Notes

World History Notes: What is History?

Monday, September 8

What is history?
History--anything that happened in the past.
Prehistory--anything that happened before written history.  We know about prehistory from artifacts, legends and myths, and pictures.
BC--  Before Christ.  All events that happened before the birth of Christ are called BC.
AD--Latin for 'Anno Domini', meaning 'year of our Lord'.   This is the year Jesus was born.  All events that happened after the birth of Jesus are known as having happened in AD.
BCE---a new, politically-correct term for measuring time that means 'before current era'.  It does not use any religious event, but means simply 'number of years before this year'.

Thinking Like a Historian
Questions you must ask about events of the past:
1.  Cause and Effect---What caused the event?  What were the effects?  What were the intended effects?   What were the unintended effects?

2.  Change and Continuity-- What has changed?  What has remained the same?  Who has benefited from the change?  Who has not benefited, and why?

3.  Turning Points--How did past decisions narrow or eliminate choices for people?  How did they change people's lives?

4.  Using the Past-- What can we learn from the past?

5.  Through their Eyes--How did people view events at the time and how did their views effect events?


Tuesday, September 9

Main Idea:   We owe it to ourselves and others to do our best in the life we are given.  Any less cheats the future.

• Epitaph:    a short saying on a gravestone that tells something about the person buried there.
• Obituary:  a short summary of a person's life that appears in a newspaper.  It contains:
• where, when died
• when, where born
• parents, siblings
• education/training/military
• marriage
• children
• career
• interests and contributions
• location of funeral services and suggested gifts or memorials
• epitaph

Wednesday, September 10

Fact and Opinion

Main Idea:  It is important to be able to distinguish between fact and opinion so that you are not fooled into believing falsehoods or propaganda.  

• Fact--  Something that can be proven, such as 2+2 = 4.   If you are researching, it is best to chose sites that are trustworthy, such as sites that have .gov, .edu, or sites from major news sources.
• Opinion---Something that you can not prove.  It is usually someone's belief.  Often people try to disguise opinion as fact.
• Propaganda--material disseminated for or against a doctrine or course that is designed to influence a viewer to believe it as a truth.  TV commercials and political ads are prime examples. 
• Bias---presenting information in a way that supports a particular viewpoint rather than presenting it fairly by presenting all sides.

• Objectivity---the attempt to be fair and balanced in reporting information        
•  

Thursday, September 11

Primary and Secondary Sources

• Primary Source--A source created during the time period being studied.  A primary source can be a diary entry, a photograph, a newspaper, a clip from TV, as long as it is from that time period
• Secondary Source--A source created after the event studied.  The best example is a history textbook.  A secondary source usually is based on many primary sources.
• A primary source is not always accurate because it may contain bias, or the person reporting could be wrong in their reporting.  It is best to compare primary sources to find out if a source is accurate.

 

Friday, September 12

 

Evaluating Primary Sources

In groups, students will analyze an old newspaper as a primary source and answer questions about that source. 

Primary Sources: Newspaper                       Names (First, Last)                       

Group Activity

Morris 2013-14

 

A newspaper is an excellent example of a primary source from a time period.  It tells the story of a time or event at the same time that the event is happening.  It is one of many examples of a primary source.  Using one of the old newspapers or magazines provided, answer the following questions with your group and be prepared to share your information with the class. 

1.        The name of my primary source is____________________________________

2.       What is the date? _______  How many years ago was this?  __________________

3.       Where is your primary source from? ________________ How do you know?  _________________

4.       What was the cost of this paper? _____   How does this compare to the cost of a paper today, and why do you think there is a difference in the prices?________________________

5.       Read two of the front-page stories with your group and summarize them below.

6.        Does the paper look the same or different from a modern newspaper?  How is it the same?  How is it different?

7.       Look at the ads.  Find one business that is still around today.  Find one that isn’t.

8.        Find an ad that has a price.  What is the item and what is the price?  How is that different frm today?

9.       What movies were showing?  Have you heard of any of the movies or the actors or actresses in the movies?

10.   If the paper has a TV section, how many channels were available?  What shows were on during prime time (6-10 in the evening)?  How many of these shows have you heard of?

11.    How were the clothing styles and hairstyles different in the photos and ads of the paper?

12.    By careful reading, what can you tell about the time it was written?  How?

13.    If there is a car ad, what are some differences between cars then and now?  What is the main advertised feature of the car in the ad?

14.    What is the most interesting thing you learned about the culture by reading your source?  Why?

Wednesday, September 17

Geography of Greece

Main Idea:  The geography of Greece greatly influenced its development.
 I.  Greece is a peninsula

• surrounded by the Aegean, Mediterranean and Ionian Seas on three sides
• liquid highways.  travel is done by ship rather than on land due to terrain
• fishing and trading by sea are major activities
• over 1,400 islands   

II.  Greece is mountainous

the land is only 20% arable (able to be farmed) because it is mountainous, rocky, and dry. 

It is hard to travel by land, as most roads are goat paths

city-states developed isolated from each other, so were very different.

III.  Climate

• Greece has a Mediterranean Climate, similar to Central California.  It has warm, dry summers and cool rainy winters.
• Greeks are outdoor people.  They like sports and doing things together.
• Main crops:
• grapes, olives, grain
• limited amount of crops and resources forced Greeks to colonize other places

Thursday, September 18

                                              Early Greek Civilization

Main Idea:  The Greeks were influenced by the Minoans, Mycenaeans, and Dorians

 -----Minoans--ancient, advanced civilization on the island of Crete.  Gave Greeks architecture, art, love of beauty, myths, legends
-----Mycenaeans-- ancient civilization on Greek mainland, fought against Troy over trade routes in Trojan War.  Overtaken by Dorians.
-----Dorians--less advanced people who conquered Greece and enslaved many of its people
-----Dark Ages--1150-750 BC   a time of little learning in Greece
----Bard--a traveling professional story teller who kept myths and legends alive during the Dark Ages.
----Myth--a story that explains why things are-mostly made up but based on fact
----Epic--a long narrative poem with a hero who must overcome many obstacles
----Homer--poet who wrote down the Iliad and the Odyssey
----Arete---the heroic ideal--Virtue plus excellence in all things 

 

Map Assignment

Use the maps below to help complete the assignment

 Copies of Map Assignment Below 

 

Friday, September 19

Notes

Arete--the Greek ideal.  Excellence in life, war and sports

Odyssey--a long journey in which a hero must face and overcome many obstacles.  Named for Odysseus, hero of Homer's Odyssey.

Apollo 13---epic adventure into space where an explosion resulted in three astronauts and the men at mission control trying many improvised tactics to get the men back to earth again.

Recommended Reading:  NASA's official site story of the Apollo 13 Mission

Recommended viewing:  Short 3-minute Documentary from History Channel about Apollo 13 Mission

Monday, September 22

We began work on our maps and reviewed vocab.
Here is the word wall thus far:

World Wall
peninsula                                             epic
Aegean                                               Homer
Mediterranean                                     Iliad
Ionian                                                  Odyssey
Peloponnesus                                      Arete                      
Arable                                                Apollo 13
Mediterranean Climate                        Minoan Contributions to Greek culture
Resources of Greece                           Dark Ages
Minoans                                                
Linear A
Minos
Atlantis
Myth
Bard
Mycenaeans
Dorians
Crete

Tuesday, September 23 

Main Ideas: 
 1.  It is a pattern for governments to morph from a monarchy to an oligarchy to a tyranny to a democracy.
2.  Greek armies became strong because of the use of iron weapons and because they were highly organized, well-equipped, and well-trained and used the phalanx
3.  Greek city-states were called Polises, and each had an acropolis, or fort on a hill.  
4.  Greeks enjoyed meeting in the agora, or marketplace

I.  Types of Governments
     Monarchy--rule by a king or queen
     Oligarchy--rule by a rich and/or powerful few
     Tyranny---rule by one, usually gained by force

     Democracy--rule by the people
The Evolution of Political Systems:  

Plato disagreed.  He thought tyranny would replace democracy.

Plato's Five Regimes  (from The Republic, rated best to worst)
Main Idea:  Plato divided his ideal society into three groups:  The Rulers, the Protectors, and the Workers.  The Rulers were highly educated philosophers.  The protectors were warriors and were useful leaders in times of war.  The workers were the lowest order, and were allowed to make money and accumulate wealth. 
1.   Aristocracy---rule by a philosopher king and other educated aristocrats.  None were allowed to accumulate wealth in order to eliminate using their position for their own greed.
2.  Timocracy--some of the inferior protectors might help run the society at times, but they were not as well-educated as the rulers and this was to be discouraged if possible.
3.  Oligarchy--not a good situation.  The lower level money makers would always rule in their own self-interest rather than in the common good.
4.  Democracy--rule by the mob, little better than anarchy.  Each voter votes his own self-interest with little or no concern for the needs of society.
5.  Tyranny--a man who rules when called in to restore order.  Tyrants have no training and also appeal to the lower classes, who have self-interest.  They also tend to hold onto power longer than the people want them to, requiring a revolution.


Rise of Athenian Democracy 

II.  The Rise of the Greek Army

      iron weapons rather than bronze

      City-state--a city and the land it controls. each had its own army
      hoplite---a highly trained, well equipped Greek foot soldier
      phalanx--a formation of hoplites


III.  City-State
    Polis--Greek word for city-state
    Acropolis---a fort on a hill, also with temples
    Agora--a marketplace or meeting place

Friday, September 26

The Rise of Athens

Main Idea:  Located near the sea, Athens became a great and wealthy trading power in Greece.

Timeline to Democracy

• 800-650 BCE---Age of Oligarchies
• 650-500---Age of Tyrants
• 621----Draco.  Tyrant.  Harsh laws.  His name is now linked to Draconian, which means harsh rules
• 594---Solon.  eased rules.  kept grain in Athens.  Eliminated debt slavery.  Started the Assembly for male citizens.
• 546--Peisistratus---tryant who gave rights to middle class citizens.  Son takes over after him and is assasinated. 
• 508---Civil War.  Cleisthenes triumphs.  Democracy established

Watch this Video Clip on Athenian Democracy 

Monday, September 29
Sub in morning will show The Seven Wonders of the Ancient World.  Students will take down five facts about each wonder and turn in.  If you are gone, you can do it from this link.

Notes for Seven Wonders if Gone:  Needed four of each in notebook or on loose paper

1. Pyramids at Giza-- burial tombs, only one of 7 still existing, discontinued because were robbed, new tombs in Valley of the Kings, air holes for ba and ka
2. Hanging Gardens of Babylon--built in what is now Iraq, built by king to soothe his homesick queen who missed the mountains and forests of her homeland, many levels, water by pulley, no longer exist
3. The Statue of Zeus at Olympia--made of ivory, ivory is elephant tusk, flattened in a difficult process, very large, no longer exists
4. The Temple of Artemis--lots of columns, marble, only one column remains, goddess of the hunt
5. The Mausoleum of Halicanarssus--tomb, large, Grant's tomb modeled on it, columns on pedestal
6. The Colossus of Rhodes--at harbor mouth, model for Statue of Liberty, no longer there, same size as Statue of Liberty, some think boats went between his feet, crown like Liberty
7. The Lighthouse at Alexandria--on Egyptian coast, mirrors/prisms to project flames 70 miles out to sea, destroyed many years ago

Tuesday, September 30  

Athens and Sparta:  A Tale of Two City-States
Today we finish up on the Rise of Athenian Democracy and then begin to look at life in Ancient Greece, with a primary focus on Athens and Sparta, after which we will have Athens-Sparta debates in all classes.  

Recommended Video Links
Life of a Spartan Boy
Life in Sparta
Everyday Life in Ancient Greece
Ancient Athens

Grading Rubric for Notebooks

The above photos shows two pages from one of the notebooks of Leonardo da Vinci.

 

Notebooks will be graded started Wednesday, October 1.  Classes being graded are periods one, three, four and five.  Class order will be determined by a random selection.

The Journal is 50 points and the Notes are 50 points.

To get 50 points on the Journal, the student must do all of the following:
1. Have a minimum of 12 journal entries
2. All entries must be dated.
3.  All entries must be in complete sentences.
4. All entries must have correct capitalization and end punctuation.

To get 50 points on the notebook, the students must have all the following note sets:
1.  What is History?
2.  Epitaph/Obituary
3. Fact/Opinion
4. Geography of Greece
5. Early Greek Civilization
6. Odyssey and Arete
7. Types of Government/ Plato's Five Regimes
8. Rise of the Greek Army
9. Rise of Athens
10. Seven Wonders of the Ancient World
11. Athens/ Sparta

Flap--Students should have the following three items in their flap in the notebook:
1. Signed course description
2. Greece Map
3. Ancient Greece Quiz


Wednesday, October 1

Athens and Sparta
Main Idea:  Athens and Sparta, the two greatest city-states, developed very differently.

I.  Life in Ancient Greece   (Notes from video)  Here is the VIDEO 
See yesterday's notes for other VIDEO LINKS.

II.  MME: Athens and Sparta: Compare and Contrast:  Notes from MME.  Hard copies will be available if needed and will be posted soon.

We are gathering data for our debates next week on which city-state was superior.  

Thursday, October 2

Continuing with Athens/Sparta comparisions

Athens		Sparta
	Population
	Government
	Social Structure
	Allies/Military
	Lifestyle/Values
	Education
	Role of Women
	Cultural Achievement
	Food

Athens-Sparta Wife Swap Video

 

Almost time for the Athens/Sparta Debates!

A Sample Debate for your Viewing Pleasure

 

Athens/Sparta Debate

Morris 2012

Of the more than 300 larger Greek city-states, Athens and Sparta were the most powerful.  Yet the two city-states had very little in common.  This exercise will allow you as a student and as a group to evaluate which city-state provided the most residents with the best overall lifestyle. 

1.        Students divide into two groups, one for Athens and the other for Sparta.

2.       Students then further divide into four subgroups on these topics

a.       Education

b.      Role of Women and Children

c.       Military Strength

d.      Cultural Achievements/ Legacies

3.        Once in groups, students will list all points about their city-state in their category, then identify two or three strengths they believe their city-state has over the other and two or three weaknesses (so they can argue against those).   They will write these on a piece of paper, sign all of their names to the sheet, and turn in to Mr. Morris for grade.

4.       Each group then choses one debater,  for each category above.    It will be that person’s responsibility to present the information in the debate and to rebut the opposing argument.

5.       During the debate, each debater should present as many strong arguments for his/her cause as possible.

6.       When the opposition debates, each student should be ready to rebut opposition statements.

7.       Teacher will score debate using the rubric below.    There will be four debates total, one on each subject.  The city-state that receives the most overall points on all four debates is the winner.  The eight persons debating will receive an additional 5 points.  All those who sign their name on the fact sheet will receive the number of points earned by their team in the debate.  Most point possible is 16, least is 4. 

DEBATE RUBRIC	4 Points	3 Points		2 Points	1 Point
Knowledge & Understanding -historical accuracy	-student provides exceptionally detailed and historically accurate information in  main arguments	-student provides proficient details and historically accurate information in main arguments		- student provides adequate information that is accurate but needs more details in main arguments	-student provides few details or inaccurate or irrelevant information in main arguments
Thinking & Inquiry -connecting evidence -rebuttals	- skilfully draws connections by using  more than two pieces of evidence (visually) that overwhelmingly supports argument - clear and thorough preparation for opponents points with exceptional rebuttals	- makes connections by using two pieces of evidence (visually) that effectively supports argument - student has prepared for points by opponent and responds proficiently		- student presents some evidence (visually) to support arguments and conclusions - adequate preparation for opponents’ arguments but needs stronger rebuttals	- student offers little to no evidence to support argument - student seems totally unprepared for opponents’ points and make few rebuttals
Communication -clarity of ideas -delivery	- student exceptionally expresses ideas clearly and concisely to audience in confident manner - student skilfully varies pitch, tone, uses humour and appropriate language to convince audience	- student speaks clearly and confidently to audience - student uses appropriate language, volume, tone and humour to convince audience		- student needs to speak more clearly and confidently - adequate use of language, volume, tone to convince audience	- often hard to hear student or student seem lost or confused -student needs to used volume, tone to be more convincing
Application -fact sheet	- student submits an exceptional fact sheet that is detailed, concise, and well organized	- student submits a complete fact sheet that is clear and well organized		- student submits fact sheet that is complete but could be more detailed and concise	-student submits a fact sheet that is missing information, details and clarity

MINI DEBATE STRUCTURE

Opening Statement ATHENS SPARTA
	1 minute
	1 minute
Argument #1 Argument #1:  Athens FOR	2 minutes
Rebuttal AGAINST	30 seconds
Argument #1:  Sparta AGAINST	2 minutes
Rebuttal FOR	30 seconds
Argument #2 Argument #2:  Athens FOR	2 minutes
Rebuttal AGAINST	30 seconds
Argument #2 :  Sparta AGAINST	2 minutes
Rebuttal FOR	30 seconds
Free For All	3 minutes
Closing Statement ATHENS SPARTA
	1 minute
	1 minute

TOTAL = 17 minutes

Period ______       Subgroup ______________   Name of Debater ______________________

DEBATE RUBRIC	4 Points	3 Points		2 Points	1 Point	Comments
Knowledge & Understanding And historical accuracy
Thinking & Inquiry -connecting evidence -rebuttals
Communication clarity of ideas -delivery
Application fact sheet

Tuesday and Wednesday, October 14-15
Athens/Sparta Debates

  Thursday, October 16

                                               The Persian Wars

 

Main Idea:  Tiny Greece defeated the giant and mighty Persian Empire and in doing so saved Western Civilization.

Vocabulary

• Persia--huge empire that controlled much of the Middle East, centered in what is now Iran
• Darius I--Persian king and general.  Led Persia in the First Persian War.
• Xerxes--Son of Darius I.  Persian king and general.  Led Persia in the Second Persian War.
• Oracle at Delphi--a fortune teller to whom the Greeks went to find out how they would defeat Persia.  The Oracle told them they would win using "wooden walls"
• Greek League--an alliance of Athens, Sparta and 31 other Greek city-states in the war against Persia
• Trireme--a triple-decker warship that used three levels of rowers and had a metal battering ram that was used to sink enemy ships.  Athenian Navy. 
• Sea Trials of a Reconstructed Greek Trireme, the Olympias
• A Radio-Controlled Trireme 
• Radio Controlled Trireme Ramming  
 

Friday, October 17

 The Persian Wars, Part Two

Main Idea:  In the two Persian Wars, Greece defeated Persia with a combination of superior military tactics and luck.

• Battle of Marathon  (490 BC)-- Led by Darius I, Persia lands at Marathon, and Athens and Persia fight a battle. Athens wins.  Losses are around 200 for Athens but over 6,000 for Persia.  Pheidippides, a Greek runner, ran 26 miles from the battlefield to Athens to tell of the victory, then dropped dead.  
  
• Battle of Thermopylae--480 BC---Persians, now under Darius I's son Xerxes, attack with an army of 250,000 by boat and land.  Cross Hellespont with Bridge of Boats.  Bottled up at the "Gates of Fire", a narrow valley at Thermopylae, and 300 Spartans hold of the Persian army until the rest of the Greek army can retreat, evacuate Athens, and move to the island of Salamis.  
• History Channel Battle of Thermopylae  Watch if Gone
• Battle of Salamis--Naval Battle.  Themistocles tricks Persian fleet into the Strait of Salamis and then defeats it with his triremes. 
• Battle of Salamis  Watch if Gone 
• Battle of Plataea--final land battle of war.  Persia is defeated, goes home for good.  
• Leonidas--king of Sparta.  Leads the 300
• Themistocles--leader of the Athenian Navy, hero of Salamis

Tuesday, October 21

The Golden Age of Athens

Main Idea:  After becoming a superpower following the Persian Wars, Athens ruled supreme.  For a brief period of 50 years, Athens created much of the basis for modern Western Civilization.

Golden Age--480-430 BC.  A time of amazing learning, discovery and art in Athens.
Pericles--the leader of Athens during the Golden Age.  Built Athens into the world's greatest city
Age of Pericles--461-429 BC Years when Pericles led Athens
Pericles' Three Goals for Athens:

  1. Democracy--all male citizens given the vote
      Direct Democracy--all citizens vote on every law

  2. Expand and strengthen Athens
        Navy, Trade
        Delian League--an alliance that paid Athens for protection

   3. Glorify Athens
      public buildings and temples.  Parthenon

Videos:  
1.  Athens: The Delian League and The Golden Age   8 min
2.  The Golden Age:  Start at 28:11 
3.  Building the Parthenon  5:00 
4. The Nashville Tennessee Parthenon  5:00
Optional but Very Good:
Secrets of the Parthenon 53:13  

Watch these if you are gone.  They will fill you in well. The first talks about the Delian League in detail, the second about the building of the Parthenon and the glorification of Athens under Pericles. 

HONORS Assignment
You are either a Spartan warrior at Thermopylae or a Spartan wife of a warrior at Thermopylae.  Write a letter to you spouse expressing your feelings on the night before the final battle between the 300 and the Persian army.  200 words.  Due Friday.  

Wednesday, October 22

Greek Art and Architecture

Main Idea:  We still admire and imitate Greek art and architecture today.

• Greek Art---Greek art showed human beings as their ideal, with perfect balance and proportion.  Expressions on faces were always peaceful and neutral.  People were shown as they could be, not as they were.  Imperfections were usually overlooked. 
• Classical Art--refers to Greek and Roman art, but also to art that stresses the ideal
• Architecture

• Parthenon--the greatest building of Athens, temple to Athena
• Columns
• Doric
• Ionic
• Corinthian
•  Parts of a Temple
• Frieze--a sculpture that extends out from a flat surface but which is not truly three-dimensional
• Mosaic --a design made from arranging small colored pieces of tile, glass or other objects into patterns.

Thursday, October 24

Sub.  Work on this Greek Art History Assignment shown Below.  Due at end of period.  If gone, you may cut and paste this and do it that way.

                     

Doric Temple                                  &                                   Ionic Temple

Art History Activity Morris     (20 points)                                          Name

Directions:   Using a blank piece of computer paper, design either a Greek temple or a Greek classical statue, labeling all the parts as in the drawing below.  You may do either the Doric Temple or the Ionic Temple (both are shown below).   Also, draw a separate picture of the god or goddess you have inside the temple and identify the god or goddess.  Can be a real one or one that you make up.  Answer the questions below, and staple the computer paper to this paper and turn in by the end of the period. 

1.     Draw below and example of a Doric column, an Ionic column, and a Corinthian column.

2.    What god or goddess is represented in your temple?  Why did you choose this particular god or goddess?  You can use an existing god/goddess or create one of your own (ex. Ollie, the god of skateboarding; Gertrude, the goddess of texting).  Make sure you have drawn your temple on the separate sheet, labeled the parts as in the picture above, and drawn your god or goddess.  Neatness, accuracy and completeness will be the basis of the grade.  Color is optional.

Friday, October 23

Greek Drama

Main Idea:  The Greeks invented modern Western drama and we still use its main elements today.

Drama--a story written to be acted on a stage.

Greek drama was performed:
  1.  to entertain the audience
  2.  to teach moral lessons to the audience
  3.  to teach history to the audience
  4.  to entertain the gods and godesses

Greek theaters were semi-circular, built into hillsides, usually with great views.  They were acoustically well-made so that audience could hear.

Actors wore masks to show facial expressions better and some masks had speaking tubes inside to amplify their voices.

All parts were done by men.

Types of Drama
1.  Comedy--an amusing play with a happy ending.
     A.  Slapstick Comedy--a comedy involving physical pain and crude humor  (Dumb and Dumber, The Three Stooges)
     B.  Satire---comedy that pokes fun at something or someone.  (Saturday Night Live, Monty Python,  Colbert Report)

2.  Tragedy--a play with a character who has a tragic flaw that brings that character and/or others to a sad end.

Tragic Flaw---a character trait that becomes a character's downfall.  (anger, jealousy, pride)

Greek Chorus--people who stand behind the actor and narrate the action as needed. 

Video Links:
Clips from Oedipus Rex, showing the costuming, masks, chorus and speaking style.
Examples of Slapstick--
     Slapstick Symphony with The Three Stooges and Laurel and Hardy
     Lady having trouble para sailing.


Monday, October 27

Reader's Theater:  Medea
We read Medea.  If you were gone, you will want to watch some clips of this play
Or, if you like it, you can watch  the whole play HERE.

Tuesday, October 28

Philosophers Search for Truth

Main Idea:  Greeks were great thinkers and their philosophy is still admired for its brilliance today

Universal Truth--  a truth or fact this is ALWAYS true no matter where you go in the universe
Philosophy--  love of wisdom
Philosopher-- lover of wisdom
Sophist--  a philosopher who does not believe in universal truth.  question everything you cannot prove, even the existence of the gods.
Socrates--  a philosopher who believed in universal truth but also in questioning all things.  "An unexamined life is not worth living".  "All I know is that I know nothing".  Taught using Socratic Method. 
Socratic Method--  teaching through questioning
Trial of Socrates--  390 BC--Socrates accused of disrespecting the gods and corrupting the youth of Athens.  Sentenced to death by hemlock.
Hemlock-- a deadly nerve poison from a plant
Plato-- student of Socrates.  Wrote down Soc teaching.
            wrote The Republic, about an ideal society divided into three groups--workers, warriors, and rulers.

Aristotle-- student of Socrates.  Summarized knowledge.  Logic.  Scientific Method.  Tutored Alexander the Great.

Wednesday and Thursday, October 29 and 30

The Trial of Socrates

I.  Students will fill out and discuss as a class the following pre-trail survey.

 II.  Students will Read the play 'The Trial of Socrates'.  If gone, get this from Mr. Morris
III.  Students will turn in their Pre-Trial Survey with their verdict on each charge on the back, along with their reasoning for their verdicts.  This will be worth 15 points.

Friday, October 31

Plato's Allegory of the Cave

Students will read Plato's Allegory of the Cave.  Student will fill out the sheet below, illustrating the different events in the allegory.  

 Students will watch the clip on Plato's Allegory.  Clip is HERE.  

Students will watch MME on The Allegory of the Cave and The Matrix 

Allegory of the Cave Claymation Clip
Red Pill or Blue Pill?  From the Matrix. 
Matrix and the Allegory of the Cave Clip 

 Tuesday, November 4

The Peloponnesian War:  Greece Falls

Main Idea:  Athens and Sparta fought a civil war that destroyed Greece.

-Peloponnesian League-- Sparta and its allies

-Delian League--Athens and its allies

--Peloponnesian War--war between Athens and Sparta.  431-404 BC

--Wooden Walls between Athens and the Sea Built

--Plague of Athens--430 BC--possibly typhus.  Killed 1/3 of Athens population after the Athenians and allies moved inside the city for protection from Sparta.

--Persia enters the war--not good

--Sparta builds a navy--also not good

--Macedonia takes advantage and conquers Greece 

Three-Minute Plato

Three-Minute Aristotle  

Wednesday, November 5

Study Guide for Friday Test on Ancient Greece

Greece Review Sheet

World History 9

Morris 2014

Test Facts:  Test is four pages.  There are three matching sections.  One is People, one is Places, and one is  Everything Else.  There is a short answer/fill in the blank section after that. The next section requires you to identify whether a fact is about Athens, Sparta or both.  This is followed by a section in which you must put the 3 main Greek philosophers in order and give two things each one is famous for.  Questions about Alexander found on the original handout have been removed, because we are going to cover him in a smaller, separate unit.

1.       Mapping.  Be able to locate:  Peloponnese, Athens, Sparta, Aegean Sea, Ionian Sea, Mediterranean Sea, Macedonia and Crete.

2.       How did the geography of Greece effect its history?

3.       What were Greece’s three main agricultural products?

4.       Give two major contributions of the Minoans, and where the Minoans lived.

5.       Know who the Dorians were and why they are important.  What age in Greece began with their arrival?  Why?

6.       How did Greeks keep their religion and history alive during the Dark Ages?

7.       How was Homer and why is he important?

8.       Who fought in the Trojan War?  What was its cause?  Who won?

9.       What did the Greeks believe about their gods and goddesses?

10.   Was Athens a true democracy?  Why or why not?

11.   Why is Cleisthenese important in the history of Athens?

12.   What was the status of women and girls in Greece?  What could they do in Athens?  What could they do in Sparta?

13.   Why were the Greeks able to dominate in wars?  Inventions, battle techniques, iron, hoplites, phalanx, trireme, etc.

14.   Know what happened in each important battle in the Persian Wars and who won:   Marathon, Thermopylae, Salamis and Plataea.

15.   As a result of the Greek victory in the Persian Wars, which Greek city-state dominated Greece?  What was the Delian League?

16.   What was the Golden Age of Athens?  How was it funded?  Why was it so great?  How has it effected the way we live today?

17.   What is:  Parthenon, Agora, Acropolis?

18.   Who was Pericles?  What were his three goals for Athens?

19.   What are the main characteristics of Greek art?

20.   Why did other Greek city-states rebel against Athens?

21.   What caused the Peloponnesian War?  Could the war have been avoided?  How?

22.   What was Sparta’s alliance called?  How was Sparta finally able to defeat Athens and its allies?

23.   Who was Socrates and why is he important?  How did he teach?  Why was he killed?

24.   Who was Plato?  Why is he important?  Put the three philosophers in order on the test.

25.   Who was Aristotle and why is he important?

26.   In Greek theater, what were the two main types of plays?  What were the two main types of comedies?  What  is a tragic flaw?

27.   Explain Plato’s Allegory of the Cave?  What is Plato trying to tell us about reality?

28.   Know the three types of Greek columns:  Doric, Ionic, and Corinthian.


Special Bonus for Students Wise Enough to Check My Website:  All the Answers to the Study Guide.

Greece Review Sheet

World History 9

Morris 2014

Hard Copy

Test Facts:  Test is four pages.  There are three matching sections.  One is People, one is Places, and one is  Everything Else.  There is a short answer/fill in the blank section after that. The next section requires you to identify whether a fact is about Athens, Sparta or both.  This is followed by a section in which you must put the 3 main Greek philosophers in order and give two things each one is famous for.  Questions about Alexander found on the original handout have been removed, because we are going to cover him in a smaller, separate unit.

1.       Mapping.  Be able to locate:  Peloponnesus, Athens, Sparta, Aegean Sea, Ionian Sea, Mediterranean Sea, Macedonia and Crete.

2.       How did the geography of Greece effect its history?  Greece is a peninsula surrounded by water.  It is also mountainous.  This resulted in people using the sea for travel.  Also, the land was not arable, so Greece did not have enough crops and had to settle colonies for trade.  Each city-state developed differently.

3.       What were Greece’s three main agricultural products?  Grapes, Olives, Grain.

4.       Give two major contributions of the Minoans, and where the Minoans lived.  Minoans contributed religion, art, architecture, myths, love of beauty.

5.       Know who the Dorians were and why they are important.  What age in Greece began with their arrival?  Why?  Dorians were not advanced.  When they took over it led to the Dark Ages, a time of little learning in Greece.

6.       How did Greeks keep their religion and history alive during the Dark Ages?  By passing them down as myths and legends through bards.  

7.       How was Homer and why is he important?  Homer wrote down the Iliad and the Odyssey

8.       Who fought in the Trojan War?  What was its cause?  Who won?  Troy and Greece.  Trade.  Greece won.  The Trojan horse. 

9.       What did the Greeks believe about their gods and goddesses?  Immortal, interfered in the lives of humans, had jobs in nature, human behavior.

10.   Was Athens a true democracy?  Why or why not?  No. Women could not vote.

11.   Why is Cleisthenese important in the history of Athens?   He made Athens a democracy. 

12.   What was the status of women and girls in Greece?  What could they do in Athens?  What could they do in Sparta?  Women had few rights in Athens.  They could stay home and take care of the house.  In Sparta, they had more rights, and could go outside, participate in sports, and control property. 

13.   Why were the Greeks able to dominate in wars?  Inventions, battle techniques, iron, hoplites, phalanx, trireme, etc. 

14.   Know what happened in each important battle in the Persian Wars and who won:   Marathon, Thermopylae, Salamis and Platea.  Marathon---first battle.  Land victory for Athens.  Pheidippides runs back to Athens.  Themopylae—the 300 Spartans hold the pass while the rest of the Greeks evacuate Athens to Salamis.  Salamis—navy victory with triremes.  Plataea—land victory for Greece ends war. 

15.   As a result of the Greek victory in the Persian Wars, which Greek city-state dominated Greece?  What was the Delian League?  Athens.  It was an alliance of Athens and other states to protect against Persia. 

16.   What was the Golden Age of Athens?  How was it funded?  Why was it so great?  How has it effected the way we live today?  The Golden Age was a fifty-year period of great learning, art, drama, and change.  It affected our own culture in many ways, including our drama, art, architecture, philosophy, democracy, science and so forth.

17.   What is:  Parthenon, Agora, Acropolis?  Parthenon—temple to Athena in Athens/ Agora—marketplace/meetingplace/ Acropolis—the high place in a city for forts to defend against attack.

18.   Who was Pericles?  What were his three goals for Athens?  Pericles was Athens’ leader during the Golden Age.  His three goals were to beautify Athens, to make it stronger, and to make it a true democracy for all male citizens. 

19.   What are the main characteristics of Greek art?  Balance, proportion, showing the ideal form. 

20.   Why did other Greek city-states rebel against Athens?  The Delian League allies were tired of paying tribute to Athens.  Sparta was tired of being second best.

21.   What caused the Peloponnesian War?  Could the war have been avoided?  How?   Athens and Sparta fought for power.

22.   What was Sparta’s alliance called?  How was Sparta finally able to defeat Athens and its allies?  Peloponnesian League.  Sparta defeated Athens because of the Plague, the Spartan Navy, and the help of the Persians. 

23.   Who was Socrates and why is he important?  How did he teach?  Why was he killed? Socrates was a great philosopher who taught by asking questions.  He was killed for disrespecting the gods and corrupting the youth. 

24.   Who was Plato?  Why is he important?  Put the three philosophers in order on the test.  Plato was the student of Socrates.  He wrote down all of Socrates’ teachings.  He also wrote The Republic, about the ideal society.  The three philosophers in order are Socrates, Plato, Aristotle.

25.   Who was Aristotle and why is he important?  Aristotle was the student of Plato.  He invented the Scientific Method, logic, and tutored Alexander the Great, who would go on to love and spread Greek culture. 

26.   In Greek theater, what were the two main types of plays?  What were the two main types of comedies?  What  is a tragic flaw?  Tragedy and comedy.  Slapstick and Satire.  A tragic flaw is a trait someone has that leads to his or her sad end.  Ex. Jealousy, anger.

27.   Explain Plato’s Allegory of the Cave?  What is Plato trying to tell us about reality?  Plato’s cave allegory tells of prisoners chained in a cave looking at shadows on a wall and thinking it is reality.  He is telling us that we do not know what true reality is and must break free of society.

28.   Know the three types of Greek columns:  Doric, Ionic, and Corinthian.

Tuesday, November 11
Veterans Day

Lesson on the Bataan Death March
Students learned about the Bataan Death March and then wrote a letter to a veteran of the march or to the son or daughter of a deceased veteran of the march.
Here are the addresses:

Katie Mason
Daughter of Joe Lajzer
245 McCarthy Blvd
Canyon Lake, TX 78133

Chris Leehan
Son of Ed Leehan
1182 Norwood Avenue
Clearwater, Florida 33756

Ben Steele
2425 Cascade
Billings, MT 59102

Wednesday, November 12

Alexander the Great

Main Idea:  Though Macedonian, Alexander the Great was the lover of all things Greek, thanks to his teacher Aristotle.  Alexander spread Greek culture to the far ends of the known world.

Peloponnesian War--weakened Greece.  Allowed Philip the Great of Macedonia to begin to take over
Macedonia--a rugged area northeast of Greece.  the people who lived there were Greeks and considered themselves Greeks but the Greeks thought of them as hillbillies.
Philip the Great--king of the Macedonians.  built a bunch of tough farmers into a great army.
Olympia--Philip's wife and mother of Alexander.
Aristotle--taught Alexander for several years and taught him to love Greek learning and culture
Macedonian Army--Macedonian Phalanx--16 by 16 rows of men with 18-foot pikes, and the Macedonians also used the cavalry (mounted horse soldiers) to help win battles.
Bucephalus--a huge black horse tamed by Alexander and ridden by him in battle most of Alexander's life.  B. was afraid of his shadow as a young horse and could not be tamed until Alexander figured this out.
338 BC--Philip murdered by a body guard.
336 BC--Alexander becomes the king of Macedonia.
Iliad-- Alexander's favorite book.  He slept with the book under his pillow all his life.

Video Links: Young Alexander Tames Bucephalus  (5 minutes)
Macedonian Phalanx  (2 minutes)
Macedonian Army and Tactics  (24 Minutes/Discovery Channel)

 
Thursday, November 13

Alexander Conquers an Empire!!

Main Idea:  Alexander finished his conquest of Greece, then Persia, Egypt and part of India, spreading Greek culture everywhere he went. He combined four great cultures:  Greek, Egyptian, Persian and Indian, to create a new culture called HELLENISTIC CULTURE.

• 334--Alexander invades Asia Minor (Turkey) with 35,000 to 40,000 troops.  He defeats the Persian force at Granicus.  This worries Persian king Darius, who sends an army of up to 100,000 men to fight Alexander's army in Asia Minor.
• At the Battle of ISSIS, ATG uses the phalanx and the cavalry to defeat the large army of Darius again, and becomes ruler of all Turkey.
• Darius offers a bargain to Alexander giving Alexander half Darius's kingdom if he will stop his conquests.  Alexander refuses.  
• 332--Alexander invades Egypt.  The Egyptians are happy to have him because they didn't like the Persians.  They crown him Pharoah, or king.  A pharoah is also a god.  This confirms to Alexander that he may be a god.
• In Egypt, Alexander founds the great city of Alexandria, known worldwide for its learning and beauty.  It has the world's greatest library.
• Alexander then invades Babylon, burns Persepolis.
• 327--Alexander invades India, but is thrown back by Indian forces, disease and his own men who want to go home.
• Alexander starts for home with his army.  Many die on the desert.  He himself dies in 323, either from murder by his generals, alcoholism, or a simple fever.
• After his death, his kingdom is split into parts, and becomes weaker.  Egypt flourishes for a long time.
• Videos to watch if you were gone:
• Mini Documentary of Alexander's Life  3 minutes
•  Age of Empires:  Alexander the Great   43 minutes

Friday, November 14

The Hellenistic Age Begins!

Main Idea:  Alexander spread Greek culture throughout his empire.  He also combined the best features of Persian, Egyptian and Indian cultures into it to create a new culture called HELLENISTIC culture.

• Alexander set up governments wherever he went, rewarding those who were loyal.  He let conquered peoples join his armies.  He was ruthless to those who resisted.
• Alexander planned his greatest city, Alexandria, at the mouth of the Nile River.  This way it could control all African trade.  
• The Lighthouse of Alexandria was the world's first skyscraper, 400 feet tall, and could be seen for eighty miles by ships looking for its harbor.
• Alexandria had the world's first museum, so called because it was dedicated to the Muses, the 9 goddesses of creativity.
• Alexandria had the world's greatest LIBRARY, holding 1.5 million papyrus scrolls and most of the world's learning at that time.  Sadly, the library burned down setting the world back hundreds of years.
• Some Accomplishments by Scholars in Alexandria:
•  Astronomy---sun larger than earth, earth revolves around sun, calculated earth's circumferance within one degree
• Math--Euclid invented Geometry and his textbook was used for 2000 years.  Archimedes came up with PI.
• Physics:  Archimedes--lever, pulley and screw
• Sculpture--Collossus at Rhodes (model of Statue of Liberty)  100' high; Winged Victory of Samothrace (in Louvre), Realism instead of Idealism
• 

Monday, November 17  (Mr Morris gone)

Alexander the Great and Hellenism

Study Guide/Morris/2014

This test will consist of a map and 25 multiple choice answers.  You may use your notes and the textbook to review.  The pages on Alexander are 128-135.  I will provide and answer sheet.  Here is what you need to know.  Study hard and do your best.  Test will be Tuesday, November 18.    J  I hope to see everybody soon.  Mr. Morris

1.        On a map, be able to label Greece, Macedonia, Asia Minor, Babylon (Persia), India, and Alexandria.

2.       Who discovered Geometry at Alexandria?

3.       Who were Alexander’s parents?

4.       Who was Alexander’s teacher?

5.       What was the Macedonian phalanx?

6.       What else did the Macedonians use with the phalanx that made them hard to fight in battle?

7.        In what area did Alexander win his first victories as a young man before the death of his father?

8.       What is the importance of the story of Alexander and Bucephalus?

9.       Alexander’s biggest opponent in his wars with Persia was King _____________.

10.   Why did Alexander believe he was a god?  How did his experience in Egypt make him believe it even more?

11.   What happened to Philip the Great?

12.   How old was Alexander when he became king?

13.   What was Alexander’s favorite book?

14.   Who was Alexander’s role model?

15.   Why did Alexander love Greece so much?

16.   What was his horse called?

17.   When Alexander conquered a new area, how did he treat those he conquered?   Did he let his men marry?  Did he let the conquered men fight in his army?  How did he react if those he was trying to conquer resisted him?

18.   What was Alexander’s greatest city?  Where did he build it?  Why did he build it there?

19.   What river was Alexandria built on?

20.   Why is the Museum of Alexandria important?

21.   What is the Library of Alexandria important?

22.   How many scrolls did the library contain?

23.   What four cultures did Alexander combine to create Hellenism?

24.   The Lighthouse of Alexandria is the world’s first skyscraper.  How tall is it in feet?

25.   What inventions did the great Alexandrian Archimedes come up with?  Name them all.

26.   What did Alexandrian astronomers figure out about the sun?

27.   What did they figure out about the earth and the sun and how they move?

28.   What was Alexander crowned when he was in Egypt?  What does this mean?

29.   Alexander vowed to finish what his father wanted to do most.  What was it and was he successful?  Why or why not?

30.   How old was Alexander when he died?  Why did he die?  Give on theory.

31.   Why is Alexander the great so important to Western Civilization?  Name as many reasons as you can.  

Tuesday, November 18  (Mr. Morris gone.  TEST given)

Wednesday, November 19  (Mr. Morris gone)  Notebook Check

Journal and Notebook Check Rubric for Wednesday.

Notebook/Journal Check Rubric

Check these on Wednesday.

1.        Journals.  Students self-grade.

a.       Have students count their entries since October 7.   Score as follows:

                                                               i.      17 entries.  Full credit.  -3 for each entry less than 17

                                                             ii.      All sentences have capital letters at beginning and for proper nouns.  All sentences are sentences, with a subject and a predicate (no fragments or single word answers).  All sentences have end punctuation.   -1 for every missing capital letter, fragment, or missing punctuation at end.

2.       Notes.  Students switch notebooks with a neighbor.

a.       Have students make sure they have all the following note sets:

                                                               i.      Athens and Sparta

                                                             ii.      The Persian Wars Part One

                                                            iii.      The Persian Wars Part Two

                                                           iv.      The Golden Age of Athens

                                                             v.      Greek Art and Architecture

                                                           vi.      Greek Drama

                                                          vii.      Philosophers Search for Truth

                                                        viii.      The Peloponnesian War:  Greece Falls

                                                           ix.      Study Guide WITH ANSWERS for Greece TEST

                                                             x.      Alexander the Great

                                                           xi.      Alexander Conquers an Empire

                                                          xii.      The Hellenistic Age Begins

                                                        xiii.      Review Sheet/Study Guide for Alexander the Great Test with answers

b.      For every one of the above that is missing, it is minus 4 points.

3.       Have the students put their scores at the end of each section, out of fifty points.

4.       Have the students TURN in their notebooks to you and record their scores as soon as you have a chance.  This will prevent them from trying to add material to the notebooks by taking them back.  I’d put them in a safe place, maybe underneath the computer table or in the corner by the door to Computer Bob’s room so no one can mess with them.

5.       I will accept NO LATE NOTEBOOKS…….PERIOD.  They have known about this for weeks.  Do not accept any notebooks after the END of the day on Wednesday at the latest.

6.       Tell the kids I will grade approximately half of them to make sure they are graded correctly.  I will penalize any notebooks that have been graded incorrectly or sloppily.

7.       Journal is out of fifty points.  Have them write the number correct over fifty.

8.       Notebook is out of fifty points.  Do the same for the notebook.

 

Second Trimester Begins December 1

Course Description and 3 by 5 cards handed out Monday.
Signed Course Description and Bound, Composition Notebook Due by Friday for points.
The composition book must be bound, with permanent paper, as shown here.  If you were in here lat trimester, you may keep using the same composition book.

 Tuesday, December 2

The Roman Republic and the Roman Empire

A Trip To Rome and Italy

Main Idea:   Rome began as a small tribe of people on the Tiber River in Italy, but because of its location and the influences of those who settled there, Rome became a great empire.

• Italy--a boot-shaped nation in southern Europe on the Mediterranean Sea
• Mediterranean Sea--main sea between Europe and Africa
• Rome--city halfway up the boot, 7 miles up the Tiber River
• Tiber River--river that flows through Rome
• Sicily--the island below Italy that it appears the boot is kicking
• Alps--mountain range over the top of Italy
• Apennines--mountain range that runs down the spine of Italy
• Italy is halfway from one end of the Med .Sea to the other, and Rome is halfway up the boot of Italy.  Strategically placed for conquest.
• Climate--same as Greece
• Main products---same as Greece
• Rome grew on seven hills for protection, next to the Tiber River
• Rome was founded by Romulus and Remus, twin sons of the Roman god Mars and a Roman princess.  The twins were cast into the Tiber after birth and raised by a she-wolf until adopted by a shepherd.  They fought over where to build Rome and who would rule.  Romulus killed Remus and founded Rome.

Watch:  Romulus and Remus Video Clip

Italy Map Assignment
Use these maps to complete it:

Geography of Italy Video:  Watch if gone  10 Minutes

Wednesday, December 3

Who Were the Romans?



Main Idea:  Three different cultures combined to create a unique Roman culture--Latin, Etruscan and Greek. 

• Latins--
• came over the Alps about 1,000 BC
• lived in the region of Rome and settled the Seven Hills, farmers and fishermen
• Biggest Contribution to Roman culture---LATIN LANGUAGE
• The Latin Language became the universal language of learning and the religion in Europe for over 1,000 years, as the language of the mighty Roman Empire.  It is the grand-daddy of all modern Romance Languages--Italian, Spanish, Portuguese, French, and others.
• Latin gives English about 1/3 of all its words, and many of its stems.

At this point, view the Latin Language video clip--History of the Latin Language.  5:35

• Etruscans--
• lived in the Northern part of Italy
• Biggest contributions:    The Arch

• The Etruscan Alphabet (basis for the Latin alphabet)  Greek is not used, but this one is.

                                Metal-working and art
Watch Etruscan Video Clip Here:   The Etruscans: Legacy of a Lost Civilization    (6 minutes 28 seconds)

• Greeks
• arrived 750-600 BC, mostly to colonize southern part of Italy. 
• Many great contributions, including much of Greek learning, sport, art, philosophy, religion, agriculture, etc. 
• Watch Greek video clip here   Greek Contributions to Rome :  Ancient Greek Cities in Italy  (10 minutes) 

Thursday, December 4

The Roman Republic Begins

Main Idea:  The Romans got rid of tyrant kings and formed a Republic run by the citizens.  They put in checks and balances that we use in our own government today.

1. Republic:  a form of government in which power rests with the citizens who elect their leaders
2.      (Rome not a true Republic--not all people could vote)
3.  
4. Rome had three classes, plus slaves:
5. 1.  Patricians--old-school land-owning noble families.  Usually wealthy nobles.
6. 2. Plebeians--middle class , farmers, workers, craftsmen--also citizens but originally with little rights or representation.
7. 3.  Non residents--lived in Rome, not voting rights
8. 4. Slaves--no rights

When Patricians overthrow tyrant, Plebeians help but demand more rights as well.
Plebeians force Patricians to post a Constitution, list of rights and laws, in the Forum.
Forum--the main meeting place in Rome
Twelve Tables--12 tablets with all the laws of Rome listed in plain view to ensure all laws were applied fairly
Tribunes--Patricians allow Plebeians to be represented in the Roman Senate by Tribunes. 
Consuls--like Presidents, but two of them.  Elected for one year.  Could veto each other.  This prevented either from becoming too powerful.  Too keep a consul from getting too powerful, he could not serve again for ten years.  (we have a law limited Presidents to two terms for same reason)
Veto--to forbid an action from becoming law.    In the US, we let the President veto laws of Congress to keep Congress from becoming too powerful.   Congress can over-ride the veto.  This is how we get separation of power from Rome. 
Dictator--in times of emergency, the consuls can name a dictator, who may serve only six months and then must step down.  Do you see a problem here?

Watch these clips:
1.  Patrician and Plebeian  (I minute)
2.  How the Roman Senate Worked During the Republic   (7 minutes)
For further viewing:  Roman Republic in a Nutshell   (24 minutes)
Roman Government Graphic Organizer:

Rome Grows!

Main Idea:  Rome treated places it conquered fairly and was soon a major trading power.  This would lead to a war with a trade power--Carthage.

• Types of Roman Subjects
• Latins--original Romans---from central Italy--were citizens AND can vote
• Conquered areas in Rome---were citizens but could NOT vote
• Areas outside Italy that were conquered by Rome---were allies but not citizens, could be rewarded with citizenship.
• Slaves--up to 1/3 of all Rome's population by the year Zero
• Benefits of being a Roman subject
• Roads
• Protection
• Trade
• Culture--Theaters, Colisseums, etc.
• Water--Baths and Aqueducts

• The Punic Wars  (264-146 B.C.)

  
  
  
  
  
  Main Idea:  Rome fought a trade war with the North African city-state of Carthage.
  
  1.  First Punic War---264-241 BC
  • lasts 23 years
  • Rome reverse engineers a Carthaginian ship and builds a navy
  • Rome wins Corsica, Sardinia, Sicily and control of the Mediterannean Sea
  2.  Second Punic War----218 BC- 201 BC
  • Hannibal, great Carthaginian general, attacks Rome by way of Spain, France and the Alps with 40,000 men and 37 war elephants.
  • Fought in Italy for many years.  Outwitted politically-appointed Roman generals.  At one battle, Cannae, he kills 50,000 Roman legionaries despite being outnumbers
  • Finally, Roman general Scipio attacks Carthage, forcing Hannibal to return to defend it
  • Scipio defeats Hannibal at the Battle of Zama
  3.  Third Punic War--149-146 BC
  • War of revenge--Carthage must be destroyed--Cato
  • Carthage destroyed, residents killed or enslaved, farmland salted
  • Study Guide
    Final Test on Early Roman Republic
    Morris 2013
    
    
    1.        Outline map.  Identify the following:  Rome, Carthage, Sicily, Alps, Apennines, Tiber River, Po River, Mediterranean Sea, Ionian Sea, Tyrrhenian Sea, Adriatic Sea, Mt. Vesuvius, Mt. Etna, Corsica, Sardinia.
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    2.       Know contributions of Latins, Etruscans and Greeks to Roman civilization.
    3.       Know Romulus and Remus legend.
    4.       Know the importance of Latin, the definition of Romance languages, and be able to list some Romance languages.
    5.       Why was Latin such an important language in the ancient world?
    6.       Know the two citizen classes in the Roman Republic, their names, and who was in each one.
    7.       Be able to describe how the plebeians got more rights over time. 
    8.       Identify the importance of Tarquin.
    9.       What is the importance of the Twelve Tables?  What right did it guarantee that we still use in the United States today?
    10.   Why did the Romans use separation of powers/checks and balances? 
    11.   What were the three branches of Roman government?  How is this like our system?
    12.   Know the duty of a consul, how one was selected, how long one served, and what powers each had.
    13.   Know the importance of the veto.
    14.   Who burned Rome and convinced the Romans they needed a better army?
    15.   Know the different levels of the Roman army and how many men were in each.
    16.   Know the importance of the centurion in the Roman army.
    17.   Know the cause of the Punic Wars.
    18.   Who fought in the Punic Wars?
    19.   Know the basic detail of what happened in each of the three wars.  Who won?  One detail.
    20.   How did the Romans create their navy?
    21.   How did Hannibal attack?
    22.   How successful was Hannibal in his invasion of Rome?  Why?
    23.   Importance of Battle of Cannae?
    24.   What forced Hannibal to have to leave Rome?
    25.   What Roman general defeated Hannibal?
    26.   What was his strategy?
    27.   What islands did Rome win in the Punic Wars?
    28.   Why were Roman soldiers so important to the spread of Roman civilization?
    29.   What were the four types of people living in the Roman Empire and what were the rights of each?
    30.   How did the Romans reward people in the empire?
    31.   What could Romans do in times of crisis?  How long could this person serve? 
    32.   What benefits did conquered peoples get after Rome took over?  Second Trimester Begins Here.  Decem er 2How did the Romans treat conquered peoples?
  • Second Trimester Notes Begin Here
  • December 2
  • 
    

  • Rome, We Have a Problem!

    
    Main Idea:  As Rome became rich and powerful after the Punic Wars, the Republic began to have problems with its government and its people.
    
    I.   Problems
    • Widening gap between rich and poor
    • Latifundia---large plantations owned by wealthy patricians that used many slaves, much like the plantations in the American South before the Civil War.  These latifundia put the smaller farmers out of business.
    • Soldiers--lose their farms while they are away fighting in Punic Wars.
    • Poor farmers and soldiers move to cities, where they live in slums, are usually unemployed, and learn to hate and distrust the government
    • Military
    • The military was set up so that a successful general who shared the spoils of war with his men got their loyalty rather than the government.  The men would follow the general before they would obey a government that they thought was corrupt and didn't care about them.
    • Corruption
    • Patricians in Senate do nothing to help the plebeians and the poor, and instead focus on getting more wealth and power.
    • Slavery---1/3 of all Rome's population is now slave.  These slaves take a lot of the labor from Roman citizens and non-slaves
    II.  Solutions
    1. Gracchus Brothers---Tribunes who try to get reforms passed to help the Plebeians, but they are assasinated.
    2. Civil War---Battle of rival generals.  Sulla wins and declares himself dictator.  
    3. 
       
    4. Wednesday, December 4 and Thursday November 5

                 Julius Caesar:  Rise to Power

       
       
       
       
       Main Idea:  Julius Caesar became a dictator but did great things for Rome.
       • Born 100 BC. Died 44 BC.
       • Month of his birth, Quinctillus, was changed to July in his honor.
       • Legend says he was born by Caesarian section, thus the name of the operation.
       • Born to a poor patrician family.
       • Raised in the poorer section of Rome, friends with slaves and plebeians growing up.  Could speak with them and relate to the middle class and poor unlike most patricians.
       • Ambitious--hero was Alexander the Great
       • Grew up in a time of civil war in Rome.  To him, the Republic did not work very well.
       • Had to flee Rome when Sulla became dictator.
       • Became a military hero and diplomat in Asia Minor.
       • Later conquers Gaul
       • 55 BC Conquers England
       • 50 BC  Senate orders him back to Rome, thinking he has become too powerful.  If he goes, he knows he will be imprisoned or killed.  He decides to risk it all and take his army.
       • 49 BC  Crosses the Rubicon River.  If a general crossed the Rubicon with his army, he was entering Roman territory and was guilty of treason.  From that point, there was no turning back.  He would either become dictator or die.
       • "Crossing the Rubicon"--an expression meaning passing the point of no return in one's life.
       • Pompey flees, JC defeats rivals
       • 44 BC  Name dictator for life by the Senate,which he has stacked with his own supporters
  
  
  Tuesday, January 6
  Julius Caesar's Accomplishments
  Main Idea:  Julius Caesar did many things that helped the people, but he did all or most of them to get power.  How would each of these increase his power as dictator?
  1. Made the Senate bigger
  2. Gave people living in Roman provinces citizenship
  3.  Created jobs for poor
  4.  Gave land in new colonies to poor farmers
  5.  Increased the pay for soldiers
  6.  Mixed with the middle class regularly to show he was one of them.
   
  Tuesday/Wednesday.  Roman Daily Life 
  Roman Daily Life
  
  
  
  
  Men and Women
• Paterfamilias---the Roman father had complete and God-like power over his family. He could sell his children into slavery or kill them. He could also tell them who to marry and how to live their lives and they had to obey.
• Gravitas--the Roman ideal behavior--discipline, strength, loyalty
• Women--highter status than in Greece, but could not vote

Children and Education

• Boys were favored because only they could be politically and economically successful
• Girls are not even given their own name. Instead, are named after their father, such as Julius' daughter would be called Julia. If there was more than one daughter, each would be called Julia the Elder, Julia the Second, Julia the Younger etc.
• Only patrician boys are educated, to age 16, when they are adults
• Girls marry at 12-15, their father picks their husband, and the husband is usually an older, successful businessman or comes from a politically powerful family. It's not about love, it's about making an alliance with a powerful family.
• Girls in Rome
• Teenage Boys in Rome

Slaves

• varied in treatment. A valuable Greek tutor-slave might live with the family and be treated as such, while a worker in the salt mines would be treated like an animal.
• Gladiators---trained warriors, like professional athletes but slaves. Fought to the death in the arena. Some lived 10-20 years and attained rock star status.
• Life of Verus:  Life of a Gladiator   (Start at 17:00)
• Slaves in Rome

Friday, December 13

Skeleton Notes on Roman Life

I. Baths (Watch the hyperlink and list four facts about Roman baths) Roman Baths Hyperlink
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II. Gladiator Training (Watch the first hyperlink on Gladiator Training and then, if you want and have time, watch the second video about the Life of a Gladiator. It is 50 minutes long)
Gladiator Training
The True Story of the Life of a Roman Gladiator
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III. Virtual Tour inside a Roman Villa
Roman Villa Virtual Tour
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IV. Chariot Race from Ben Hur
Chariot Race from Ben Hur
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Thursday, January 8

Sub.  Mr. Morris in Salt Lake
Students given an outline map.  You must add a map key, pick what colors you are going to use, and produce a neat map showing the growth of the Roman Empire.  This map will be projected on the screen to use.  It will also be on the website so that the map can be done as homework.  It is due Friday, January 9.




Tuesday, January 13

Augustus and Empire

Main Idea:   Octavian (later known better as Caesar Augustus) became Rome's most powerful and effective emperor.

·                     Lived 63 BC- 14 AD

·                     Personality-wise, opposite of Julius Caesar---Octavian was quiet, religious, frugal and moral.

·                     Lived a very simple lifestyle

·                     Was ruthless to enemies of himself and Caesar

·                     Named 'Imperator' (Supreme Military Commander) by Rome.  This became the world "Emperor".  He was named this because he put on the appearance that Rome was still a Republic and that he was not a dictator.

·                     Octavian builds the Roman economy

o                  Common Money throughout empire---Denarius

o                  Sea trade to all of Mediterranean as well as China and India

o                  Silk Road land route

o                  many thousands of miles of paved roads

o                  used auxiliaries in the Roman army (an auxiliary is a soldier who is not Roman but who fights for Rome.  This allowed the army to be bigger)

·                     Achievements

o                  stabilized Rome's 10,000 miles of borders, bringing about the Roman Peace (Pax Romana)

o                  Many public buildings and temples built during his rule.  Beautification.

o                  Civil Service test--tests given for government jobs, and those who scored highest got the jobs.  Employment based on skill and knowledge rather than wealth or connections.

·                     If gone---Watch as much of this as you can:  Order out of Chaos:  Caesar Augustus Start at Minute 14   

 Also watch this 10 minute clip on Augustus