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SECTION 2 Step-by-Step
Instruction
A bronze Corinthian helmet, c. 500s B.C.

WITNESS HISTORY

For the People’s Good

AUDIO

2
Tyrtaeus, a Spartan poet in the 600s B.C., wrote elegies
that praised and encouraged bravery and honor on the
Objectives Spartan battlefields. Here, while
As you teach this section, keep students championing courage in the phalanx,
focused on the following objectives to help Tyrtaeus captures the essence of how the Greeks
them answer the Section Focus Question held the city-state, or polis, above all else.
and master core content.
■ Understand how geography influenced
“ whole
This is the common good, for the polis and the
demos [the people], when a man stands
the Greek city-states. firm in the front ranks without flinching and puts
disgraceful flight completely from his mind, mak-
■ Define the three types of government ing his soul and spirit endure and with his words
that developed in the Greek city-states.
■ Explain how Sparta and Athens
encourages the man stationed next to him.
”
Focus Question How did government and culture
differed. develop as Greek city-states grew?
■ Identify the culture and values shared Battling soldiers in phalanx formation
by Greeks.

The Rise of Greek City-States

Prepare to Read Objectives The Mediterranean and Aegean seas were as central to the devel-
• Understand how geography influenced the opment of Greek civilization as the Nile was to the Egyptians. The
Build Background Knowledge L3
ancient Greeks absorbed many ideas and beliefs from the older
Greek city-states.
Ask students how their community would • Define the three types of government that civilizations of Mesopotamia and Egypt. At the same time, they
be different if it were near mountains or developed in the Greek city-states. developed their own unique ways. In particular, the Greeks devel-
the sea. Tell students that the Greeks • Explain how Sparta and Athens differed. oped new ideas about how best to govern each individual Greek
adapted to both those conditions. • Identify the culture and values shared by Greeks. polis (POH lis), or city-state.

Set a Purpose L3 Terms, People, and Places

polis phalanx
Geography Shapes Greece
■ WITNESS HISTORY Read the selection As you have read, the earliest civilizations rose in fertile river val-
acropolis Sparta
aloud or play the audio. citizen Athens leys. There, strong rulers organized irrigation works that helped
AUDIO Witness History Audio CD, monarchy democracy farmers produce food surpluses needed to support large cities. A
For the People’s Good aristocracy tyrant very different set of geographic conditions influenced the rise of
oligarchy legislature Greek civilization.
Ask What battlefield behavior did
Tyrtaeus praise? (He praised soldiers Landscape Defines Political Boundaries Greece is part of
who fought bravely in battle and who Reading Skill: Identify Supporting Details the Balkan peninsula, which extends southward into the eastern
encouraged fighting as one.) What Create an outline to record the main ideas and Mediterranean Sea. Mountains divide the peninsula into isolated
might happen if a soldier in the supporting details described in this section. valleys. Beyond the rugged coast, hundreds of rocky islands
front ranks of the phalanx fled? (He spread toward the horizon.
I. Geography Shapes Greece
would leave those near him open to A. Landscape defines political boundaries The Greeks who farmed the valleys or settled on the scattered
attack.) 1. islands did not create a large empire such as that of the Egyptians or
2. Persians. Instead, they built many small city-states, cut off from one
■ Focus Point out the Section Focus B. Life by the sea
another by mountains or water. Each included a city and its sur-
1.
Question and write it on the board. 2. rounding countryside. Greeks fiercely defended the independence of
Tell students to refer to this question their small city-states, and endless rivalry frequently led to war.
as they read. (Answer appears with
Section 2 Assessment answers.)
■ Preview Have students preview the Vocabulary Builder
Section Objectives and the list of
Terms, People, and Places. Use the information below and the following resources to teach the high-use word from this section.
■ Have students read this Teaching Resources, Unit 1, p. 67; Teaching Resources, Skills Handbook, p. 3
section using the Paragraph Shrinking High-Use Word Definition and Sample Sentence
strategy (TE, p. T20). Have students
impose, p. 122 vt. to place or set something compulsory upon
make an outline of the section’s main The substitute teacher lost the respect of the students by imposing arbitrary
ideas and supporting details. rules on the class.
Reading and Note Taking
Study Guide, pp. 38–39

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Life by the Sea While mountains divided Greeks from one another,
the seas provided a vital link to the world outside. With its hundreds of Teach
bays, the Greek coastline offered safe harbors for ships. The Greeks
became skilled sailors and carried cargoes of olive oil, wine, and marble
to parts throughout the eastern Mediterranean. They returned not only Geography/City-States L3
with grains and metals but also with ideas, which they adapted to their
own needs. For example, the Greeks adapted the Phoenician alphabet to
Instruct
meet their needs. The resulting alphabet in turn became the basis for all ■ Introduce: Key Terms Ask students
later Western alphabets.
Development of the Alphabet to find the word polis (in blue) in the
By 750 B.C., rapid population growth forced many Greeks to leave Phoenician Greek Roman text and define its meaning. Point out
their own overcrowded valleys. With fertile land limited, the Greeks that the polis was the basic political unit
A
expanded overseas. Gradually, a scattering of Greek colonies took root all of ancient Greece, as the nation is the
around the Mediterranean from Spain to Egypt. Wherever they traveled, B basic political unit of our world today.
Greek settlers and traders carried their ideas and culture. D
■ Teach Display Color Transparency
How did the sea contribute to Greek commerce? K 21: The Geography of Greece.
L Explain how the rugged geography of
Governing the City-States ancient Greece influenced the develop-
N
ment of the Greek city-state and econ-
As their world expanded after 750 B.C., the Greeks evolved a unique ver-
Chart Skills Our alphabet comes to omy. Ask What effect did the
sion of the city-state, which they called the polis. The polis was made up
us from the Phoenicians by way of mountains and water have on
of a major city or town and its surrounding countryside. Typically, the the Greeks. The word alphabet itself
city itself was built on two levels. On the top of a hill stood the acropolis
Greek city-states? (Greeks were cut
comes from the first two Greek off from each other, developed their own
(uh KRAH puh lis), or high city, with its great marble temples dedicated to letters, alpha and beta. Describe how
different gods and goddesses. On flatter ground below lay the walled the modern letter L has changed
systems of government, and fought fre-
main city with its marketplace, theater, public buildings, and homes. over time. quently. Access to water helped Greeks
The population of each city-state was fairly small, which helped the become skilled sailors and traders.)
citizens, or free residents, share a sense of responsibility for its tri- Then compare and contrast the three
umphs and defeats. In the warm climate of Greece, free men spent much main types of government that evolved
time outdoors in the marketplace, debating issues that affected their in Greek city-states.
lives. The whole community joined in festivals honoring the city’s special Color Transparencies, 21
god or goddess. The rights of citizens were unequal, however; and male
landowners held all the political power.
Independent Practice
Geography of Ancient Greece For: Audio guided tour ■ Have students access Web Code nap-
Web Code: nap-0421 0421 to take the Geography Interac-
A
Mycenaen world
Map Skills Ancient Greek tive Audio Guided Tour and then
xiós

about 1300 B.C. civilization was shaped by rug-

answer the map skills questions in
River

Centers of ancient
ged mountainous terrain and
Greek civilization the text.
Gold the surrounding seas. These
Mt. Olympus Silver geographic features worked ■ Then have students fill in the Outline
40° N Iron
Marble
as both a barrier and a link. Map The Ancient Greek World.
PI

r
s Rive 1. Locate (a) Greece
ND

Pinió Timber
Teaching Resources, Unit 1, p. 74
US

Ae

(b) Crete (c) Mycenae

M

Miller Projection
TS

gea

0 50 100 mi
(d) Athens (e) Sparta
.

0 50 100 km
Delphi ASIA M INOR (f) Aegean Sea Monitor Progress
n

G R EECE (g) Peloponnesus Check Outline Maps for accuracy.

Se

Athens Ephesus
Corinth
a

2. Region How did the Administer the Geography Quiz.

Olympia Mycenae
Peloponnesus geography of Greece
Sparta present obstacles to unity?
Teaching Resources, Unit 1, p. 76
Milos 3. Analyze Information
N
How did the geography of
36° N W E
Rhodes
Greece differ from that of
Answers
S other ancient civilizations? The sea coast encouraged the Greeks to
Mediterranean
Sea Crete become skilled sailors and traders.
20° E 24° E 28° E

Chart Skills Sample: Although it evolved, today’s

letter L is very similar to the initial Phoenician
Solutions for All Learners letter.

L1 Special Needs L2 Less Proficient Readers L2 English Language Learners

Map Skills
1. Review locations with students.
Students may use the map above to learn more about Use the following resources to help students acquire 2. Sample: The geography separated the Greeks
Greece. Point out that Greece is made up of isolated basic skills: physically, and surmounting this separation to
valleys and small islands. Ask How did its geogra- Adapted Reading and Note Taking unify the region would be very difficult.
phy influence its economy? (Because it was sur- Study Guide 3. Sample: Most ancient civilizations developed
rounded by the sea, the Greeks became great traders.) ■ Adapted Note Taking Study Guide, pp. 38–39 in fertile river valleys while the ancient Greek
How did its geography affect political divisions? ■ Adapted Section Summary, p. 40 civilization developed on islands and along the
(It prevented the Greeks from building a large empire. Mediterranean coast.
Instead they built small city-states.)
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Types of Government Evolve Between 750 B.C. and 500 B.C., differ-
Sparta: A Warrior Society L3
ent forms of government evolved in Greece. At first, the ruler of the polis,
Instruct like those in the river valley empires, was a king. A government in which
a hereditary ruler exercises central power is a monarchy. Slowly, how-
■ Introduce Have students find and ever, power shifted to a class of noble landowners. Because only they
define the word helots. Given that could afford bronze weapons and chariots, these nobles were also the mil-
helots were slaves owned by the city- itary defenders of the city-states. At first these landowners defended the
state, what do students predict will be king. In time, however, they won power for themselves. The result was an
the character of the city-state Sparta? aristocracy, or rule by a hereditary landholding elite.
■ Teach Describe the militarized city- As trade expanded, a new middle class of wealthy merchants, farmers,
and artisans emerged in some cities. They challenged the landowning
state of Sparta. Ask Who governed
nobles for power and came to dominate some city-states. The result was a
Sparta and what responsibilities
form of government called an oligarchy. In an oligarchy, power is in the
did citizens have? (The Spartan gov-
hands of a small, wealthy elite.
ernment consisted of two kings and a
council of elders who advised the kings New Warfare Methods Shape Greece Changes in military technol-
as well as an assembly of citizens— ogy increased the power of the middle class. By about 650 B.C., iron weap-
male, non-slave, native-born Spartans— ons replaced bronze ones. Since iron was cheaper, ordinary citizens could
who approved major decisions. Male afford iron helmets, shields, and swords. Meanwhile, a new method of
citizens trained from childhood for fighting emerged—the phalanx, a massive tactical formation of heavily
war; female citizens trained to produce armed foot soldiers. It required long hours of drill to master. Shared train-
healthy sons and sometimes to run the ing created a strong sense of unity among the citizen-soldiers.
By putting the defense of the city-state in the hands of ordinary citizens,
family estates.) What do you think
the phalanx reduced class differences. The new type of warfare, however,
daily life in military Sparta was
led the two most influential city-states—Athens and Sparta—to develop
like? (Sample: daily life was highly
very different ways of life. While Sparta stressed military virtues and
disciplined and difficult, with little or Spartan Education stern discipline, Athens glorified the individual and extended political
no time for personal freedom, interests, An Athenian historian explains the rights to more citizens.
leisure, or intellectual pursuits.) system of education set up by Lycurgus,
the Spartan lawgiver: How was a city-state shaped by its citizenry?
■ Quick Activity Write the three black
headings of this subsection on the Primary Source
board. Divide students into six groups. Sparta: A Warrior Society
Without looking at the book, have three “ Instead of softening the boys’ feet
with sandals, he required them to Dorian invaders from the north conquered Laconia, in the southern part
groups list as many facts as they can harden their feet by going without of the Peloponnesus (pel uh puh NEE sus). The Dorians settled here and
recall on the board about each topic. shoes. He believed that if this habit built the city-state of Sparta. The invaders turned the conquered people
Then have the other three groups check were cultivated, it would enable into state-owned slaves, called helots, and made them work the land.
or add to the first responses. them to climb hills more easily and Because the helots greatly outnumbered their rulers, the Spartans set up
descend steep inclines with less a brutal system of strict control.
Independent Practice danger, and that a youth who had The Spartan government included two kings and a council of elders
accustomed himself to go barefoot who advised the monarchs. An assembly made up of all citizens approved
Read the Primary Source selection aloud major decisions. Citizens were male, native-born Spartans over the age
would leap and jump and run more
or play the accompanying audio. Then tell nimbly than a boy in sandals. And of 30. The assembly also elected five ephors, or officials, who ran day-to-
students that Spartan boys endured this instead of letting them be pam- day affairs.
harsh life from age seven. Have students pered in the matter of clothing, he
write a short argument that a Spartan at Daily Life Ruled by Discipline From childhood, a Spartan prepared
introduced the custom of wearing
that time might have prepared for or to be part of a military state. Officials examined every newborn, and
one garment throughout the year,
against the training of seven-year-old sickly children were abandoned to die. Spartans wanted future soldiers
believing that they would thus be
and the future mothers of soldiers to be healthy.
boys for the military. better prepared to face changes of
At the age of seven, boys began training for a lifetime in the military.
AUDIO Witness History Audio CD,
Xenophon
heat and cold.
”
—Xenophon, Constitution of the
They moved into barracks, where they were toughened by a coarse diet,
hard exercise, and rigid discipline. This strict and harsh discipline made
Lacedaemonians
Spartan youths excellent soldiers. To develop cunning and supplement
Monitor Progress Describe the Spartan student dress
their diet, boys were even encouraged to steal food. If caught, though,
code. What was its purpose? AUDIO
As students list facts on the board, circu- they were beaten severely.
late to make sure their work is accurate
and that they understand the main ideas
and details of each topic. History Background
Training for Boys At age seven, by law, Spar- rarely bathed. After age twelve, they received but
Answer tan boys were taken from their mothers and placed one cloak to wear each year. Packs of boys were
in “packs” under the control of a “warden” of the trained to fight each other. Tests of courage were
Over time, more and more citizens demanded city-state. They learned to read and write and even severe, forcing boys to run a gauntlet of whips or to
a role in government. to sing and memorize poetry, but the focus of their survive alone for a time. Disobedience was severely
P R I M A RY S O U R C E Boys could wear education was to harden and discipline them for punished by beatings. The result was that young
only one garment and no sandals or shoes all battle by instilling the values of fitness, obedience, Spartans learned to obey and respect their laws—
year. These restrictions were meant to toughen and courage. Boys built their own beds from rushes which forbade them to flee in battle but required
boys to prepare them to face harsh conditions. using their bare hands rather than knives. They them to always stand firm: to conquer or die.

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At the age of 20, a man could marry, but he continued to live in the
barracks for another 10 years and to eat there for another 40 years. At
Athens Evolves Into
the age of 30, after further training, he took his place in the assembly. a Democracy L3
Women of Sparta Girls, too, had a rigorous upbringing. Instruct
As part of a warrior society, they were expected to produce
healthy sons for the army. They therefore were required to
■ Introduce: Vocabulary Builder
exercise and strengthen their bodies. Have students read the Vocabulary
Like other Greek women, Spartan women had to obey Builder term and its definition. Use the
their fathers or husbands. Yet under Spartan law, they had Think-Write-Pair-Share strategy (TE,
the right to inherit property. Because men were occupied p. T23) with the following questions to
with war, some women took on responsibilities such as run- engage students in this section. Ask
ning the family’s estate. What institutions are likely to
impose a rule or law on individu-
Sparta Stands Alone The Spartans isolated themselves
als? (government, schools, parents)
from other Greeks. They looked down on trade and wealth,
What might be the benefits of these
forbade their own citizens to travel, and had little use for
new ideas or the arts. While other Greeks admired the Spar-
laws? (They might provide safety, secu-
tans’ military skills, no other city-state imitated their rigor- rity, and equality to the group governed.)
ous way of life. “Spartans are willing to die for their city,” ■ Teach The city-state of Athens evolved
some suggested, “because they have no reason to live.” from a monarchy to an aristocracy, and
Why was discipline important to Spartans? eventually to an early form of democ-
racy. Ask What reforms did Solon
Spartan Fitness make to the aristocracy of Athens?
Athens Evolves Into a Democracy The Spartans put great emphasis on the
strength and agility of the human body. The
(He outlawed debt slavery, freed those
Athens was located in Attica, just north of the Peloponnesus. As in many sculpture above shows a Spartan woman enslaved for debt, opened high offices to
Greek city-states, Athenian government evolved from a monarchy into exercising, a task rarely expected of other more citizens, granted citizenship to
an aristocracy. By 700 B.C., landowners held power. They chose the chief Greek women. some foreigners, gave the assembly
officials, judged major court cases, and dominated the assembly. more say, and encouraged exports.)
Why is the democracy of ancient
Demands for Change Under the aristocracy, Athenian wealth and
power grew. Yet discontent spread among ordinary people. Merchants
Athens considered a “limited” one?
and soldiers resented the power of the nobles. They argued that their ser- (Though citizens had broad rights, few
vice to Athens entitled them to more rights. Foreign artisans, who pro- Athenians were actually citizens.
duced many of the goods that Athens traded abroad, were resentful that Women and slaves were excluded from
foreigners were barred from becoming citizens. Farmers, too, demanded citizenship and thus any say in govern-
change. During hard times, many farmers were forced to sell their land ment, since only males could be citizens.
to nobles. A growing number even sold themselves and their families into Such a version of democracy was hardly
slavery to pay their debts. representative of the population it
As discontent spread, Athens moved slowly toward democracy, or ruled.)
government by the people. As you will see, the term had a different
meaning for the ancient Greeks than it has for us today. Independent Practice
Solon Reforms Government Solon, a wise and trusted leader, was Using the information on Sparta and Ath-
appointed archon (AHR kahn), or chief official, in 594 B.C. Athenians gave ens, have students write two paragraphs
Solon a free hand to make needed reforms. He outlawed debt slavery and comparing and contrasting the lives of
freed those who had already been sold into slavery for debt. He opened women in the two ancient Greek cities.
high offices to more citizens, granted citizenship to some foreigners, and
gave the Athenian assembly more say in important decisions.
Solon introduced economic reforms as well. He encouraged the export
Monitor Progress
of wine and olive oil. This policy helped merchants and farmers by As students write their paragraphs, circu-
increasing demand for their products. late to read their drafts and make sure
Despite Solon’s reforms, citizenship remained limited, and many posi- they understand the differences between
tions were open only to the wealthy. Continued and widespread unrest the women of Sparta and Athens.

Solutions for All Learners

L1 Special Needs L2 Less Proficient Readers L2 English Language Learners
To help students learn how Sparta developed into a afford iron weapons. (4) The phalanx means more Answer
military society and Athens into a democracy, have training and a greater sense of unity among citizens.
them create a flowchart that shows the steps. For (5) Spartans conquer Laconia and make its people Every Spartan citizen had to be ready to
example, for Sparta the chart may read: (1) City-states helots. (6) The helots greatly outnumber the fight since their slaves outnumbered them
emerge. (2) The kings lose power to the wealthy. Spartans. (7) Spartans create a brutal system of strict and would likely revolt if Spartans showed
(3) Changing technology means ordinary citizens can control. any signs of weakness. Discipline was vital
in keeping Sparta secure.

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led to the rise of tyrants, or people who gained power by force. Tyrants
Forces for Unity L3
Vocabulary Builder
imposing—(im POHZ ing) vt. placing or often won support from the merchant class and the poor by imposing
setting something compulsory upon
Instruct reforms to help these groups. Although Greek tyrants often governed
well, the word tyrant has come to mean a vicious and brutal ruler.
■ Introduce Ask students to read the
introductory sentences and the two Citizens Share Power and Wealth The Athenian tyrant Pisistratus
black headings under Forces for Unity. (py SIS truh tus) seized power in 546 B.C. He helped farmers by giving
Have students predict what they will them loans and land taken from nobles. New building projects gave jobs
learn under each heading. Then have to the poor. By giving poor citizens a greater voice, he further weakened
them read to find out whether their the aristocracy.
In 507 B.C., another reformer, Cleisthenes (KLYS thuh neez), broadened
predictions were accurate.
the role of ordinary citizens in government. He set up the Council of 500,
■ Teach Ask Whom did Greeks wor- whose members were chosen by lot from among all citizens over the age of
ship and how did they practice 30. The council prepared laws considered by the assembly and supervised
their religion? (Greeks worshipped the day-to-day work of government. Cleisthenes made the assembly a genu-
many gods, of whom they believed Zeus ine legislature, or lawmaking body, that debated laws before deciding to
to be most powerful. Greeks built tem- approve or reject them. All male citizens were members of the assembly and
ples; held festivals with processions, were expected to participate.
sacrifices, drama, and athletics; and A Limited Democracy By modern standards, Athenian democracy
consulted with oracles.) What might was quite limited. Only citizens could participate in government, and cit-
be some of the advantages and dis- izenship was restricted to landowning men. Women were excluded along
advantages of a society that feels with merchants and people whose parents were not citizens. So were the
superior to others? (Advantages: tens of thousands of Athenian slaves who lacked political rights as well
Feeling superior might provide a unify- as personal freedom, although it was their labor that gave citizens the
ing sense that the society can meet any time to participate in government. Still, Athens gave more people a say
challenge, and might lessen fear. Disad- in decision making than any other ancient civilization.
vantages: Such feelings might blind a
Women in Athens As in other Greek city-states, women in Athens had
society to the value of advances made by
no share in political life. According to Aristotle, “the man is by nature fitter
other societies.)
for command than the female just as an older person is superior to a
■ Quick Activity Display Color Trans- younger, more immature person.” Although some men disagreed, most
parency 23: Greek Games. Use the Greeks accepted the view that women must be guided by men.
lesson in the transparency book to Women played their most significant public role in religion. Their par-
guide a discussion on the importance of ticipation in sacred processions and ceremonies was considered essential
athletics to the ancient Greeks. for the city’s well-being. In well-to-do Athenian homes, women managed
Athenian Education the entire household. They spun and wove, cared for their children, and
Color Transparencies, 23
This drinking cup from 480 B.C. illustrates prepared food, but lived a secluded existence and were rarely seen in
some of the subjects studied by Athenian public. Their slaves or children were sent to buy food and to fetch water
Independent Practice boys, including instruction in speech and from the public well. Poorer women worked outside the home, tending
Link to Literature To help students playing the lyre. How does this image sheep or working as spinners, weavers, or potters.
demonstrate the differences between
better understand ancient Greek religion, the Athenian and Spartan systems of Educating the Youth Unlike girls, who received little or no formal
have them read the selection The Myth of education? education, boys attended school if their families could afford it.
Persephone and complete the worksheet. Besides learning to read and write, they studied music,
Teaching Resources, Unit 1, p. 70 memorized poetry, and studied public speaking because,
as citizens in a democracy, they would have to voice
Monitor Progress their views. Although they received military
training and participated in athletic contests,
As students fill in their outlines, circulate unlike Sparta, which put military training
to make sure they understand how gov- above all else, Athens encouraged young
ernment and culture developed in the men to explore many areas of knowledge.
Greek city-states. For a completed version
of the outline, see How was democracy
limited in Athens?
Note Taking Transparencies, 63

History Background
Answer Slavery and Democracy Ironically, the system of merce and manufacturing. Thus, they could devote
slavery in ancient Athens probably had a great deal to their time to discussing public affairs in the market-
Caption While Spartans valued physical training do with the success of democracy there. Since many place, debating issues and voting on laws in the
and toughness, the image shows that Athe- Athenians owned slaves, they were freed from the assembly, and holding public office.
nians valued intellectual training and art- necessity of daily chores and the routine work of com-
istry.
Athenian democracy was limited because a
voice in government was denied to many Athe-
nians, including women and slaves.

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Forces for Unity Assess and Reteach

Strong local identification, an independent spirit, and economic rivalry
led to fighting among the Greek city-states. Despite these divisions,
Greeks shared a common culture. They spoke the same language, hon-
Assess Progress L3
ored the same ancient heroes, participated in common festivals, and ■ Have students complete the
prayed to the same gods. Section Assessment.
Mythology and Religion Like most other ancient people, the Greeks ■ Administer the Section Quiz.
were polytheistic, believing in more than one deity. According to their Teaching Resources, Unit 1, p. 63
myths, or traditional stories that explain the ways of nature or the gods,
the gods lived on Mount Olympus in northern Greece. In Greek myths, ■ To further assess student under-
the most powerful Olympian was Zeus (zoos), who presided over the standing, use
affairs of gods and humans. His children included Ares (EHR eez), god of Progress Monitoring Transparencies, 15
war, and Aphrodite (af ruh DY tee), goddess of love. His daughter Athena
(uh THEE nuh), goddess of wisdom, gave her name to Athens. Reteach
Greeks honored their gods with temples and festivals, which included
processions, sacrifices, feasts, plays, choral singing, and athletic competi-
If students need more instruction, have
tions. Greeks consulted oracles, who were priests or priestesses them read the section summary.
through whom the gods were thought to speak. However, some Reading and Note Taking L3
Greek thinkers came to believe that the universe was reg- Study Guide, p. 40
ulated not by the gods but by natural laws.
Adapted Reading and L1 L2
Greek View of Foreigners As trade and colonies
Note Taking Study Guide, p. 40
expanded, the Greeks came in contact with people from
foreign lands with different languages and customs.
Greeks called them barbaroi, people who did not speak Spanish Reading and L2
Ruins of the Sanctuary of Note Taking Study Guide, p. 40
Greek, and felt superior to them. The English word Athena at the Tholos Temple
barbarian comes from this Greek term. These “barbarians” in Delphi
even included the Phoenicians and Egyptians, from whom Extend L4
the Greeks borrowed important ideas and inventions. The Ancient Greeks took oaths of alle-
This sense of uniqueness and superiority would giance when they became citizens. Using
help the Greeks when they were threat-
what they’ve learned about the ancient
ened by the mightiest power in the Medi-
Greeks to this point, ask students to
terranean world—the Persian empire.
write an oath of allegiance for the citizens
What factors united of Athens. Then have students find the
the city-states of Greece? actual oath of allegiance taken by Athe-
nians and compare it to their own Pledge

2 Progress Monitoring Online

For: Self-quiz with vocabulary practice
Web Code: naa-0421
of Allegiance. (Or provide them with the
actual oath found on TE p. 127.)

Terms, People, and Places Comprehension and Critical Thinking ● Writing About History
1. What do each of the key terms listed at 3. Summarize How did geography influ- Quick Write: Choose a Topic A persua- Answer
the beginning of the section have in ence the development of Greece? sive essay supports an opinion or position.
common? Explain. 4. Synthesize Information Why do you Suppose you are given the assignment to their language and shared myths and reli-
think the three different forms of gov- write a persuasive essay about ancient gious beliefs and a general feeling of their
ernment evolved over time? Greece. Review this section and select uniqueness and superiority over other peoples
2. Reading Skill: Identify Supporting 5. Draw Conclusions (a) In what ways three possible topics for your essay. Your
Details Use your completed outline to was Athenian democracy limited? topics might be about democracy, the
answer the Focus Question: How did (b) Despite such limits, Athens rights of citizens, or political systems. Then
government and culture develop as is still admired as an early model of write a brief summary for each topic and
Greek city-states grew? democracy. Why do you think this is describe what arguments you could make
the case? to support it in a persuasive essay.

Section 2 Assessment trade. The rugged mountains and islands ● Writing About History
encouraged independence. Responses should include three summaries
1. They relate to the government and defense 4. Changes in the distribution of wealth of topics that include arguments that show
of the city-states of ancient Greece. caused different groups to demand power, an understanding of ancient Greece.
2. Governments in Greek city-states devel- leading to three different types of
oped from monarchies to aristocracies to government.
oligarchies and in some cases democra- 5. (a) Only men were citizens, omitting
cies. Despite the differences between women and slaves. (b) Students might
city-states, Greek language and religion suggest that self-rule, which leads to For additional assessment, have students
developed along shared lines. increased rights for more people, is access Progress Monitoring Online at
3. The coastline provided ancient Greece always admirable. Web Code naa-0421.
with an excellent opportunity for sea

Chapter 4 Section 2 123