding #1 Fill in the blank • _______________ was an official who worked as a government watchdog. • ephor

28. Checking for Understanding #2 Answer the following question. • While Athenian society focused on democracy. Spartan society focused on what? • Military might

29. Checking for Understanding #3 Answer the following question. • Which responsibilities did Spartan women have? • Running the household and raising the children

30. Guided Practice/Independent Practice • Guided Practice • Complete questions 1 - 3 on the reading comprehension worksheet. • Raise your hand and wait to get stamped. • If you received an “R” go to the back table with Ms. Graham. • Independent Practice • Once you have been stamped moved to independent practice and complete numbers 4 and 5 on the reading comprehension worksheet. • Homework • Note-taking guide on the reverse side.