Greece

1. Greece Packet Notes Pages 9—13 of Greece Packet Slide 1

2. Directions: Use this PowerPoint presentation to fill out the needed information on pages 9—13 of your packet. Some slides have illustrations and additional information that has been added to the presentation in order to enhance your understanding; however, you are not required to take notes on these slides. I have marked these slides with the title “ENHANCEMENT.” You are welcome to abbreviate words and summarize phrases in your own words as you fill out your notes, but make sure you are being thorough with the information. Slide 2

3. Minoans • Centered in city of Knossos on Crete/named for Minos • Worshiped a bull and an earth goddess • Palaces and homes (of nobles) had running water, sewers and paved streets. • Used frescoes (paintings made on wet plaster walls) & had figurines fashioned from bronze, gold, ivory, silver and stone • Many were sailors and traders • Volcano erupted in 1628 BC on Thera—a nearby island—which destroyed many coastal cities because of a tidal wave caused by the volcano • They grew weak after this and were conquered by the Mycenaeans in about 1400 BC (end) Slide 3

4. ENHANCEMENT A fresco on unearthed under volcanic ash on the island of Thera in the Minoan city of Akrotiri. The one on the left is known as “Boxing Boys.” I know—a little obvious! What do you think the one on the right has been dubbed? (Antelope?) Some believe the Minoans were the inspiration for Plato’s stories of Atlantis. Upon examination of Plato’s words on Atlantis as written in the dialogues Timaeus and Critias, we find many similarities between what archaeologists and historians know to be true for the Minoans, and characteristics Plato attributes to Atlantis and its occupants.” Slide 4

5. ENHANCEMENT Fresco of Minoan women. More Minoan art. Slide 5

6. Mycenaeans • Controlled mainland Greece from about 1600—1200 BC • Warlike; grouped into clans and tribes headed by a warrior—built fort-like cities • Raided eastern Mediterranean • Destroyed by earthquakes and warfare by about 1200 BC • Contributed to Greek civilization by adopting many elements of the Minoan civilization—especially Linear B, an early form of Greek writing. (end) Slide 6

7. ENHANCEMENT Linear B is Syllabic—using syllables rather than pictures. (Syllables: one or more written letters or characters representing more or less exactly such an element of speech. ) Linear B on a clay tablet Linear A seems to have evolved from a hieroglyphic system of writing. Slide 7

8. Similarities of Greek States; Importance of the Polis & Greek Commonalities: Greek city-states were alike in the following ways: Small—Athens smaller than Rhode Island Most had pop. Of less than 10,000 (most of whom were slaves and other non-citizens) City-states usually originated around a fort built on an acropolis along w/temples and pub. Buildings Each had an agora—or market place—along w/a place for public meetings Importance of the Polis: It represented Greek identity & citizens were fiercely loyal to their polis. Seen as absolutely independent(end) Slide 8

9. Greek commonalities: Spoke the same language (tended to view people who didn’t speak Greek as barbarians) Shared religious ideals, cultural characteristics, and social patterns Shared festivals which brought them together. (end) Slide 9

10. The Homeric Age • Writing and Literature: • Iliad & Odyssey—greatest works, traditionally seen as works of Homer, but could have multiple authors • Iliad—about the Trojan War (Helen & Trojan Prince, Paris—Mycenaean fight to get her back) • Odyssey—Story of Mycenaean’s king, Odysseus, and his 10 year travel home from Trojan War • (Much illiteracy during the pre-Iliad days—a lot of oral tradition seems to have been written down by Homer) (end) Slide 10

11. The Homeric Age • Greek Religious Beliefs: • Personal morality not greatly emphasized • Looked for 3 things in religion: • Explain nature • Explain emotions that sometimes cause people to lose self-control • Bring things like long life, good luck, and good harvests • Did not expect religion to save them from sin • Not too concerned about life after death—all went to gray, gloomy underworld ruled by Hades—not punishment or reward • Gave human qualities to the gods—many were rascals and sought to deceive and use the humans • Gods spoke through priests and priestesses at the oracles • Pleasing the gods was important—could do this through strength and bravery—athletic contests for example: Olympics most important—1st held prob. 776 B.C. Slide 11

12. The Homeric Age • Greek Government: From Kings to Democracy: • City-states originated as small kingdoms ruled by warrior chieftains from hill-top fortresses • Over time, noble class gained more power—by 700 B.C., most nobles had overthrown kings and taken power for themselves: which ushered in Aristocratic Rule. • Aristocrats controlled military, economy, religion, law, justice, punishment, etc. • Aristocrats, before 600 BC, were only ones to participate in politics • 600 BC—Change occurred and Greek government became less aristocratic: • Non-aristocratic wealth arose and the hoplites emerged as a class of people with real power. They were able to arm themselves with good bronze weapons and organize themselves into strong infantry units thereby resisting aristocratic power. Based on their new-found power, the hoplite class was able to demand more say in government from the aristocrats • Tyrants start to emerge (see page 1 of your packet) • Democracy, overtime, emerged, even in city-states w/monarchs. Citizen councils materialize that limited the power of the rulers Slide 12

13. Development of Spartan Society • Three Social Groups • Equals—descendants of invaders; controlled city; divided Helots and land equally • Half-citizens—Free; paid taxes; served in army, were farmers or tradesmen, but had no political power. • Helots—slaves of the Spartan state • Government • 2 kings: One led army; other domestic affairs • Council of Elders: 28 wealthy male cit. over age of 60—proposed laws and served as criminal court • Assembly: All male citizens over 30; voted to reject or accept laws from council; elected 5 Ephors (end) Slide 13

14. Development of Spartan Society cont. • Military Society • Citizens were controlled from birth to death; every adult male was to be part of the military machine in order to control Helots and expand Spartan power • Development of the fighting man began at birth: Babies w/ deformities were left to die • At 7, boys were taken form home to live in barracks and engage in military training, which formed the basis of their education, along w/ reading and writing • Military service began at 20; could not live at home until 30 • Could not engage in trade or business as money interfered with military discipline • Served in military until age 60 • Results: Sparta has a strong government and an almost unbeatable army, but they gave up their individual freedom for it. Also, they created little art or literature, science or philosophy. (end) Slide 14

15. Athens and Democracy • Social Classes: • Citizen: Only Athenian-born men could be citizens w/ full political rights—could be rich or poor • Metics: Non-citizens born outside of Athens; could not own land or take part in government, but could prosper in the safety and economy of Athens • Slaves: Usually those captured in war; bottom of society • Development of Democracy: • Essentially the development of Athenian democracy proceeded from Monarchy to Aristocracy to a series of tyrants which ended when Cleisthenes (c. 507 BC) seized power and turned Athens into a democracy • 10 tribes sent 50 men to council of 500—served one year and could not be elected more than twice • Council proposed laws to assembly of citizens (all adult male citizens), who had final say (end) Slide 15

16. Daily Life in Athens • The Athenian Economy: • Most were farmers: olives, grapes, and figs • Colonization: Athenians colonized many parts of Mediterranean/import/export operations • Athenians exported mostly olive oil and wine; Athenians imported grain and other foodstuffs • Home and Family Life • Personal homes were simple, sundried bricks, no plumbing, close to streets—tried to avoid vanity • Public buildings were magnificent & glorified the polis • Marriage: Usually arranged; girls married young (13 or 14) and her husband may be twice her age • Infanticide (mostly of girls) was known to exist • Women considered inferior to men—could not own or inherit property • Boys usually educated; girls stayed home and learned the domestic arts (some wealthy educated their girls)(End) Slide 16

17. Daily Life in Athens cont. • Education and Military Service • Education • Literacy and ed. carried great value: Sons learned reading, writing, grammar, poetry, music & gymnastics • A sound mind and healthy body—The Athenian ideal! • The poor were hardworking w/ little free time; Rich spent time pursing physical & intellectual excellence—engaged in politics, gossip, debate, and athletics • Sophists were active in teaching ethics and rhetoric • Military • Athenian males began military training at 18 • Those who could afford arms and armor generally became hoplites & served in the army for a year • Poor who couldn’t afford arms and armor served on flanks (dangerous) • Some citizens rowed warships in the Athenian fleet (End) Slide 17

18. The Age of Pericles • Pericles: Great orator and statesman (461 BC—429 BC) • Athens reached peak of power and wealth under his rule • Democracy reached its height—all male citizens could hold public office • Delian League brought Athens to a place of prominent power • Strengthened and extended empire—colonized rebellious places w/ Athenian citizens • Athens began to abuse its role as the leader of the Delian League, which led to rebellion and conflict in the league • Conflict intensified when Pericles moved the treasury from Delos to Athens and used it to expand Athenian power • Athens was democratic, but Pericles ruled the Delian League autocratically • Sparta wanted Greek unity under its leadership and became a natural enemy of Athens. For a time, they feared a Helot revolt, so stayed close to home. Eventually, the Peloponnesian War broke out between the two city-states Slide 18

19. Greek Philosophy • Socrates • Was not a writer; never recorded his teachings; what we know of him came from his student, Plato • Taught that education is the key to personal growth • Used questions to help teach students think for themselves and question their own values and ideals (Socratic Method) • His questions often made people look foolish, which created powerful enemies among other teachers, like the sophists • Criticized democracy: unskilled people should not hold positions of power • Accused of denying the existence of many Greek gods and corrupting the youth • Tried and convicted of foregoing charges—executed by drinking poison hemlock (End) Slide 19

20. Greek Philosophy • Plato • Greatest of Socrates’ students; young aristocrat • Founded the “Academy”– a school in Athens for teaching philosophy • Wrote many dialogues—imaginary discussion—about government, education, justice, religion, etc. • Dialogues were a mixture of his theories and Socrates’ teachings • Theory of Forms—most important philosophical contribution • All material things are imperfect expressions of perfect, universal ideas or forms • Perfection can never be reached in physical world • Human senses can be fooled; true knowledge is found only in perfect forms, which lie beyond the senses (End) • The graphic on the next page shows three important parts of Plato’s theories of knowledge and life. (We’ll discuss these in class.) Slide 20

21. ENHANCEMENT Thought Objects One Knowledge Intelligible World Visible World Opinion Two Dualism of Matter and Form Three The Tripartite Soul Slide 21

22. Greek Philosophy • Aristotle • Plato’s most famous student (tutored Alexander the Great) • Every field of knowledge had to be studied logically • Skilled at defining and organizing things—important part of modern science • Collected as many facts as possible and organized them into systems • He studied plants and animals (Botany and Zoology respectively) & even poetics—what makes a good or bad play • He studied ethics and what brings people happiness—what the Latin speaking world called the summumbonum—the greatest good. • His political views reflected his study of Greek culture: believed monarchy, aristocracy, and democracy were all equally good—but could be easily corrupted. • Good government would combine the best of these 3 systems to create a limited democracy. (End) Slide 22

23. THERE ARE NO NOTES ON THIS PAGE: THIS PAGE IS A BRIDGE TO THE MACEDONIANS. • End of Spartan Power: The Battle of Leuctra (or Leuktra) was a battle fought on July 6, 371 BC, between the Boeotians, led by the Theban, Epaminondas, and the Spartans. • Cause: Thebes had decided to reconstitute the Boeotian League, which had been disbanded by Sparta after the Peloponnesian War. • Sparta resisted; war ensued • Result: Spartan armies were smashed by the Boeotians all the way back to Sparta • Sparta had never been invaded • No walls • Spartan women shrieked through the streets • Sparta was defeated; Helots freed • Enter: Macedonians—They became the new power Slide 23

24. Alexander the Great • Philip II of Macedon • Became king of Macedon in 359 BC • First order of business was to restore order in Macedon; he recruited and organized an army that was not dependent on the nobles; used the phalanx—learned from captivity in Thebes • Won control of several Athenian colonies in no. Greece • *Some Greeks welcomed him as one who could unify Greece, which had fallen into disarray after the “Golden Age;” others (Demosthenes) opposed the Macedonians • Philip united Greece under his rule in 338 BC after defeating Thebes and Athens at the Battle of Chaeronea • Philip organized the cities into a league and began planning an invasion of Persia—assassinated in 336 BC • His son, 20 year-old Alexander, succeeded him (End) Slide 24

25. Alexander the Great • Alexander the Great • Militarily trained in army; philosophically trained by Aristotle—trained him well for leadership • Better military leader than Philip; showed courage in battle—troops willingly followed his leadership • Rise: • His military campaigns are among most admired in history • Crushed revolts in Greece; destroyed Persia by 331 BC • His conquests brought Asia Minor, Syria, Egypt, and Mesopotamia under his control • Set his sights on no. India, but soldiers grew weary and refused to go on—Alexander turned back to Persia (326 BC) • Fall: • Divided his army at Indian Ocean w/ rendezvous in Susa; sea route/land route through desert • Fell ill in in Babylon (poisoned??) and died in June of 323 BC at age 33. Slide 25

26. ENHANCEMENT Slide 26

27. Alexander the Great • Beginnings of the Hellenistic World • Hellenism= A mixture of Asian (Middle East) & Mediterranean culture • What came to be known as Hellenistic Culture was a conscious effort from Alexander to blend and unify the people of his empire • Hellenism thrived from the time of his death (323 BC) to the Roman conquest of Greece in 146 BC. • The Breakup of Alexander’s empire • After Alex. death, his generals competed for his empire • Eventually broken into 3 main kingdoms w/ several smaller supporting kingdoms: Main kingdoms were Macedon, Egypt, and Syria • War erupted between the kingdoms and consumed a lot of wealth and energy. • Enter Rome—Rome became the new power! Slide 27

28. The Spread of Hellenistic Culture • Learning and Commerce • Learning: • Econ. Prosperity brought more widespread education • The library at Alexandria, Egypt characterizes and interest in learning • Women appeared more in public during the height of Hellenistic culture & won more rights—regarding property, etc. • The idea of what it meant to be “Greek” became more inclusive • Commerce: • Middle-class thrived mostly because of commercial centers and growth in trade, both within the empire and w/ China, India, & Arabia Slide 28

29. The Spread of Hellenistic Culture • Religion and Philosophy • Urbanization led to the decline of the polis concept; many people, struggling w/change, turned to new philosophies and religions focused on satisfying a need for belongingness • Religion: • Ruler worship: encouraged civic duty to support ruler; was very much like replacing the god of a polis w/ruler god • Mystery religions: secret teachings, usually about life after death and immortality • Philosophy: four chief schools of philosophy existed • Cynics: live simply, naturally and without regard to pleasure, wealth, or social status (Diogenes—best known cynic) • Skeptics: the universe always changes, therefore, all knowledge is uncertain. If one accepts this fact, one can have peace of mind (Pyrrho credited w/founding movement) Slide 29

30. Philosophy cont. • Stoicism: • divine reason directs the world • people should accept their fate without complaint • every person had a “spark” of the divine within—happiness comes from following this spark • greatly influence Roman and Christian thinking (Zeno) • 4. Epicureanism: • the aim of life is to seek pleasure and avoid pain • one should limit desires • --Epicurus departed from other hedonistic philosophies, though, when he advocated that which will avoid excessive suffering caused from never being able to satisfy unlimited desires. Slide 30

31. The Spread of Hellenistic Culture • Science in the Hellenistic Age • Two features of Hellenistic science are remarkable • They learned a great deal using simple instruments • They showed little interest in turning their discoveries into labor-saving machines—could be pervasiveness of slavery • Mathematics and Physics • Euclid’ Elements still basis of many geometry books today; • Archimedes • Calculated the value of pi, the ratio of the circumference of a circle to its diameter • Used math to explain levers; invented machines—like the compound pulley—and the Archimedes screw Slide 31

32. The Spread of Hellenistic Culture • Science in the Hellenistic Age • Medicine: • One benefit of the empire was it united Greek and Egyptian medical learning, which increased knowledge of the body and embalming methods • The cataloging of the human body increased knowledge (brain center of nervous system) and led to delicate surgeries being performed • Astronomy and Geography: • Contact w/Babylonian and Egyptian learning greatly enhanced Hellenistic knowledge • Aristarchus: correctly believed the earth and other planets moved around the sun • Hipparchus: used trigonometry to predict eclipses—used sun and moon to calculate length of a year • Eratosthenes: calculated the distance around the earth with almost dead-on accuracy Slide 32