The World Chapter 9, Lesson 2: The Greek City-States
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1 The World Chapter 9, Lesson 2: The Greek City-States Everything you need to review and teach a social studies lesson. Print lesson pages, assessment, and practice ancillaries for Chapter 9, Lesson 2 all at once! Lesson Components: Student Edition, pages Test Talk Practice Book, Unit 4 Test Preparation and Practice Quick Study, Lesson Summary and Review Workbook, Lesson Review Assessment Book, Chapter 9 Content Test and Skills Test Every Student Learns Lesson Support and Guide Social Studies Plus!: A Hands-On Approach Blackline Master
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7 Test Talk Use with Unit 4. Mediterranean Empires Directions: Read about these resources. Then follow the directions on pages Use Primary and Secondary Sources 1 2 Primary sources are snapshots of history. They are created by people who were there. Primary sources can be in the form of a photograph, painting, letter, recording, or document. For example, the reports Julius Caesar wrote of his battles are primary sources. A textbook that describes Caesar s battles would be a secondary source. Both primary and secondary sources are valuable. Using both can add to your understanding of a topic. For example, a primary source may give important details or express emotions caused by a situation. A secondary source might include what was happening in several places at once, the outcome, or what we later learned about the causes. By using both kinds of sources, you get a more complete picture. You can also check for errors or bias by using more than one source. To use a primary source, consider the subject matter and point of view. If you have a subject to study, how do you get ideas for primary sources? Secondary sources will identify people involved, and you can search to find what they wrote. Also, secondary sources often list the primary sources they used. As with all research, you must also consider the speaker in both primary and secondary sources. In looking at letters, you may also want to consider the person to whom the letter was written. 3 4 These preserved glass vessels provide a glimpse into the lives of the people of Pompeii. 22 Unit 4 Test Talk Practice Book
8 Test Talk Strategy 1 Locate Key Words in the Question Use with Unit 4. Learn Read the question. Circle the key words and complete the sentence. 1. In what form might a primary source be? A any text from a Web site B a letter C an encyclopedia D a textbook I need to find out in what form a primary source might be. Circle key words. Turn the question into a statement using key words. Try It Read each question. Circle the key words and complete each sentence. 2. What might a primary source add to the understanding of a topic? A emotions caused by an event B information about what was happening in several places at once C information about what we later learned about the causes of an event D the effects of the event on later generations of people I need to find out 3. What can only a secondary source add to the understanding of a topic? Use details from the text to support your answer. I need to find out 4. Why is it important to consider the speaker in both primary and secondary sources? Use details from the text to support your answer. I need to find out Test Talk Practice Book Unit 4 23
9 Test Talk Strategy 2 Learn Locate Key Words in the Text Read the question. Circle the key words and complete the sentence. 1. Based on paragraph 2, what can you use to check a secondary source? Use details from the text to support your answer. Try It I found the answer in paragraph 2, sentence 6. Read each question. Circle the key words and complete each sentence. Use with Unit Based on paragraph 3, how might information in a secondary source lead to a primary source? A A primary source expresses emotions about events. B A primary source refers to a Web site. C A secondary source often lists primary sources used. D A secondary source tells about what is happening in several places at once. I found the answer in Look for and circle key words in the question. Look for and circle key words in the text that match key words in the question. The question asks you to tell what you can check a secondary source against. You will have to look in one place in the text for information. 3. What might a secondary source add to the understanding of a topic? Use details from the text to support your answer. I found the answer in 4. Why is it important to consider the speaker in both primary and secondary sources? Use details from the text to support your answer. I found the answer in 24 Unit 4 Test Talk Practice Book
10 Strategy 3 Choose the Right Answer Test Talk Use with Unit 4. Learn Cross out any choice you know is wrong. Next, go back to the text to rule out any other choices. Then mark your answer choice. You will have to look in one 1. In what form might a primary source be? place in the text. A any text from a Web site B C D a letter an encyclopedia a textbook Rule out the incorrect choices. Choose answer B because the text supports this choice. Try It Cross out any choice you know is wrong. Next, go back to the text to rule out any other choices. Then mark your answer choice. 2. What might a primary source add to understanding a topic? A emotions caused by an event B information about what was happening in several places at once C information about what we later learned about the causes of an event D the effects of the event on later generations of people 3. What can only a secondary source add to the understanding of a topic? A how events happened minute by minute B how a person reacted to an event C what soldiers wore on the battlefield D what was happening in several places at once 4. Based on paragraph 2, why when doing research would you want to use both primary and secondary sources? A It helps you eliminate sources which oppose your viewpoint. B It helps you find out which sources are famous. C It enables you to change topics. D It helps you get a more complete picture. Test Talk Practice Book Unit 4 25
11 Strategy 4 Use Information from the Text Test Talk Use with Unit 4. Learn Use information from the text to answer the question. 1. What are some examples of primary sources? Use details from the text to support your answer. Try It My Notes: snapshots of history, photograph, painting, letter, recording, document My Answer: Examples of primary sources are photographs, paintings, letters, recordings, and documents. Use information from the text to answer each question. 2. What type of information might a secondary source include? Use details from the text to support your answer. My Notes: Look for and circle key words in the question. The question asks for examples of primary sources. Read the text and make notes about examples of primary sources. Reread the question and cross out any notes that do not apply to the question. Answer the question in your own words. My Answer: 3. When using a primary source, what is important to consider? Use details from the text to support your answer. My Notes: My Answer: 26 Unit 4 Test Talk Practice Book
12 Strategy 5 Use Information from Graphics Test Talk Use with Unit 4. Learn Look at the photograph and read the caption on page 22. Use information from the photograph and caption to answer the question. 1. Based on the photograph and caption, what makes these objects primary sources? Use details to support your answer. To find the answer, I will look at the photograph of the vessels and read the caption about the vessels. Look for and circle key words in the question. My Answer: The objects are primary sources because they were used by the people of Pompeii. Look at page 22. Analyze the photograph and caption. Use details to answer the question. Try It Look at the photograph and read the caption on page 22. Use information from the photograph and caption to answer each question. 2. Based on the photograph, what are some ways that the objects are alike? Use details to support your answer. To find the answer, I will My Answer: 3. Based on the photograph, what kind of vessel is in the middle of the other vessels? Use details to support your answer. To find the answer, I will My Answer: Test Talk Practice Book Unit 4 27
13 Strategy 6 Write Your Answer to Score High Test Talk Use with Unit 4. Learn Examine this sample done by an imaginary student named Bikram. Analyze Bikram s work. Cross out unfocused information. What should he do to score higher? 1. Why are the reports Julius Caesar wrote of his battles considered primary sources? Use details from the text to support your answer. Bikram s Notes: created by people there, reports, Julius Caesar, wrote of battles, primary sources, textbook describes Caesar s battles, secondary source Bikram s Answer: Primary sources are created by people who are a part of or witness events. Julius Caesar wrote about battles. That is why his reports are considered primary sources. A textbook about Caesar s battles is a secondary source. To score higher, Bikram needs to add his to battles to make the answer complete, and cross out unfocused information about a secondary source. Bikram circled key words in the question. Bikram s information about battles is incomplete. Bikram s notes include unfocused information. Try It Examine this sample done by an imaginary student named Patti. Analyze Patti s work. Cross out unfocused information. What should she do to score higher? 2. Why are both primary and secondary sources valuable? Use details from the text to support your answer. Patti s Notes: add to understanding of topic, give a more complete picture, help check for bias, consider the subject matter and point of view Patti s Answer: A primary source and a secondary source help you understand a topic more fully. They can give a more complete picture. They help check for bias. You also have to consider the subject matter and point of view. To score higher, Patti needs to 28 Unit 4 Test Talk Practice Book
14 Lesson 2 Summary Lesson 2: The Greek City-States Use with pages Vocabulary myth a traditional story that may be about gods and goddesses immortal able to live forever aristocracy a government controlled by a few wealthy families democracy a government run by the people The Power of Greek Myths and Legends The Trojan War was fought between the Greeks and the people of Troy, a city in western Asia. The story of the war is a blend of myth and legend. Myths are stories that may be about gods and goddesses. Legends are stories about heroes. Gods and goddesses helped heroes on both sides of the Trojan War. The ancient Greeks tried to keep their gods and goddesses happy. The war started when Helen was carried off from the city-state of Sparta to Troy. To end the war, the Greeks built a giant, wooden horse. The Trojans thought it was a gift and pulled the horse into the city. Greek soldiers were hiding in the horse. They opened the gates of Troy for the Greek army. Homer composed two poems about the war the Iliad and the Odyssey. Myths and legends were passed down by word of mouth. The Gods of Mount Olympus The Greeks developed many myths. Myths helped them explain things that happen in nature and life. The Greeks thought that most gods lived on Mount Olympus, in northern Greece. They thought that their gods were immortal, or able to live forever. The Greeks also believed that their gods had special powers. The Greeks held athletic contests every four years to honor Zeus, the king of the gods. The contests, held in the city of Olympia, became known as the Olympic Games. Democracy Begins in Greece Kings ruled some Greek city-states. In others, the government was an aristocracy. It was controlled by rich families. Around 500 B.C., democracy began to develop in some citystates. Democracy is a government run by the people. The city-state of Athens was governed by the Assembly. The Assembly was made up of all citizens older than 18. Later 500 citizens were chosen to serve on a council for a year. The Assembly had to approve the council s decisions. Only citizens could be part of the Greek democracy. Slaves, women, and workers born outside of Athens were not considered citizens. They could not own property, vote, or testify in court. Rivals: Athens and Sparta The citizens of Athens had to defend the city during conflicts and take part in government. The city-state of Sparta was a military state. It conquered other city-states and forced their people to become slaves. The army was the center of life. Only healthy babies were allowed to live. At seven years old, Spartan boys began difficult training for a life in the army. Women in Sparta Sparta expected its women to be strong and responsible. Spartan women played many sports. They wanted their sons to fight bravely in battle. Spartan women had more rights than women in other city-states. They could own property. However, they could not take part in government. 58 Unit 4, Chapter 9, Lesson 2 Summary Quick Study
15 Lesson 2 Review Lesson 2: Review 1. Compare and Contrast Compare and contrast Athens and Sparta. Use with pages Where did the Greeks believe that most gods lived? 3. What is an aristocracy? 4. What does the story of the Trojan War tell us about the Greek attitudes toward their gods and goddesses? 5. Critical Thinking: Evaluate Information If you had the choice, would you rather grow up in Athens or in Sparta? Why? Quick Study Unit 4, Chapter 9, Lesson 2 Review 59
16 Lesson Review Lesson 2: The Greek City-States The Greek city-states of Athens and Sparta were very different. Directions: Read the following phrases and decide which city-state each one describes. If it is about Sparta, write S on the blank line. If it is about Athens, write A. Then answer the question that follows. You may use your textbook. 1. Only healthy infants were allowed to live 2. Women had more rights than in other city-states 3. Five hundred citizens formed a council 4. Strictly ruled military state 5. Best example of Greek democracy 6. Boys sent to military camp at age seven 7. Women had very few rights 8. Army-centered life Use with Pages Imagine you live in Ancient Greece. Would you rather live in Athens or Sparta? Why? Notes for Home: Your child learned about different ways of life in ancient Greek city-states. Home Activity: Tell your child that, today, we use the word spartan to mean simple, frugal, or severe. Ask him or her how the word may have gotten its meaning. Have your child use spartan in an original sentence. 62 Lesson Review Workbook
17 Chapter 9 Test Chapter 9 Test Part 1: Content Test Directions: Fill in the circle next to the correct answer. Lesson Objective (1:1) Lesson Objective (1:2) 1. Which describes the physical features of Greece? a mountains, long coastline, deep valleys, rugged highlands b mountains, great rivers, fertile valleys c long coastline, deep valleys, great rivers d mountains, great rivers, rugged highlands Lesson Objective (1:3) 2. Which body of water does NOT reach the Greek shore? a Mediterranean Sea b Atlantic Ocean c Ionian Sea d Aegean Sea Lesson Objective (1:5) 3. Which enabled Greeks to interact with other peoples and cultures? a religion b art c sports d trade Lesson Objective (1:4) 4. Which characteristic of the people of ancient Greece may be explained by the geography of the country? a a common language throughout the country b small, independent communities c an ability to farm in desertlike conditions d a common religion throughout the country 5. Who were the first people to settle on the islands of the Aegean Sea? a Mycenaeans b Athenians c Nok d Minoans Lesson Objective (2:2) 6. Which of the following describes the religious beliefs of the ancient Greeks? a Gods and goddesses lived on Mount Olympus and behaved much like humans. b Gods and goddesses lived on the island of Crete and behaved much like humans. c A single, all-powerful God ruled the universe. d The Greeks did not believe in gods or goddesses. Lesson Objective (2:3) 7. Which describes an aristocracy? a the equal voice of all citizens b rule by a royal family c rule by an elected assembly d rule by a few wealthy people Lesson Objective (2:1) 8. Who were considered citizens in the democracy in Athens? a all men and women b all men c all men born in Athens d all men and women born in Athens Assessment Book Unit 4, Chapter 9 Test 45
18 Chapter 9 Test Lesson Objective (3:3) 9. Which describes the result of the Battle of Salamis? a The Persian fleet was proven indestructible. b Athenian ships destroyed the Persian fleet. c Athens defeated Sparta. d Sparta defeated Athens. Lesson Objective (3:4) 10. In which fields of study did the Greeks excel during the Golden Age? a the arts, architecture, philosophy, and medicine b engineering and broadcasting c the arts, engineering, electronics, and astrology d philosophy, nuclear energy, and astrology Lesson Objective (3:2) 11. What was the Delian League? a group of soldiers under General Delius b ruling class in the city-state of Delian c alliance of Greek city-states d Athens greatest enemy Lesson Objective (3:5) 12. How did Sparta and other Greek citystates rebel against Athens? a bombed Athens b took thousands of Athenians prisoner c formed the Delian League d destroyed farms and homes around Athens Lesson Objective (4:2) 13. Which was NOT a factor in Alexander s rise to power in the Greek empire? a quick defeat of India b defeated the Persian Empire c conquered Syria and Phoenicia d became pharaoh of Egypt Lesson Objective (4:3) 14. Which of the following did NOT help Alexander expand his empire? a a creative military mind b courage c confidence d a love of peace and tranquility Lesson Objective (4:1) 15. How did Alexander spread Greek culture? a He developed friendships with many lands in Europe. b He developed trade with many lands in South America. c He created a vast empire in Europe, Asia, and Africa. d He adopted many Asian ways. Lesson Objective (4:4) 16. Which was NOT a feature of Hellenistic culture? a the founding of new Greek cities b continuous warfare c young people reading the works of Greek writers d international trade Lesson Objective (4:4) 17. Which was NOT a discovery made during the Hellenistic Age? a system of plane geometry b system of writing c understanding of how the human body works d understanding of how levers work 46 Unit 4, Chapter 9 Test Assessment Book
19 Chapter 9 Test Part 2: Skills Test Directions: Use complete sentences to answer questions 1 8. Use a separate sheet of paper if you need more space. 1. How did the physical geography of ancient Greece cause it to separate into independent communities? Cause and Effect 2. How was democracy in ancient Athens different from democracy in the United States? Compare and Contrast 3. Why do you think the stories that Homer told have survived? Draw Conclusions 4. Athens and Sparta both contributed to the Greek culture that shaped Western Civilization. Describe two ways in which these city-states were alike and two ways in which they were different. Compare and Contrast Assessment Book Unit 4, Chapter 9 Test 47
20 Chapter 9 Test 5. Describe three characteristics of the Golden Age of Athens. Main Idea and Details 6. Describe the events that occurred during the Peloponnesian War. Sequence 7. Alexander the Great is remembered as a great military mind. Give one example of his creativity as a military leader. Main Idea and Details 8. What contributions were made in the field of medicine during the Hellenistic Age? Summarize 48 Unit 4, Chapter 9 Test Assessment Book
21 Chapter 9, Lesson 2 The Greek City-States Use with pages Activate Prior Knowledge In the city-state of Athens, citizens were responsible for running the government. Invite students to first share what they know about how most United States citizens participate in government. (by voting) Then discuss their opinions about participating in government. Ask: How do most citizens in the United States participate in the government? How would you feel if, when you reached the age of 18, you had to serve in the government? Even if you do not like the idea of having to serve in the government, why might it be a good idea? Build Background oral tradition Ask students to share stories they have heard about their families from older family members. Have you ever heard stories about your grandparents? parents? older siblings? What were the stories about? List some of the story topics in a word web such as the one below. Then ask students whether they will tell these stories to their own families someday and why. Why would you want to pass these stories on to your own children? Explain that cultures as well as families can have stories that are passed down from generation to generation. Ask students whether they have heard any of these cultural stories. things that happened when they lived in another country or place things that happened when they were young Stories You Have Heard About Family Members amazing things they did or experienced sad things that happened funny things they did or saw 114 Unit 4, Chapter 9, Lesson 2 Every Student Learns
22 Chapter 9, Lesson 2 Access Content Use with pages Preview the Lesson Have students name some of the towns and cities in your state. Then tell students to imagine what it would be like if each of these places had a different government, with its own laws, economy, and army. Discuss how this might affect life in your town. Encourage students to think about how it might affect shopping, travel, friendships, education, and other parts of daily life. Then discuss how towns might compete, and what might happen if they disagreed. Suggested Questions: Read the lesson title. What is a city-state? Help students read the section headings. What are the topics that we will cover in this lesson? Which two city-states were rivals? Picture Walk Page 252 Page 253 Page 254 Page 255 Point out the statue of Athena and read the caption aloud. What does this statue and description tell you about Athena and what the ancient Greeks thought of her? Help students read the caption for the picture. What does this tell us about Greek myths? What does having women athletes on this pot suggest about Greek culture? Point out the phrase Olympic Games in the caption. Have you heard of the Olympic Games? How does this caption add to the information you gained from this pot? Direct students attention to the Fact File. Help students read the captions below the pictures of the Greek gods and goddesses. What do the captions tell you about what the Greeks valued? Read the caption aloud. What does this picture tell you about the young people of Sparta? How are modern athletic fields similar to the dromos? How are they different? My Lesson Guide Suggest that students look for beliefs about gods and goddesses in ancient Greece. Show students how their notes will help them complete My Lesson Guide. Every Student Learns Unit 4, Chapter 9, Lesson 2 115
23 Chapter 9, Lesson 2 My Lesson Guide Directions: Write details to support the main idea. One detail has already been provided. Use with pages Beliefs about gods and goddesses were an important part of life for the ancient Greeks. The city of Athens was named for the goddess Athena, whom the Greeks believed helped them to win the Trojan War. Talk About It Work with a partner. Suppose you are both 18-year-old Athenians. It is your first day in the Assembly. How do you feel? Are you nervous and afraid to talk? Are you excited and can t wait to participate? What do you think you might talk about? Sparta? slaves? sports? temples for an important god or goddess? trade? Notes for Home: Your child learned about Greek city-states. Home Activity: Have your child tell you about how the government in Athens changed and why. Together, try to learn more about Greek mythology. You may also wish to look at art books to see how mythical beings were portrayed. 116 Unit 4, Chapter 9, Lesson 2 Every Student Learns
24 Extend Language In this Extend Language, students learn about the prefix im-. A prefix is a word part that is added to the beginning of a word and changes the word s meaning. Chapter 9, Lesson 2 Use with pages But, unlike humans, the gods were immortal, or able to live forever. page 254 immortal Tell students that the word mortal means something that must eventually die. What is the prefix in the word immortal? Explain that today, im- means not. What does immortal mean? Write the following words on the board or chart paper: polite, perfect, possible. Have students say each word. Then have them say each word with the prefix im-. Have students tell what they think the definition of each word is. Let them refer to a dictionary to check their answers. Immortal: able to live forever Root: Latin a form of in (meaning before) + morta lis (meaning death) Other words with the prefix im-: impassable, immovable im- + word not im- + mortal not mortal im- + polite not polite im- + perfect not perfect im- + possible not possible Conversation Starter Read Pericles quote on page 255 to students. We do not say that a man who takes no interest in politics is a man who minds his own business; we say that he has no business here at all. Ask students: Why is it important to care about what goes on in your community? Every Student Learns Unit 4, Chapter 9, Lesson 2 117
25 Crossword on the Greek Use the clues to fill in this crossword with names and places you have learned about in your study of ancient Greece Clues Across 1. It was fought between Athens and Sparta 2. Story about a god or goddess 3. God of war 4. A leader of Athens 5. A famous philosopher 6. City known for military discipline 7. Period of time after Alexander the Great 8. Writer of geometry books 9. Author of the Iliad Clues Down 1. God of the sea 2. What winners in the Olympics put on their heads 3. Mountain where the gods lived 4. The Great 5. A story about a human hero 6. A helot 7. People from the island where King Minos ruled 8. Paintings made on wet plaster 9. King of the gods Social Studies Plus! Unit 4 Blackline Master 95
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