As the early states and empires grew in number, size, and ...



Name: __________________________World HistoryPersia and Greece- 2.2 – Classical CivilizationsStandard4.0 3.53.0Not a 3.5 yetKey Concept 2.2 The Development of States and Empires60 –55 points 54.5- 50 points 49.5- 40 points Less than 40 points Take complete notes of the packet _______/12 pointsFill out graphic organizer for Body Paragraphs______/6 points Two body Paragraphs______/ 32 points3.5/4.0 Option______/10 points Unit Objective : Daily objectives:Assessment:Highlight the key words and write 5-7 notes in the box below that explain the most important part of the context Classical Era Civilizations As the early states and empires grew in number, size, and population, they frequently competed for resources and came into conflict with one another. In quest of land, wealth, and security, some empires expanded dramatically. In doing so, they built powerful military machines and organized their states that became capable of organizing human activities over long distances, and they created new groups of military and political elites to manage their affairs. As these empires expanded their boundaries, they also faced the need to develop policies to govern their relationships with different kinds of populations: sometimes to integrate them within an empire and sometimes to exclude them (kick them out). Some had difficulties that they could not manage. They also experienced environmental, social, and economic problems when they overexploited (overused) their lands and subjects and permitted excessive wealth to be concentrated in the hands of privileged classes.?Taken and adapted from Freemanpedia and used with permissionContext of 2.2- Classical Civilizations – How would you explain the above to your 7th grade brother/sister/cousin/nephew/niece? Part I- Persian Empires and Cyrus the GreatVocabulary WorldDefinition Historical Significance Picture Tolerance Diversity Watch and take notes on the video that is linked to Mr. Wood’s website – Engineering an Empire – The Persians on the following as you watch the video: 6:20- 7:31, 10:00- 11:35, 11:58- 12:30 – Cyrus the Great of the Achaemenid EmpireGo to the website APWorldipedia 2.2- Key Concept 2.2 The Development of States and Empires - Empire is even more complex as it went through several permutations. The first Persian Empire was the?Achaemenid Empire?(550–330 BCE) which reached its height under Cyrus the Great. At its peak it encompassed present day Iraq and Iran, Syria, Israel, Anatolia, parts of Egypt, the Arabian peninsula, much of Central Asia, and Macedonia to the north of classical Greece. The antagonism between the Persians and Greek civilization would provoke the wrath of Alexander the Great, whose conquest of Persia ended the Achaemenid Empire.?Cyrus the Great?King of the Kings. Persian King of Iran.? Great (Persian: ????? ????, Kūrosh-e-Bozorg) (c. 600 BC or 576 BC December 530 BC), also known as?Cyrus II?or Cyrus of?Persia, was the first Zoroastrian Persian emperor. He was the founder of the Persian?Empire?under the? HYPERLINK "" Achaemenid?dynasty.?It was under his own rule that the empire embraced all previous civilized states of the ancient?Near East, expanded vastly and eventually conquered most of Southwest Asia and much of Central Asia, from?Egypt?and the Hellespont in the west to the Indus River in the east, to create the largest empire the world had yet seen.?The reign of Cyrus lasted 29 to 31 years. Cyrus built his empire by fighting and conquering first the Median Empire, then the Lydian Empire and the Neo-Babylonian Empire. Either before or after?Babylon, he led an expedition into central Asia, which resulted in major campaigns that brought "into subjection every nation without exception." Cyrus did not venture into Egypt, as he himself died in?battle, fighting the Massagetae along the Syr Darya in December 530 BC. He was succeeded by his son,?Cambyses II, who managed to add to the empire by conquering Egypt, Nubia, and Cyrenaica during his short rule.?As a military leader, Cyrus left a legacy on the art of leadership and decision making, and he attributed his success to "Diversity in counsel, unity in command." Cyrus the Great respected the customs and religions of the lands he conquered. It is said that in universal history, the role of the? HYPERLINK "" Achaemenid empire?founded by Cyrus lies in its very successful model for centralized administration and establishing a government working to the advantage and profit of its subjects. In fact, the administration of the empire through satraps and the vital principle of forming a government at?Pasargadae?were the work of Cyrus. Aside from his own nation, Iran, Cyrus also left a lasting legacy on Jewish?religion(through his Edict of Restoration), human rights, politics, and military strategy, as well as on both Eastern and Western civilizations.A new beginning for the Middle East: The Cyrus Cylinder and Ancient Persia- 0:45- 2:15, 4:32- 7:30The?Cyrus?Cylinder is one of the most famous objects to have survived from the ancient world. It was inscribed in Babylonian?cuneiform?on the orders of Persian King?Cyrus the Great?(559-530 BC) after he captured?Babylon?in 539 BC.?The cylinder is often referred to as the first bill of human rights as it appears to encourage freedom of worship throughout the Persian?Empire?and to allow deported people to return to their homelands. It was found in Babylon in modern Iraq in 1879 during a British Museum excavation.The Cyrus Cylinder and Ancient Persia: A New Beginning- with cuneiform script, the Cylinder records the conquest of Babylon in 539 B.C. by the Persian king Cyrus the Great (ruled 559–530 B.C.). Even before its discovery, Cyrus had been renowned as a benevolent and noble ruler. The Greek historian Xenophon (about 430–354 B.C.) presented him as an ideal leader in his?Cyropaedia, while Old Testament texts praise Cyrus for bringing an end to the Jewish exile in Babylon. The Cylinder provides a valuable complement to this legacy, for it records — in Cyrus's own words — how, on taking control of Babylon, he restored religious traditions, and permitted those who had been deported to return to their settlements in and around Babylonia.?In taking Babylon, Cyrus brought what was recently the heart of a great kingdom into the growing Achaemenid Empire. Rather than imposing Persian practices on its peoples, however, he sought to uphold their traditions. This is evident from the Cyrus Cylinder itself. For one, the inscription was written in the local language, Babylonian. Moreover, by embedding this Cylinder in the foundations of Babylon, Cyrus was adhering to a standard practice in the region–intended to secure divine favor and record a ruler's achievements for posterity. In following an established custom, Cyrus set out to legitimize his newly acquired authority.?Use the SCAP steps to read and take notes on the following Primary source- The Cyrus CylinderAll kings who sit on thrones, from every quarter, from the Upper Sea to the Lower Sea, those who inhabit [remote distric]ts (and) the kings of the land of Amurru who live in tents, all of them, brought their weighty tribute into Shuanna, and kissed my feet. From [Shuanna] I sent back to their places to the city of Ashur and Susa, Akkad, the land of Eshnunna, the city of Zamban, the city of Meturnu, Der, as far as the border of the land of Qutu – the sanctuaries across the river Tigris – whose shrines had earlier become dilapidated, the gods who lived therein, and made permanent sanctuaries for them. I collected together all of their people and returned them to their settlements, and the gods of the land of Sumer and Akkad which Nabonidus – to the fury of the lord of the gods – had brought into Shuanna, at the command of Marduk, the great lord, I returned them unharmed to their cells, in the sanctuaries that make them happy. May all the gods that I returned to their sanctuaries, every day before Marduk and Nabu, ask for a long life for me, and mention my good deeds,?S- SpeakerWhat’s the speaker’s POV? C- ContextDoes this fit in an “age” or an “era”?A- AudienceWho is the speaker writing for? Does the audience “side” with the speaker? P- PurposeCan you summarize in one sentence, the main idea, argument, or persuasion in the doc?Part II- Greek City-States- Athens and SpartaVocabulary WorldDefinition Historical Significance Picture TyrantDemocraticoligarchyWhy did Greece develop city-states?- major reason why ancient Greece was dominated by small city-states and independent towns, rather than by one all-powerful king, is its geography. The country's mountainous terrain, many isolated valleys, and numerous offshore islands encouraged the formation of many local centers of power, rather than one all-powerful capital.Another key factor influencing the formation of city-states rather than kingdoms was the Mediterranean. Such a calm and easily navigable sea provided the Greeks with an opportunity to found new colonies in times of crisis and overpopulation. It also appealed to their sense of heroism and adventure. Starting in the 8th century BC, colonies were eventually founded all over the Mediterranean, from Naples in Italy, to Marseilles in France, Cyrene in Northern Africa, Byzantium, close to the Black Sea, and numerous cities all along the western coast of modern-day Turkey. These colonies remained in contact with their mother cities, and acknowledged their 'blood ties' with them, but in most other respects they soon acted independently of them.A final reason behind the development of city-states was the Greek aristocracy, who acted to prevent any permanent monarchies from forming. They defended the political independence of their cities vigorously. As a result any individual who did manage to take over a city could only hope to do so for a short time as a 'tyrant' rather than a king.Persian Wars- by?Mark Cartwright?The?Persian Wars?refers to the conflict between?Greece?and?Persia?in the 5th century BCE which involved two invasions by the latter in 490 and 480 BCE. ?Several of the most famous and significant battles in history were fought during the Wars, these were at?Marathon,?Thermopylae,?Salamis, and?Plataea, all of which would become legendary. The Greeks were, ultimately, victorious and their?civilization?preserved. If they had been defeated then the western world may not have inherited from them such lasting cultural contributions as democracy, classical architecture and sculpture, theatre, and the?Olympic Games.??Watch and take notes on the video that is linked to Mr. Wood’s website Engineering an Empire – Greece 7:10 – 9:10, - Persian War 5a. Rise of City-States: Athens and SpartaGeography plays a critical role in shaping civilizations, and this is particularly true of ancient Greece.The Greek peninsula has two distinctive geographic features that influenced the development of Greek society. First, Greece has easy access to water. The land contains countless scattered islands, deep harbors, and a network of small rivers. This easy access to water meant that the Greek people might naturally become explorers and traders.Second, Greece's mountainous terrain led to the development of the polis (city-state), beginning about 750 B.C.E. The high mountains made it very difficult for people to travel or communicate. Therefore, each polis developed independently and, often, very differently from one another. Eventually, the polis became the structure by which people organized themselves. Athens and Sparta are two good examples of city-states that contrasted greatly with each other.Athens: The Think TankLife was not easy for Athenian women. They did not enjoy the same rights or privileges as males, being nearly as low as slaves in the social system.The city-state of Athens was the birthplace of many significant ideas. Ancient Athenians were a thoughtful people who enjoyed the systematic study of subjects such as science, philosophy, and history, to name a few.Athenians placed a heavy emphasis on the arts, architecture, and literature. The Athenians built thousands of temples and statues that embodied their understanding of beauty. Today the term "classical" is used to describe their enduring style of art and architecture.Athenians also enjoyed a democratic form of government in which some of the people shared power.The Acropolis played an integral role in Athenian life. This hilltop not only housed the famous Parthenon, but it also included temples, theaters, and other public buildings that enhanced Athenian culture.OverviewLook at the entire visual image- write 1-2 details that explains what is in this image. This is “big picture,” and not a small detail in part of the image. PartsWhy was this made? Why did this matter in its time period? TitleWrite the title or make one up that goes with the imagine I can connect Connect what you see here with:What you learned from the packet (notes, lecture video) with at least 1-2 details Another region or era of history we studied Context Look at the context of the Era from lecture of the beginning of the packet What is the era, include name and years?What did people do in this era?How does this picture fit into the context?atch and take notes on the video that is linked to Mr. Wood’s website Engineering an Empire – Greece – 30:25 - Pericles – “Golden Age of Athens”SpartaSpartan Boot Camp: Killing Machines- : Military MightLife in Sparta was vastly different from life in Athens. Located in the southern part of Greece on the Peloponnisos peninsula, the city-state of Sparta developed a militaristic society ruled by two kings and an oligarchy, or small group that exercised political control.Early in their history, a violent and bloody slave revolt caused the Spartans to change their society. A Spartan, Lycurgus, drafted a harsh set of laws that required total dedication to the state from its people. The laws' goal was to train citizens to become hardened soldiers so that they could fight off potential enemies or slave revolts. The result was a rigid lifestyle unlike any seen in Greece at the time. The devotion of Spartans to developing a military state left little time for the arts or literature.A Spartan baby had to be hardy and healthy. To test a baby's strength, parents would leave their child on a mountain overnight to see if it could survive on its own until the next morning. By age seven, Spartan boys were taken from their families and underwent severe military training. They wore uniforms at all times, ate small meals of bland foods, exercised barefoot to toughen their feet, and were punished severely for disobedient behavior. Boys lived away from their families in barracks until the age of 30, even after they were married. Men were expected to be ready to serve in the army until they were 60 years old.Women, too, were expected to be loyal and dedicated to the state. Like men, women followed a strict exercise program and contributed actively to Spartan society. Although they were not allowed to vote, Spartan women typically had more rights and independence than women in other Greek city-states.SPARTA- was a warrior society in ancient Greece that reached the height of its power after defeating rival city-state Athens in the Peloponnesian War (431-404 B.C.). Spartan culture was centered on loyalty to the state and military service. At age 7, Spartan boys entered a rigorous state-sponsored education, military training and socialization program. Known as the Agoge, the system emphasized duty, discipline and endurance. Although Spartan women were not active in the military, they were educated and enjoyed more status and freedom than other Greek women. Because Spartan men were professional soldiers, all manual labor was done by a slave class, the Helots. Despite their military prowess, the Spartans’ dominance was short-lived: In 371 B.C., they were defeated by Thebes at the Battle of Leuctra, and their empire went into a long period of decline.SPARTAN SOCIETYSparta, also known as Lacedaemon, was an ancient Greek city-state located primarily in the present-day region of southern Greece called Laconia. The population of Sparta consisted of three main groups: the Spartans, or Spartiates, who were full citizens; the Helots, or serfs/slaves; and the Perioeci, who were neither slaves nor citizens. The Perioeci, whose name means “dwellers-around,” worked as craftsmen and traders, and built weapons for the Spartans.All healthy male Spartan citizens participated in the compulsory state-sponsored education system, the Agoge, which emphasized obedience, endurance, courage and self-control. Spartan men devoted their lives to military service, and lived communally well into adulthood. A Spartan was taught that loyalty to the state came before everything else, including one’s family.The Helots, whose name means “captives,” were fellow Greeks, originally from Laconia and Messenia, who had been conquered by the Spartans and turned into slaves. The Spartans’ way of life would not have been possible without the Helots, who handled all the day-to-day tasks and unskilled labor required to keep society functioning: They were farmers, domestic servants, nurses and military attendants.Spartans, who were outnumbered by the Helots, often treated them brutally and oppressively in an effort to prevent uprisings. Spartans would humiliate the Helots by doing such things as forcing them to get debilitatingly drunk on wine and then make fools of themselves in public. (This practice was also intended to demonstrate to young people how an adult Spartan should never act, as self-control was a prized trait.) Methods of mistreatment could be far more extreme: Spartans were allowed to kill Helots for being too smart or too fit, among other reasons.THE SPARTAN MILITARYUnlike such Greek city-states as Athens, a center for the arts, learning and philosophy, Sparta was centered on a warrior culture. Male Spartan citizens were allowed only one occupation: solider. Indoctrination into this lifestyle began early. Spartan boys started their military training at age 7, when they left home and entered the Agoge. The boys lived communally under austere conditions. They were subjected to continual physical, competitions (which could involve violence), given meager rations and expected to become skilled at stealing food, among other survival skills.The teenage boys who demonstrated the most leadership potential were selected for participation in the Crypteia, which acted as a secret police force whose primary goal was to terrorize the general Helot population and murder those who were troublemakers. At age 20, Spartan males became full-time soldiers, and remained on active duty until age 60.The Spartans’ constant military drilling and discipline made them skilled at the ancient Greek style of fighting in a phalanx formation. In the phalanx, the army worked as a unit in a close, deep formation, and made coordinated mass maneuvers. No one soldier was considered superior to another. Going into battle, a Spartan soldier, or hoplite, wore a large bronze helmet, breastplate and ankle guards, and carried a round shield made of bronze and wood, a long spear and sword. Spartan warriors were also known for their long hair and red cloaks.SPARTAN WOMEN AND MARRIAGESpartan women had a reputation for being independent-minded, and enjoyed more freedoms and power than their counterparts throughout ancient Greece. While they played no role in the military, female Spartans often received a formal education, although separate from boys and not at boarding schools. In part to attract mates, females engaged in athletic competitions, including javelin-throwing and wrestling, and also sang and danced competitively. As adults, Spartan women were allowed to own and manage property. Additionally, they were typically unencumbered by domestic responsibilities such as cooking, cleaning and making clothing, tasks which were handled by the helots.Marriage was important to Spartans, as the state put pressure on people to have male children who would grow up to become citizen-warriors, and replace those who died in battle. Men who delayed marriage were publically shamed, while those who fathered multiple sons could be rewarded.In preparation for marriage, Spartan women had their heads shaved; they kept their hair short after they wed. Married couples typically lived apart, as men under 30 were required to continue residing in communal barracks. In order to see their wives during this time, husbands had to sneak away at night.Winning by LosingThe differences between Athens and Sparta eventually led to war between the two city-states. Known as the Peloponnesian War (431-404 B.C.E.), both Sparta and Athens gathered allies and fought on and off for decades because no single city-state was strong enough to conquer the others.With war came famine, plague, death, and misfortune. But war cannot kill ideas. Despite the eventual military surrender of Athens, Athenian thought spread throughout the region. After temporary setbacks, these notions only became more widely accepted and developed with the passing centuries.Part III- Alexander the GreatWorldDefinition Historical Significance Picture Hellenism Watch and take notes on the video that is linked to Mr. Wood’s website -Engineering an Empire –- Alexander that Great 21:05, 28:35 – 30:25 Alexander The Great8:20 – 9:27 – King Phillip King Phillip was Alexander the Great’s father and a king of Macedonia, after he defeated the Greek City States, what did he do and why?18:05- 21:05, 28:35 – 30:25 Alexander The Great5g. Alexander the GreatWas Alexander the Great really great?A great conqueror, in 13 short years he amassed the largest empire in the entire ancient world — an empire that covered 3,000 miles. And he did this without the benefit of modern technology and weaponry. In his day, troop movements were primarily on foot, and communications were face to face. Not bad for a kid who became the King of Macedon at the age of 20.Many of Alexander's accomplishments were made possible by his father, Philip of Macedon. Macedon, which existed roughly where the modern country of Macedonia lies today, was a kingdom located that lay geographically north of the Greek city-states.Alexander's the Great's tutor was the Greek philosopher Aristotle.In 338 B.C.E., King Philip of Macedon invaded and conquered the Greek city-states. Philip took advantage of the fact that the Greek city-states were divided by years of squabbling and infighting. Philip succeeded in doing what years of fighting between city-states had not done. He united Greece.Conquering the WorldPhilip's next goal was to defeat Greece's age-old enemy to the east: Persia. For years, the massive Persian Empire threatened the very existence of the Greek way of life. But before he was able to pursue his second goal, Philip was assassinated.When his son, Alexander, took the throne in 336 B.C.E., he vowed to complete the plans of his father. In 334 B.C.E., Alexander invaded Persia, which lay across the Aegean Sea in Asia Minor (modern-day Turkey).After three grueling years of warfare and three decisive battles, Alexander smashed the Persian armies at the Tigris River and conquered the mighty Persian Empire, including the legendary city of Babylon. For many Greeks, this victory marked a moment of sweet revenge against a bitter foe.At this point, at the age of 25, Alexander ruled an expansive empire. Nevertheless, his ambitions were not satisfied. While fighting the Persians, Alexander conquered Egypt and founded a city at the mouth of the Nile River. This city, which he named Alexandria after himself, became a cosmopolitan, diverse, bustling center of trade, the arts, and ideas.But Alexander was not done. He continued his campaign, driving farther east, until he reached India and the Indus River in 326 B.C.E. At this point, his exhausted troops refused to fight further. They told Alexander that a truly great leader knows when it is time to stop fighting.Without the support of his army, Alexander had no choice but to turn back and begin consolidating and organizing his far-flung empire. On his way home, Alexander died from disease in 323 B.C.E.Alexander in HindsightAlexander the Great's legacy is both far reaching and profound. First, his father was able to unite the Greek city-states, and Alexander destroyed the Persian Empire forever. More importantly, Alexander's conquests spread Greek culture, also known as Hellenism, across his empire.In fact, Alexander's reign marked the beginning of a new era known as the Hellenistic Age because of the powerful influence that Greek culture had on other people. Without Alexander's ambition, Greek ideas and culture might well have remained confined to Greece.Many historians see Alexander the Great in a different light. Although Alexander was both intelligent and handsome, he also had a darker side. He possessed a ferocious temper and from time to time would arbitrarily murder close advisors and even friends. Also, toward the end of his many campaigns, he senselessly slaughtered thousands whose only crime was being in his way.This map shows Alexander the Great's massive empire and the route he took to conquer it.OverviewLook at the entire visual image- write 1-2 details that explains what is in this image. This is “big picture,” and not a small detail in part of the image. PartsWhy was this made? Why did this matter in its time period? TitleWrite the title or make one up that goes with the imagine I can connect Connect what you see here with:What you learned from the packet (notes, lecture video) with at least 1-2 details Another region or era of history we studied Context Look at the context of the Era from lecture of the beginning of the packet What is the era, include name and years?What did people do in this era?How does this picture fit into the context? ................
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