Active Reading Note-Taking Guide

1. Active Reading Note-Taking Guide Chapter 4 The Ancient Greeks

2. Chapter 4, Section 1The Early Greeks(Pages 116–123) Main Idea Setting a Purpose for Reading Think about these questions as you read: • How did early Greek kingdoms develop? • What ideas developed in Greek city-states? p. 65

3. Geography of Greece • Mainland Greece is a mountainous peninsula – a body of land surrounded by water.* • The Aegean Sea, the Ionian Sea, and the Sea of Crete • Ancient Greeks made a living from the sea. They became fishers, traders, and sailors.

4. Chapter 4, Section 1The Early Greeks: The Geography of Greece(Page 117)) Terms to Know Peninsula: a body of land with water on three sides Academic Vocabulary community: a group of people living in the same place p. 66

5. Chapter 4, Section 1The Early Greeks: The Minoans(Pages 118)

6. The Minoans • Were not Greek , but they were the first civilization in the region that became Greece. • They made their wealth from trade* • Around 1450 BC, the Minoan civilization collapsed.

7. Minoans

8. Palace of Knossos

9. The First Greek Kingdoms • The Mycenaeans invaded the Greek mainland around 1900 BC and conquered the people living there.* • The center of each Mycenaean kingdoms was a fortified palace on a hill.** • They traded with the Minoans and replaced them as the major power on the Mediterranean in 1400 BC. • They were even greater warriors, and their most famous victory is the Trojan War. • King Agamemnon used trickery to win that war.

10. The Trojan Horse

11. Chapter 4, Section 1The Early Greeks: The First Greek Kingdoms (Pages 119-120) People To Meet Agamemnon: Mycenaean king who won the Trojan War. Places To Locate Mycenae: the city in which a walled palace was discovered by Heinrich Schliemann; Peloponnesus:peninsula in southwest Greece p. 69

12. Dark Age of the Early Greek Kingdoms • Mycenaean civilizations collapsed by 1100 BC. Earthquakes and fighting among the kingdoms had destroyed their hilltop forts. • 1100 B.C. – 750 B.C. was a difficult time for the Greek kingdoms.** • It was not all bad though – a population shift occurred that helped expand the Greek culture. • Dorians also invaded, bringing iron weapons and farm tools that were stronger.***

13. A Move to Colonize • The population rose quickly as Greece recovered from its Dark Ages.* • Cities began sending people outside of Greece to start colonies – a colony is a settlement in a new territory that keeps close ties to its homeland.** • Colonies traded regularly with their parent cities – shipping them grains, metals, fish, timber, and enslaved people. • In return, the colonists received pottery, wine, & olive oil from the mainland.

14. Chapter 4, Section 1The Early Greeks: A Move to Colonize(Page 121) Sum It Up How did the new Greek colonies affect industry? The growth of trade between colonies and parent cities led to a growth in industry. p. 71

15. Chapter 4, Section 1The Early Greeks: A Move to Colonize(Page 121) Previewing Skip Terms To Know polis: Greek city-state; agora: open area in a polis that served as a market and a place to meet and debate Academic Vocabulary vary: to show change; debate: to argue or discus p. 71

16. The Polis • *By the end of the Dark Age, many nobles who owned large estates had overthrown the kings.** • Each city-state was known as a polisand was like a small, independent country.*** • Below the acropolis was as an open area called the agora, which was used for a market area and a place to meet for a debate.

17. What was Greek citizenship? • Citizens are members of a political community who treat each other as equals and who have rights & responsibilities.* • Athens dropped the land owning requirement, but slaves & foreign-born residents were still excluded. • Citizens could choose officials & pass laws. They had the right to vote, hold office, own property, & defend themselves in court.**

18. Chapter 4, Section 1The Early Greeks(Pages 116–123) As you read pages 122–123 in your textbook, complete this diagram by filling in details about the polis. p.65 made up of a town or city and the surrounding countryside; created by nobles Polis Main gathering place was the acropolis like a tiny independent country

19. The Acropolis

21. Chapter 4, Section 1The Early Greeks: The First Greek Kingdoms (Pages 119-120) Outlining • What were the Mycenaean Kingdoms like? A. The center was a protected palace on a hill surrounded by farms. B. Artisans, workers, and government officials all worked in the palaces. p. 68

22. Chapter 4, Section 1The Early Greeks: The First Greek Kingdoms (Pages 119-120) Outlining II. Power From trade and War A. Mycenaeans learned from the Minoan culture. B. The Mycenaeans replaced the Minoans as the major power in the Mediterranean. p. 68

23. Chapter 4, Section 1The Early Greeks: The First Greek Kingdoms (Pages 119-120) Outlining III. What Was the Dark Age? A. The Mycenaean civilization collapsed by 110 B.C., and the Dark Age began. B. The Dorians invaded Greece, bringing more advanced technology, resulting in farming, trade, and a new alphabet. p. 68

24. Chapter 4, Section 1The Early Greeks: The Polis(Pages 122-123) Determining The Main Idea Skip Terms To Know colony: group that settles in a distant land Academic Vocabulary culture: traits, beliefs, and behaviors shared by a group of people overseas: located across the sea p. 70

25. Section 2 – Athens and Sparta

26. Chapter 4, Section 2Sparta and Athens(Pages 124–130) Main Idea Setting a Purpose for Reading Think about these questions as you read: Why did Spartans conquer and control groups of people? How were the people of Athens different from the people of Sparta? p. 73

27. Compare & Contrast Sparta and Athens Both

28. Chapter 4, Section 2Sparta and Athens (Pages 124–130) Reading Strategy As you read pages 125–130 in your textbook, complete this graphic organizer comparing and contrasting life in Sparta and Athens. p. 73 Athens Sparta set up colonies; valued education for boys; girls learned household duties; reforms lead to democratic ideas; allowed male citizens to vote; included a council and assembly Both conquered and enslaved neighbors; controlling government; trained boys and men for war; girls were trained in sports; oligarchy; discouraged foreign visitors and travel; frowned upon study; fell behind in trade played key roles in defending Greece

29. Chapter 4, Section 2Sparta and Athens: Tyranny in the City-States(Pages 125–126) Summarizing 1. ______________, ______________, and _____________ all wanted a part in Greek government. Their unhappiness led to the rise of ______________, men who took power by force. These tyrants took power away from the ______________. 2. Most Greeks wanted all ______________ to be a part of the government. So most city-states became either ______________ or ______________. Small farmers merchants artisans tyrants nobles citizens oligarchies democracies p. 74

30. Chapter 4, Section 2Sparta and Athens: Tyranny in the City-States(Pages 125–126) Academic Vocabulary Structure: the way parts are put together to form a whole participate: to take part in something p. 74

31. Chapter 4, Section 2Sparta and Athens: Tyranny in the City-States(Pages 125–126) Terms To Know Tyrant: someone who takes power by force Oligarchy: government in which a small group of people holds power Democracy: government in which all citizens share in running the government p. 74

32. Chapter 4, Section 2Sparta and Athens: Tyranny in the City-States(Pages 125–126) Sum It Up Why were tyrants so popular in the city-states? Small farmers, merchants, and artisans wanted change. The tyrants could overthrow the nobles with the backing of the common people. They built new marketplaces, temples, and walls. p. 75

33. Chapter 4, Section 2Sparta and Athens: Sparta(Pages 126–127) Terms To Review Oligarchy( Ch.4):In an oligarchy, the government is run by just a few people Sum It Up Why did the Spartans stress military training? Spartans wanted to conquer their neighbors and control the large helot population. p. 75-76

34. Chapter 4, Section 2Sparta and Athens: Sparta(Pages 126–127) p. 75-76

35. Sparta’s government was an oligarchy. Two kings headed a council of elders, who presented laws to an assembly. All Spartan men over the age of 30 belonged to an assembly. They voted on council’s laws and chose five people to be ephors each year. Ephors enforced the laws and managed tax collection. Spartans focused more on military training than government or other education for their people, so they fell behind in Science and other subjects, but their soldiers were far stronger and swifter than many in the area. Sparta

36. Athens

37. Unlike Spartans, Athenians were more interested in building a democracy than building a military force. Athenian teachers taught boys to read, write, and do arithmetic. Another teacher taught them sports. A third teacher taught them to sing and to play a stringed instrument called the lyre. This encouraged a well-rounded society, where boys became citizens at age 18 and finished school. Girls stayed at home and learned spinning, weaving, and other household duties. It was only in wealthy families that girls learned to read, write and play the lyre. Athens

38. Chapter 4, Section 2Sparta and Athens: Athens(Pages 128–130) Connecting Skip *People To Meet Solon: a noble, trusted by both farmers and nobles, who canceled farmers debts and freed enslaved people Peisistratus: a tyrant who seized power in 560 B.C.; he provided for the poor Cleisthenes: the most important leader of Athens following Peisistratus; he gave the people more power in government p. 76

39. Athens • Early Athens was ruled by landowning nobles during the 600s BC. • Around 600 BC, the Athenians began to rebel against the nobles.* • To help with the situation, nobles turned to the one man both sides trusted: a noble named Solon.** • A tyrant named Peisistratus seized power in 560 B.C.*** • The most important leader after Peisistratus died was Cleisthenes****

40. Chapter 4, Section 2Sparta and Athens: Athens(Pages 126–127) Academic Vocabulary nonetheless: however process: a series of actions leading to an end result Terms To Review democracy( Ch.4):In an democracy, many people can vote and have a vote in their government p. 77

41. Chapter 4, Section 2Sparta and Athens: Sparta(Pages 126–127) Sum It Up How did Cleisthenes build a democracy in Athens? He reorganized the assembly to play the central role in governing and created a new council to help the assembly carry out daily business. p. 77

42. Chapter 4, Section 2Sparta and Athens(Pages 124–130) Section Wrap Up Why did Spartans conquer and control groups of people? The Spartans needed more land to grow, so they conquered and enslaved their neighbors. They used military force to keep the people they had conquered from rebelling. p. 77

43. Chapter 4, Section 2Sparta and Athens(Pages 124–130) Section Wrap Up How were the people of Athens different from the people of Sparta? The Athenians valued learning as well as sport. Boys were educated. Girls learned household duties. Athenians also allowed citizens a voice in government. p. 77

44. Chapter 4, Section 2Sparta and Athens: Guided Reading 4-2(Pages 124–130) • Democracy • Solon; debts • Peistratus • Cleisthenes • Assembly • 500 • Tyrants • oligarchies; democracies • Few • citizens • Sparta • Helots • seven • sports • Government • Kings; elders • 28; 60 • assembly • 30 • Voted • ephors

45. Chapter 4, Section 3Persia Attacks The Greeks(Pages 131–137) Main Idea Setting a Purpose for Reading Think about these questions as you read: • How did the Persian Empire bring together such a wide area? • What role did Athens and Sparta play in defeating the Persians? p. 78

46. Reading Strategy Chapter 4, Section 3Persia Attacks The Greeks(Pages 131–137) p. 78

47. Cyrus the Great • Liberator of the Jews • P. 132

48. Darius • Which would be more beneficial: having paid soldiers or copying the Greek method of citizens fighting?

49. Xerxes • Darius’ son who vowed revenge on the Greeks for defeating them at the Battle of Marathon.

50. Chapter 4, Section 3Persia Attacks The Greeks: The Persian Empire(Pages 132–133) Outlining I. The Rise of the Persian Empire A. Cyrus’s armies conquered many lands to build an empire. B. Other leaders added territory and built miles of roads to connect their holdings. p. 79