e Development of Athenian
|
|
|
- Terence York
- 9 years ago
- Views:
Transcription
1 is is a PDF version of an electronic document, part of the series, Dēmos: Clas- sical Athenian, a publication of e Stoa: a consortium for electronic publication in the humanities [ e electronic version of this article offers contextual information intended to make the study of Athenian democracy more accessible to a wide audience. Please visit the site at e Development of Athenian SUMMARY is article was originally written for the online discussion series Athenian Law in its Democratic Context, organized by Adriaan Lanni and sponsored by Harvard University s Center for Hellenic Studies. Its purpose is to introduce, very briefly, the origins and development of Athenian democracy, from the 6th century BCE through the end of the 5th century. is is a companion-piece to the Overview of Athenian, also written for the CHS s discussion series, which will be present as a component of Dēmos: Classical Athenian a er the discussion series has taken place. INTRODUCTION is brief survey of the development and early history of Athenian democracy is a supplement to Overview of Athenian, which appears elsewhere in this 1 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
2 series. e first paragraphs of that article describe how the Greek word Dēmos (pronounced day-moss ) has several meanings, all of them important for Athenian democracy. Dēmos is the Greek word for village or, as it is o en translated, deme. e deme was the smallest administrative unit of the Athenian state, like a voting precinct or school district. Young men, who were 18 years old presented themselves to officials of their deme and, having proven that they were not slaves, that their parents were Athenian, and that they were 18 years old, were enrolled in the Assembly List (the pinakon ekklesiastikon) (see Dem ; Aristot. Ath. Pol. 42.1). Another meaning of Dēmos, to the Athenians, was People, as in the People of Athens, the body of citizens collectively. So a young man was enrolled in his dēmos (deme), and thus became a member of the Dēmos (the People). As a member of the Dēmos, this young man could participate in the Assembly of Citizens that was the central institution of the democracy. e Greek word for Assembly is ekklesia, but the Athenians generally referred to it as the Dēmos. Decrees of the Assembly began with the phrase It seemed best to the Dēmos, very much like the phrase We the People that introduces the Constitution of the United States. In this context, Dēmos was used to make a distinction between the Assembly of all citizens and the Council of 500 citizens, another institution of the democracy (see below). So some decrees might begin It seemed best to the Dēmos, others might begin It seemed best 2 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
3 to the Council, and still others might begin, It seemed best to the Dēmos and the Council. So the Athenian Dēmos was the local village, the population generally, and the assembly of citizens that governed the state. e idea of the Dēmos was a potent one in Athens of the 5th and 4th centuries BCE. It had not always been the case. e Iliad the work of literature that was the shared text for all Greeks describes a world whose values pre-date those of the Athenian democracy. One passage from it, especially, suggests that the idea of the dēmos changed dramatically in the years leading up to the 5th century. Here, the Greek general Agamemnon has decided, for no particularly good reason, to test the resolve of his army. e test consisted of him suggesting that they abandon their siege of Troy and go home. Evidently the Greeks failed, since with this suggestion they rose to their feet and ran joyously to their ships. e warrior Odysseus, who was party to Agamemnon s scheme, went about urging the men to return to their places: Whenever he encountered some king, or man of influence he would stand beside him and with so words try to restrain him: Excellency! It does not become you to be frightened like any 3 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
4 coward. Rather hold fast and check the rest of the people. When he saw some man of the People [ dēmos in the Greek CWB] who was shouting, he would strike at him with his staff, and reprove him also: Excellency! Sit still and listen to what others tell you, to those who are better men than you, you skulker and coward and thing of no account whatever in battle or council. Surely not all of us Achaians can be as kings here. Lordship for many is no good thing. Let there be one ruler, one king, to whom the son of devious-devising Kronos gives the sceptre and right of judgement, to watch over his people. (Iliad ; R. Lattimore, trans.) e Homeric hero Odysseus did not favor putting rule into the hands of the Dēmos. What happened, then, to change the status of the Dēmos from that of a lowly mob, to be beaten down with a stick, to that of the ruling People of classical Athens? 4 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
5 A REFORMER AND A TYRANT In the earliest history of the Greek world, as far as anyone can tell, the political landscape consisted of small-time kings ruling over their own homes and immediate surroundings. In certain places, individual kings acquired power over larger territories, and influence over neighboring kings. is is what the world depicted in the Homeric epics looks like. e Athenians thought that the mythological hero eseus was their first king, and they attributed to him the birth of the Athenian state. Before eseus, the peninsula of Attica was home to various, independent towns and villages, with Athens being the largest. eseus, when he had gained power in Athens, abolished the local governments in the towns; the people kept their property, but all were governed from a single political center at Athens. e Greeks called this process of bringing many settlements together into a political unity synoikism (See uc ). Whether or not eseus had anything to do with this, the fact remains that, when the Greek world moved from prehistory into historical times, the Attic peninsula was a unified political state with Athens at its center. During the 8th and 7th centuries BCE (the 700s and 600s), Athens moved from being ruled by a king to being ruled by a small number of wealthy, land-owning aristocrats. Aristotle s Constitution of the Athenians, a description of Athenian government, says that the status of King 5 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
6 (basileus) became a political office, one of three Rulers or Archons under the new system, and Athens came to be governed by the King Archon, the War-Lord, and the Archon (this last sometimes called the Eponymous Archon, because the year was identified by his name). Appointment to the supreme offices of state went by birth and wealth; and they were held at first for life, and a erwards for a term of ten years. Later, six other Archons were added to the role. ese Nine Archons ruled the Athenians, along with the Council of the Areopagus, which consisted of all former Archons, serving on this board for life (See Aristot. Ath. Pol. 3). In the latter part of the 7th century, perhaps in the 630s, an Athenian named Cylon won the double foot-race at the Olympic Games and became a celebrity. He used his earned fame to gather a group of supporters, seized the Acropolis, and attempted to make himself tyrant of Athens. e attempt was a complete failure and ended with Cylon and his party hiding by the statue of Athene, surrounded by an angry mob. Lured out by promises of their own safety, Cylon and his men were killed by members of the aristocratic family called the Alcmeonidae (see Paus ; Paus ; Paus ; Hdt. 5.71). is was a political crisis, both because of the attempted coup by an upstart and because of his murder by the arisocrats he had claimed the goddess s protection, which ought to have been respected. Whether this crisis brought about subsequent political changes we cannot tell, but it certainly le 6 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
7 its mark on Athenian politics. e old families could not longer be confident in ruling at will forever, and the stain on the reputation of the Alcmeonidae lasted for hundreds of years it would cause trouble for Pericles, an Alcmeonid, in the 5th century. About ten years later, in 621 or 620 BCE, the Athenians enlisted a certain Draco to make new laws for them. According to Aristotle s description of these laws, the new Consitution gave political rights to those Athenians who bore arms, in other words, those Athenians wealthy enough to afford the bronze armor and weapons of a hoplite (see Aristot. Ath. Pol. 4, although some of the details given there may have been invented during the 4th century BCE). Draco s laws were most notable for their harshness: there was only one penalty prescribed, death, for every crime from murder down to loitering (see Plut. Sol. 17.1). For this reason, later Athenians would find irony in the lawgiver s name ( Draco means serpent ), and his reforms have given us the English word draconian. Draco s laws did not avert the next crisis, which pitted the wealthy against the poor. Poor citizens, in years of poor harvests, had to mortgage portions of their land to wealthier citizens in exchange for food and seed to plant. Having lost the use of a portion of their land, they were even more vulnerable to subsequent hardships (see Aristot. Ath. Pol ). Eventually, many of these Athenians lost the use of their land altogether, and became tenant-farmers, virtually (or perhaps actually) slaves to the wealthy. e result- 7 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
8 ing crisis threatened both the stability and prosperity of Athens. In 594, however, the Athenians selected Solon to revise their laws. Solon s laws, even though they did not establish a democracy as radical as what would follow, nevertheless became the template for all future Athenian government. It was common for Athenians, for the next 200 years, to describe subsequent legal innovations in terms of their fidelity to the Solonian Constitution (whether or not those innovations remotely resembled the laws of Solon). So, a er the brief rule of the irty Tyrants at the end of the 5th century BCE, when the Athenians were restoring their democracy, the first thing they did was to re-affirm the Laws of Solon, using that as a base to reconstruct their damaged constitution (Andoc ). Solon took steps to alleviate the crisis of debt that the poor suffered, and to make the constitution of Athens somewhat more equitable. He abolished the practice of giving loans with a citizen s freedom as collateral, the practice that had made slaves of many Athenians (Aristot. Ath. Pol. 9.1). He gave every Athenian the right to appeal to a jury, thus taking ultimate authority for interpreting the law out of the hands of the Nine Archons and putting in the hands of a more democratic body, since any citizen could serve on a jury (Aristot. Ath. Pol. 9.1; Aristot. Ath. Pol. 7.3). Otherwise, he divided the population into four classes, based on wealth, and limited the office of Archon to members of the top three classes (Aristot. Ath. Pol. 7.3). 8 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
9 Formerly, the Council of the Areopagus, which consisted of former Archons, chose the Nine Archons each year a self-perpetuating system that ensured that the office of Archon was held only by aristocrats. Solon had all of the Athenians elect a short-list of candidates for the Archonship, from which the Nine Archons were chosen by lot (Aristot. Ath. Pol. 8.1); the office was still limited to citizens of a certain class, but it was no longer limited to members of a few families. How, precisely, laws came to be passed under the Constitution of Solon is not entirely clear, but there was an Assembly, in which every citizen could participate (Aristot. Ath. Pol. 7.3), a Council of 400 citizens chosen probably from the top three property classes (Aristot. Ath. Pol. 8.4), with the Areopagus being charged with guarding the laws (Aristot. Ath. Pol. 8.4). Regardless of the details, it does seem that the Archons were still a very important element of Athenian government, since (as Aristotle notes), in subsequent years, much political strife seemed to focus on them (Aristot. Ath. Pol. 13.2). So Athens under Solon had many elements that would later be a part of the radical democracy democratic juries, an Assembly and a Council, selection of officials by lot rather than by vote while retaining many oligarchic elements in the form of property qualifications and a powerful Council of the Areopagus. According to the Constitution of the Athenians attributed traditionally to Aristotle, Solon himself was from an aristocratic family, while his personal wealth put him in 9 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
10 the middle-class of Athenians, and his sympathy for the injustices against the poor made him a champion of the people generally. is combination was a recipe for tyranny tyrannies were common in the Greek world during the 6th century, as certain individuals made themselves champions of the poor in order to seize power but Solon was no tyrant. According to Herodotus, a er formulating these new laws for a new Athenian Constitution, Solon made the people swear to obey them, unchanged, for ten years, then went abroad from Athens to avoid being badgered into changing anything (Hdt ). Solon s constitution did not solve all of Athens problems, and the city descended back into a state of strife, with various factions, each with its own interests, vying for power (Hdt. 1.59; Plut. Sol. 29). is state of affairs continued from about 595 BCE down to 546 BCE, when an Athenian named Pisistratus, a er several failed attempts, finally established himself as Tyrant over the Athenians. [His failed attempts are interesting reading; see Hdt , Aristot. Ath. Pol CWB] e reign of the tyrant Pisistratus seems to have been relatively benign. e 5th century historian ucydides concluded his brief account of by by saying, the city was le in full enjoyment of its existing laws, except that care was always taken to have the offices in the hands of some one of the family ( uc ). Like all tyrants, Pisistratus depended to a certain extent on the goodwill of the people for his position, and by ensuring that both rich and 10 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
11 poor Athenians received fair treatment, he was able to rule for almost twenty years and die of natural causes (see Aristot. Ath. Pol. 17.1). A er his death, his sons Hippias and Hipparchus continued the tyranny for another seventeen years. Hipparchus was assasinated in 514 BCE, and in 510 BCE the aristocratic Alcmeonidae family with an army from Sparta helping them, expelled Hippias and brought an end to tyranny in Athens (Hdt. 5.62; uc ). CLEISTHENES, DEMOCRACY, AND PERSIA A er the end of the tyranny, two factions competed for power to reshape the government of Athens. One was led by Isagoras, whom calls a friend of the tyrants (Aristot. Ath. Pol. 20.1). e other was led by Cleisthenes, who was an Alcmeonid aristocrat (Hdt ). Isagoras won a minor victory by getting himself chosen as Archon in 508. But Cleisthenes, taking a page out of the tyrant s textbook, took the People [Aristotle says dēmos ] into his party and used the support of the lower classes to impose a series of reforms (Aristot. Ath. Pol. 20.1). Isagoras, using the example of recent history, called on the Spartan king Cleomenes to help him evict Cleisthenes from the city. While that had worked well for the Alcmeonidae earlier, it failed this time; when Isagoras and the Spartans occupied the city and tried to disband the government and expel seven hundred families, the Athenians rose up against them and drove them out (Hdt. 5.72). 11 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
12 So Cleisthenes was free to impose his reforms, which he did during the last decade of the 6th century. ese mark the beginning of classical Athenian democracy, since (with a few brief exceptions) they organized Attica into the political landscape that would last for the next two centuries. His reforms, seen broadly, took two forms: he refined the basic institutions of the Athenian democracy, and he redefined fundamentally how the people of Athens saw themselves in relation to each other and to the state. Since the Introduction to Athenian is devoted to its various institutions, so for the moment we can focus on the new Athenian identity that Cleisthenes imposed. Cleisthenes s reforms aimed at breaking the power of the aristocratic families, replacing regional loyalties (and factionalism) with pan-athenian solidarity, and preventing the rise of another tyrant. Cleisthenes made the deme or village into the fundamental unit of political organization and managed to convince the Athenians to adopt their deme-name into their own. So, where formerly an Athenian man would have identified himself as Demochares, son of Demosthenes, a er Cleisthenes reforms he would have been more likely to identify himself as Demochares from Marathon. Using demotic names in place of patronymic names deemphasized any connection (or lack thereof) to the old arisoctratic families and emphasized his place in the new political community of Athens (for demes, see Aristot. Ath. Pol. 21.4). 12 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
13 Each deme had a demarch, like a mayor, who was in charge of the deme s most important functions (Aristot. Ath. Pol. 21.5): keeping track of new citizens, as young men came of age (Dem ), keeping track of all citizens from the deme eligible to participate in the Assembly (Dem ), and selecting citizens from the deme each year to serve on the Council (Aristot. Ath. Pol. 21.5). e peninsula of Attica consisted of three more-or-less distinct geographical areas: the coast, the countryside, and the urban area around the city of Athens itself. Traditionally residents of these areas had their own concerns, and o en conducted politics according to regional interests. To counteract this tendency, and to encourage Athenian politics to focus on interests common to all Athenians, Cleisthenes further organized the population. Each of the 139 demes he assigned to one of thirty trittyes, or irds. Ten of the irds were coastal, ten were in the inland, and ten were in and around the city. ese irds were then assigned to ten Tribes (phylai), in such a way that each Tribe contained three irds, one from the coast, one from the inland, and one from the city. Each of these ten Tribes sent 50 citizens each year to serve on the new Council of 500. So, while local politics, registration of citizens and selections of candidates for certain offices, happened in the demes, the tribes were the units of organization that figured most prominently in the overall governing of Athens. 13 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
14 Citizens from all parts of Attica worked together, within their tribes, to govern the city (Aristot. Ath. Pol. 21.3). To prevent regionalism from creeping back into the system as people changed their address, Cleisthenes decreed that a citizen, once assigned to a deme, must retain that deme-affiliation even if he moved to another part of Attica (Aristot. Ath. Pol. 42.1). Evidence from the 5th and 4th centuries show many people living in the city of Athens, but identifying themselves with rural demes. In fact, even the rural demes o en held their meetings in Athens itself (Dem ). So, there was a tendency for deme-level politics to be dominated by people who had not moved into the city, but for national politics service on juries, in the Council, and the magistracies to be dominated by Athenians who, although members of demes located all over the peninsula, were full-time residence of the city and its immediate environs. To help legitimize this new division, to give it the aura of antiquity, Cleisthenes named each tribe a er a legendary hero of Athens; the selection of heroes was handled by the Oracle at Delphi, that is, by the god Apollo himself. e ten eponymous heroes and their associated tribes were: Ajax (Aiantis), Aegeus (Aigeis), Acamas (Akamantis), Antiochus (Antiochis), Erechtheus (Erechtheis), Hippothoon (Hippothontis), Cecrops (Kekropis), Leos (Leontis), Oeneus (Oineis), Pandion (Pandionis). eir statues stood in 14 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
15 downtown Athens, watching over the place where important public documents were published on billboards. All of these reforms constituted a remarkable re-shaping of Athenian society along new lines. Old associations, by region or according to families, were broken. Citizenship and the ability to enjoy the rights of citizens were in the hands of immediate neighbors, but the governing of Athens was in the hands of the Athenian Dēmos as a whole, organized across boundaries of territory and clan. e new order was sealed as citizens adopted their deme-names into their own names, and as the god Apollo, speaking from Delphi, endorsed the new tribes. But, with the Dēmos newly unified and the authority of the older, more arisocratic system undermined, the danger of tyranny remained. Some relatives of Pisistratus survived, wealthy and still influential, in Athens, and (a new threat) the Great King of Persia was increasingly interested in bringing the Greek world into his empire. What was to stop a prominent citizen from gaining support with promises of power, and then either assuming tyrannical rule or inviting Persia to set him up as a client king? Cleisthenes sought to avert this danger by means of his most famous innovation: ostracism. Every year the Assembly of Athenian citizens voted, by show of hands, on whether or not to hold an ostracism. If the Dēmos voted to hold one, the ostracism took place a few months later, at another meeting of the Assembly. en, each citizen present scratched a name on a broken piece of pottery; these, 15 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
16 the scrap paper of the ancient world, were called ostraka in Greek, which gives us the word for the institution. If at least 6000 citizens voted with their ostraka, the names on the pot shards were tallied, and the winner was obliged to leave Athens for a period of ten years. He did not lose his property or his rights as an Athenian citizens, but he had to go (see Aristot. Ath. Pol. 22.6; Aristot. Ath. Pol. 43.6). e earliest subjects of ostracism were associates of Pisistratus and his sons (Aristot. Ath. Pol. 22.6), but in later years the Athenian used the process to remove the leaders of various factions, both men who were regarded as champions of the democracy, such as emistocles ostracized sometime around 470 BCE ( uc ) and those who tended to favor more aristocratic controls on the power of the people, such as Cimon ostracized around 461 (Andoc. 4.33). e most famous ostracism was that of Aristides, an aristocrat known for being fair-minded. e story goes that an illiterate farmer, not recognizing Aristides, asked the prominant man to write Aristides on his ostrakon for him; Aristides complied, advancing his own ostracism by helping a fellow citizen. For the full story, which contains even more ironies that I have given here, see Plut. Arist. 7; Aristot. Ath. Pol To be the subject of an ostracism was actually something of an honor, if an inconvenient one. It meant that a man was deemed too influential, too capable of persuading his fellow citizens, to be allowed to participate in the democratic processes of governing Athens. e list of ostracized 16 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
17 Athenians constitutes a Who s Who of the early history of the democracy. In fact, the institution fell into disuse a er 416 BCE, perhaps because of the ostracism of Hyperbolus; this man, according to the historian ucydides, was ostracized not because anyone feared his power or influence, but because he was a useless wretch and a disgrace to the city ( uc. 8.73). e law of ostracism seems never to have been repealed, but it was never used again. Cleisthenes reformed Athens at the very end of the 6th century. e reforms were radical and, it seems, thoughtful. at this new social order and political system took hold may have been largely due to what happened in the first decades of the 5th century. In 490, an expeditionary army from Persia landed in Attica, intending to repay the Athenians for helping the Greeks of Asia resist Persian rule. e Athenians, led by Miltiades, defeated the Persians against steep numerical odds (for the battle of Marathon, see Hdt , Hdt ; Paus ; Paus ). e victory for the newly democratized state was doubly significant, since the Persian expedition had brought Hippias, the son of Pisistratus, intending to install him as tyrant over the Athenians (Hdt ). is victory, and the even more unlikely victory against a larger Persian expedition ten years later, established democratic Athens as a leading power in the Greek world. 17 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
18 ONE LAST STEP TO DEMOCRACY One final major reform to the Athenian constitution remained before the government of Athens took the shape it would hold, more or less, for the next 150 years. In 462, an Athenian named Ephialtes led a movement to limit the power of the Council of the Areopagus. e role of this Council, sometimes called simply the Areopagus, in the fully-formed democracy is discussed below, but to understand Ephialtes reforms we need to see, briefly, its place in Athenian government before Ephialtes. e Court of the Areopagus, named a er the Hill of Ares in Athens, was an ancient institution. It features in the mythological history of Athens, as portrayed in Aeschylus tragedy Eumenides, in which the goddess Athene puts the Eumenides, or Furies, on trial on this Hill of Ares at Athens (Aesch. Eum.). Aristotle says that in the time of Draco, the legendary first lawgiver of Athens, e Council of the Areopagus was guardian of the laws, and kept a watch on the magistrates to make them govern in accordance with the laws. A person unjustly treated might lay a complaint before the Council of the Arepagites [the members of the Areopagus], stating the law in contravention of which he was treated unjustly (Aristot. Ath. Pol. 4.4). e Areopagus was an aristocratic institution, composed of men who were of noble birth (Isoc. 7.37). It was composed of men who had held the office of archon (Plut. Sol. 19.1; Plut. Per. 9.3). Members of the Court of the Areopagus, the Areop- 18 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
19 agites (Areopagitai) held office for life (Aristot. Ath. Pol. 3.6). According to Aristotle, before the time of the lawgiver Solon the middle of the 6th century BCE the Areopagus itself chose the men who would be archons, and thus future members of the Areopagus (Aristot. Ath. Pol. 8.1). Selection of archons was by wealth and birth (Aristot. Ath. Pol. 3.6), and so the Court of the Areopagus preserved itself as a body of the aristocrats of Athens. Solon changed method by which Athenians became archons forty candidates were elected, and from these forty, nine archons were picked by lot (Aristot. Ath. Pol. 8.1). Under the laws of Solon, the Court of the Areopagus retained its role as overseer of the constitution; it could punish citizens, fine them, and spend money itself without answering to any other governing body; and it oversaw cases impeachment (Aristot. Ath. Pol. 8.4). Aristotle describes the government of Athens under Solon as a blend of elements the courts were democratic, the elected archons were aristocratic, and the Court of the Areopagus was oligarchic (Aristot. Pol. 1273b). e Court of the Areopagus seems to have enjoyed a return to its former glory immediately a er the Persian Wars. Aristotle tells the story of how, during the chaos of the Persian invasion in 480 BCE, the Council of the Areopagus took a leading role in organizing, and financing, the evacuation of all Athenians to Salamis and the Peloponnese, which raised the body s status considerably (Aristot. Ath. Pol. 23.1). He goes on to say that the Council of 19 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
20 the Areopagus enjoyed preeminence in Athens for almost two decades, until the time when Conon was archon, and Ephialtes brought about his reforms in 462 BCE (Aristot. Ath. Pol. 25.1). According to Aristotle, Ephialtes brought about a reform of the Court of the Areopagus by denouncing the Court before the Council and the Assembly (Aristot. Ath. Pol. 25.4). So the reform was not, finally, the work of Ephialtes alone, but an act of legislation by two of the more democratic institutions in Athens. Aristotle connects this event to a newfound feeling of power among the common people of Athens following the Persian Wars, when the less wealthy citizens by serving in the navy had saved the city. He makes the connection between naval victories and the reform of the Court of the Areopagus explicitly in his Politics (Aristot. Pol. 1274a), and the Constitution of the Athenians that survives under Aristotle s name strongly suggests the connection as well (Aristot. Ath. Pol. 27.1). By 462 BCE, when Ephialtes made his reforms, the archons (the future members of the Court of the Areopagus) were chosen by lot, not by vote (Aristot. Ath. Pol. 22.5). It is possible that this change made the institution seem less prestigious, and thus worthy of holding fewer powers. is interesting suggestion is from P.J. Rhodes, A Commentary on the Aristotelian Athenaion Politeia (Oxford, 1993). By means of Ephialtes reforms, according to Aristotle, the Council of the Areopagus was deprived of the superintendence of affairs (Aristot. Ath. Pol. 26.1). When Aristotle 20 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
21 describes the Council of the Areopagus as it was in the 4th century, over a hundred years a er Ephialtes, he says that it had authority over trials of murder, wounding, death by poison, and arson, but that other similar crimes involuntary manslaughter, murder of slaves or foreigners, accidental killings, or killings in self-defense come before other courts, the Court of the Palladium or the Court of the Delphinium (Aristot. Ath. Pol. 57.3). e Areopagus also conducted investigations of political corruption, presenting its findings to the Council and Assembly for any further action (see Aeschin. 1.83, Aeschin. 1.81, Din. 1.4). From this, then, we can perhaps get a sense of how Ephialtes diminished the role of the Areopagus; the aristocratic body that once had the power to nullify laws and remove candidates from office was reduced to a murder court and investigative body, albeit a highly respected one. THE FIFTH CENTURY: DEMOCRACY STUMBLES TWICE e 5th century BCE was marked by the extended conflict sometimes cold and o en overt between Athens and Sparta, but involving most of the Greek world and the Persian Empire as well. at history is readily available elsewhere. For our purposes, there are three things especially worth mentioning from the period. First was the generalship of Pericles. e office of General, or Strategos, was one of the few in the Athenian democracy that was elected, rather than chosen randomly 21 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
22 by lot; the reasons for this should be obvious (Aristot. Ath. Pol. 44.4). It was also the only office which an Athenian could hold for multiple successive terms. And, the Generals there were ten in each year enjoyed certain powers that made this office (at least potentially) a platform from which an Athenian could wield extraordinary influence over the affairs and policies of the city. A general could introduce business for discussion in a meeting of the Assembly on his own authority, without going through normal channels (the evidence for this comes from inscriptions: SEG ; IG II 2 27; the normal channels are discussed below). Pericles was elected repeatedly to the office of Strategos during the period from 454 to 429 BCE (though not for every year during that period, which is interesting). From within this office, he was able to address the Athenians meeting in their Assembly on matters he deemed important, and to persuade them toward policies of his own devising. e two most noteworthy results were the so-called Periclean Building Program, which produced the monumental architecture we see today on the Athenian Acropolis, and the expansion of Athenian imperialism. e latter, eventually, brought about a war between Athens and Sparta that, in one form or another, lasted (at least) from 431 BCE until Athens defeat in 404 BCE. e historian ucydides, himself an Athenian General who helped pursue the war against Sparta, offers this characterization of Pericles leadership: Pericles indeed, by his 22 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
23 rank, ability, and known integrity, was enabled to exercise an independent control over the Dēmos in short, to lead them instead of being led by them; for as he never sought power by improper means, he was never compelled to flatter them, but, on the contrary, enjoyed so high an estimation that he could afford to anger them by contradiction. Whenever he saw them unseasonably and insolently elated, he would with a word reduce them to alarm; on the other hand, if they fell victims to a panic, he could at once restore them to confidence. In short, what was nominally a democracy became in his hands government by the first citizen. ( uc ). What is most important to remember, though, is that Pericles was merely one of ten elected Generals. His policies came into effect merely because his office afforded him a platform from which to address the Dēmos, and his evident talents as a speaker allowed him to persuade the Dēmos to adopt his ideas as their own. In 415, a er an interlude of relative peace in the war between Athens and Sparta, the Dēmos of Athens undertook an invasion of Sicily. is adventure was an utter disaster, resulting in the destruction of an Athenian fleet and an army of Athenian citizens either killed outright or doomed to work to death in the quarries of Syracuse. In the a ermath, certain citizens took steps to move the government of the city away from the radical democracy that they thought was leading the city to ruin. eir first step was to work, through constitutional channels, to establish a 23 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
24 small body of Preliminary Councilors, who would limit the topics that could be addressed by the more democratic Council and Assembly ( uc ). Shortly therea er, in 411 BCE, the Athenians brought an end to their democracy and instituted an oligarchy by, first, appointing ten Commissioners who were charged with re-writing the constitution of Athens ( uc ). Aristotle says that there were twenty of these, and that they were in addition to the ten Preliminary Councilors already in office (Aristot. Ath. Pol. 29.2). ese Commissioners proposed a new Council, consisting of 400 men, with service limited to the wealthier citizens. Five men would be selected as Presidents, and these would choose 100 men for the new Council, and each of those 100 would choose three others, thus creating the Council of 400, or 405 in reality ( uc ; Aristot. Ath. Pol. 29.5). is new government claimed that a Council of 400 was according to the ancestral constitution (Aristot. Ath. Pol. 31.1). is Council of 400 would have the power to choose 5000 Athenians who would be the only citizens eligible to participate in assemblies ( uc ; Aristot. Ath. Pol. 29.5). ucydides describes how this new Council of 400 collected an armed gang, confronted the democratic Council, paid them their stipends, and send them home ( uc ; Aristot. Ath. Pol. 32.1). is oligarchic government lasted only four months before it was replaced by another government in which the 24 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
25 power was in the hands of 5000 Athenians more democratic, but still a far cry from the radical democracy defined by Cleisthenes (Aristot. Ath. Pol. 33.1). at government, in turn, lasted only a short time before the People quickly seized control of the constitution from them (Aristot. Ath. Pol. 34.1). e democracy was restored, but only briefly. In 404 BCE, the Spartans caught the Athenian fleet on the beach at Aegospotamoi ( Goat Islands ) and destroyed it. After a period of seige, while the Spartans blockaded the harbors of Athens, the city surrendered, and its fortunes fell into the hands of the so-called irty Tyrants. ese were Athenians selected by the Spartans to form a puppet government by the Spartans. (For the end of the Peloponnesian War, see Plut. Alc ; Plut. Lys ; for the establishment of the Tyrants, see Plut. Lys. 15.5; Paus ; Paus ; Paus ; Xen. Hell ) Like the Oligarchy of 411, the tyranny of the irty lasted only one year before pro-democracy forces regained control of the city s affairs (Plut. Lys. 21; Xen. Hell ). A er the tyrants were overthrown and the city returned to democratic rule, Athens once again compiled and codified its old laws with this decree, which summarizes the accumulated law and tradition of the first century of the Athenian democratic experiment: On the motion of Teisamenus the People decreed that Athens be governed as of old, in accordance with the laws of Solon, his weights and his measures, and in accordance with the statutes of Draco, 25 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
26 which we used in times past. Such further laws as may be necessary shall be inscribed upon tables by the Law-Givers elected by the Council and named herea er, exposed before the Tribal Statutes for all to see, and handed over to the magistrates during the present month. e laws thus handed over, however, shall be submitted beforehand to the scrutiny of the Council and the five hundred Law- Givers elected by the Demes, when they have taken their oath. Further, any private citizen who so desires may come before the Council and suggest improvements in the laws. When the laws have been ratified, they shall be placed under the guardianship of the Council of the Areopagus, to the end that only such laws as have been ratified may be applied by magistrates. ose laws which are approved shall be inscribed upon the wall, where they were inscribed aforetime, for all to see (Andoc ). e Athenians also passed a law of general amnesty, to prevent an endless cycle of retribution for wrongs committed on both sides of the recent civil strife (see Xen. Hell ). An inscription (IG I 3 105) survives that records a law limiting the Council s authority. A er two anti-democratic revolutions, this law says that in matters of war and peace, death sentences, large fines, disenfranchisement (that is, loss of citizenship), the administration of public finances, and foreign policy the Council cannot act without the approval of the Assembly of the People. With this restoration, Athens reestablished a radically democratic government. e following description of the 26 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
27 institutions of Athens will focus on the democracy as it was in the 4th century, in its fully developed form, attested by the best evidence. ( e story of the end of Athenian democracy is told, briefly, at the end of the Overview of Athenian. ) Christopher W. Blackwell SECONDARY WORKS CITED P.J. Rhodes, A Commentary on the Aristotelian Athenaion Politeia (Oxford, 1993). 27 Christopher W. Blackwell, e Development of Athenian, in C. Blackwell, ed., Dēmos: Classical Athenian
Democracy: Starting with Solon
Democracy: Starting with Solon In the present day, the term democracy is well known. In any democracy, the common people have power. However, each democratic government has a unique way of implementing
Sparta was the greatest military power in the Greek city-states Spartans lived in harsh conditions, without luxuries, to make them tough fighters.
Sparta was the greatest military power in the Greek city-states Spartans lived in harsh conditions, without luxuries, to make them tough fighters. There is much less information about the Spartans than
Section 1- Geography and the Early Greeks
Name: Class: Date: 6 th Grade World History Chapter 8 Study Guide: Ancient Greece Section 1- Geography and the Early Greeks 1) Complete the chart below to show how geography shaped the lives of early Greeks.
Ancient Greece Unit Test
Ancient Greece Unit Test Name: Date: Completion: Choose the correct word to complete each sentence: ancestors barbarians polis oligarchy democracy Delian aristocracy Illiad monarchy Hellenistic Odyssey
The Greeks 500 300 BC. Greek City States Early Greek sates called polis Usually built around a market or fortified hill top called an acropolis
The Greeks 500 300 BC Greek City States Early Greek sates called polis Usually built around a market or fortified hill top called an acropolis Greek City-State Political Monarch - ruled by a single person
Rise of the Roman Republic Timeline
Rise of the Roman Republic Timeline 509 BCE: Tarquin the Proud, the last king of Rome, was overthrown by a group of patricians upset over his abuse of power. The Roman Republic was proclaimed. 494 BCE:
Teacher s Guide For. Ancient History: The Greek City-State and Democracy
Teacher s Guide For Ancient History: The Greek City-State and Democracy For grade 7 - College Programs produced by Centre Communications, Inc. for Ambrose Video Publishing, Inc. Executive Producer William
Hobbes, Locke, Montesquieu, and Rousseau on Government
CONSTITUTIONAL RIGHTS FOUNDATION Bill of Rights in Action 20:2 Hobbes, Locke, Montesquieu, and Rousseau on Government Starting in the 1600s, European philosophers began debating the question of who should
Discussion Guide for THE REPUBLIC. Plato. The Great Books Foundation
Discussion Guide for THE REPUBLIC Plato The Great Books Foundation ABOUT THIS DISCUSSION GUIDE How should society be governed? How should communities be structured? Download the free Great Books Foundation
Unit 4 Lesson 8 The Qin and Han Dynasties
Unit 4 Lesson 8 The Qin and Han Dynasties Directions Read the False statements below. Replace each underlined word with one from the word bank that makes each sentence True. Word Bank Ying Zheng army copper
Second Grade Ancient Greece Assessment
Second Grade Ancient Greece Assessment 1a. Which letter is labeling the Mediterranean Sea: A or B? A B 1b. Which body of water is labeled with an A? A 1c. Label the Mediterranean Sea. Then, answer the
Ancient P olitical Political Thought
Ancient Political Thought Plato s Republic Overview I. 2. 3. 4. Setting Historical Background Structure of the work Cast of Characters I. The Setting: Locale Locale: Pireaus Port of Athens, about 6 miles
Assignment Discovery Online Curriculum
Lesson title: Reflections of Ancient Greece Grade level: 5-6, with an adaptation for older students Subject area: Ancient History Duration: Two or three class periods Assignment Discovery Online Curriculum
Ancient Greek Arts and Architecture
Ancient Greek Arts and Architecture Ancient Greek Architecture The earliest buildings built in Greece in the New Stone Age are small houses or huts with wooden walls around them for protection. Later bigger
Ancient Greece: Teacher s Guide
Ancient Greece: Teacher s Guide Grade Level: 6-8 Curriculum Focus: Ancient History Lesson Duration: 2 or 3 class periods Program Description Warring city-states flourished into centers of culture 2,500
Questions About Ancient Greeks (Part 2) 6 th Grade Social Studies. 1. Which empire was an enemy to the city-states of Athens and Sparta?
1. Which empire was an enemy to the city-states of Athens and Sparta? a. The Mayan Empire b. The Incan Empire c. The Persian Empire d. The British Empire 2. Between 500-400 B.C.E., which lands did the
THE ANCIENT GREEKS. To complete this worksheet use the information found on the following website: http://www.mythologyteacher.com/greekintro.
THE ANCIENT GREEKS NAME To complete this worksheet use the information found on the following website: http://www.mythologyteacher.com/greekintro.html GREEK INTRO 1. At roughly what time period was the
How accurate is it to say that the Black Power movements of the 1960s achieved nothing for Black Americans?
How accurate is it to say that the Black Power movements of the 1960s achieved nothing for Black Americans? An answer given a mark in Level 5 of the published mark scheme In the 1960s different Black Power
Declaration of Independence Lesson Plan. Central Historical Question: Why did the Founders write the Declaration of Independence?
Lesson Plan Central Historical Question: Why did the Founders write the? Materials: Copies of Two Historians Interpretations Copies of Declaration Preamble worksheet Copies of Declaration of Independece
Thermopylae Lesson Plan. Central Historical Question: How many Persians were at the Battle of Thermopylae?
Thermopylae Lesson Plan Central Historical Question: How many Persians were at the Battle of Thermopylae? Materials: Copies of Documents A-D Copies of Graphic Organizer Battle of Thermopylae PowerPoint
Note Taking Study Guide EARLY PEOPLE OF THE AEGEAN
SECTION 1 EARLY PEOPLE OF THE AEGEAN Focus Question: How did the Minoans and Mycenaeans shape early Greek civilizations? As you read the section in your textbook, complete the table below to record the
PUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
A Modern Tragic Hero. Day had broken cold and gray, exceedingly cold and gray, (London, 341). In
許 文 馨 Literary Criticism (I) January 12, 2006 A Modern Tragic Hero Day had broken cold and gray, exceedingly cold and gray, (London, 341). In the first sentence of Jack London s famous short story To Build
5- Why did the Shogun rule Japan?
Global History and Geography I The Rise of Feudalism in Japan Name: The emperor was an important political and religious figure in Japan. However, by the 1100s, the emperor s power was so weakened that
1. Title: The Organizational Structure and Powers of the Federal Government as Defined in Articles I, II, and III of the U.S. Constitution Grade 5
Teacher s Name: Employee Number: School: SS.5.C.3.1 Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II,
PUBLIC OPINION ON THE MANDATORY DEATH PENALTY IN TRINIDAD A SUMMARY OF THE MAIN FINDINGS OF A SURVEY. Roger Hood and Florence Seemungal
PUBLIC OPINION ON THE MANDATORY DEATH PENALTY IN TRINIDAD A SUMMARY OF THE MAIN FINDINGS OF A SURVEY Roger Hood and Florence Seemungal A Report for the Death Penalty Project and the Rights Advocacy Project
Purpose, origin, and content of the Bill of Rights and other important Amendments to the Constitution
LESSON OVERVIEW BILL OF RIGHTS: YOU MEAN I VE GOT RIGHTS? GOAL TIME NUTSHELL CONCEPTS Students will be introduced to the rights guaranteed by the Bill of Rights and other important constitutional amendments.
- 7. Oracle bones were used a. to practice written Chinese. b. to try to predict the future. p Ch 14 Ancient China section 1
Name: Class: Date: ID: A p Ch 14 Ancient China section 1 Multiple Choice Identzh the choice that best completes the statement or answers the question. - I. Before the Shang kingdom arose, Chinese civilization
Juvenile Justice. CJ 3650 Professor James J. Drylie Chapter 2
Juvenile Justice CJ 3650 Professor James J. Drylie Chapter 2 The juvenile court system came into existence in 1899. Unlike the criminal justice system, a separate juvenile justice system is not constitutionally
Devotion NT267 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Second Coming. THEME: Jesus is coming again. SCRIPTURE: Matthew 24:27-31
Devotion NT267 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Second Coming THEME: Jesus is coming again. SCRIPTURE: Matthew 24:27-31 Dear Parents Welcome to Bible Time for Kids. Bible Time for
Firstly, I would like to thank the organizers of this symposium for
Keynote Address by former Prime Minister of Malaysia Are We Really Civilized? Make War a Crime Mahathir bin Mohamad Firstly, I would like to thank the organizers of this symposium for this opportunity
The Tudor Myth. and the Place of the Stage
The Tudor Myth and the Place of the Stage Shakespeare s History Plays Two tetralogies (series of four plays): First Tetralogy (1590-93): Henry VI, parts 1,2 and 3 Richard III Second Tetralogy (1595-1599):
The Role of a Charter Commission: An Overview
The Role of a Charter Commission: An Overview by Kenneth Verburg The Role of a Charter Commission: An Overview The purpose and role of the charter commission officially is to prepare the first charter
Herodotus and the Persian Wars
Herodotus is the first true historian known in Western Civilization he lived during the Classical Age of Greece (the fifth century BCE) he is the earliest Western author known to have written a systematic
Changes in Educational Spending in Kentucky Since KERA and HB1
Changes in Educational Spending in Kentucky Since KERA and HB1 Kenneth R. Troske The decade of the 1990s saw major new legislation in Kentucky designed to improve public schooling in the state the Kentucky
King Solomon. ~ Philip Graham Ryken Crossway, 2011 254 pages
King Solomon The Temptations of Money, Sex, and Power ~ Philip Graham Ryken Crossway, 2011 254 pages Take-Aways Neither a successful beginning nor a strong mid-life can insulate you from failure later
Egyptian History 101 By Vickie Chao
Egyptian History 101 By Vickie Chao 1 A long time ago, before Egypt was a united country, there were two kingdoms -- Upper Egypt and Lower Egypt. Upper Egypt was in the south. It controlled the areas along
A Tale of Two Cities by Charles Dickens
A Tale of Two Cities by Charles Dickens Charles Dickens Born in 1812 in Portsmouth, England He had very encouraging parents who supported his writing and acting His father was sent to debtor s prison At
Ghana: A West African Trading Empire
Ghana: A West African Trading Empire The kingdom of Ghana lasted from 500 C.E. to the 11 th century C.E. The kingdom arose from the Sahel of Africa and spread to the valley between the Senegal and Niger
Slavery, the Civil War, and Reconstruction Gettysburg and the Gettysburg Address
Non-fiction: Slavery, the Civil War, and Reconstruction Gettysburg and the Gettysburg Address Slavery, the Civil War, and Reconstruction Gettysburg and the Gettysburg Address In the summer of 1863, Southern
Readers Theatre Gettysburg and Mr. Lincoln s Speech
245 Resource 17: Readers Theatre Gettysburg and Mr. Lincoln s Speech Gettysburg and Mr. Lincoln s Speech Script developed by Rasinski, T. (2004). Kent State University. 1304.109h/326.091 Parts (5): Narrators
C-14: God Created the World and People Spoiled It
Title: GOD CREATED THE WORLD AND PEOPLE SPOILED IT Theme / Bible Basis: Review of Genesis 1-11 Bible Reading: Psalm 148, NLT Introduction: In our recent messages, we have read together from several stories
The Story of the Native Americans
The Story of the Native Americans Today there are about 2.4 million people (0.8% of the US population 1 ) who call themselves Native Americans. Most of them (about 62%) live in cities and small towns.
Terrorist or freedom fighter or..?
Learning outcomes Students will practice arguing and understanding views which are not necessarily their own Students will gain an understanding of how history can judge events in a different way from
The Constitution: A More Perfect Union
The Constitution: A More Perfect Union 9.1 Introduction When the delegates left Independence Hall in September 1787, they each carried a copy of the Constitution. Their task now was to convince their states
Cyberhunt Greek Government
Name Class Date Cyberhunt Greek Government Navigate the websites listed with each question to learn more about government in Ancient Greek city-states. http://www.fcps.k12.va.us/oakviewes/harris/96-97/agespages/greece/government.html
The Cambridge Law Test: Specimen Questions
The Cambridge Law Test: Specimen Questions All applicants who sit the test in Cambridge will be asked to answer one question in one hour. Individual Colleges will select, from a centrally-set bank of questions,
The Role of Government
The Role of Government Imagine for a moment living under a government that possessed unlimited and undefined powers, such as Communist China or Nazi Germany. What rights do you have now that you think
Table of Contents. Part One: Social Studies Curriculum
Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities 1. Western Political Thought 1 2. The Age of Revolution 6 3. The Age of Napoleon
Essential Questions Critical Knowledge and Needed Skills Resources Assessments
Grade/Course: 6 th Grade Social Studies Enduring Understandings: 1) Democratic principles have their roots in ancient civilizations. 6.2.8.A.3.c 2) Citizenship is a key concept in the development of civilization
The Dawes Act and the Great American Indian Lands Grab
The Dawes Act and the Great American Indian Lands Grab Joseph Bruchac & John Smelcer On February 8, 1887, President Grover Cleveland signed into law the Dawes Act, also known as the General Allotment Act,
A Student Response Journal for. Twelve Angry Men. by Reginald Rose
Reflections: A Student Response Journal for Twelve Angry Men by Reginald Rose Copyright 2004 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com Permission
Chapter 9: The Policies of Alexander Hamilton and Thomas Jefferson
Chapter 9: The Policies of Alexander Hamilton and Thomas Jefferson Department of State, Department of Treasury, Department of War, Attorney General, Postmaster General : 5 government departments established
Jesus Trial and Peter s Denial John 18:12-27 Part Three
Sermon Transcript Jesus Trial and Peter s Denial John 18:12-27 Part Three We are once again returning to our study of the Gospel of John and are presently focusing our attention on John 18:12-27 and the
THEME: We should take every opportunity to tell others about Jesus.
Devotion NT307 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Paul Goes Before Agrippa THEME: We should take every opportunity to tell others about Jesus. SCRIPTURE: Acts 25:13 26:32 Dear Parents
The Odyssey. Teaching Unit. Individual Learning Packet. by Homer (Trans. by W.H.D Rouse) ISBN 978-1-60389-877-5 Item No. 200672
Individual Learning Packet Teaching Unit by Homer (Trans. by W.H.D Rouse) Copyright 1999 by Prestwick House Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com Permission to copy
SSWH3 THE STUDENT WILL EXAMINE THE POLITICAL, PHILOSOPHICAL, AND CULTURAL INTERACTION OF CLASSICAL MEDITERRANEAN SOCIETIES FROM 700 BCE TO 400 CE.
SSWH3 THE STUDENT WILL EXAMINE THE POLITICAL, PHILOSOPHICAL, AND CULTURAL INTERACTION OF CLASSICAL MEDITERRANEAN SOCIETIES FROM 700 BCE TO 400 CE. A. COMPARE THE ORIGINS AND STRUCTURE OF THE GREEK POLIS,
From c. A.D. 45- A.D. 116, a woman named Ban Zhao served as the imperial historian.
The Han Dynasty A Time of Great Achievement From Chaos and Disunity to Stability and Great Works With the fall of the Qin Dynasty, China was plunged into chaos and fighting. In time, a farmer-turned soldier,
State of Nature v. Government
State of Nature v. Government Overview In this lesson, students will discuss what they think life would be like in a state of nature and examine reasons why there is a need for government. They will explore
Africa Before the Slave Trade
Africa Before the Slave Trade Overview of African Kingdoms Ghana and Songhai Ghana (Wagadu) is the earliest known empire of the western Sudan, came into the history books around the eighth century but
Section # 5: THERE IS STILL HOPE
14 Section # 5: THERE IS STILL HOPE Discussion Guide Read to the Group: Adam and Eve made themselves a covering of fig leaves in order to make themselves presentable to, but refused to accept that clothing.
Custom Election Code Template Fact Sheets
Custom Election Code Template Fact Sheets Note: Some of the approaches below reflect drafting by communities in the process of developing of revising custom codes, are not final and have not necessarily
Building Work Contractors Act 1995
Version: 21.11.2015 South Australia Building Work Contractors Act 1995 An Act to regulate building work contractors and the supervision of building work; and for other purposes. Contents Part 1 Preliminary
Business @ the Speed of Thought
Bill Gates About the author Bill Gates wrote his first software program when he was thirteen years old. Two points about the experience seem clear. First, the ability to control something huge at a time
No Greater Love Memorial Day May 26, 2013 Trinity United Methodist Church John 15:9-17
No Greater Love Memorial Day May 26, 2013 Trinity United Methodist Church John 15:9-17 In our nation, where history is often overshadowed by current happenings, it is good that we set aside a couple days
6 th Grade Vocabulary-ALL CAMPUSES
6 th Grade Vocabulary-ALL CAMPUSES 6.1 History. The student understands that historical events influence contemporary events. (B) analyze the historical background of the United States to evaluate relationships
GCE. Classics: Ancient History. Mark Scheme for June 2012. Advanced Subsidiary GCE Unit F391: Greek History from original sources
GCE Classics: Ancient History Advanced Subsidiary GCE Unit F391: Greek History from original sources Mark Scheme for June 2012 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a
Fundamental Principles of American Democracy
Fundamental Principles of American Democracy Standard: 12.1 Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential
North Carolina Essential Standards Third grade Social Studies
North Carolina s Third grade Social Studies In third grade, students draw upon knowledge learned in previous grades to develop more sophisticated understandings of how communities may be linked to form
The Sudanic African Empires: Ghana / Mali / Songhay & The Swahili City States of East Africa
The Sudanic African Empires: Ghana / Mali / Songhay & The Swahili City States of East Africa AP World History Mr. Blankenship Ghana Mali Songhay Swahili States The Kingdom of Ghana emerged c. 5 th century
Egyptian Pyramids Lesson Plan. Central Historical Question: Did slaves build the Great Pyramid at Giza?
Egyptian Pyramids Lesson Plan Central Historical Question: Did slaves build the Great Pyramid at Giza? Materials: Introductory PowerPoint Copies of Documents A-E Guiding Questions Graphic Organizer Plan
Reconstruction SAC Lesson Plan
SAC Lesson Plan Central Historical Question: Were African Americans free during? Materials: Copies of Timeline Copies of Documents A-E Copies of Guiding Questions Copies of SAC Graphic Organizer Plan of
Devotion NT347 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Hall of Faith. THEME: God wants us to trust Him. SCRIPTURE: Hebrews 11:1-40
Devotion NT347 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Hall of Faith THEME: God wants us to trust Him. SCRIPTURE: Hebrews 11:1-40 Dear Parents Welcome to Bible Time for Kids! This is a
Montezuma II. www.getworksheets.com
Montezuma II Montezuma was the leader of the Aztecs, and he ruled from 1502 until 1520. He was born in 1480, and was trained to become a priest. He was born in Tenochtitlán, the capital of the Aztec Empire,
What Do We Mean by Democracy and Freedom? (Speech scheduled for a Boston America First rally on December 12, 1941 that was never delivered)
What Do We Mean by Democracy and Freedom? (Speech scheduled for a Boston America First rally on December 12, 1941 that was never delivered) In the slogans and propaganda that have been hurled back and
Running for Municipal Office in Alberta
Municipal Affairs Running for Municipal Office in Alberta A Candidate s Guide Alberta Municipal Affairs (2013) Running for Municipal Office in Alberta A Candidate s Guide Edmonton: Alberta Municipal Affairs
The Odyssey. What traits of Odysseus are revealed (good AND bad) and where? What obstacles are coming between Odysseus and his goal?
The Odyssey As you read, consider and take notes on the following: What traits of Odysseus are revealed (good AND bad) and where? What obstacles are coming between Odysseus and his goal? How does he deal
RIGHT-TO-FARM LAWS: HISTORY & FUTURE
RIGHT-TO-FARM LAWS: HISTORY & FUTURE Right-to-Farm Laws: Why? Right-to-farm laws were originally designed to protect agricultural operations existing within a state or within a given area of the state
Progressive Era. How does government change to adapt to the needs of society?
1 Progressive Era Description: In this introductory lesson students will read amendments 16-19 analyzing them to identify the social or political problems that progressives were trying to address. Grade:
Greek Tragedy The Sixth Century BCE
Introduction: The Sixth Century BCE, or the End of the Pre Classical Age Theatron: Performance Space Actors and Acting in Greek Tragedy Conclusion: Euripides Orestes, or Why the Greeks Went to the Theatre
BUYER S GUIDE. The Unified Communications Buyer s Guide: Four Steps to Prepare for the Modern, Mobile Workforce
BUYER S GUIDE The Unified Communications Buyer s Guide: Four Steps to Prepare for the Modern, Mobile Workforce Not all that long ago, the word office had a pretty straightforward meaning. When you heard
PRODUCTION. 1The Surplus
1The Surplus 2 The US economy produces an amazing number of different products: thousands of different foods, countless movies, dozens of different type cars, hundreds of entertainment products, dozens
Theodore Roosevelt 1906
Theodore Roosevelt 1906 what has especially directed the attention of the friends of peace is President Roosevelt's happy role in bringing to an end the bloody war recently waged between two of the world's
Name Class Date. Ancient China Section 4
Name Class Date Ancient China Section 4 MAIN IDEAS 1. Han dynasty government was based on the ideas of Confucius. 2. Family life was supported and strengthened in Han China. 3. The Han made many achievements
THE ARIZONA EXECUTIVE BRANCH
THE ARIZONA EXECUTIVE BRANCH The executive branch is made up of six elected offices: the Governor; Secretary of State; Attorney General; State Treasurer; Superintendent of Public Instruction; and State
Ancient Rome: Expansion and Conquest: Teacher s Guide
Ancient Rome: Expansion and Conquest: Teacher s Guide Grade Level: 6-8 Curriculum Focus: Ancient History Lesson Duration: Two class periods Program Description They came, they saw, they conquered. They
LESSON TITLE: The Last Supper. Maidens. THEME: Jesus is the Passover lamb. SCRIPTURE: Luke 22:7-10 CHILDREN S DEVOTIONS FOR THE WEEK OF:
Devotion NT269 CHILDREN S DEVOTIONS FOR THE WEEK OF: Maidens LESSON TITLE: The Last Supper THEME: Jesus is the Passover lamb. SCRIPTURE: Luke 22:7-10 Dear Parents Welcome to Bible Time for Kids. Bible
Student Essays on NASA Project
Student Essays on NASA Project The trip to Washington D.C. for the Quarterbacks of Life program was enlightening for various reasons; it goes without saying that being able to visit the nation's capital,
The Shawshank Redemption. In The Shawshank Redemption, our main character is Andy Dufresne who has just been
J The Shawshank Redemption Storyline In The Shawshank Redemption, our main character is Andy Dufresne who has just been wrongfully accused of killing his wife and a golf pro she was having an affair with.
WORLD HISTORY AND GEOGRAPHY: ANCIENT CIVILIZATIONS
WORLD HISTORY AND GEOGRAPHY: ANCIENT CIVILIZATIONS Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non- Western
Academic Standards for Civics and Government
Academic Standards for June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania s schools and await action
YEAR 1: Kings, Queens and Leaders (6 lessons)
YEAR 1: Kings, Queens and Leaders (6 lessons) Contents Include: The United Kingdom and the Union Jack Kings and Queens The Magna Carta Charles I Parliament The Prime Minister Suggested Teacher Resources:
4. There are three qualifications from becoming a member of the House of Representatives
Article I Legislative Branch 1. The job of the legislative branch is to Make laws Name Period Federal Constitution Study Guide 2. The legislative branch is divided into two parts or two houses which are
Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education
Set 1 The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How
Benchmark C Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe.
Feudalism in Japan and Europe Connection: History Benchmark C Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe. Indicator 3 Describe the
Greece may go to court to get ancient sculptures back from Britain
Greece may go to court to get ancient sculptures back from Britain By Helena Smith, The Guardian, adapted by Newsela staff on 05.13.16 Word Count 839 A woman looks at the Parthenon Marbles, a collection
Our Lady Invites Us To Wake Up From Our Spiritual Coma - Medjugorje.com
Medjugorje visionary, Ivan, speaking to several thousand pilgrims today, August 18, 2010. Ivan was given special instructions from Our Lady concerning the youth and family. Being married to an American
History. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)
History Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims
