Project G - Be GLAD
Project G.L.A.D
Ancient Greece (Level 6)
HLPUSD/Romoland District
Idea Page
I. Unit Theme
a. Geographic, political, economic, and religious influences
b. Advance Technology
II. Focus/Motivation
a. Cognitive Content Dictionary with Signal Word
b. Important book of Greece
c. Picture File Cards
d. Super Historian Awards
e. Poetry and chants
f. Observation Charts
g. Inquiry Charts
h. Guest Speakers
i. Videos, movies, filmstrip
j. Pre/Post Mind mapping with webbing
k. Games
III. Closure
a. Portfolio Assessment: Teacher and self-assessment
b. Process Grid
c. Team presentation- rubric
d. Focused reading
e. Vocabulary Strips- Where’s my answer
f. Reading Big Books, share individual poetry
g. Home/School Connection
h. Graffiti Wall
i. Student/Teacher generated Quiz
j. Student Made Big Books
k. Family Feud/ Jeopardy
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IV. Concepts
a. Vocabulary
i. City-states
ii. Commerce
iii. Transition
iv. Tyranny
v. Oligarchy
vi. Invasion
vii. Elect
viii. Temples
ix. Philosopher
x. Hellenistic Age
xi. Scholars
xii. Justice
xiii. Throne
xiv. Culture
xv. Colonies
xvi. Ancient
xvii. Economy
xviii. Monarchy
xix. aristocracy
xx. Democratic
xxi. Dictatorship
xxii. Assembly
xxiii. Generations
xxiv. Mortals
xxv. Isolated regions
xxvi. Trade
xxvii. Conquest
xxviii. Empire
xxix. Civilization
xxx. Architecture
xxxi. Constellation
xxxii. Temples
xxxiii. deity
xxxiv. Citizenship
xxxv. Direct democracy
xxxvi. Representative democracy
xxxvii. Mythology
xxxviii. Epics
xxxix. Empire
xl. Tenants
Social Studies Standards (6th)
6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
1. Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
2. Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles' Funeral Oration).
3. State the key differences between Athenian, or direct, democracy and representative democracy.
4. Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.
5. Outline the founding, expansion, and political organization of the Persian Empire.
6. Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.
7. Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
8. Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).
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Language Arts Standards (6th)
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Identify and interpret figurative language and words with multiple meanings.
1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.
1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.
1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal.
Structural Features of Informational Materials
2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.
2.2 Analyze text that uses the compare-and-contrast organizational pattern.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.
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2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).
Expository Critique
2.6 Determine the adequacy and appropriateness of the evidence for an author's conclusions.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature
3.1 Identify the forms of fiction and describe the major characteristics of each form.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.
3.3 Analyze the influence of setting on the problem and its resolution.
3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
3.5 Identify the speaker and recognize the difference between first-and third-person narration (e.g., autobiography compared with biography).
3.6 Identify and analyze features of themes conveyed through characters, actions, and images.
3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts.
Literary Criticism
3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).
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Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.
1.2 Create multiple-paragraph expository compositions:
a. Engage the interest of the reader and state a clear purpose.
b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.
c. Conclude with a detailed summary linked to the purpose of the composition.
1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.
Research and Technology
1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.
1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).
Evaluation and Revision
1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade six outlined in Writing Standard 1.0, students:
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2.1 Write narratives:
a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.
b. Include sensory details and concrete language to develop plot and character.
c. Use a range of narrative devices (e.g., dialogue, suspense).
2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):
a. State the thesis or purpose.
b. Explain the situation.
c. Follow an organizational pattern appropriate to the type of composition.
d. Offer persuasive evidence to validate arguments and conclusions as needed.
2.3 Write research reports:
a. Pose relevant questions with a scope narrow enough to be thoroughly covered.
b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).
c. Include a bibliography.
2.4 Write responses to literature:
a. Develop an interpretation exhibiting careful reading, understanding, and insight.
b. Organize the interpretation around several clear ideas, premises, or images.
c. Develop and justify the interpretation through sustained use of examples and textual evidence.
2.5 Write persuasive compositions:
a. State a clear position on a proposition or proposal.
b. Support the position with organized and relevant evidence.
c. Anticipate and address reader concerns and counterarguments.
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Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.
Grammar
1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.
Punctuation
1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.
Capitalization
1.4 Use correct capitalization.
Spelling
1.5 Spell frequently misspelled words correctly (e.g., their, they're, there).
Listening and Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.
Comprehension
1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).
1.2 Identify the tone, mood, and emotion conveyed in the oral communication.
1.3 Restate and execute multiple-step oral instructions and directions.
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Organization and Delivery of Oral Communication
1.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.
1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.
1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.
1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.
Analysis and Evaluation of Oral and Media Communications
1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.
1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:
2.1 Deliver narrative presentations:
a. Establish a context, plot, and point of view.
b. Include sensory details and concrete language to develop the plot and character.
c. Use a range of narrative devices (e.g., dialogue, tension, or suspense).
2.2 Deliver informative presentations:
a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.
b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).
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2.3 Deliver oral responses to literature:
a. Develop an interpretation exhibiting careful reading, understanding, and insight.
b. Organize the selected interpretation around several clear ideas, premises, or images.
c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.
2.4 Deliver persuasive presentations:
a. Provide a clear statement of the position.
b. Include relevant evidence.
c. Offer a logical sequence of information.
d. Engage the listener and foster acceptance of the proposition or proposal.
2.5 Deliver presentations on problems and solutions:
a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.
ELD Standards Grades 6-8
Listening and Speaking
Beginning Level
❖ Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical form (e.g., single words or phrases)
❖ Ask and answer questions by using simple sentences or phrases
❖ Demonstrate comprehension of oral presentations and instructions through nonverbal responses (e.g., gestures, pointing, drawing)
❖ Independently use common social greetings and simple repetitive phrases.
Early Intermediate Level
❖ Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she)
❖ Ask and answer questions by using phrases or simple sentences
❖ Restate and execute multiple-step oral directions
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❖ Restate in simple sentences the main idea of oral presentations in subject matter content
❖ Orally communicate basic needs (e.g., “I need to borrow a pencil”.)
❖ Prepare and deliver short oral presentations
Intermediate Level
❖ Respond to messages by asking simple questions or by briefly restating the message
❖ Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.
❖ Make oneself understood when speaking by using consistent standards English grammatical forms and sounds: however, some rules may not be followed (e.g., third person singular, male and female pronouns)
❖ Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.
❖ Identify the maid idea and some supporting details or oral presentations, familiar literature, and key concepts of subject-matter content.
❖ Prepare and deliver short presentations on ideas, premises or images obtained from various common sources.
Early Advanced Level
❖ Listen attentively to more complex stories and information on new topics across content areas and identify the main points and supporting details.
❖ Retell stories in greater detail by including the characters, setting and plot.
❖ Make oneself understood when speaking by using consistent Standard English grammatical forms, sounds, intonations, pitch and modulation but may make random errors.
❖ Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.
❖ Recognize appropriate ways of speaking that vary according to the purpose, audience and subject matter.
❖ Respond to messages by asking questions, challenging statements or offering examples that affirm the message.
❖ Use simple figurative language and idiomatic expressions (e.g., “heavy as a ton of bricks,” “soaking wet”) to communicate ideas to a variety of audiences.
❖ Prepare and deliver presentations that use various sources.
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Advanced Level
❖ Listen attentively to stories and information on topics; identify the main points and supporting details.
❖ Demonstrate an understanding of figurative language and idiomatic expressions by responding to such expressions and using them appropriately.
❖ Negotiate and initiate social conversations by questioning, restating, soliciting information and paraphrasing the communication of others.
❖ Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience and subject matter.
❖ Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transitions and appropriate conclusions.
❖ Speak clearly and comprehensibly by using Standard English grammatical forms, sounds, intonation, pitch and modulation.
Word Analysis
Beginning Level
❖ Recognize and correctly pronounce most English phonemes while reading aloud.
❖ Recognize the most common English morphemes in phrases and simple sentences.
Early Intermediate Level
❖ Produce most English phonemes comprehensibly while reading aloud one’s own writing, simple sentences or simple texts.
❖ Use common English morphemes in oral and silent reading.
❖ Recognize obvious cognates in phrases, simple sentences, literature and content area texts.
Intermediate Level
❖ Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.
❖ Identify cognates (e.g., agonía, agony) and false cognates (e.g., éxito, exit) in literature and texts in content areas
Early Advanced Level
❖ Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas.
❖ Distinguish between cognates and false cognates in literature and texts in content areas.
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Advanced Level
❖ Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas
❖ Distinguish between cognates and false cognates to derive meaning from literature and texts in content areas.
Fluency and Systematic Vocabulary Development
Beginning Level
❖ Read aloud simple words presented in literature and subject matter texts; demonstrate comprehension by using one to two words or simple-sentence responses.
❖ Respond with appropriate short phrases or sentences in various social and academic settings(e.g., answer simple questions)
❖ Create a simple dictionary of wards frequently used by the student.
❖ Retell stories by using phrases and sentences
❖ Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects)
Early Intermediate Level
❖ Use knowledge of literature and content areas to understand unknown words.
❖ Read simple paragraphs and passages independently.
❖ Demonstrate internalization of English grammar, usage and word choice by recognizing and correcting some errors when speaking or reading aloud.
❖ Read aloud with appropriate pacing, intonation and expression one’s own writing of narrative and expository texts.
❖ Use standard dictionary to find the meaning of known vocabulary.
Intermediate Level
❖ Use a standard dictionary to determine meanings of unknown words.
❖ Use knowledge of English morphemes, phonics, and syntax to decode text.
❖ Recognize simple idioms, analogies, figures of speech, (e.g., “take a fall”) and metaphors in literature and texts in content areas.
❖ Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.
❖ Use decoding skills and knowledge of both academic and social vocabulary to read independently.
❖ Recognize that some words have multiple meanings.
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Early Advanced Level
❖ Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words.
❖ Recognize that some words have multiple meanings and apply this knowledge to read literature and texts in content areas.
❖ Use a standard dictionary to determine the meaning of unknown words (e.g., idioms and words with multiple meanings)
❖ Use decoding skills land knowledge of academic and social vocabulary to achieve independent reading.
❖ Recognize idioms, analogies and metaphors used in literature and texts in content areas.
❖ Read aloud with appropriate pacing, intonation and expression increasingly complex narrative and expository texts.
Advanced Level
❖ Recognize that some words have multiple meanings and apply this knowledge consistently in reading literature and texts in content areas.
❖ Apply knowledge of academic and social vocabulary to achieve independent reading.
❖ Use common idioms and some analogies (e.g., “shine like a star”, “let the cat out of the bag”) and metaphors.
❖ Use a standard dictionary to determine the meaning of unknown words.
Reading Comprehension
Beginning Level
❖ Read simple text and orally respond to factual comprehension questions by using key words or phrases.
❖ Understand and follow simple multiple-step oral directions for classroom or work related activities.
❖ Orally identify, using key words or phrases, the main ideas and some details of familiar texts.
❖ Point out text features, such as the title, table of contents and chapter headings.
❖ Use pictures, lists, charts, and table found in information materials, newspapers and magazines to identify the factual components of compare-and-contrast patterns.
❖ Orally identify examples of fact and opinion and cause and effect in simple texts.
Early Intermediate Level
❖ Read and orally respond to simple literary texts and texts in content areas by using simple sentences to answer factual comprehension questions.
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❖ Identify and follow some multiple-step directions for using simple mechanical devices and filling out basic forms.
❖ Identify and orally explain categories of familiar informational materials by using simple sentences.
❖ Read text and orally identify the main ideas and details of informational materials, literary text, and text in content areas by using simple sentences.
❖ Read and orally identify examples of fact and opinion and cause and effect in written texts by using simple sentences.
❖ Orally identify the factual components of simple informational materials by using key words or phrases.
Intermediate Level
❖ Read literature and respond orally to it by answering in detailed sentences factual comprehension questions.
❖ Read text and use detailed sentences to explain orally the main ideas and details of information text, literary text and text in content areas.
❖ Understand and orally explain most multiple-step directions for using a simple mechanical device and filling out simple applications.
❖ Identify and use detailed sentences to explain orally the differences among some categories of informational materials.
❖ Understand and orally identify the features and elements of common consumer (e.g., warranties, contracts, manuals) and informational materials (e.g., magazines and books)
Early Advanced Level
❖ Identify and explain the main ideas and critical details of informational materials, literary texts, and texts in content areas.
❖ Identify and explain the differences between various categories of informational materials (e.g., textbooks, newspapers, instructional materials)
❖ Analyze a variety of rhetorical styles found in consumer (e.g., warranties, contracts, manuals) and informational materials (e.g., magazines, newspapers, textbooks)
Advanced Level
❖ Identify and explain the main ideas and critical details of informational materials, literary text and text in content areas.
❖ Analyze a variety of rhetorical styles, found in consumer (e.g., warranties, contracts) and informational materials (e.g., magazines, newspapers, textbooks and signs)
❖ Identify and analyze the differences between various categories of informational materials (textbooks, newspapers, instructional manuals and signs)
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Literacy Response and Analysis
Beginning Level
❖ Respond orally in one or two words to factual comprehension questions about simple literary texts.
❖ Identify orally different characters and settings in simple literary texts by using words or phrases.
❖ Role-play a character from a familiar piece of literature by using words and phrases.
❖ Create pictures, lists, and charts and table to identify the sequence of events in simple literary texts.
❖ Recite simple poems
Early Intermediate Level
❖ Respond orally to factual comprehension questions about brief literary texts by answering simple sentences.
❖ Read literary texts and orally identify the main events of the plot by using simple sentences.
❖ Read a selection and orally identify the speaker or narrator.
❖ Identify the difference in points of view between first person and third person by using simple sentences.
❖ Distinguish orally the characteristics of different forms of fiction and poetry by using simple sentences.
❖ Describe orally in simple sentences a character in a brief literary text by identifying the thoughts and actions of the character.
Intermediate Level
❖ Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts.
❖ Read text and use detailed sentences to respond orally to factual comprehension questions about three forms of brief prose (e.g., short story, novel, essay)
❖ Apply knowledge of language to analyze and derive meaning from literary texts and comprehend them.
Early Advanced Level
❖ Identify literary devices, such as narrative voice, symbolism, dialect and irony.
❖ Describe orally the major characteristics of several forms of poetry by using detailed sentences.
❖ Describe the author’s point of view in literary text by using detailed sentences.
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❖ Compare and contrast a similar theme across several genres by using detailed sentences.
❖ Describe orally and in writing a similar theme or topic by using detailed sentences.
❖ Read a literary selection and orally explain the literary elements of plot, setting and characters by using detailed sentences.
❖ Describe the major characteristics of several forms of fiction and poetry: short story, essay, novel, ballad, lyric and epic.
Advanced Level
❖ Analyze the setting (place, time customs) and its influence on the meaning of and conflict in a literary text.
❖ Identify and describe several literary elements and techniques in literary tests (e.g., figurative language, imagery, and symbolism)
❖ Compare and contrast a similar theme or topic across genres and explain how the genre shapes the themes or topics.
❖ Analyze recurring themes across literary works (e.g., good and evil, loyalty and betrayal)
❖ Compare and contrast the motivation and reactions of characters across a variety of literary texts.
❖ Analyze the elements of a plot, including its development and the way conflicts are addressed and resolved.
Writing
Beginning Level
❖ Organize and record information from selected literature and content areas by displaying it on pictures, lists, charts and tables.
❖ Create simple sentences or phrases with some assistance.
❖ Write a brief narrative by using a few simple sentences that included the setting and some details.
❖ Use the writing process to write brief narratives and stories with a few standard grammatical forms.
❖ Write simple compositions, such as descriptions and comparison and contrast, that have a main idea and some detail.
❖ Complete basic business forms in which information such as one’s name, address and telephone number is requested.
Early Intermediate Level
❖ Write simple sentences of brief responses to selected literature to show factual understanding of the text.
❖ Use common verbs, nouns and high-frequency modifiers in writing simple sentences.
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❖ Create a draft of a paragraph by following an outline.
❖ Write an increasing number of words and simple sentences appropriate for language arts and other content area (e.g., math, science, history-social science)
❖ Write expository compositions, such as descriptions, comparison and contrast and problem and solution, that include a main idea and some details in simple sentences.
❖ Collect information from various sources (e.g., dictionary, library books, research materials) and take notes on a given topic.
❖ Proceed through the writing process to write short paragraphs that contain support in details about a given topic. There may be some inconsistent use of standard grammatical forms.
❖ Complete simple informational documents related to career development (e.g., bank forms and job applications)
Intermediate Level
❖ Narrate a sequence of events and communicate their significance to the audience.
❖ Write brief expository compositions (e.g., description, comparison and contrast, cause and effect and problem and solution) that include a thesis and some points of support.
❖ Develop a clear purpose in a short essay by appropriately using the rhetorical devices of quotations and facts.
❖ Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions.
❖ Use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history-social science)
❖ Write documents related to career development (e.g., business letter, job application)
❖ Use complex sentence tin writing brief fictional biographies and short stories that include a sequence of events and supporting details.
❖ Use basic strategies of note taking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be followed)
❖ Investigate and research a topic in a content area and develop a brief essay or report that includes source citations.
Early Advanced Level
❖ Write in different genres (e.g., short stories and narratives) including coherent plot development, characterization and setting.
❖ Develop a clear thesis and support it by using analogies, quotations, and facts appropriately
❖ Write responses to selected literature that develop interpretations, exhibit careful reading and cite specific parts of the text.
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❖ Use appropriate language variations and genres in writing for language arts and other content areas.
❖ Write pieces related to career development (e.g., business letter, job application, letter of inquiry)
❖ Write persuasive expository composition that include a clear thesis, describe organized points of support, and address a counterargument.
❖ Write detailed fictional biographies or autobiographies.
❖ Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent and focused essays with consistent use standard grammatical forms.
❖ Write an essay or report that balances information, has original ideas, and gives credit to sources in a bibliography. Use appropriate tone and voice for the purpose, audience, and subject manner.
Advanced Level
❖ Write persuasive expository compositions that include a clear thesis, describe organized points of support and address counterarguments.
❖ Produce writing by using various elements of discourse (e.g., purpose, speaker, audience, form) in narrative, expository, persuasive and or descriptive writing
❖ Use appropriate language variations and genres in writing for language arts and other content areas.
❖ Write pieces related to career development (e.g., business letter, job application, letter of inquiry, memorandum)
❖ Write responses to literature that develop interpretations, exhibit careful reading and cite specific parts of the text.
❖ Develop a clear thesis and use rhetorical devices (e.g., analogies, quotations, facts, statistics and comparison) to support it.
❖ Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent and focused essays by using standard grammatical forms.
❖ Write documents (e.g., fictional biographies, autobiographies, short stories and narratives) that include coherent plot development, characterization, setting and a variety of literary strategies (e.g., dialogue, suspense)
❖ Use various methods of investigation and research to develop an essay or report that balances information and original ideas, including a bibliography.
English Language Conventions
Beginning Level
❖ Edit one’s own work and correct the punctuation.
❖ Identify basic vocabulary, mechanics, and sentence structures in a piece of writing.
❖ Revise one’s writing for proper use final punctuation, capitalization and correct spelling.
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Early Intermediate Level
❖ Edit writing for basic conventions (e.g., punctuation, capitalization and spelling)
❖ Revise writing, with teacher’s assistance, to clarify meaning and improve the mechanics and organization
❖ Use clauses, phrases, and mechanics of writing with consistent variations of grammatical forms.
Intermediate Level
❖ Revise writing for appropriate word choice and organization with variation in grammatical forms and spelling.
❖ Edit and correct basic grammatical structures and usage of the conventions of writing.
Early Advanced Level
❖ Create coherent paragraphs through effective transitions
❖ Revise writing for appropriate word choice, organization, consistent point o view and transitions with some variation in grammatical forms and spelling.
❖ Edit writing for grammatical structure sand the mechanics of writing.
Advanced Level
❖ Revise writing for appropriate word choice and organization, consistent point of view and transitions, using approximately standard grammatical forms and spelling.
❖ Create coherent paragraphs through effective transitions and parallel constructions
❖ Edit writing for the mechanics to approximate standard grammatical forms
Resources
Nonfiction:
Robinson, Jr., Charles A.,(1960) “The First Book of Ancient Greece” Franklin Watts, Inc.
Halfmann, Janet, (2000) “Greek Temples” Creative Education
Neurath, Marie, Ellis, John (1968) “They Lived like this in Ancient Greece”
Franklin Watts, Inc.
Wroble, Lisa, (1997) “Kids in Ancient Greece” The Rosen Publishing Group, Inc.
Pearson, Anne, (1992) “Eyewitness Books Ancient Greece” Alfred A. Knopf, Inc.
Millard, Anne, Vanags, Patricia (1985) “Children’s Encyclopedia of History, First Civilizations to the fall of Rome” Usborne House
Rice, Chris and Melanie, (1995) “How Children Lived, A First Book of History”D.K. Publishing, Inc.
Artman, John, ( 1991), “Ancient Greece” Good Apple
Dolan, Ellen, (1996) “ Greece- A Cultural Resource Guide” Milliken Publishing Company
IDEA PAGES 20
Hull, Robert, (1999) “Trade and Warfare” Grolier Publishing
Supples, Kevin, (2002) “ Civilization Past to Present- Greece” National Geographic
Adare, Sierra, (1999) “ Greece-the Culture” and “Greece the Land” Crabtree Publishing
Wilkinson, Philip (2001) “History in Stone- Ancient Greece” Quarto Children’s Books
Powell, Anton & Steele, Philip ( ) “ The Greek News” Candlewick Press
Ferris, Julie ( 1999) “ Sightseer’s Guide to Ancient Greece” Kingfisher
Fiction:
Elgin, Kathleen, “The First Book of Mythology” Franklin Watts, Inc.
Richardson, I.M., (1983) “Demeter and Persephone, the Seasons of Time” Troll Associates
William J. Bennett (Editor) (1997) “The Children’s Book of Heroes” Simon & Schuster
Orgel, Doris (Reteller) (2000) “The Lion & The Mouse and Other Aesop’s Fables”Dorling Kindersley Publishing, Inc.
Aliki, (1994) “The Gods and Goddesses of Olympus” Harper Collins Publisher
Macdonald, Fiona ( ) “You Wouldn’t Want to Be a Slave in Ancient Greece!” Grolier Publishing
Web Sites:
bbc.co.uk/schools/ancient greece/glossary/index.shtml
wsu.edu:880/~dee/GREECE/ATHEMP.HTM
woodlands-junior.kent.sch.uk/Homework/greece/theatre.htm
curriculum.edu.au/democracy/ddunits/units/ls1fq3acts.htm
bbc.co.uk/schools/ancientgreece/timeline/index.shtml
printables/PLAArtReadingSketchToStretch2up.htm
wsu.edu:8080/~dee/MINOA/MINOANS.HTM
Greeks/index.html
bbc.co.uk/schools/ancientgreece/athens/guilty.shtml
woodlands-junor.kent.sch.uk/Homework/greece/sports.htm
desy.de/gna/interpedia/greek myth/olympian.html#Olympians
carlos.emory.edu/ODYSSEY/GREECE/homepg.html
- Hypatia
IDEA PAGES 21
- Socrates
-Plato
- Aristotle
- Euclid
- Thucydides
Textbooks:
Greek and Roman Civilizations, Social Studies Activity Book, (1996) Dierckx, Heidi, Mark Twain Media
Movies/Videos:
Alexander, Director’s Cut, (2004) starring Colin Farrell
The Odyssey, (1997) starring Armand Assante
Greeks: Crucible of Civilization: Special Edition, (2000) PBS
Greek Mythology, (2002) Sunburst Video Media
Ancient Greece (1998) Part of Series Ancient Civilizations for Children, Schlessinger Media
Project G.L.A.D
Ancient Greece (6th Grade)
HLPUSD/Romoland District
Planning Pages
I. Focus/ Motivation
• Cognitive Content Dictionary with Signal Word
• Inquiry Charts
• Observation Charts
• Important Book of Greece
• Contributors in Arts and Sciences Big Book
• Picture File Cards
• Realia
• Super Scientist Awards
• Chants/Poetry
• Guest Speakers
• Videos, movies, filmstrip
• Pre/Post Mind mapping with webbing
• Games
• Read Aloud
• Personal Standards & Reinforcers
II. Input
• Chants/ Poetry
• Important Book of Greece & People
• 10/2 lecture with primary language
• Pictorial Input Chart, emphasis on geography and trade
• Comparative Pictorial- Spartan/Athenian
• Graphic organizer- Beginnings of Democracy
• Narrative Input Chart- Gods and Goddesses: The Beginnings
• Picture File Cards
• Graphic Organizers- Greece Social Structure
III. Guided Oral Practice
• Chants/ Poems
• Picture File Sort Activity- classify, compare, order
• Exploration Report
• Sentence Pattern Chart/ Farmer in the Dell
• T-graph for Social Skills(Cooperation)
• Mind Mapping
• Process grid
• Team Co-op group evaluation
• Team task
PLANNING PAGES 2
IV. Reading and writing
A. Total Group
• Group Frames (Teacher uses information from students to model appropriate frame)
• Big Book- The important Book of Greece
• Cooperative Strip Paragraph- multiple paragraph Report of Information
• Poetry-
• DRTA
• Sketch and Write
B. Small Group Reading/Writing Activities
• Team Tasks
• Expert groups
• Ear-to-Ear reading
• Focused Reading
• Flexible Reading Groups
• At or above- clunkers and links
• Struggling/emergent Reading with Coop Strip
• ELD Group Frame
• Skills
• Reader’s Theater
• Team Writing Workshops
• Interactive Reading
• Book Sharing
C. Individual Activities- Portfolio
• Expository Paragraph writing
• Poetry Writing
• Development of Schools of thoughts
• Birth of censorship
• Interactive Journal Writing
• Learning Logs
• Individual Task
D. Writer’s workshop
• Mini Lesson
• Writing/Planning
• Conferences
• Author’s Chair
PLANNING PAGES 3
V. Reinforcements/ Extension Activities
• Poetry
• Read Aloud
• Total Room environment
VI. Daily Activities
• Read Aloud
• Silent Sustained Reading/ Book Sharing
• Silent sustained Writing
• Listening Activities
• Oral Language Activities
• Personal Interaction
VII. Closure
• Portfolio Assessment: Teacher and self-assessment
• Process Grid
• Team presentation- rubric
• Focused reading
• Vocabulary Strips- Where’s my answer
• Reading Big Books, share individual poetry
• Home/School Connection
• Graffiti Wall
• Student/Teacher generated Quiz
• Student Made Big Books
• Family Feud/ Jeopardy
• Process Inquiry Chart
• Scout Awards
• Interactive Journal
• Letter Home
Project G.L.A.D
Ancient Greece (6th Grade)
HLPUSD/Romoland District
Sample Daily Lesson Plans
Day 1
Focus and Motivation
• Personal Standards & Super Historian Awards
• Cognitive Content Dictionary with Signal Word
• Observation Chart
• Inquiry Chart
• Shared Reading “Big Book” (Important Contributors to Ancient Greece)
• Portfolios
Input
• Graphic Organizer- World Map with enlargement of Greece
o 10/2
o Learning Log
o ELD Review
• Graphic Organizer- Social Structure
o 10/2
o Learning Log
o ELD Review
Guided Oral Practice
• Chant- Ancient Greeklands
• T-graph- for Social Skills
o Team Points
• Picture File Sort Activity- classify, organize, sort
• Exploration Report
Input
• Narrative Input (Gods and Goddesses)
Reading and Writing
• Individual Portfolios- explain instructions and organization, color coding, scout awards
• Writer’s Workshop
o Mini-Lesson
o Write to apply skill
o Author’s Chair
SAMPLE DAILY LESSON PLAN
Page 2
Guided Oral Practice
• Chant- Gods and Goddesses (Gods here, Gods there)
Closure
• Process Inquiry Chart
• Scout Award
• Interactive Journal
• Home/School Connection
Day 2
Focus and Motivation
• Cognitive Content Dictionary/Signal Word- Process Home/School Connection
• Process Home/School Connection
• Process Input with word cards
• Review Narrative Input with word cards and Conversation Bubbles
• Process Chants—Highlight, Sketch, add Picture File Cards
Input
• Pictorial- Athenians/ Spartans
o 10/2
o Learning Log/ Sketch and Write
o ELD Review
• Chant-Spartan/Athenian
• Pictorial Input- Transition of Government
o 10/2
o Learning Log
o ELD Review
Guided Oral Practice
• Expert Groups
• Team Tasks
Closure
• Process Inquiry Charts
• Interactive Journals- pass back, read, write
• Home/School Connection
SAMPLE DAILY LESSON PLAN
Page 3
Day 3
Focus and Motivation
• Cognitive Content Dictionary/Signal Word- Process Home/School Connection
• Process Input with Word Cards
• Chants- Highlight, Sketch add picture file cards
• Story Map
Guided Oral Practice
• Sentence Patterning Chart- Farmer in the Dell
o Read
o Trade
o Flip Chant (model)
Guided Oral Practice
• Expert Groups
• Team Tasks
o Oral Team Evaluation (from T-Graph)
• Mind Map
• Process Grid
Reading and Writing
• Coop-strip paragraph
o Read
o Revise
o Edit
Closure
• Process Charts
• Scout Awards
• Interactive Journals- pass back, read, write
• Home/School Connection
Day 4
Focus and Motivation
• Cognitive Content Dictionary with Self-selected vocabulary
• Process Home/School Connection
• Review Big Book- Important Book of Ancient Greece
• Chant- Highlight, Sketch add picture file cards
SAMPLE DAILY LESSON PLAN
Page 4
Reading and Writing
• Flexible Reading Groups
o ELD Group Frame
o Clunkers and Links (for at or above level reading)
Closure
• Process Inquiry Chart
• Scout Awards
• Interactive Journals- pass back, read, write
• Home/School Connection
Day 5
Focus and Motivation
• Cognitive Content Dictionary/Signal Word- Review meaning of signal word and choose new word
• Process Home/School Connection
Reading and Writing
• Flexible Reading Groups
o Struggling and Emergent Readers with Coop Strip
o Team Tasks
o Written Evaluation
o Team Presentations
• Writer’s Workshop: mini-lesson on dialogue, write
• Focused Reading- with Personal CCD
• Ear to Ear Reading- Chants
• Listen/Sketch- (Demeter and Persephone, the Seasons of Time)
Guided Oral Practice
• Chants/ Poetry
Closure
• Process Inquiry Chart
• Portfolio
• Letter Home
• Scout Awards
• Jeopardy/ Family Feud
The Important Book of Ancient Greece
The Greeks produced a glorious civilization far ahead of its time, which has contributed largely to modern day society.
Greek culture – its myths, theater, architecture, and sports—has influenced and inspired people for centuries. We see the evidence of ancient Greece around us every day;
• in the constellations we identify in the heavens;
• the Olympic games held every four years;
• in the myths and fables we tell;
• in the architecture of our houses, churches, and public buildings;
• in our alphabetic system;
• in the comedies and tragedies of the theatre;
• and in our democratic system of government.
But, the most important thing is that the Greeks produced a glorious civilization far ahead of its time which has contributed largely to modern day society.
The Greeks produced a glorious civilization far ahead of its time, which has contributed largely to modern day society.
Ancient Greece was centered in the Aegean Sea. It was made up of many small “city states” because of the rugged mountains and many islands which divided the people into isolated groups. These were cities and the land around them, and they had their own laws and rulers. They were almost like small countries in their own right. The important regions were:
• Macedonia, Crete and Peloponnesus.
The most important city/states were:
• Delphi, Athens, Sparta, Olympia and Troy.
Most people were farmers. They grew and traded grapes, olives, wheat and barley. With a shortage of land for farming, the Greeks came to rely upon traded their food such as fish and their art with other countries for food, building supplies and other goods. They depended on water routes.
But, the most important thing is that the Greeks produced a glorious civilization far ahead of its time which has contributed largely to modern day society.
The Greeks produced a glorious civilization far ahead of its time, which has contributed largely to modern day society.
The Ancient Greeks believed in many different gods and goddesses that were like adult humans – always falling in love, arguing, having children, playing music and partying. There was a god for every aspect of their lives.
Some of the more important gods that lived on Mt. Olympus were:
• Zeus, the king of the gods
• Hera, queen of the gods
• Poseidon, god of the sea
• Hades, god of the underworld
• Athena, goddess of wisdom
• Ares, God of War
• Aphrodite, goddess of love and beauty
• Apollo, god of sun and youth
• Hermes, messenger of the gods
• Demeter, goddess of agriculture
To show the gods how important they were, the ancient Greeks built temples in every town for one god or goddess. Ancient Greeks invented stories to account for the things that went on in their lives. These tales, known as myths and fables, were spread around by travelers.
But, the most important thing is that the Greeks produced a glorious civilization far ahead of its time which has contributed largely to modern day society.
The Greeks produced a glorious civilization far ahead of its time, which has contributed largely to modern day society.
The Assembly was the main forum of democratic life in Athens. Meetings took place on a hill near the Acropolis. All citizens, rich or poor, could make a speech and vote at the Assembly. In order to vote, you had the following requirements:
• You had to be a male over the age of 18.
• Both parents had to be born in Athens.
• You could not be a slave or a freed man.
• Women and children were not allowed to vote.
At least 6,000 people had to be present for a meeting to take place. The Assembly made important decisions such as whether to declare war. The word democracy is Greek for “power of the people.”
But, the most important thing is that the Greeks produced a glorious civilization far ahead of its time which has contributed largely to modern day society.
The Greeks produced a glorious civilization far ahead of its time, which has contributed largely to modern day society.
Greek life was dominated by religion. The temples of ancient Greece were the biggest and the most beautiful buildings, but they also had a political purpose:
• they were often built to celebrate civic power and pride;
• to give thanks to the patron deity of a city for success in war.
• they were made of limestone or marble.
• the most impressive was the Parthenon on top of the Acropolis which was built as the home to the gods and goddesses.
But, the most important thing is that the Greeks produced a glorious civilization far ahead of its time which has contributed largely to modern day society.
The Greeks produced a glorious civilization far ahead of its time, which has contributed largely to modern day society.
Greek theatre was a theatrical tradition that flourished in ancient Greece between 600 B.C. and 200 B.C. The city-state of Athens, the political and military power in Greece during this period, was the epicenter of ancient Greek theatre.
• Almost every Greek city had a theatre;
• Their plays were part of religious festivals;
• Theatres were built on hillsides in the open air;
• They were semi-circular shape with rows of tiered stone seating;
• All of the actors were men;
• Greek plays were either comedies or tragedies;
• Plays were either spoken or sung in rhyme.
But, the most important thing is that the Greeks produced a glorious civilization far ahead of its time which has contributed largely to modern day society.
The Greeks produced a glorious civilization far ahead of its time, which has contributed largely to modern day society.
The Spartans ruled the Perioikoi and the Helots. It was law in Sparta that their kingdom be ruled by 2 kings, one from each of two equally rich royal houses. This was known as aristocratic power, and the following occurred as a result of aristocratic power:
• Because the rich made all the decisions, much of the Spartans life consisted of keeping control of the Helots;
• They were afraid that the Helots would get angry and revolt against because the Spartans were known for their great military expertise.
• From early childhood, boys were trained for war, taught to fight and to be tough.
Athens, like Sparta, originally had an aristocratic system. Tyrants, however, took over in the late 600's B.C. It wasn't until the late 500's B.C. that democracy was created.
• Athenian soldiers were required to serve two years in the military;
• If city-states were fighting for various reasons, a truce was called every four years to attend the Olympic Games;
• The most famous leader of Athens was Pericles, who was a general and a passionate believer in democracy as the best form of government.
• He was responsible for the “Golden Age” which lasted from 462 B.C. until 404 B.C. when Athens was defeated by Sparta.
• Athens was a direct democracy, as all ordinary citizens were able to vote directly on all laws and decisions;
• “Citizens” of ancient Athens were only men born in Athens to parents that both were born in Athens, not slaves and not freed men. Women were not allowed to vote;
But, the most important thing is that the Greeks produced a glorious civilization far ahead of its time which has contributed largely to modern day society.
.
Contributors to Arts and Science in Ancient Greece and Our Modern World
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
• Socrates set the standard for Western Philosophy.
• Socrates taught young citizens to think better by showing them the problems in their logic.
• He had many loyal followers but some Athenians were mad at him and at what he was teaching young citizens.
• Socrates was charged in court with “not respecting the Gods” and corrupting the youth and was sentenced to death.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
• Plato was one of Socrates’ loyal students. He was upset at Socrates death and promised to continue his teacher’s teachings.
• Plato wrote down conversations that he remembered from Socrates and had written everything we know of Socrates today.
• Plato also wrote The Republic- in which he wrote about how he believed the Republic would be a better form of government for Athens.
• He also started a school for philosophers called the Academy.
• Plato spent a lot of the last part of his life writing about corrupt politicians in The Laws.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
• Aristotle was a student of Plato.
• Aristotle became Alexander the Great’s tutor.
• Aristotle was interested in science and is the father of the scientific method.
• He also created a classification system of government (monarchy, oligarchy, tyranny, democracy, and republic) in which we still use today.
• He started his own school of philosophy called the Lyceum.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
• Hypatia was the first woman mathematician.
• She probably wrote on mathematics, astronomy and philosophy, including about the motions of the planets, about number theory and about conic sections.
• She was also a brilliant lecturer and teacher.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
• Euclid brought together most of the knowledge of the mathematics known as geometry.
• Euclid started defining things like points and lines. Euclid set down general rules called axioms.
• Euclid has also contributed to mathematical academic language with such words as triangle, quadrant, circle, problem, base, definition, axiom, and parallel.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
• Thucydides realized the importance of the Peloponnesian War and wrote about it.
• He analyzed, researched, and evaluated the war and the cause of it.
• He illustrated why he thought that this was the greatest war the Greeks were involved in, greater than the Trojan and Persian Wars.
Many individuals made an enduring contribution to Ancient Greece and to our modern world.
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Narrative Input
Gods and Goddesses
Written by Aliki
Used by permission from HLPUSD/Romoland District
In the beginning….Gaea, the Earth, grew out of a dark space named Chaos. Gaea gave birth to Uranus, the sky. Uranus rained down on young Gaea, and plants, animals, and rivers appeared. Gaea became Mother Earth, mother of all living things—and mother of the first gods.
Gaea and Uranus had many children. Their firstborn were the twelve giant Titans, six girls and six boys. Later, more children were born. Three were the mighty Cyclopes—strong, one-eyed giants. Three were the Hecatoncheires—monsters each with a hundred arms and fifty heads.
Uranus hated the Cyclopes and the Hecatoncheires, because they were ugly. He threw them into Tartarus—the deepest pit in the Underworld. Gaea was furious. She urged the Titans to overthrow their father and rescue their brothers. Only the youngest, Cronus, was brave enough. “I will fight and defeat my father.”
He attacked Uranus with a sickle and banished him from the Earth. Cronus replaced his father as Lord of the Universe. But he was cruel and did not free his brothers from Tartarus.
Cronus married his sister Rhea, and they had many children. But Cronus thought, “What if one of them overthrow me just as I had overthrown my own father.” So as each child was born, he swallowed it.
Rhea was horrified. When the youngest was born, she tricked Cronus. She hid the baby Zeus in a distant cave, so Cronus would not find him. Rhea then gave Cronus a stone wrapped in a blanket. He swallowed that instead—blanket and all.
Hidden away, Zeus was raised by gentle woodland nymphs and nymph-goat named Amaltheia, who fed him honeyed milk. When the baby cried, the Curetes—Zeus’s guards—clashed their weapons to hide the sound.
Zeus grew into the strongest of all the gods and married Metis, a Titan’s daughter.
Rhea was still angry with her husband and wanted Zeus to depose him. But Metis, the Goddess of Prudence, was wise. She said, “Zeus you need help, for Cronus had the Titans on his side.”
Rhea found a way. With her help, Metis said, “Cronus, here’s a drink that I promise will make you undefeatable.” Instead, it made Cronus throw up the stone and his unharmed children—Hestia, Demeter, Hera, Hades, and Poseidon.
They were reunited, and gratefully they joined their brother. Zeus announced, “I will also free my uncles from Tartarus, and together we well prepare to fight the Titans.”
The Cyclopes, who were great builders and smiths, made the weapons. They armed Zeus with a thunderbolt that shook the universe. They made Poseidon a trident that could split the seas. They gave Hades a helmet of darkness that made him invisible to his enemies.
For ten years war raged between the old gods and the new gods. At last Cronus and the Titans were defeated and thrown into Tartarus, to be guarded forever by their hundred- armed brothers.
Mother Earth was finally at peace. Rule of the universe was divided among the three brothers. Zeus was declared King of the Gods, and God of Heaven and Earth. Poseidon became the God of the Sea, and Hades God of the Underworld.
The Cyclopes built the victors a palace on Mt. Olympus, with twelve golden thrones inside. For Zeus shared his powers with his brothers, his sisters, six of his children, and Aphrodite, the Goddess of Love. There the great Olympians lived forever.
Listen and Sketch
Demeter and Persephone, the Seasons of Time
Written by I. M. Richardson
Used by permission from HLPUSD/Romoland District
Hades, the god of the dead, looked closely at Mount Aetna. Beneath it was buried a fire-breathing monster, who was threatening to split the mountain wide open. Even the smallest crack would allow the sun to shine down into the dismal gloom of the underworld. But Hades saw no signs that this would happen yet. Hades did not often venture up into the world of the living. He preferred to stay in his own kingdom, far below. Now he turned his horses downward, and prepared to return to his shadowy home. But Aphrodite, the goddess of love, happened to see him. She turned to Eros and said, “Quickly, my son! Send one of your arrows into his lonely heart!”
Eros took out his straightest arrow and shot it from his bow. The arrow found its target, and Hades fell in love at once with Persephone, the maiden of spring. But Persephone’s mother would never allow her daughter to become the queen of the underworld. Persephone’s mother was Demeter, the goddess of the grain. Demeter was a powerful goddess. Without her blessing, grain would not grow, fruit would not ripen, crops would wither and die. But as long as she blessed the earth, the land was green and the harvest was golden.
Demeter and her daughter were seldom far from one another. But one day, when Persephone was picking flowers in a sunny meadow, she wandered out of her mother’s sight. Suddenly, she spotted an unusual blossom in a distant corner of the field. But as she ran toward it, she sensed that something was wrong. Just as Persephone reached the flower, the ground opened wide. Out charged a team of horses, pulling a chariot that was driven by Hades, god of the dead. Hades seized the frightened maiden and swept her into the chariot. Then his horses raced back down into the shadowy hole. Persephone cried for help. But the earth quickly closed above her, and the bright meadow was gone. The horses galloped through twisting tunnels and across dark steaming rivers—deeper and deeper into the earth. They did not stop until they had passed through the gates into the kingdom of the dead.
When Demeter heard her daughter’s first cry, the goddess rushed to help her. But Persephone was gone. Demeter’s eyes blazed in anger. Who would dare to steal the daughter of a goddess? Soon her anger turned to grief. And for nine days and nine nights, she searched in sorrow for her lost daughter. Every flower seemed to remind Demeter of Persephone. Finally, she went to the sun god and asked, “Who has stolen my daughter? Where is she?” The sun god replied, “Persephone sits on a throne in the kingdom of the dead. The god of the underworld has taken her for his bride.”
Demeter tried to picture her lovely daughter as queen of the lower world. It was impossible! Persephone was bright and happy and filled with life. The kingdom of the dead was dark and sad—a shadowy wasteland where sunlight never shined. The thought of Persephone in the kingdom of the dead was too much for Demeter to bear. The goddess left her home on Mount Olympus, and went down to earth to live in loneliness. Dressed as an old woman, she wandered from place to place, silently mourning the loss of her daughter. No one recognized her. One day, she stopped to rest at a place called Eleusis.
While Demeter rested, four young maidens approached a nearby well. After they had drawn up their water from the well, they turned to the strange old woman. “Who are you?” they asked. “And why have you come to Eleusis? Perhaps we can help you.”
Demeter told them that she had escaped from a band of pirates, who had taken her far from her own land. “I am a stranger here,” she said. “And I know of no one who can help me.” “You must come home with us,” replied the girls. “Our family has little, but we would be happy to share with you what we have.” And so Demeter followed them to a nearby cottage. She went inside and was welcomed by their mother, who held a baby in her arms.
“Please sit down.” said the mother, showing her to the best chair. But Demeter chose instead the poorest one. Then she was offered a glass of sweet wine. But she refused it, taking instead a glass of water that was flavored with mint. At length, the goddess asked if she might hold the baby. “He reminds me of my own lost child,” said Demeter. From then on, Demeter took care of the baby as if he had been her own. Each day, she fed him the food of the gods and anointed him with the perfume of the gods. Each night, she placed the child near the glowing ashes. She knew that this would make him immortal. One night, the child’s mother awoke and saw what was happening. She screamed in terror, and snatched her baby from the ashes. This made Demeter angry. “You are a fool,” said the goddess. “I would have given your son immortality. He would have become a god, but now he must remain a mortal.”
Suddenly, brightness and light surrounded Demeter, and she was revealed as a goddess. “I am Demeter, the goddess of grain,” she said. “I am the keeper of the harvest. By your foolish act, you have displeased me. If you wish to win back my favor, you must build a great temple in my honor.” Then she turned and left. By the next morning, everyone in Eleusis had heard about the goddess and what she had said. They set to work at once, building a beautiful temple for her. When it was finished, Demeter returned and sat inside the temple. But even though the people worshipped her, she mourned more than ever for her lost daughter, Persephone.
For an entire year, Demeter did not bless the crops. She would not look with favor upon the harvest. Nothing grew, and nothing blossomed. Crops withered and died. The earth turned from green to brown. No one could find food. All over the world, people were starving. Finally, Zeus, the king of the gods, looked down and said, “If all the mortals die, there will be no one left to worship us. “He sent the other gods down, one at a time, to try to make Demeter change her mind. But it was no use. She vowed that until Persephone returned from the underworld, the earth would be barren and brown.
Then Zeus sent Hermes, the messenger god, down into the gloom of the underworld. Hermes flew through the gates into the kingdom of the dead, where he found Hades sitting on his throne. “Zeus commands that you return Persephone to the world above,” said the messenger god. As soon as these words were spoken, Persephone’s eyes brightened, and she sprang to her feet. Hades knew he could not go against the wishes of Zeus, but he had an idea. He made Persephone eat a seed from a pomegranate—the food of the dead. Then he brought out his chariot and horses, and said goodbye to his queen. As soon as Persephone was safely inside the chariot, Hermes drove straight up toward the world above.
In her temple at Eleusis, Demeter still grieved for her daughter. But when she saw the chariot bearing Persephone, her sorrow quickly turned to joy. Mother and daughter embraced for the first time in more than a year. Then the goddess said, “Tell me all that has taken place. I must know everything.” And so Persephone told her mother how she had been kidnapped from the sunny meadow, carried down to the dark underworld, and made to serve as queen of the dead. When she told Demeter about the pomegranate seed, Persephone saw her mother’s face grow pale. Demeter knew that anyone who tasted this food while in the lower world was doomed to return there.
But Zeus took pity on mother and daughter. Persephone had not eaten the seed willingly, so she would not have to stay in the lower world for the entire year. For part of the year, she was allowed to stay with her mother. During those months, Demeter made the earth green and blessed the harvest. It was a time of celebration and joy. Persephone spent the rest of each year in the lower world. During those months, Demeter mourned for her lost daughter, and she made the earth turn brown and cold. Nothing was allowed to grow. It was winter—a time for waiting. Then, each year, when Persephone returned to the world of the living, the earth turned warm and green once again.
People had continued to worship Demeter at the temple in Eleusis. Soon they had regained her favor, and the goddess smiled upon them again. She taught them how to sow seeds and reap plentiful harvests, so they would have enough food to last through the barren winter months. Then she brought forth a golden chariot and filled it with grain. She chose Triptolemus, who lived in Eleusis, as her helper, and she gave him an important task. He was to travel around the world, teaching the secrets of agriculture to mortals everywhere. Ever since then, people have planted seeds in the spring and reaped the harvest in the fall. And to this very day, the world turns brown and barren when Persephone leaves Demeter each year. Then, when the maiden of spring returns to her mother’s side, the world becomes green once again.
Alex the Fearsome Leader
Alex, the fearsome leader,
had a very large empire
and if you ever saw him,
you would even say it shows.
All of the other countries,
used to fear and call him king.
He was a young commander,
leading them to victory.
When he’s done with conquering,
Alex came to say:
“People with your paid taxes,
I will let you live for now.”
Then all the cities joined him
as he shouted out with glee,
I’m going to give you freedom
if you open a library.
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I’m a Spartan
I’m a Spartan soldier, proud and strong,
In Ancient Greece, is where I belong,
I fight and fight, far and wide
I fight so mighty, there’s no match.
I’m a Spartan-
I’m a Spartan-
When I was young,
I was trained,
I learned to steal, fight, and lie
A cunning boy is what I’ve become
I hunt and destroy, when I can
I’m a Spartan-
I’m a Spartan-
I am fierce, strong, and mean
I play to win, viciously
There are times I was whipped,
look at me now,
I’m a mighty man.
I’m a Spartan-
I’m a Spartan.
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I’m Athenian
I’m an Athenian, cultured and smart,
The land of Athens, I will never part.
I learn to reason with my peers,
To maintain our style for many years.
I’m Athenian-
I’m Athenian-
When I was young, I was schooled,
In music, art, math and reading, too,
A better citizen I am now,
I can see my parents are very proud.
I’m Athenian-
I’m Athenian-
The girls are taught the arts and crafts,
They process food grown, sell to upper class.
We believe in jury trials its clear,
Courts and assemblies, it all is here.
I’m Athenian-
I’m Athenian-
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Yes Ma’am Ancient Greek Forms of Government
Is this a monarchy? Yes, Ma’am.
Is this a monarchy? Yes, Ma’am.
How do you know? The most powerful family ruled.
How do you know? Reign passed on to their son.
What else did they do? They controlled religious functions.
What religious functions? Worship of the gods.
Is this an oligarchy? Yes, Ma’am.
Is this an oligarchy? Yes, Ma’am.
How do you know? It has a handful of leaders.
How do you know? Only the worthy could rule.
Tell me a region? The city-state of Sparta.
How did they pass laws? Through the assembly.
Is this a tyranny? Yes, Ma’am.
Is this a tyranny? Yes, Ma’am.
How do you know? They were sole rulers.
How do you know? They maintained public employment.
How did they rule? They seized power by force.
How long did they last? A few generations.
Is this a democracy? Yes, Ma’am.
Is this a democracy? Yes, Ma’am.
How do you know? It has shared authority.
How do you know? One vote to every man.
Tell me a region? The city-state of Athens.
How did they rule? Through a lottery and term limits.
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GREEK GODS
Greek Gods here, Greek Gods there,
Greek Gods, Greek Gods, everywhere.
Athena, Goddess of Warfare,
Poseidon, God of the Sea,
Hades, God of the Underworld,
Assisting mortals like you and me.
Aphrodite, Goddess of Love,
Brought beauty to the Greeks,
Zeus, King of the Gods,
Ruled over the strong and the meek.
Greek Gods here, Greek Gods there,
Greek Gods, Greek Gods everywhere.
Greek Gods! Greek Gods! Greek Gods!
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Ancient Greeklands
(Oh Susana!)
Created by Judy Sanchez, Alma Noche, and Debra Baadilla)
Ancient Greeklands
Were more like scattered islands
They started on the mainland
Peloponesus was its name
The rugged mountains
The bays and inlets too,
Divided all the people into isolated groups
They were centered
On the Aegean Sea
Which connected them to others
Going where the trade would be
Farming and the climate
Were much like Southern Cal
Vineyards, wine and olive oil
Is what they’re all about
Ancient Greeklands
The Mediterranean too,
Were important to our history,
And the Europeans too!
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Grecian Bugaloo
I am Pericles and I’m here to say,
I protect beautiful Athens everyday.
I use my speaking skills and army these days,
To maintain democracy in any way.
Beauty, temples, equality too,
Doing the Grecian bugaloo.
I am Socrates and I’m here to say,
I’m the first great philosopher to come these days,
I teach my students to question and think,
In order to examine their own beliefs.
Teaching, questioning, tried for treason too,
Doing the Grecian bugaloo.
I am Plato and I’m here to say,
I followed what Socrates taught me everyday,
I wrote his ideas and made a book,
And founded the first college so all could look.
Philosophy, ideas, and teachings, too,
Doing the Grecian bugaloo.
I’m Philip of Macedonia and I’m here to say,
I created the Greek empire in every way,
I developed a powerful army and vanquished many lands,
On my death it all went to my son Alex’s hands.
Building, fighting, maintaining too,
Doing the Grecian bugaloo.
I’m Aristotle and I’m here to say,
I discovered many nature related things,
I wrote about biology and science core,
I studied under Plato, taught Alex to seek more.
Poetry, politics, zoology, too
Doing the Grecian bugaloo.
I’m Alex the Great and I’m here to say,
Some believe I’m the greatest leader to this day,
I conquered all of the Persian empire,
But treated them fairly so they continued to aspire,
Fighting, victory, conquest and rule,
Doing the Grecian bugaloo.
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Ancient Greece Sound Off
I don’t know but I’ve been told
From Ancient Greece came myths of old,
There were 3 brothers that were to rule,
The Earth, the sky and the sea, too.
The first ruled the sky and all the Gods,
His name was Zeus, he had his rod.
He watched the mortals from Mt. Olympus,
Greeks behaved, knowing he was witness.
Sound Off – Ancient Greece
Sound Off – Gods who ruled!
Sound Off – 1, 2, 3, 4, so cool!
The next to rule the oceans and Earth,
Was Poseidon, God of the Sea.
He commanded the waters, earthquakes, too,
Calm seas, safe voyages were the key.
If sailors made this God mad,
Shipwrecks and drownings would be had.
If Poseidon had the will to take,
He would cause the Earth to violently shake.
Sound Off – Ancient Greece
Sound Off – Used his trident,
Sound Off – 1, 2, 3, 4, Gods rule!
The last to rule the sleeping and dead,
Was Hades, God of the Underworld,
Saints and sinners were all alike,
His dog Cerberus watched all night.
He was also known as the God of Wealth,
Don’t steal his jewels, not good for your health.
Invisibility helped him with his tasks,
He ruled the spirits of the present and past.
Sound Off – Ancient Greece
Sound Off – Underworld
Sound Off – 1, 2, 3, 4, Hades!
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Homework Connection #1 (Ancient Greece)
Talk to your parents or guardians. Tell them about the different land forms in Ancient Greece. Sketch a picture of the land forms you told them about.
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Parent/ Guardian Signature
Homework Connection #2 (Ancient Greece)
Talk to your parents or guardians. Explain why trade was such an important part of Ancient Greece’s economy. On the back of this paper, list the reasons that trade was so important.
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Parent/ Guardian Signature
Homework Connection #3 (Ancient Greece)
Talk to your parents or guardians. Explain how the Spartan’s and Athenian’s ongoing rivalry led to the Peloponnesus War?
_________________________________
Parent/ Guardian Signature
Homework Connection #4 (Ancient Greece)
Talk to your parents or guardians. Explain how remarkable Ancient Greece’s army or warrior group is.
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Parent/ Guardian Signature
Homework Connection #5 (Ancient Greece)
Talk to your parents or guardians. Explain some reasons Greece’s government changed over time. (transition from monarchy ( oligarchy ( tyranny ( DEMOCRACY)
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Parent/ Guardian Signature
Conexion Entre La Casa Y La Escuela #1 (Grecia Antigue)
Hable con sus padres o guardianes. Dígalos acerca de las formas diferentes de la tierra en Grecia Antigua. Haz undibujo de las formas de la tierra de Grecia Antigua.
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Firma de Padres
Conexion Entre La Casa Y La Escuela #2 (Grecia Antigue)
Hable con sus padres o guardianes. Explique por qué comercía era muy importante de la economía de Grecia Antigua. Atras de este papel, escriben las razones que comercía era tan importante durante el tiempo de Grecia Antigua.
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Firma de Padres
Conexion Entre La Casa Y La Escuela #3 (Grecia Antigue)
Hable con sus padres o guardianes. Explique como la rivalidad entre los espartanos y los atenianos llevarnon a la Guerra de Peloponnesus.
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Firma de Padres
Conexion Entre La Casa Y La Escuela #4 (Grecia Antigue)
Hable con sus padres o guardianes. Explique como tan magnifico era el ejercito de Grecia Antigua.
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Firma de Padres
Conexion Entre La Casa Y La Escuela #5 (Grecia Antigue)
Hable con sus padres o guardianes. Explique algunos razones el gobierno de Grecia Antigua cambio con tiempo. (La transición de la monarquía, a la oligarquía, a la tiranía, a la Democracia.)
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Firma de Padres
Expert Group
The Age of Pericles
The Greeks defeated the Persians in 479 B.C., just one year after the invasion of Athens. Pericles then returned home. As a young man, he became well known in the law courts, where he won many cases because of his intelligence and his excellent speaking ability. The Greek historian Plutarch wrote the following about Pericles' ability: "Like Zeus, he was said to speak with thundering and lightning, and to wield a dreadful thunderbolt in his tongue."
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Because he was a persuasive speaker, Pericles was able to convince the citizens that his ideas were important. As a result, in 460 B.C. they elected him as one of the 10 generals, the main elected officers in the Athenian democracy. The term for generals lasted just one year, but Pericles was elected over and over again.
Pericles set three major goals for Athens. His military goal was to protect Athens. His artistic goal was to make Athens beautiful. His political goal was to strengthen democracy.
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Protection
Pericles' first goal was to protect Athens from its enemies. He was determined to prevent another disaster such as the burning of the city by the Persians just 20 years earlier.
The Athenians had already built a strong stone wall around Athens after the war with Persia. But enemies could still surround the city and block Athens from Piraeus, its harbor five miles away. If that happened, the city would be cut off from necessary food supplies that came into the city by ship. So the Athenians extended the wall to the sea. The new barricaded corridor became known as the Long Walls.
To protect their city further, the Athenians also built up a very powerful navy. In the years to come, Athens's navy would be the key to its defense.
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Beautification
Pericles' second goal was to make Athens the most beautiful city in the world. To do that, the Athenians built new public buildings and temples. Plutarch wrote that the buildings "gave most pleasure and ornament to the city of Athens, and the greatest admiration and even astonishment to all strangers."
The most magnificent of these buildings were built on the Acropolis (uh KRAHP ah lihs). The Acropolis was a flat-topped, fortified hill in the middle of Athens. It stood about 200 feet above the rest of the city and covered a little more than 10 acres. Temples had adorned the Acropolis for many years. But the Persian troops had destroyed all of them when they invaded the city.
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The most beautiful new temple, called the Parthenon, was dedicated to Athena, the city's patron goddess. The Parthenon was 60 feet high, built from marble, and surrounded by 46 tall, graceful columns. Inside the Parthenon stood a 40-foot-tall gold and ivory statue of the goddess Athena. The Parthenon was a tribute to the outstanding artistry of the Athenians during the Golden Age. Many historians consider it to be the most beautiful building in ancient Greece.
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Democracy
Pericles wanted to make Athenian democracy even stronger by spreading power more evenly between rich and poor. He said to the citizens of Athens:
“It is true that we are called a democracy, for the administration is in the hands of the many and not of the few. When it is a question of settling private disputes, everyone is equal before the law; when it is a question of putting one person before another in positions of public responsibility, what counts is not membership of a particular class, but the actual ability which the man possesses.”
As many as 20,000 citizens were on the public payroll during the Golden Age of Athens. Everyone in the government received a salary. As a result, even poor citizens could afford to hold office and have their voices heard.
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Expert Group
Athens's Golden Age
During the Golden Age, Athens was called the "school of Greece," because it was a center for art, literature, and ideas. In the same speech in which he praised the Athenian democracy, Pericles stated some of the basic beliefs of the Athenians:
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Our love of what is beautiful does not lead to extravagance; our love of things of the mind does not make us soft, We regard wealth as something to be properly used, rather than as something to boast about. As for poverty, no one need be ashamed to admit it: the real shame is in not taking practical measure to escape from it. Here each individual is interested not only in his own affairs but in the affairs of the state as well.
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Note how these beliefs differ from those of Athens's rival, Sparta.
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The Trial of Socrates
Socrates was a philosopher, a person who searches for the truth and the meaning of life. He asked the following questions: What is justice? What is wisdom? What is goodness?
Socrates became a well-known teacher in Athens. His primary method of teaching was to ask questions that made his pupils examine their own beliefs. However, his method upset many Athenian leaders. They thought that by teaching the young to question every aspect of life, Socrates was challenging the authority of the government.
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In the period of suspicion following the war, Socrates was arrested. He was charged with neglecting the worship of the gods and "corrupting the youth."
Socrates stood trial in 399 B.C. In those times, most men on trial tried to gain the sympathy of the jury by bringing their weeping wife and children to court or by dressing in poor or dirty clothes. Socrates refused to use any such tactic. Instead, he stood with dignity before a jury of 700 Athenian citizens and pleaded his own case. However, the jury convicted Socrates by a narrow margin. His penalty was death by drinking hemlock, the juice from a poisonous plant.
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During the month between the famous trial and his death, Socrates could have escaped several times. Seventy years old by that time, Socrates explained to his friends that he had obeyed the law throughout his long life and would not break it then. Later, a student of Socrates' named Plato (PLAY toh), wrote the following about his teacher's last moments:
He raised the cup to his lips and very cheerfully and quietly drained it. Up to that time most of us had been able to restrain our tears fairly well, but when we watched him drinking and saw that he had drunk the poison, we could do so no longer, but in spite of myself my tears rolled down in floods, so that I wrapped my face in my cloak and wept for myself.
Plato honored his teacher when he said, "It was not for him [Socrates] that I wept, but for my own misfortune in being deprived of such a friend."
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Expert Group
The Rise of Macedonia
From 399 B.C. to 338 B.C., individual Greek city-states fought each other for power. However, no city-state could establish the kind of power Athens had enjoyed during the Golden Age.
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Macedonia was a large state just north of Greece. It had little power because it was far less organized than the smaller Greek city-states. However, when King Philip, Alexander's father, took the throne in 359 B.C., he turned Macedonia into a military power.
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Most ancient armies were made up of soldiers who served for a limited time and then returned home. Philip, however, established a professional army of full-time, well-paid, highly skilled soldiers.
A military genius, Philip developed new battle formations and a large number of weapons for his army. These new weapons included catapults, machines that could hurl burning spears or 50-pound rocks over walls, and battering rams on wheels that could smash through locked doors and closed gates.
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Greece Falls to Macedonia
Philip used his powerful army to build an empire. Soon after coming to rule in 359 B.C., he defeated large tribes to the north and west of Macedonia. Then he turned south to Greece. The Greek armies were no match for the Macedonian military and fell at the Battle of Chaeronea (KEHR uh NEE uh). In 338 B.C., Philip be came ruler of Greece.
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Philip might have ended Greece's independence after his victory. Yet he did not. After he had defeated the Greeks, Philip ordered that Athens not be destroyed be-cause he admired its culture. Philip had gained respect for Greek ways during his youth when he spent three years in Thebes as a hostage.
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When Philip defeated the Greeks, he reorganized their armies and combined them with Macedonia's troops. Philip then set out to conquer the great Persian Empire with his powerful army. However, shortly before his first expedition to Persia, Philip was murdered. Philip's son Alexander would have to fulfill Philip's dreams of empire.
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Alexander's Conquests
Alexander was only 20 when his father was murdered in 336 B.C. But he firmly took charge of his father's kingdom. He put down the revolts that sprang up. Then he turned his ambitions toward winning new lands. With his troops, Alexander began a 20,OOO-mile journey of conquest, or victory by force over other peoples.
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The Spread of Greek Culture
Like his father, Alexander had both a military genius and an appreciation for Greek culture. Alexander had learned to appreciate the accomplishments of Greek culture as a child. In fact, his father, Philip, had hired Aristotle (AR him stat), one of Greece's greatest philosophers, to teach Alexander about literature, philosophy, and science. Years later, Alexander would tell people that from his father, he had received life, but from Aristotle he had learned how to lead a good life.
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During Alexander's lifetime, he became known as Alexander the Great. His greatness is remembered not only because he created a vast empire, but also because he spread Greek culture throughout his empire. The influence of Greek culture remained long after Alexander's empire fell apart. The legend of Alexander remained even longer. Alexander's life and conquests continued to be a popular topic for stories and paintings for more than a thousand years in India, Persia, and Egypt.
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New Greek Colonies
As Alexander conquered lands, he established colonies and built cities modeled after Greek cities in the conquered lands. Alexander realized that he could not maintain control over these conquered lands with force alone. So when he and his armies moved on, Alexander left behind Greeks to rule these lands.
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In addition, he adopted some features of the conquered cultures. For instance, Alexander began to wear Persian clothing and urged his men to worship him as a god, as Persian kings had been. It was Alexander's hope that by doing these things the Persians would not see Greek rule as alien. Thus they would not rebel against the Greeks. Not only did they not rebel, many people in these countries actually learned the Greek language, worshiped the Greek gods, and read the Greek literature.
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Eventually, the Greek influence became so widespread that the period from Alexander's rule to 146 B.C. became known as the' Hellenistic Age. Hellenistic means "Greek-like." The art and culture of the Hellenistic period was a mixture of Greek and Eastern art and culture. During the Hellenistic Age, Greece became the teacher of the western world in the areas of science, art, literature, and philosophy.
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Most of the lands that Alexander had conquered, such as Egypt and Persia, did not give up their own cultures altogether. Instead, these countries adopted two systems of life. One system was Greek for the people who lived in the cities. The other system was a native system for the people who lived in the country and therefore were not in close contact with the Greeks.
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The Museum at Alexandria
During the Hellenistic Age, the center of Greek culture shifted from Athens to the new city of Alexandria-named after Alexander the Great. Located in Egypt, Alexandria was founded by Alexander in 332 B.C.
A magnificent museum, which was the intellectual center of the world during the Hellenistic Age, was built at Alexandria. At the museum, mathematicians, poets, philosophers, and astronomers gathered to explore the mysteries of numbers, words, ideas, and the heavens.
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To help the scholars do their research, the museum opened a library. This library, which grew into the largest library in the ancient world, had a collection of both Greek and non-Greek scrolls. Scholars at the library translated these non-Greek scrolls into Greek. In fact, some scientists believe that the oldest manuscript of the Old testament-still in existence today-was first translated into Greek at the great museum in Alexandria.
Besides having a huge impact on the ancient world, the museum, at Alexandria influenced future generations. It remained an important intellectual center for about seven centuries, until it was destroyed in the A.D. 200s. Thus, Alexander's conquests continued to affect the world for years after his death. .
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After Alexander
In 323 B.C., Alexander suddenly died of a fever. He was 33 years old. During the 13 years of his rule, he had created the largest empire in the western world.
After Alexander's death in 323 B.C., Greek culture still united the empire. But politically the empire broke apart because no single leader had enough power to take Alexander's place.
When Alexander the Great died, his generals split his empire among themselves. The giant empire was cut up into as many as 34 kingdoms. In bloody fighting, five generals took control of different parts of the empire. Eventually, the regions led by Antigonus (an TIHG uh nuhs), Seleucus (sih LOO kuhs), and Ptolemy (TAHL uh mee) became stronger than the rest. Yet even these had only a fraction of the power and size of the former empire of Alexander the Great.
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