SLG SS2 4.2 Sparta and Athens City State Rivals (1) PDF

SOCIAL SCIENCE 2 SPARTA AND ATHENS: CITY STATE RIVALS | MODULE 4. LESSON 4.2 At the end of this module, you will be able to: 1. compare and contrast Sparta and Athens; 2. explain how the Greeks ended the threat of Persian conquest; and 5. explain the causes of the Peloponnesian War...

SOCIAL SCIENCE 2 SPARTA AND ATHENS: CITY STATE RIVALS | MODULE 4. LESSON 4.2 At the end of this module, you will be able to: 1. compare and contrast Sparta and Athens; 2. explain how the Greeks ended the threat of Persian conquest; and 5. explain the causes of the Peloponnesian War and how it affected Greek city-states. Suggested Time: 1 min | Actual Time Spent: ____min(s) The slight differences between classical Athens and Sparta are magnified in this lesson because it provides for good issue-based discussion. In reality Athens and Sparta were both fairly militaristic, and at other times both were fairly democratic. Contrary to the way they are commonly portrayed, Athens had a powerful army and navy, and Sparta had an Assembly of elected members. But as we deal with discussing the early development of civilizations, it is useful to portray Sparta as militaristic while Athens as sophisticated and modern. Not that this is not true to any extent but it is purposefully exaggerated because the overarching principle in this lesson is not the study of Sparta or Athens, but how nations should focus on their development: Knowledge or strength? Brains or brawn? Before we start with our discussion, watch the video “Athens and Sparta...in five minutes or less” (https://www.youtube.com/watch?v=i_kMOjk9PC8&t=61s). Suggested Time: 5 min | Actual Time Spent: ____min(s) Athens VS Sparta In Ancient Greece there were two different major forms of government, oligarchy and democracy. Oligarchy refers to a small group of people who govern a nation together. Democracy refers to a system of government in which every person has the right to participate. The two city-states that best represent each form of government were Sparta (oligarchy) and Athens (democracy). Athens focused more on culture, while Sparta focused more on war. The oligarchy structure in Sparta enabled it to keep war as a top priority. © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled document are not subject to update notification. PSHS Social Science 2: World History 1 Page 1 of 10  World History: Patterns of Interaction The table summarizes the main characteristics of Athens and Sparta. Athens Sparta Government  "direct democracy" (because  "oligarchy" (rule by a few), but it everyone, not just politicians attended had elements of monarchy (rule by the Assembly) kings), democracy (through the  Elected officials: election of council/senators), and 10 generals (strategos), magistrates ( aristocracy (rule by the upper class archons), and others. or land owning class).  Council of 500 was charged with  Two kings who were generals in administering decisions command of the armies and with  The Assembly open to all citizens (all some religious duties. citizens were eligible to attend such  Five overseers (ephors) elected meetings and speak up). They passed annually ran the day-to-day laws and made policy decisions. operations of Sparta. They could  Citizens were paid for jury service so veto rulings made by the council or not only the wealthy could assembly. participate.  Council or Senate (apella) of 28  Women did not participate in the councilmen (men over 60 and political life of Athens. elected for life by the citizens) and the 2 kings. They acted as judges and © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled document are not subject to update notification. PSHS Social Science 2: World History 1 Page 2 of 10  proposed laws to the citizens' assembly.  The Assembly of all Spartan males aged 30 or over could support or veto the council's recommendations by shouting out their votes.  Women did not participate in the political life of Sparta. Social  Freemen constituted all male citizens,  Spartiates (military professionals Structure divided into numerous classes: who lived mostly in barracks and o At the top, the aristocrats held whose land was farmed by serfs; large estates and made up the they served in the army and could cavalry or captain triremes. vote). o Middle ranks consisted mostly of small farmers.  Perioeci or "neighbors/outsiders" o The lowest class was the who were freemen; they included thetes who were usually artisans, craftsmen, merchants; they urban craftsmen or rowers. could not vote or serve in the army; foreigners could be in this class.  Metics – the people who lived outside the walls of Athens  Helots (serfs descended from those  Unable to own land peoples who had resisted  Could run industries and businesses subjugation by Sparta and who were constantly rebelling. They  Slaves constituted the lowest class in were treated like slaves and gave Ancient Athens. Slaves had no rights. 1/2 of their produce to the Spartiate They constituted one fourth of the citizens who owned the land. population. Though they often held important positions such as teachers  Women had few rights, but were and nurses. more independent in Sparta than elsewhere in Greece.  Women’s principal role in Ancient Athens was in the home. They held no rights in the Athenian democracy. Military  Strong navy.  Strong army, best and most feared strength fighters on land. Life style and  Strong belief in the democratic  Strong belief in militaristic values. values process Their society was built upon a structure of order and discipline. Education  Boys: Learned an array of subjects  Boys: Formal educations in the including reading, writing, schoolhouses were not prized in mathematics, music, poetry, sports Ancient Sparta. At the age of 7, boys and gymnastics. would be placed into state-run training centers. At 20, Spartan  Girls: Females received scant formal males entered military services education. Instead, these women where they needed to serve until age 60 (essentially their entire lives!). © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled document are not subject to update notification. PSHS Social Science 2: World History 1 Page 3 of 10  would focus on domestic skills like Spartan men could marry at the age weaving and spinning. of 20, however they were unable to live with their families until age 30 when they left active military service.  Girls: On the other hand, females did receive some lessons in reading and writing. In addition, they could participate in sports. Role of women  Women and girls were kept at home  Girls were educated in reading and with no participation in sports or writing and could participate in politics. Wives were considered sports; they were treated more as property of their husbands. They were equals to men. The goal was to responsible for spinning, weaving and produce women who would produce other domestic arts. strong healthy babies. At age 18 she would be assigned a husband and return home. Citizen women were free to move around and enjoyed a great deal of freedom. Domestic arts (weaving, spinning, etc.) were usually left to the other classes. Spartan women could own and control their own property. In times of war the wife was expected to oversee her husband's property and to guard it against invaders and revolts until her husband returned. Cultural  Art, architecture, drama and  Spartans did not place a high value achievements literature, philosophy, science, on the arts, education or and legacy medicine, etc. Government architecture. (democracy, trial by jury)  Spartans did not trade with others because they didn’t want to be influenced by any outside cultures.  Spartan citizens were discouraged to study the ideas of literature, science, and philosophy fearing that these new ideas could endanger the stability of the state. © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled document are not subject to update notification. PSHS Social Science 2: World History 1 Page 4 of 10 Persian War As the population of Greece grew, some city-states became overcrowded. To reduce the population, city-states sent families to other lands to begin colonies. By 600 B.C., Greek colonies lined the Black Sea north of Greece. The Greeks also founded colonies around the Mediterranean Sea from Asia Minor to Spain. At the same time the Greeks were expanding, the Persians were building their empire in Asia. Soon, the Greeks and Persians came into conflict. The Battle of Marathon Trouble between the Greeks and Persians began in Ionia. The Persians conquered Ionia around 545 B.C. Some Ionians rebelled against Persian rule in 499 B.C. Athens sent ships and troops to help the Ionians. But King Darius I of Persia crushed the rebellion. In 490 B.C., Darius sent an army across the Aegean Sea. He wanted to punish Athens for helping the Ionians. The Persians and Athenians met on the plain of Marathon near Athens. The Persian army was much larger than the Athenian army. But the Athenians defeated the Persians and drove them from Greece. The Second Persian Invasion In 480 B.C., the Persians again invaded Greece. They were led by Darius' son Xerxes. Xerxes had a huge army of perhaps 300,000 soldiers and a navy of over 1000 ships. Some Greek city-states including Sparta and Athens, united to fight the Persians. The Persians conquered most of northern Greece and marched toward Athens. A small Greek army met the Persians in a narrow mountain pass at Thermopylae. After three days of fighting, the Greeks were defeated. But their stand at Thermopylae gave the Athenians time to flee the city. The Battle of Salamis Athens was empty when the Persians arrived. The Athenians had fled by ship to the nearby island of Salamis. The Persian navy sailed after the Athenians. But the Greek navy was ready. The Greeks attacked the Persians in a narrow channel, or passage, between Salamis and the coast. The large Persian ships could not maneuver (move) well in the channel. The Greeks won a great victory. Xerxes' forces withdrew to Asia Minor. The Greeks had defeated the most powerful ruler in the world. They had preserved their independence and their way of life. Consequences of the Persian Wars The Greek city-states learned over time that their survival depended on cooperation. Even after the Persian Wars, Persia remained a threat. In 478 B.C. the Greek city-states joined together to form a defensive league. Its purpose was to defend its members against the Persians. Sparta did not join this league. It was called the Delian League because its headquarters was on the island of Delos. The league drove the Persians out of Greek territories in Anatolia. As a result, trade increased and Greece became richer. Over time, however, the Delian League failed. Athens began to control the other member city- states. In 433 B.C. Athens interfered with some of Sparta’s allies. These allies pressured Sparta to attack Athens. The conflict is called the Peloponnesian War because Sparta was located in the Peloponnesus region of Greece. © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled document are not subject to update notification. PSHS Social Science 2: World History 1 Page 5 of 10  History of the World During the next 25 years, each side won some victories. Neither side was able to defeat its opponent. Finally, Sparta made a deal with the Persians. The Spartans agreed to give Persia some territory in Anatolia. In return, Persia gave Sparta money to build a navy. In 405 B.C. Sparta’s new navy destroyed the Athenian fleet. Athens surrendered a year later. These were the effects of the war:  The Peloponnesian War brought disaster to the Greek city-states.  Governments were left weak and divided.  Many people had died in battle and from disease.  After the war ended, Sparta ruled its new empire much like Athens had ruled.  Sparta’s allied city-states grew angry at the harsh treatment. While the city-states fought each other, a kingdom grew to the north. The kingdom was Macedonia. Eventually the strength of Macedonia cost the Greek city-states their independence. Suggested Time: 15 mins | Actual Time Spent: ____min(s) © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled document are not subject to update notification. PSHS Social Science 2: World History 1 Page 6 of 10 I. Using a Venn Diagram, compare and contrast the way of life of Athens and Sparta. List the similarities and differences below (a minimum of 4 answers is required, 12 points). Athens Sparta Both © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled document are not subject to update notification. PSHS Social Science 2: World History 1 Page 7 of 10 II. ESSAY. (NON-GRADED) Scoring Guide: INDICATORS 5 4 3 2 ORGANIZATION Ideas are presented Most of the ideas Some ideas are Ideas are not in logical order with are in logical order not presented in presented in effective transitions with adequate proper order. proper order. between major transitions between points. most major points. CONTNENT Content is Content is Limited content Minimal content substantial, specific, sufficiently with inadequate and illustrative developed with elaboration or demonstrating adequate elaboration explanation. strong development or explanation of ideas ARGUMENTATION Arguments/insights Arguments/insights Arguments/insight Minimal provided are provided are s provided are arguments/insight sensible and well somewhat sensible very limited s provided in the explained and well explained essay. 1. How did the Greeks end the threat of Persian conquest? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Explain the causes of the Peloponnesian War. How did it affect Greek city-states? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Suggested Time: 10 mins | Actual Time Spent: ____min(s) © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled document are not subject to update notification. PSHS Social Science 2: World History 1 Page 8 of 10  Its location near the sea made it easier for Athens to develop relationships with other city-states. Sparta’s inland location and its culture made it more isolated than Athens. The people of Athens valued art, culture, and education. The people of Sparta valued strength, simplicity, and military skills. Athens was a democracy, though only free men could take part in government. Sparta was primarily a military state. Its government was an oligarchy in which a few men held most of the power. The economy of Athens relied on trade with other city-states and several foreign lands. The Spartan economy relied on farming and conquest. Sparta depended on slaves and other noncitizens to provide for many of its needs. In Athens, boys were educated to be good citizens. Education balanced book learning and physical training. Girls learned skills for managing the household. In Sparta, boys and girls alike were educated to protect the city-state. Spartan boys began their military training at age 7, and men served in the army until age 60. In Athens, women and slaves had far fewer rights than men had. Spartan women had more rights than other Greek women, such as owning property. The Persian Wars gave the Greeks a new feeling of confidence. The Ionian Greek cities, once subject states to the Persian king, gained their independence. The Greek world would go on to achieve great things, led by the city-state of Athens. The wealth, prestige, policies, and power of Athens caused resentment among other city-states. This result to the Peloponnesian war. The end result of the war was the defeat for Athens with Sparta becoming the dominant power. Despite this, The Peloponnesian War weakened all of the Greek city-states. Greece continued to be a divided country, and this lack of unity would assist the Macedonians in conquering the Greeks. Suggested Time: 1 min | Actual Time Spent: ____min(s) References: Ancient Greece: City of Sparta. (2020, September 25). Ducksters Education ™. Retrieved September 25, 2020, from https://www.ducksters.com/history/ancient_greece/sparta.php. Ancient Greek Geography. (2020, September 25). Ducksters Education ™. Retrieved September 25, 2020, from https://www.ducksters.com/history/ancient_greece/geography.php. Ancient Greece: Greek City-States. (2020, September 25). Ducksters Education ™. Retrieved September 25, 2020, from https://www.ducksters.com/history/ancient_greece/greek_city_state.php. Ancient Greece: Peloponnesian War. (2020, September 25). Ducksters Education ™. Retrieved September 25, 2020, from https://www.ducksters.com/history/ancient_greece/peloponnesian_war.php Ancient Greece: Persian Wars War. (2020, September 25). Ducksters Education ™. Retrieved September 25, 2020, from https://www.ducksters.com/history/ancient_greece/persian_wars.php © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled document are not subject to update notification. PSHS Social Science 2: World History 1 Page 9 of 10 Ancient Greece: The City of Athens. (2020, September 25). Ducksters Education ™. Retrieved September 25, 2020, from https://www.ducksters.com/history/ancient_greek_athens.php Athens vs Sparta. Retrieved September 30, 2020 from https://www.youtube.com/watch?v=kLBRnpr4GFI Beck,R., Black, L., Krieger,L. Naylor,P. & Shabaka, D.(2012) World History: Patterns of Interactions. Houghton Mifflin Harcourt Publishing Company. Haldon,J.F., Danforth, L. Greece. (2020, October 7). In The Encyclopedia Britannica. Retrieved October 10, 2020 from https://www.britannica.com/place/Greece *Lay-out and Design of Learning Guide Credit: Nneka B. Evangelista, SS 5 Teacher, PSHS- CALABARZON Campus Lesson 5: Athens vs Sparta. Everything You Need Education™ (2012). Retrieved from http://www.polk.k12.ga.us/userfiles/555/Classes/2354/athens_vs_sparta_activity.pdf?id=240092 Perry, M., & Houghton Mifflin Company. (1992). History of the world. Boston: Houghton Mifflin Co. Spielvogel, Jackson J.(2005) Glencoe World History: Modern Times. New York, N.Y. Glencoe/McGraw- Hill, 2005. The Greeks -- Introduction of the PBS series. Retrieved September 30, 2020 from https://www.youtube.com/watch?v=S6i6JBIbuyc&feature=related Two Faces of Greece: Athens and Sparta. Retrieved September 30, 2020 from https://www.pbs.org/empires/thegreeks/educational/lesson1.html Prepared by: Joseph Philip A. Addauan Jr. Reviewed by: Zandra B. Lid-ayan Position: Special Science Teacher II Position: Special Science Teacher II Campus: PSHS-Cagayan Valley Campus: PSHS-Ilocos Region Campus © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled document are not subject to update notification. PSHS Social Science 2: World History 1 Page 10 of 10