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150 Unit Title

399 B.C.

Socrates

sentenced

to death

330 B.C.

Alexander the

Great conquers

Persian Empire

c. 287 B.C.

Mathematician and

inventor Archimedes

is born

400

B.C. 300 B.C. 200 B.C.

400

B.C. 300 B.C. 200 B.C.

The temple of Delphi was very

important to ancient Greeks. Many

people believed the priestess here

could foretell the future.

reek

ivilization

Roger Wood/CORBIS

150-151 CH5 CO-824133 3/10/04 5:29 AM Page 150

Chapter Preview

Many Greeks studied science, philosophy, mathematics,

and the arts. When Alexander the Great conquered the Persian

Empire, he spread Greek culture and ideas throughout

southwest Asia and the Mediterranean world.

View the Chapter 5 video in the World History:

Journey Across Time Video Program.

The Culture of Ancient Greece

The Greeks made great strides in the arts. Greek poetry, art, and

drama are still part of our world today.

Greek Philosophy and History

The Greeks’ love of wisdom led to the study of history, politics,

biology, and logic.

Alexander the Great

Alexander the Great was only 25 years old when he conquered

the Persian Empire. As a result of his conquests, Greek art, ideas,

language, and architecture spread throughout southwest Asia and

North Africa.

The Spread of Greek Culture

Greek cities became centers of learning and culture. Greek scientists

developed advanced ideas about astronomy and mathematics.

Chapter Overview Visit

jat.glencoe.com for a preview

of Chapter 5.

Organizing Information Make the following foldable to help you organize

information about Greek culture and philosophy.

Reading and Writing

As you read the chapter,

list the developments

that occurred in ancient

Greece.Write the

developments under the

correct foldable

category.

Step 1 Fold two sheets of paper

in half from top to bottom.

Step 3 Fit both

sheets of paper

together to make

a cube as shown.

Step 4 Turn the

cube and label the

foldable as shown.

Fold both

sheets to leave

inch tab

on top.

The

Culture of

Ancient

Greece

Greek

Philo-

sophy

The Spread

of Greek

Culture

Alexander

the Great

Step 2 Place glue

or tape along both

—

inch tabs.

151

150-151 CH5 CO-824133 3/10/04 5:30 AM Page 151

Using Context Clues

When you have trouble understanding the words in a pas-

sage, it is very difficult to get the author’s message. You may

know part of a word’s definition or even how to pronounce it,

but you still may not understand its full meaning.

Look at the word inspiration in the following paragraph.

Use the highlighted words to help you understand its meaning.

Context

152

Look at phrases

around the word

to find clues to

its meaning.

In this paragraph, the word

inspiration means some-

thing that influences or has

an effect on someone.

The key to Alexander’s courage

may have been his childhood edu-

cation. Alexander kept a copy of

the Iliad under his pillow. Most

likely his inspiration was Homer’s

warrior-hero Achilles. In the end,

Alexander’s reputation outstripped

even Achilles’, and today he is

called Alexander the Great.

—from page 177

When you don’t under-

stand a word or a

concept, reread the

sentence or paragraph.

Find other words that

will give you clues to its

meaning.

150-153 CH5 CO-824133 2/27/04 11:52 PM Page 152

What Does It Mean?

Read the following paragraph about Aesop. Write down

all the words or phrases that help you fully understand the

meaning of the word fable.

About 550 B.C., a Greek slave

named Aesop (EE •

SAHP) made

up his now famous fables. A

fable

(FAY•buhl) is a short tale

that teaches a lesson. In most of

Aesop’s fables, animals talk and

act like people. These often

funny stories point out human

flaws as well as strengths. Each

fable ends with a message, or

moral.

—from page 158

Turn to any page in this

chapter. Close your eyes

and point to a word. It

can be any word, even

“a” or “the.” Now write

a paragraph explaining

how the rest of the

words in the sentence or

paragraph where that

word appears helped

you to determine its

meaning.

Read to Write

153

Aesop

As you read the chapter, create five

word webs. Put an important word

or idea in a center circle. Surround it

with circles containing words from

the text that help explain it.

Alinari/Art Resource, NY

150-153 CH5 CO-824133 3/21/04 9:49 AM Page 153

The

Culture

Ancient Greece

What’s the Connection?

You have read that under Pericles,

Athens became a center of beauty

and culture. During this Golden Age,

Greek thinkers, writers, and artists

contributed many new ideas to the

world.

Focusing on the

• The Greeks believed that gods and

goddesses controlled nature and

shaped their lives.

(page 155)

• Greek poetry and fables taught Greek

values.

(page 157)

• Greek drama still shapes entertain-

ment today.

(page 160)

• Greek art and architecture expressed

Greek ideas of beauty and harmony.

(page 162)

Locating Places

Mount Olympus (uh•LIHM•puhs)

Delphi (DEHL •FY)

Meeting People

Homer (HOH •muhr)

Aesop (EE• SAHP)

Sophocles (SAH •fuh•KLEEZ)

Euripides (yu•RIH•puh •DEEZ)

Building Your Vocabulary

myth (MIHTH)

oracle (AWR•uh •kuhl)

epic (EH •pihk)

fable (FAY•buhl)

drama (DRAH•muh)

tragedy (TRA•juh •dee)

comedy (KAH•muh•dee)

Reading Strategy

Compare and Contrast Create a

Venn diagram showing similarities and

differences between an epic and a

fable.

Epic Both Fable

c. 700s B.C.

Homer writes the

Iliad and Odyssey

c. 550 B.C.

Aesop writes

a series of

fables

GREECE

Athens

Olympia

700 B.C. 600 B.C. 500 B.C.

154 CHAPTER 5 Greek Civilization

c. 500s B.C.

Greek architects

begin using marble

columns

154-163 CH5 S1-824133 2/28/04 12:21 AM Page 154

Greek Mythology

The Greeks believed that gods and

goddesses controlled nature and shaped their lives.

Reading Focus Have you ever wondered why crops

grow or why the sun rises and sets? To get the answer,

you would read a science book. Read to learn how the

Greeks used religion to explain nature.

Myths (MIHTHS) are traditional stories

about gods and heroes. Greek mythology

expressed the Greek people’s religious beliefs.

The Greeks believed in many gods and god-

desses. They believed gods and goddesses

affected people’s lives and shaped events.

That is why the most impressive buildings in

Greek cities were religious temples.

Greek Gods and Goddesses The Greeks

believed that the gods and goddesses

controlled nature. According to Greek

myth, the god Zeus ruled the sky and

threw lightning bolts, the goddess

Demeter made the crops grow, and the

god Poseidon caused earthquakes.

The 12 most important gods and

goddesses lived on Mount Olympus

(uh • LIHM • puhs), the highest mountain

in Greece. Among the 12 were Zeus,

who was the chief god; Athena, the

goddess of wisdom and crafts; Apollo,

the god of the sun and poetry; Ares, the

god of war; Aphrodite, the goddess of

love; and Poseidon, the god of the seas

and earthquakes.

The Greeks believed their gods and goddesses

were a large family—all related in some way.

1. Who was the twin sister of Apollo?

2. Explain How were Ares and Zeus related?

(cw from top)Bettman/CORBIS, The Art Archive/National Archaeological Museum Athens/Dagli Orti, The Art Archive/Achaeological Museum Tarquina/Dagli Orti, Lauros/Giraudon/Bridgeman Art Library, Lauros/Giraudon/Bridgeman Art Library,

The Art Archive/Archaeological Museum Venice/Dagli Orti, Fitzwilliam Museum, University of Cambridge, UK/Bridgeman Art Library, Giraudon/Bridgeman Art Library, Peter Willi/Bridgeman Art Library, Wolfgang Kaehler/CORBIS

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But Greek gods and goddesses were not

thought to be all-powerful. According to

Greek myths, even though gods had special

powers, they looked like human beings and

acted like them. They married, had children,

quarreled, played tricks on each other, and

fought wars.

Because Greeks sought their gods’ favor,

they followed many rituals. Aritual is a set of

actions carried out in a fixed way. As part of

their rituals, the Greeks prayed to their gods

and also gave them gifts. In return, they

hoped that the gods would grant good

fortune to them. Many Greek festivals hon-

ored the gods and goddesses. Festivals dedi-

cated to Zeus were held at Olympia.

The Greeks also believed in an afterlife.

When people died, the Greeks believed their

spirits went to a gloomy world beneath the

earth ruled by a god named Hades.

What Was a Greek Oracle? The Greeks

believed that each person had a fate or des-

tiny. They believed that certain events were

going to happen no matter what they did.

They also believed in prophecy. A prophecy

is a prediction about the future. The Greeks

believed that the gods gave prophecies to

people to warn them about the future in

time to change it.

To find out about the future, many

Greeks visited an oracle (AWR • uh • kuhl).

This was a sacred shrine where a priest or

priestess spoke for a god or goddess. The

most famous was the oracle at the Temple

of Apollo at Delphi (DEHL• FY). The oracle

chamber was deep inside the temple. The

room had an opening in the floor where vol-

canic smoke hissed from a crack in the earth.

A priestess sat on a tripod—a three-

legged stool—in the oracle chamber and lis-

tened to questions. The priests translated

her answers. State leaders or their messen-

gers traveled to Delphi to ask advice from

the oracle of Apollo.

The priestess in the oracle often gave

answers in riddles. When one king, named

Croesus (KREE•suhs), sent messengers to the

oracle at Delphi, they asked if the king

should go to war with the Persians. The ora-

cle replied that if Croesus attacked the

Persians, he would destroy a mighty empire.

Overjoyed to hear these words, Croesus

declared war on the Persians. The Persian

army crushed his army. The mighty empire

King Croesus had destroyed was his own!

Explain

Why did the

Greeks have rituals and festivals for their gods

and goddesses?

156 CHAPTER 5 Greek Civilization

This painting shows a Greek man at the oracle

at Delphi receiving a prophecy. Why were these

prophecies often confusing?

Mary Evans Picture Library

154-163 CH5 S1-824133 7/16/04 7:07 PM Page 156

Greek Poetry and Fables

Greek poetry and fables taught Greek

values.

Reading Focus Do you have favorite stories? Are the

characters in the stories brave and clever? Read about

the characters of the best-loved stories in early Greece.

Greek poems and stories are the oldest

in the Western world. For hundreds of

years, Europeans and Americans have

used these early works as models for their

own poems and stories. Shakespeare, for

example, borrowed many Greek plots and

settings.

The earliest Greek stories were epics

(EH • pihks). These long poems told about

heroic deeds. The first great epics of early

Greece were the Iliad and the Odyssey. The

poet Homer

(HOH•muhr) wrote these epics

during the 700s B.C. He based them on sto-

ries of a war between Greece and the city of

Troy, which once existed in what is today

northwestern Turkey.

In the Iliad, a prince of Troy kidnaps the

wife of the king of Sparta. The kidnapping

outrages the Greeks. The king of Mycenae

and the brother of the king of Sparta lead

the Greeks in an attack on Troy.

The battle for Troy drags on for

10 years. Finally, the Greeks come up with

a plan to take the city. They build a huge,

hollow, wooden horse. The best My-

cenaean warriors hide inside the horse.

The Trojan Horse

After building the Trojan

horse, the Greeks returned

to their ships and pretended

to retreat. Despite warnings,

the Trojans brought the

horse within their city as

a war trophy. The Greeks

inside the horse opened the

city gates for their fellow

soldiers and captured the

city.

What epic included the

story of the Trojan horse?

Clay carving of the

Trojan horse

James L. Stanfield/National Geographic Society Image Collection

154-163 CH5 S1-824133 7/14/04 10:27 PM Page 157

Alinari/Art Resource, NY

The Trojans, thinking the horse was a

gift from the Greeks, celebrate and roll the

giant horse into the city. That night, the

Greek warriors quietly climb from the

horse and capture the city.

The Odyssey tells the story of Odysseus,

another Greek hero. It describes his journey

home from the Trojan War. Odysseus faces

storms, witches, and giants before return-

ing to his wife. Because it took Odysseus 10

years to get home, we use the word odyssey

today to mean a long journey with many

adventures.

Greeks believed the Iliad and the

Odyssey were more than stories. They

looked on the epics as real history. These

poems gave the Greeks an ideal past with

a cast of heroes. Generations of Greeks

read Homer’s works. One Athenian wrote,

“My father was anxious to see me develop

into a good man . . . [so] he compelled me

to memorize all of Homer.”

Homer’s stories taught courage and

honor. They also taught that it was impor-

tant to be loyal to your friends and to value

the relationship between husband and

wife. The stories showed heroes striving to

be the best they could be. Heroes fought to

protect their own honor and their family’s

honor. Homer’s heroes became role models

for Greek boys.

Who Was Aesop? About 550 B.C., a Greek

slave named Aesop (EE•SAHP) made up his

now famous fables. A fable (FAY•buhl) is a

short tale that teaches a lesson. In most of

Aesop’s fables, animals talk and act like

people. These often funny stories point out

human flaws as well as strengths. Each

fable ends with a message, or moral.

One of the best-known fables is “The

Tortoise and the Hare.” In this fable, a tor-

toise and a hare decide to race. More than

halfway into the race, the hare is way ahead.

He stops to rest and falls asleep. Meanwhile,

the tortoise keeps going at a slow but steady

pace and finally wins the race.

The moral of the story is “slow and

steady wins the race.” Some of the phrases

we hear today came from Aesop’s fables.

“Sour grapes,” “a wolf in sheep’s clothing,”

and “appearances often are deceiving” are

examples.

For about 200 years, Aesop’s fables

were a part of Greece’s oral tradition. This

means they were passed from person to

person by word of mouth long before they

were ever written down. Since then, count-

less writers have retold the stories in many

different languages.

Describe

What are the

characteristics of a fable?

158 CHAPTER 5 Greek Civilization

Aesop

According to legend, Aesop was freed from

slavery and became an adviser to Greek

rulers.

What is a fable?

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OMER

c. 750

Homer’s epic poems—the Iliad and the

Odyssey—are famous, but until the 1900s,

historians believed that Homer never existed.

Historians now know Homer was a real person,

but they still debate whether he wrote his

poems alone or with the help of other poets.

Many historians have speculated, or made

educated guesses, about Homer’s personal life.

Some say that Homer came from Ionia and

seven cities claim to be his birthplace. Some

believe that he was blind. Others believe

that he wandered from town to town.

Legends tell of Homer’s strong

influence on his readers. For example, as a

young child, Alexander the Great is said to

have slept with a copy of the Iliad under his

pillow.

Homer used the term aoidos for a poet. This word

means “singer,” which tells us that the poetry created

during Homer’s time was memorized and recited, not

written down. Usually, short, simple poems that were

easy to remember were told to an audience as

entertainment.

Homer created a different style of poetry that

influenced all Western literature that followed. His

epics are long and involve complex characters, dramatic

action, and interesting events. Because each section

of the Iliad and the Odyssey has these characteristics,

most historians today think that only one poet

could have created both epics. Whoever

Homer was, his two epics have

influenced readers for more than

3,000 years.

Homer

159

“I hate as I hate [Hades’]

own gate that man

who hides one thought

within him while he

speaks another.”

——Homer, the Iliad

Review the characteristics of an epic. Then do

research to identify a modern epic.

Scala/Art Resource, NY

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Actors today include both

men and women—and even

children and animals. Special effects

and makeup have replaced handheld

masks. Music in modern theater is

sometimes just as important as the actors’

words. If you watched a Greek play, what might

it tell you about life in ancient Greece?

Ruins of a Greek theater

The Theater

A modern-day play

Greek Drama

Greek drama still shapes entertain-

ment today.

Reading Focus Think about your favorite movie.

How would you describe it? Is it a tragedy? Is it a

comedy? Read to find out how Greek plays still influ-

ence our entertainment.

What is drama (DRAH•muh)? Drama is a

story told by actors who pretend to be

characters in the story. In a drama, actors

speak, show emotion, and imitate the

actions of the characters they represent.

Today’s movies, plays, and television

shows are all examples of drama.

Tragedies and Comedies The Greeks per-

formed plays in outdoor theaters as part of

their religious festivals. They developed two

kinds of dramas—comedies and tragedies.

In a tragedy (TRA • juh • dee), a person

struggles to overcome difficulties but fails.

As a result, the story has an unhappy end-

ing. Early Greek tragedies presented people

in a struggle against their fate. Later Greek

tragedies showed how a person’s character

flaws caused him or her to fail.

Tragedies and comedies were staged at a

theater on the slopes of the Acropolis in Athens.

The plays included music and dance. Greek

actors wore costumes and held large masks.

The masks told the audience who the

actor was supposed to be—a king, a

soldier, or a god. All the actors were

men, even those playing female parts.

160 CHAPTER 5 Greek Civilization

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In a comedy (KAH • muh • dee), the story

ends happily. Today we use the word comedy

to mean a story filled with humor. The word

actually means any drama that has a happy

ending.

Greek stories dealt with big questions,

such as:

• What is the nature of good and evil?

• What rights should people have?

• What role do gods play in our lives?

The three best-known writers of Greek

tragedies were Aeschylus

(EHS • kuh • luhs),

Sophocles (SAH • fuh • KLEEZ), and Euripides

(yu• RIH • puh •DEEZ). The best-known writer

of Greek comedies was Aristophanes (ar •uh •

STAH •fuh•NEEZ).

Early Greek tragedies had only one actor

who gave speeches and a chorus that sang

songs describing the events. Aeschylus was

the first to introduce the idea of having two

actors. This let the writer tell a story involving

conflict between the two people. Aeschylus

also introduced costumes, props, and stage

decorations—all ideas we still use today.

One of Aeschylus’s best-known plays

is a group of three plays called the Oresteia

(ohr • eh • STY • uh). Aeschylus wrote the

plays in 458 B.C. They describe what hap-

pens when the king of Mycenae returns

home from the Trojan War. The Oresteia

teaches that evil acts cause more evil acts

and suffering. In the end, however, reason

triumphs over evil. The moral of these

plays is that people should not seek

revenge.

Sophocles, a general and a writer of plays,

developed drama even further. He used

three actors in his stories instead of one or

two. He also placed painted scenes behind

the stage as a backdrop to the action. Two of

Sophocles’ most famous plays are Oedipus

Rex (EH • duh • puhs REHKS) and Antigone

(an • TIH • guh • nee) In Antigone, Sophocles

asks the question “Is it better to follow

orders or to do what is right?”

Euripides, a later playwright, tried to

take Greek drama beyond heroes and gods.

His characters were more down-to-earth.

Euripides’ plots show a great interest in

real-life situations. He questioned tradi-

tional thinking, especially about war. He

showed war as cruel and women and chil-

dren as its victims.

The works of Aristophanes are good

examples of comedies. They make fun of

leading politicians and scholars. They

encourage the audience to think as well as

to laugh. Many of Aristophanes’ plays

included jokes, just like popular television

comedies do today.

Summarize

What two

types of drama did the Greeks create?

CHAPTER 5 Greek Civilization 161

This artwork shows

actors preparing for

a play. When and

where were Greek

plays performed?

Comedy and

tragedy masks

(t)Erich Lessing/Art Resource, NY, (b)Mary Evans Picture Library

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Greek Art and Architecture

Greek art and architecture expressed

Greek ideas of beauty and harmony.

Reading Focus Do you consider any building in

your neighborhood a work of art? Read on to find

out about buildings that people have admired as art

for centuries.

Artists in ancient Greece believed in cer-

tain ideas and tried to show those ideas in

their work. These ideas have never gone

out of style. Greek artists wanted people to

see reason, moderation, balance, and har-

mony in their work. They hoped their art

would inspire people to base their lives on

these same ideas.

We know that the Greeks painted

murals, but none of them have survived.

However, we can still see examples of

Greek painting on Greek pottery. The pic-

tures on most Greek pottery are either red

on a black background or black on a red

background. Large vases often had scenes

from Greek myths. Small drinking cups

showed scenes from everyday life.

162 CHAPTER 5 Greek Civilization

Treasure Room

Held the city's gold

Festival

Athenians came to honor

Athena every four years.

Athena

The statue of Athena,

covered in ivory and gold,

was about 43 feet high.

Today the Parthenon still

rises above Athens.

The Parthenon

Doric

The Greeks used three

different styles of columns

in their buildings.

Ionic

Corinthian

Standing at almost 230 feet long and 100 feet wide,

the Parthenon was the glory of ancient Athens. It was

built between 447 and 432

B.C. What was the purpose

of the Parthenon?

(tl)Joel W. Rogers/CORBIS, (tc)Dave Bartruff/CORBIS, (tr)Vanni Archive/CORBIS, (b)Charles O’Rear/CORBIS

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CHAPTER 5 Greek Civilization 163

In addition to making pottery, the

Greeks were skilled architects. Architecture

is the art of designing and building struc-

tures. In Greece, the most important archi-

tecture was the temple dedicated to a god or

goddess. The best-known example is the

Parthenon. Temples, such as the Parthenon,

had a walled room in their centers. Statues

of gods and goddesses and the gifts offered

to them were kept in these central rooms.

Large columns supported many Greek

buildings. The first Greek columns were

carved from wood. Then, in 500 B.C., the

Greeks began to use marble. Marble

columns were built in sections. Large

blocks of marble were chiseled from stone

quarries and brought by oxen-drawn

wagon to the building site. The sections

were stacked on top of each other. To keep

them from toppling, the column’s sections

were joined with wooden pegs. Today,

marble columns are common features of

churches and government buildings.

Some of the best-known buildings in our

nation’s capital, such as the White House

and the Capitol, have columns similar to

Greek columns.

Many Greek temples were decorated

with sculpture. Greek sculpture, like Greek

architecture, was used to express Greek

ideas. The favorite subject of Greek artists

was the human body. Greek sculptors did

not copy their subjects exactly, flaws and

all. Instead, they tried to show their ideal

version of perfection and beauty.

Identify

What was

the most important type of building in ancient

Greece?

Reading Summary

Review the

• The Greeks believed gods and

goddesses influenced their lives.

They believed oracles spoke for

the gods and goddesses.

• The Greeks wrote long poems,

called epics, and short tales, called

fables, to pass on Greek values.

• The Greeks created the ideas of

tragedy and comedy that are still

used in drama today.

• Greek art forms, such as painting,

architecture, and sculpture,

expressed Greek ideas of beauty,

harmony, and moderation.

1. How and why did the Greeks

honor their gods?

2. What values did the epic poems

of Homer teach Greeks?

Critical Thinking

3. Contrast How do Greek

tragedies and comedies differ?

Summarizing Information

Draw a table to describe the

characteristics of Greek archi-

tecture and pottery.

Evaluate Do you think the

themes of Euripides’ plays

would be popular today?

Make Generalizations Why

did Greek artists include the

ideas of reason, moderation,

balance, and harmony in their

works?

Expository Writing Greek lit-

erature tells us what the Greeks

thought was important. Choose

a modern book, movie, or televi-

sion show. Write a paragraph to

explain what it would tell others

about our society.

Context Clues

Explain how the words in the

following sentence would help

you find the meaning of the

word moral.

“The moral of the story is ‘slow

and steady wins the race.’”

What Did You Learn?

Study Central™ Need help with the

material in this section? Visit jat.glencoe.com

Greek Architecture

Greek Pottery

154-163 CH5 S1-824133 3/17/05 11:57 AM Page 163

164

Retold by Josephine Preston Peabody

Before You Read

The Scene: This story takes place on the Greek island of Crete in the

legendary time when both humans and gods lived in ancient Greece.

The Characters: Daedalus is the master architect for King Minos of Crete.

Icarus is the son of Daedalus.

The Plot: King Minos once liked and trusted his servant, the architect

Daedalus. The king’s favor, though, soon runs out and he locks Daedalus

and his son, Icarus, in a high tower. Daedalus secretly plans to escape.

Vocabulary Preview

mortal: human

veer: to shift or change direction

waver: to become unsteady

rash: done without thought or

preparation

reel: to turn or seem to turn around

and around

quench: to satisfy or put an end to

a need or desire

vainly: without success

Have you ever known someone

who ignored warnings and did

something dangerous? This is

the story of a young boy who

does not listen to his father and

suffers the consequences.

164-167 CH5 WL-824133 2/28/04 2:04 AM Page 164

165

Among all those mortals who grew so wise that they learned the

secrets of the gods, none was more cunning than Daedalus.

He once built, for King Minos of Crete, a wonderful Labyrinth of

winding ways so cunningly tangled up and twisted around that,

once inside, you could never find your way out again without a

magic clue. But the king’s favor veered with the wind, and one day

he had his master architect imprisoned in a tower. Daedalus

managed to escape from his cell; but it seemed impossible to leave

the island, since every ship that came or went was well guarded by

order of the king.

At length, watching the sea-gulls in the air—the only creatures

that were sure of liberty,—he thought of a plan for himself and his

young son Icarus,

who was captive with him.

Little by little, he gathered a store of feathers great and small.

He fastened these together with thread, moulded them in with wax,

and so fashioned two great wings like those of a bird. When they

were done, Daedalus fitted them to his own shoulders, and after

one or two efforts, he found that by waving his arms he could

winnow the air and cleave

it, as a swimmer does the sea.

He held himself aloft, wavered this way and that with

the wind, and at last, like a great fledgling,

learned to fly.

Daedalus (DEH • duhl • uhs): architect for King Minos

Icarus (IH • kuh • ruhs): son of Daedalus

winnow . . . and cleave: here, both mean “to separate

or divide”

fledgling: a young bird without feathers that cannot

yet fly

As You Read

Keep in mind that a myth is a special kind of story, usually

involving gods or goddesses. Greek myths, like this one, were

told and retold over many hundreds of years. Try to figure out

why the Greeks told this story. What lesson does it teach?

164-167 CH5 WL-824133 7/21/04 10:25 AM Page 165

166

Without delay, he fell to work on a pair of wings for the boy

Icarus, and taught him carefully how to use them, bidding him

beware of rash adventures among the stars. “Remember,” said the

father, “never fly very low or very high, for the fogs about the earth

would weigh you down, but the blaze of the sun will surely melt

your feathers apart if you go too near.”

For Icarus, these cautions went in at one ear and out by the

other. Who could remember to be careful when he was to fly for the

first time? Are birds careful? Not they! And not an idea remained in

the boy’s head but the one joy of escape.

The day came, and the fair wind that was to set them free. The

father bird put on his wings, and, while the light urged them to be

gone, he waited to see that all was well with Icarus, for the two

could not fly hand in hand. Up they rose, the boy after his father.

The hateful ground of Crete sank beneath them; and the country

folk, who caught a glimpse of them when they were high above

the tree-tops, took it for a vision of the gods,—Apollo,

perhaps, with Cupid

after him.

At first there was a terror in the joy. The wide vacancy of

the air dazed them,—a glance downward made their brains

reel. But when a great wind filled their wings, and Icarus felt

himself sustained,

like a halcyon-bird

in the hollow of a

wave, like a child uplifted by his mother, he forgot

everything in the world but joy. He forgot Crete and

the other islands that he had passed over: he saw

but vaguely that winged thing in the distance

before him that was his father Daedalus.

Apollo: Greek god of the sun

Cupid: Greek god of love

sustained: to be kept from falling

halcyon-bird: also kingfisher, flies close

to the water to catch fish

164-167 CH5 WL-824133 2/28/04 2:10 AM Page 166

167

1. What does King Minos do to keep Daedalus and Icarus

from escaping from Crete?

2. How does the setting of the story influence the plot? Support

your ideas with details from the story.

3. Drawing Conclusions Do you think Daedalus is a concerned

father? Why or why not? Support your opinion with examples.

4. Evaluating Information Why does Icarus disobey his father’s

words of caution?

5. Read to Write Imagine you are Icarus. Would you

listen to your father’s advice? Write one or two paragraphs

explaining what you would have done and why.

Responding to the Reading

He longed for one draught

of flight to quench the thirst of

his captivity: he stretched out his arms to the sky and made

toward the highest heavens.

Alas for him! Warmer and warmer grew the air. Those

arms, that had seemed to uphold him, relaxed. His wings

wavered, drooped. He fluttered his young hands

vainly,—he was falling,—and in that terror he

remembered. The heat of the sun had melted the

wax from his wings; the feathers were falling,

one by one, like snowflakes; and there was

none to help.

He fell like a leaf tossed down the wind, down,

down, with one cry that overtook Daedalus far

away. When he returned, and sought high and

low for the poor boy, he saw nothing but the

bird-like feathers afloat on the water, and he

knew that Icarus was drowned.

The nearest island he named Icaria,

in memory of the child; but he, in heavy grief,

went to the temple of Apollo in Sicily, and there hung up

his wings as an offering. Never again did he attempt to fly.

draught: here, means “a taste”

164-167 CH5 WL-824133 2/28/04 2:12 AM Page 167

reek

hilosophy

and

istory

168 CHAPTER 5 Greek Civilization

435 B.C.

Herodotus

writes history

of Persian Wars

399 B.C.

Socrates

sentenced

to death

500 B.C. 400 B.C. 300 B.C.

335 B.C.

Aristotle opens

the Lyceum

in Athens

What’s the Connection?

Section 1 discussed early Greek

artists and writers. Many of them

made the years between 500 and

350

B.C. the Golden Age for Greece.

Greek thinkers and historians also

produced works that shape people’s

views of the world today.

Focusing on the

• Greek philosophers developed ideas

that are still used today.

(page 169)

• Greeks wrote the first real histories

in Western civilization.

(page 173)

Meeting People

Pythagoras (puh•THA•guh•ruhs)

Socrates (SAH•kruh•TEEZ)

Plato (PLAY•TOH)

Aristotle (AR•uh•STAH •tuhl)

Herodotus (hih•RAH•duh•tuhs)

Thucydides (thoo•SIH•duh•DEEZ)

Building Your Vocabulary

philosophy (fuh•LAH•suh•fee)

philosopher (fuh•LAH•suh•fuhr)

Sophist (SAH•fihst)

Socratic method (suh•KRA•tihk)

Reading Strategy

Categorizing Information Use

diagrams like the one below to show

the basic philosophies of Socrates,

Plato, and Aristotle.

Socrates

Scala/Art Resource, NY

168-173 Ch5 S2-824133 3/10/04 5:48 AM Page 168

Greek Philosophers

Greek philosophers developed ideas

that are still used today.

Reading Focus Who are you? Why are you here?

Read to learn how the ancient Greeks tried to answer

similar “big” questions.

The word philosophy (fuh•LAH•suh•fee)

comes from the Greek word for “love of wis-

dom.” Greek philosophy led to the study of

history, political science, science, and mathe-

matics. Greek thinkers who believed the

human mind could understand everything

were called philosophers (fuh•LAH•suh•fuhrs).

Many philosophers were teachers. One

Greek philosopher, Pythagoras

(puh •THA•

guh • ruhs), taught his pupils that the uni-

verse followed the same laws that governed

music and numbers. He believed that all

relationships in the world could be

expressed in numbers. As a result, he devel-

oped many new ideas about mathematics.

Most people know his name because of the

Pythagorean theorem that is still used in

geometry. It is a way to determine the

length of the sides of a triangle.

Who Were the Sophists? The Sophists

(SAH • fihsts) were professional teachers in

ancient Greece. They traveled from city to

CHAPTER 5 Greek Civilization 169

This artwork shows Greek philosophers involved in a

discussion. Where does the word philosophy come from?

Scala/Art Resource, NY

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170 CHAPTER 5 Greek Civilization

Greek Philosophers

Main Idea

Thinker

Or Group

Important

Contribution

Influence

on Today

Sophists like Libanius

(above) thought that

people should use

knowledge to improve

themselves. They

believed that there

is no absolute

right or wrong.

He rejected the idea

of democracy as a

form of government.

Plato believed that

philosopher-kings

should rule society.

Aristotle taught the

idea of the “golden

mean.” He believed

observation and

comparison were

necessary to gain

knowledge.

The importance of

public speaking can

be seen in political

debates between

candidates.

His methods

influenced the way

teachers interact

with their students.

He introduced the

idea that govern-

ment should be

fair and just.

His political ideas

still shape political

ideas today.

They developed the

art of public speak-

ing and debate.

He created the

Socratic method

of teaching.

He described his

vision of the ideal

government

in his work the

Republic.

He wrote over 200

books on philoso-

phy and science. He

divided all govern-

ments into three

basic types.

He was a critic of

the Sophists. Socrates

believed that there

was an absolute

right and wrong.

Sophists Socrates Plato Aristotle

city and made a living by teaching others.

They believed students should use their

time to improve themselves. Many taught

their students how to win an argument and

make good political speeches.

Sophists did not believe that gods and

goddesses influenced people. They also

rejected the idea of absolute right or wrong.

They believed that what was right for one

person might be wrong for another.

The Ideas of Socrates One critic of the

Sophists was Socrates (SAH • kruh • TEEZ).

Socrates was an Athenian sculptor whose

true love was philosophy. Socrates left no

writings behind. What we know about

him we have learned from the writings of

his students.

Socrates believed that an absolute truth

existed and that all real knowledge was

within each person. He invented the

Socratic method (suh •KRA•tihk) of teaching

still used today. He asked pointed questions

to force his pupils to use their reason and to

see things for themselves.

Some Athenian leaders considered the

Socratic method a threat to their power. At

one time, Athens had a tradition of ques-

tioning leaders and speaking freely.

However, their defeat in the Peloponnesian

War changed the Athenians. They no longer

trusted open debate. In 399 B.C. the leaders

accused Socrates of teaching young

Athenians to rebel against the state. A jury

found Socrates guilty and sentenced him to

death. Socrates could have fled the city, but

(l)Mary Evans Picture Library, (cl)Scala/Art Resource, NY, (cr)Museo Capitolino, Rome/E.T. Archives, London/SuperStock, (r)Reunion des Musees Nationaux/Art Resource, NY

168-173 Ch5 S2-824133 3/10/04 5:52 AM Page 170

he chose to remain. He argued that he had

lived under the city’s laws, so he had to

obey them. He then drank poison to carry

out the jury’s sentence.

The Ideas of Plato One of Socrates’ stu-

dents was Plato (PLAY •toh). Unlike Socrates,

we are able to learn a lot about Plato from

his writings. One work Plato wrote is called

the Republic. It explains his ideas about gov-

ernment. Based on life in Athens, Plato

decided that democracy was not a good

system of government. He did not think

that rule by the people produced fair or sen-

sible policies. To him, people could not live

good lives unless they had a just and rea-

sonable government.

In the Republic, Plato described his ideal

government. He divided people into three

basic groups. At the top were philosopher-

kings, who ruled using logic and wisdom.

Warriors made up the second group. They

defended the state from attack.

The third group included the rest of the

people. They were driven by desire, not by

wisdom like the first group or courage like

the second. These people produced the

state’s food, clothing, and shelter. Plato also

believed that men and women should have

the same education and an equal chance to

have the same jobs.

Who Was Aristotle? Plato established a

school in Athens known as the Academy. His

best student was Aristotle (AR•uh•STAH •tuhl).

Aristotle wrote more than 200 books on

topics ranging from government to the

planets and stars.

In 335 B.C. Aristotle opened his own

school called the Lyceum. At the Lyceum,

Aristotle taught his pupils the “golden

mean.” This idea holds that a person should

do nothing in excess. For example, a person

should not eat too little or too much but just

enough to stay well.

Aristotle also helped to advance science.

He urged people to use their senses to make

observations, just as scientists today make

observations. Aristotle was the first person

to group observations according to their sim-

ilarities and differences. Then he made gen-

eralizations based on the groups of facts.

Like Plato, Aristotle wrote about gov-

ernment. He studied and compared the

governments of 158 different places to find

the best form of government. In his book

Politics, Aristotle divided the governments

into three types:

• Government by one person, such as a

monarch (king or queen) or a tyrant

• Government by a few people, which

might be an aristocracy or an

oligarchy

• Government by many people, as in a

democracy

Aristotle noticed that governments run

by a few people were usually run by the

rich. He noticed that most democracies

were run by the poor. He thought the best

government was a mixture of the two.

Aristotle’s ideas shaped the way

Europeans and Americans thought about

government. The founders of the United

States Constitution tried to create a mixed

government that balanced the different

types Aristotle had identified.

Contrast

How did

Aristotle’s idea of government differ from Plato’s?

Web Activity Visit jat.glencoe.com and click

on Chapter 5—Student Web Activity to learn

more about ancient Greece.

CHAPTER 5 Greek Civilization 171

168-173 Ch5 S2-824133 3/10/04 5:53 AM Page 171

Aristotle spent 20 years at Plato’s Academy.

What present-day careers or subjects of study

require lifelong learning?

LATO AND

ARISTOTLE

Plato c. 428–347

Aristotle 384–322

Plato was from a noble Greek family and had planned a career in

politics. However, he was so horrified by the death of his teacher,

Socrates, that he left politics and spent many years traveling and

writing. When Plato returned to Athens in 387

., he founded an

academy, where he taught using Socrates’ method of questioning. His

academy drew bright young students from Athens and other Greek

city-states. Plato looked for truth beyond the appearances of

everyday objects and reflected this philosophy in his writing and

teaching. He believed the human soul was the connection between

the appearance of things and ideas.

Plato and Aristotle—two of the greatest ancient Greek

philosophers—met as teacher and student at Plato’s Academy in

Athens. Aristotle left his home in Stagira and arrived on the Academy’s

doorstep when he was eighteen years old. He remained at Plato’s Academy for

20 years, until the death of his teacher. Unlike Plato, Aristotle did not come from

a noble family. His father was the court physician to the king of Macedonia. At an early

age, Aristotle’s father introduced him to the topics of medicine and biology, and these

became his main interests of study. Aristotle sought truth through a systematic, scientific

approach. He liked to jot down notes and details about different

topics—from weather to human behavior—and arrange them in

categories. He did not trust the senses’ ability to understand the

universe.

After Plato’s death, Aristotle traveled for about 12 years.

He also tutored the future Alexander the Great. Later in his life, he

returned to Athens and opened his own school, the Lyceum. He

made his school the center for research in every area of

knowledge known to the Greeks.

Aristotle

Plato

(t)SEF/Art Resource, NY, (b) Scala/Art Resource, NY

168-173 Ch5 S2-824133 3/21/04 9:53 AM Page 172

Reading Summary

Review the

• The ideas of Greek philosophers,

including Socrates, Plato, and

Aristotle, still affect modern

thinking about education, gov-

ernment, and science.

• Herodotus and Thucydides are

considered western civilization’s

first historians. They believed

that people could understand the

present by studying the past.

1. Who were the Sophists and

what were their beliefs?

2. Before Herodotus, how did

Greeks explain the past?

Critical Thinking

3. Organizing Information

Draw a diagram like the one

below. Use the diagram to

organize Plato’s ideas about an

ideal government.

Science Link How are

Aristotle’s teachings related to

the scientific method used by

scientists today?

Contrast What is different

about the works of Herodotus

and Thucydides?

Summarize Describe

Aristotle’s contributions to

government.

Persuasive Writing Do you

agree with Plato’s vision of the

ideal state in the Republic?

Write an editorial expressing

your viewpoint.

What Did You Learn?

Study Central™ Need help with the

material in this section? Visit jat.glencoe.com

CHAPTER 5 Greek Civilization 173

Greek Historians

Greeks wrote the first real histories in

Western civilization.

Reading Focus Why is history important? Read on to

find out what Greek historians thought was important.

In most places in the ancient world, peo-

ple did not write history. Legends and

myths explained their past. Some civiliza-

tions kept long lists of rulers and the dates

they were in power, but no one tried to

explain the past by studying events. Then,

in 435 B.C., a Greek named Herodotus (hih•

RAH • duh • tuhs) wrote the history of the

Persian Wars.

In his book, Herodotus tried to separate

fact from legend. He asked questions,

recorded answers, and checked the truthful-

ness of his sources. Although his history

includes some errors and uses gods and god-

desses to explain some events, Western histo-

rians consider him the “father of history.”

Many historians consider Thucydides

(thoo•SIH •duh•DEEZ) the greatest historian of

the ancient world. Thucydides fought in the

Peloponnesian War. After he lost a battle, he

was sent into exile. There he wrote his

History of the Peloponnesian War.

Unlike Herodotus, Thucydides saw war

and politics as the activities of human

beings, not gods. He also stressed the

importance of having accurate facts:

Either I was present myself at the

events which I have described or

else I heard of them from eye-

witnesses whose reports I have

checked with as much

thoroughness as possible.

—Thucydides, History of the

Peloponnesian War

Identify How did

Thucydides view war and politics?

168-173 Ch5 S2-824133 3/17/05 11:58 AM Page 173

lexander

the

reat

359 B.C.

Philip II becomes

king of Macedonia

331 B.C.

Alexander

defeats Darius

at Gaugamela

323 B.C.

Alexander dies

MACEDONIA

Gaugamela

Babylon

360 B.C. 340 B.C.320 B.C.

174 CHAPTER 5 Greek Civilization

What’s the Connection?

In Section 2, you learned that the

Greek philosopher Aristotle was also

a teacher. The king of Macedonia

admired Greek culture and hired

Aristotle to tutor his son, Alexander.

Years later, his son would take

control of the Greek world.

Focusing on the

• Philip II of Macedonia united the

Greek states.

(page 175)

• Alexander the Great conquered the

Persian Empire and spread Greek

culture throughout southwest Asia.

(page 176)

Locating Places

Macedonia (MA •suh•DOH•nee•uh)

Chaeronea (KEHR •uh•NEE•uh)

Syria (SIHR•ee•uh)

Alexandria (A •lihg•ZAN•dree•uh)

Meeting People

Philip II

Alexander the Great

Building Your Vocabulary

legacy (LEH•guh•see)

Hellenistic Era (HEH•luh•NIHS•tihk)

Reading Strategy

Sequencing Create a diagram like the

one below to track the achievements

of Alexander the Great.

174-179 Ch5 S3-824133 2/28/04 3:24 AM Page 174

Macedonia Attacks Greece

Philip II of Macedonia united the Greek

states.

Reading Focus Have you ever wanted something

because your neighbor had it? Read to find what the king

of Macedonia wanted from his neighbors, the Greeks.

Macedonia (MA • suh • DOH • nee • uh) lay

north of Greece. The Macedonians raised

sheep and horses and grew crops in their

river valleys. They were a warrior people

who fought on horseback. The Greeks looked

down on them, but by 400 B.C., Macedonia

had become a powerful kingdom.

A Plan to Win Greece In 359 B.C. Philip II

rose to the throne in Macedonia. Philip had

lived in Greece as a young man. He admired

everything about the Greeks—their art,

their ideas, and their armies. Although

Macedonia was influenced by Greek ideas,

Philip wanted to make his kingdom strong

enough to defeat the mighty Persian

Empire. In order to achieve this goal, Philip

needed to unite the Greek city-states with

his own kingdom.

Philip trained a vast army of foot sol-

diers to fight like the Greeks. He took over

the city-states one by one. He took some

city-states by force and bribed the leaders of

others to surrender. Some united with his

kingdom voluntarily.

Demosthenes (

dih • MAHS • thuh • NEEZ)

was a lawyer and one of Athens’s great

public speakers. He gave several powerful

speeches warning Athenians that Philip

was a threat to Greek freedom. He urged

Athens and other city-states to join together

to fight the Macedonians.

CHAPTER 5 Greek Civilization 175

As King Philip II of Macedonia became

more powerful, he began to take part

in the affairs of Greece. Demosthenes real-

ized that Macedonia’s powerful army

would eventually be a threat to Greece.

He tried to warn the Greeks to take action.

“Remember only that Philip is our enemy, that

he has long been robbing and insulting us,

that wherever we have expected aid from oth-

ers we have found hostility, that the future

depends on ourselves, and that unless we are

willing to fight him there we shall perhaps be

forced to fight here....You need not speculate

[guess] about the future except to assure

yourselves that it will be disastrous unless you

face the facts and are willing to do your duty.”

—Demosthenes, “The First Philippic” in

Orations of Demosthenes

Which line of Demosthenes’ speech tells

what he thinks will happen if the Greeks

ignore Philip?

Demosthenes’ Warning

Demosthenes

file photo

174-179 Ch5 S3-824133 3/10/04 6:01 AM Page 175

However, by the time the Greeks saw the

danger, it was too late. The Peloponnesian

War had left the Greeks weak and divided. In

many Greek city-states, the population had

declined after the Peloponnesian War.

Fighting had destroyed many farms and left

people with no way to earn a living. As a

result, thousands of young Greeks left Greece

to join the Persian army. Many who stayed

behind began fighting among themselves.

The city-states grew weaker.

Although the Athenians joined some

other Greek states to fight Philip’s army, they

could not stop the invasion. In 338 B.C. the

Macedonians crushed the Greek allies at the

Battle of Chaeronea (KEHR •uh•NEE•uh) near

Thebes. Philip now controlled most of Greece.

Summarize

Why did Philip II

invade Greece?

Alexander Builds an Empire

Alexander the Great conquered the

Persian Empire and spread Greek culture through-

out southwest Asia.

Reading Focus What will you be doing at age 20?

Read to learn what Philip’s son Alexander achieved.

Philip planned to conquer the Persian

Empire with the Greeks’ help. Before Philip

could carry out his plan, however, he was

murdered. As a result, the invasion of Asia

fell to his son.

Alexander was only 20 when he became

king of Macedonia. Philip had carefully

trained his son for leadership. While still a

boy, Alexander often went with his father to

the battlefront. At age 16 he rose to com-

mander in the Macedonian army. After his

500 km

Lambert Azimuthal Equal-Area projection

500 mi.

W E

20°N

40°N

Granicus

334 B.C.

Chaeronea

338 B.C.

Gaugamela

331 B.C.

Issus

333 B.C.

Arabian

Sea

Mediterranean Sea

Black Sea

Caspian

Sea

Aegean

Sea

ASIA

MINOR

PERSIA

SYRIA

MACEDONIA

EGYPT

Alexandria

Athens

Tyre

Babylon

Persepolis

Susa

Alexander’s Empire 323 B.C.

Alexander the Great’s empire

stretched across three continents.

1. Near what river was the Battle of

Gaugamela fought?

2. What modern countries make up

the eastern borders of the empire?

Find NGS online map resources @

www.nationalgeographic.com/maps

TURKEY

IRAN

IRAQ

SYRIA

JORDAN

KUWAIT

LEBANON

ISRAEL

SAUDI

ARABIA

PAKISTAN

AFGHANISTAN

TURKMENISTAN

UZBEKISTAN

EGYPT

LIBYA

GREECE

BULGARIA

Extent of empire

Alexander’s routes

of conquest

Major battle

KEY

The Region Today

Motion

174-179 Ch5 S3-875047 9/13/06 11:32 AM Page 176

father’s death, Alexander was ready to ful-

fill his father’s dream—the invasion of the

Persian Empire.

Alexander’s Conquests In the spring of

334 B.C., Alexander invaded Asia Minor with

about 37,000 Macedonian and Greek foot sol-

diers. He also took along 5,000 mounted

warriors. With Alexander at their head, the

cavalry destroyed the forces of the local

Persian satraps at the Battle of Granicus.

By the next year, Alexander had freed

the Greek cities in Asia Minor from Persian

rule and defeated a large Persian army at

Issus. He then turned south. By the winter

of 332 B.C., he had captured Syria (SIHR • ee •

uh) and Egypt. Then he built the city of

Alexandria (A •lihg •ZAN •dree•uh) as a cen-

ter of business and trade. The city became

one of the most important cities in the

ancient world.

In 331 B.C. Alexander headed east and

defeated the Persians at Gaugamela, near

Babylon. After this victory, his army easily

overran the rest of the Persian Empire.

However, Alexander did not stop at Persia.

Over the next three years, he marched east

as far as modern Pakistan. In 326 B.C. he

crossed the Indus River and entered India.

There he fought a number of bloody battles.

Weary of continuous war, his soldiers

refused to go farther. Alexander agreed to

lead them home.

On the return march, the troops crossed

a desert in what is now southern Iran. Heat

and thirst killed thousands of soldiers. At

one point, a group of soldiers found a little

water and scooped it up in a helmet. Then

they offered the water to Alexander.

According to a Greek historian, Alexander,

“in full view of his troops, poured the water

on the ground. So extraordinary was the

effect of this action that the water wasted by

Alexander was as good as a drink for every

man in the army.”

In 323

B.C. Alexander returned to

Babylon. He wanted to plan an invasion of

southern Arabia but was very tired and weak

from wounds. He came down with a bad

fever. Ten days later he was dead at age 32.

Alexander’s Legacy Alexander was a

great military leader. He was brave and

even reckless. He often rode into battle

ahead of his men and risked his own life.

He inspired his armies to march into

unknown lands and risk their lives in dif-

ficult situations.

The key to Alexander’s courage may

have been his childhood education.

Alexander kept a copy of the Iliad under his

pillow. Most likely his inspiration was

Homer’s warrior-hero Achilles. In the end,

Alexander’s reputation outstripped even

Achilles’, and today he is called Alexander

the Great.

CHAPTER 5 Greek Civilization 177

This carving of Alexander the Great on his horse

decorated the side of a tomb. Was Alexander

able to fulfill his plans of conquest? Explain.

Alexander the Great

Robert Harding Picture Library

174-179 Ch5 S3-824133 7/14/04 11:49 PM Page 177

A legacy (LEH • guh • see) is what a person

leaves behind when he or she dies.

Alexander’s skill and daring created his

legacy. He helped extend Greek and

Macedonian rule over a vast area. At the

same time, he and his armies spread Greek

art, ideas, language, and architecture wher-

ever they went in southwest Asia and

northern Africa. Greeks, in turn, brought

new ideas back from Asia and Africa.

Alexander’s conquests marked the

beginning of the Hellenistic Era (HEH •luh •

NIHS•tihk). The word Hellenistic comes from

a Greek word meaning “like the Greeks.” It

refers to a time when the Greek language

and Greek ideas spread to the non-Greek

people of southwest Asia.

The Empire Breaks Apart Alexander the

Great planned to unite Macedonians,

Greeks, and Persians in his new empire. He

used Persians as officials and encouraged

his soldiers to marry Asian women. After

Alexander died, however, his generals

fought one another for power. As a result,

the empire that Alexander had created fell

apart. Four kingdoms took its place:

Macedonia, Pergamum (PUHR• guh•muhm),

Egypt, and the Seleucid Empire (suh• LOO•

suhd). Look at the map on page 179 to see

where these kingdoms were located.

All government business in the

Hellenistic kingdoms was conducted in the

Greek language. Only those Asians and

Egyptians who spoke Greek could apply

Alexandria, Egypt

Modern Alexandria

The lighthouse of Alexandria was one

of the Seven Wonders of the Ancient

World. A fire in its tall tower guided

ships into harbor. What was special

about Alexandria in 100

B.C.?

Alexandria

(l)Yan Arthus-Bertrand/CORBIS, (r)Archives Charmet/Bridgeman Art Library

174-179 Ch5 S3-824133 2/28/04 9:29 AM Page 178

Reading Summary

Review the

• Following the Battle of

Chaeronea in 338

B.C., King Philip

of Macedonia ruled all of Greece.

• Alexander the Great, King Philip’s

son, conquered an empire that

stretched to Africa in the south

and India in the east. After

Alexander’s death, his empire

split into several kingdoms.

1. How did Philip II of Macedonia

feel about the Greeks?

2. What ended Alexander’s con-

quest of India?

Critical Thinking

3. Analyze Why was Alexander a

good leader?

Summarize Draw a table to

summarize what you know

about each topic.

Predict How might history

have been different if

Alexander had lived longer?

Geography Skills How many

continents did Alexander’s

empire reach?

Context Clues

What do you think the word

assure means in this passage?

“. . . assure yourselves that it

will be disastrous unless you

face the facts and are willing

to do your duty.”

What words give clues to its

meaning?

Philip of

Macedonia

Alexander

the Great

Alexander’s

Empire After

His Death

What Did You Learn?

Study Central™ Need help with the

material in this section? Visit jat.glencoe.com

CHAPTER 5 Greek Civilization 179

for government posts. The kings

preferred to give the jobs to Greeks

and Macedonians. In this way,

Greeks managed to stay in control

of the governments.

By 100 B.C., the largest city in

the Mediterranean world was

Alexandria, which Alexander had

founded in Egypt. In addition, the

Hellenistic kings created many

new cities and military settlements.

These new Greek cities needed

architects, engineers, philosophers,

artisans, and artists. For this reason,

Hellenistic rulers encouraged Greeks

and Macedonians to settle in south-

west Asia. These colonists provided

new recruits for the army and a pool

of government officials and work-

ers. They helped spread Greek cul-

ture into Egypt and as far east as

modern-day Afghanistan and India.

Explain

What was

Alexander’s legacy?

500 km

Azimuthal Equal-Area projection

500 mi.

40°N

40°E

20°E

Mediterranean Sea

Black Sea

Red Sea

Caspian

Sea

Crete

Cyprus

ASIA MINOR

Pella

Pergamum

Alexandria

Seleucia

Hellenistic World 241 B.C.

KEY

Egyptian kingdom

Macedonian kingdom

Pergamum kingdom

Seleucid kingdom

Following Alexander’s death, his empire

separated into four kingdoms.

1. Which kingdom appears to have had

the most territory?

2. Which kingdoms were at least

partially located in Asia?

Motion

174-179 Ch5 S3-875047 9/13/06 11:44 AM Page 179

180

Alexander the Great:

Villain or Hero?

Was Alexander the Great really great?

Or was he an evil conqueror? Those who

see him as bloodthirsty and cruel give

this as evidence against Alexander. They

say he

•

destroyed Persepolis

•

attacked Tyre, killing 10,000 people

and enslaving 30,000

•

treated his slaves harshly

•

ordered the murder of several close

advisers.

Many legends about Alexander have

been told. One historian found this

account to support the “villain theory.”

“The following is my favourite [story]

which is found all the way from Turkey to

Kazakhstan: Iskander [Alexander] was actu-

ally a devil and he had horns. But his hair

was long and wavy and the horns were

never seen. Only his barbers knew. But he

feared they could not keep the secret. So,

he killed them when they discovered. His

last barber pretended not to notice and

kept the secret. Eventually though he

could bear it no longer

and, as he could tell no

one, he ran to a well and

called down the well:

‘Iskander has horns!’ But

in the bottom of the well

were whispering reeds

[used in flutes] and they

echoed the story until it

went round the whole

world.”

—Michael Wood,

“In the Footsteps of

Alexander the Great”

Villain

180

Alexander the Great (at far left)

David Lees/CORBIS

180-181 Ch5 YD-824133 2/28/04 4:33 AM Page 180

181

Other historians consider Alexander

the Great to be a hero. They claim he

brought progress, order, and culture

to each new land he conquered. In

support of him, they say Alexander

•

tried to promote learning

•

visited all of his wounded men

after each battle

•

spared the lives of the queen and

princess of Persia

•

built new cities where others had

been destroyed.

Arrian, a Greek historian who lived

in the

. 100s, wrote about Alexander

this way:

“For my own part, I think there was at that

time no race of men, no city, nor even a single

individual to whom Alexander’s name and

fame had not penetrated. For this reason it

seems to me that a hero totally unlike any

other human being could not have been born

without the agency [help] of the deity [gods].”

—Arrian, The Anabasis of Alexander

On two points all historians agree:

Alexander was a brilliant general and he

was a brave fighter. He once boasted to

his men:

“For there is no part of my body, in front

at any rate, remaining free from wounds;

nor is there any kind of weapon used either

for close combat or for hurling at the

enemy, the traces of which I do not bear on

my person. For I have been wounded with

the sword in close fight, I have been shot

with arrows, and I have been struck with

missiles projected from engines of war; and

though oftentimes I have been hit with

stones and bolts of wood for the sake of

your lives, your glory, and your wealth, I am

still leading you as conquerors over all the

land and sea, all rivers, mountains, and

plains. I have celebrated your weddings

with my own, and the children of many of

you will be akin to my children.”

—Arrian, The Anabasis of Alexander

Checking for Understanding

Why do some people view

Alexander the Great as a villain?

2. Why do others view him as a

hero?

3. Was Alexander wicked or heroic?

Take the role of a historian.Write

a brief essay or persuasive

speech that explains how you

see Alexander the Great. Be sure

to use facts to support your

position. You can compare him

to other famous rulers to

strengthen your argument.

181

Alexander the Great

Hero

Sandro Vannini/CORBIS

180-181 Ch5 YD-824133 2/28/04 4:34 AM Page 181

pread

reek

ulture

What’s the Connection?

In Section 3, you read that

Alexander’s conquests helped to

spread Greek culture.The kings who

came after Alexander also tried to

attract the best and brightest Greeks

to Asia and Egypt. They hoped to re-

create the glory of Greece’s Golden

Age in their own kingdoms.

Focusing on the

• Hellenistic cities became centers of

learning and culture.

(page 183)

• Epicurus and Zeno showed the world

different ways to look at happiness.

(page 184)

• Hellenistic scientists made major

discoveries in math and astronomy.

(page 185)

Locating Places

Rhodes (ROHDZ)

Syracuse (SIHR•uh•KYOOS)

Meeting People

Theocritus (thee•AH•kruh•tuhs)

Aristarchus (AR •uh•STAHR•kuhs)

Eratosthenes

(EHR•uh•TAHS•thuh•NEEZ)

Euclid (YOO•kluhd)

Archimedes (AHR •kuh•MEE•deez)

Building Your Vocabulary

Epicureanism

(EH•pih•kyu•REE•uh•NIH •zuhm)

Stoicism (STOH•uh•SIH •zuhm)

astronomer (uh•STRAH•nuh•muhr)

plane geometry (jee•AH•muh•tree)

solid geometry (jee•AH•muh•tree)

Reading Strategy

Summarizing Information Create a

diagram to show the major Greek

contributions to Western civilization.

c. 300 B.C.

King Ptolemy I

invites Euclid

to Alexandria

291 B.C.

Menander, the

playwright, dies

212 B.C.

Archimedes killed

by Romans

Syracuse

Athens

Alexandria

350 B.C.275 B.C. 200 B.C.

182 CHAPTER 5 Greek Civilization

The

Contributions

182-186 CH5 S4-824133 3/10/04 6:06 AM Page 182

Araldo de Luca/CORBIS

Greek Culture Spreads

Hellenistic cities became centers of

learning and culture.

Reading Focus Imagine you are a leading citizen in a

new city. How would you make it the best city possible?

Read to find out how leaders in the Hellenistic Era

improved their cities.

During the Hellenistic Era, philosophers,

scientists, poets, and writers flocked to the

new Greek cities in southwest Asia and

Egypt, especially Alexandria. Many came to

take advantage of Alexandria’s library. Its

more than 500,000 scrolls were useful to stu-

dents of literature and language. Alexandria

also had a museum where researchers went

to do their work.

Architecture and Sculpture The Hellenistic

kingdoms were lands of opportunity for

Greek architects. New cities were being

founded, and old ones were being rebuilt.

The Hellenistic kings wanted to make these

cities like the cultural centers of Greece. They

paid handsome fees to line the streets with

baths, theaters, and temples.

Hellenistic kings and other wealthy citi-

zens hired Greek sculptors to fill their towns

and cities with thousands of statues. These

statues showed the same level of workman-

ship as the statues from Greece’s Golden Age.

Literature and Theater Hellenistic lead-

ers also admired talented writers. Kings

and leading citizens spent generous sums

of money supporting writers’ work. As a

result, the Hellenistic Age produced a large

body of literature. Sadly, very little of this

writing has survived.

One of the works we know about is an

epic poem by Appolonius (A•puh•LOH•nee•

uhs) of Rhodes (ROHDZ). Called Argonautica,

it tells the legend of Jason and his band of

heroes. They sail the seas in search of a ram

with golden fleece. Another poet, Theocritus

(thee • AH • kruh• tuhs), wrote short poems

about the beauty of nature.

Athens remained the center of Greek the-

ater. Playwrights in Athens created a new

kind of comedy. The stories had happy end-

ings and still make people laugh. However,

unlike the comedies of Greece’s Golden Age,

they did not poke fun at political leaders.

Instead the plays told stories about love and

relationships. One of the best known of the

new playwrights was Menander (muh•NAN •

duhr), who lived from 343 B.C. to 291 B.C.

Explain

How did the

Hellenistic kingdoms spread Greek culture?

CHAPTER 5 Greek Civilization 183

The Poetry of

Theocritus

Theocritus is considered the creator of

pastoral poetry. Pastoral poetry deals

with rural life, especially the

lives of shepherds. It

often compares rural

and city life. In this

selection, he talks

about shepherding

as a way of life.

“Shepherd, your song is

sweeter than the water

that tumbles and splashes

down from the rocks.

If the Muses get the ewe

for their prize,

you’ll win the [baby] lamb.

But if they choose

the lamb, you’ll carry away the ewe.”

—Theocritus, “First Idyll”

How does Theocritus describe the song of

the shepherd?

Sculpture

of shepherd

182-186 CH5 S4-824133 2/28/04 6:34 AM Page 183

Erich Lessing/Art Resource, NY

Greek Medicine The ancient Greeks

believed that their gods had the power

to cure them of illnesses and injuries.

Greek temples were places of healing

as well as places of worship. In temples,

priests treated patients with herbs,

prayed, and made sacrifices to the

gods as part of the healing process.

In the 400s

B.C., the practice of

medicine began to change. Hippocrates

(hih • PAH • kruh • TEEZ), a doctor and

pioneer of medical science, began to

separate medicine from religion. He

stressed that it was important to

examine the body and look at a

patient’s symptoms to find out why

someone was ill. He also taught that it

was important to

have a healthy diet.

Hippocrates is

well known for the

oath, or pledge, that

he asked his medical

students to recite.

His students had

to promise never

to harm and always

to care for their

patients. New doctors still take a

version of the Hippocratic Oath when

they graduate from medical school.

Connecting to the Past

1. How were illnesses and injuries treated

before Hippocrates?

2. How did Hippocrates change the way

medicine was practiced in ancient Greece?

Philosophy

Epicurus and Zeno showed the world

different ways to look at happiness.

Reading Focus What makes you happy? Read on to

learn about different Greek ideas about happiness.

During the Hellenistic Era, Athens con-

tinued to attract the most famous philoso-

phers in the Greek world. The two most

important philosophers were Epicurus

and Zeno.

Epicureans Epicurus founded a philoso-

phy we now know as Epicureanism (EH •pih•

kyu • REE •uh •NIH •zuhm). He taught his stu-

dents that happiness was the goal of life. He

believed that the way to be happy was to

seek out pleasure.

Today the word epicurean means the

love of physical pleasure, such as good food

or comfortable surroundings. However, to

Epicurus, pleasure meant spending time

with friends and learning not to worry

about things. Epicureans avoided worry by

staying out of politics and public service.

Who Were the Stoics? A Phoenician

named Zeno developed Stoicism (STOH•uh•

SIH •zuhm). It became a very popular philoso-

phy in the Hellenistic world. When Zeno

came to Athens, he could not afford to rent a

lecture hall. So he taught at a building known

as the “painted porch” near the city market.

“Stoicism” comes from stoa, the Greek word

for “porch.”

For Stoics, happiness came from follow-

ing reason, not emotions, and doing your

duty. Today the word stoic is used to

describe someone who is not affected by joy

or grief. Unlike Epicureans, Stoics thought

people had a duty to serve their city.

Contrast

What were the

differences between Epicureanism and Stoicism?

Greek doctor

treating patients

182-186 CH5 S4-824133 3/10/04 6:11 AM Page 184

Scientist Scientific “Firsts”

Archimedes Established the science of physics

Explained the lever and compound pulley

Hypatia Expanded knowledge of

mathematics and

astronomy

Hippocrates Known as the “Father of Medicine”

First to write a medical code of good behavior

Hipparchus Created a system to explain how planets and stars move

Euclid Wrote a book that organized information about geometry

Eratosthenes Figured out that Earth is round

Aristarchus Established that Earth revolves around the sun

Pythagoras First to establish the

principles of geometry

Greek Scientists and Their Contributions

Greek Science and Math

Hellenistic scientists made major

discoveries in math and astronomy.

Reading Focus Do you know how to find the area of

a square? If so, you are doing geometry. Read on to find

out about the person who created geometry and other

scientists from the Hellenistic Era.

Scientists, especially mathematicians

and astronomers, made major contributions

during the Hellenistic Era. Astronomers

(uh•STRAH •nuh•muhrs) study stars, planets,

and other heavenly bodies. Aristarchus

(AR • uh • STAHR • kuhs), an astronomer from

Samos, claimed that the sun was at the cen-

ter of the universe and that Earth circled the

sun. At the time, other astronomers rejected

Aristarchus’s ideas. They thought that

Earth was the center of the universe.

Another astronomer, Eratosthenes (EHR •

uh • TAHS • thuh • NEEZ), was in charge of

the library at Alexandria. Eratosthenes

concluded that Earth is round. He then

used his knowledge of geometry and

astronomy to measure Earth’s circumfer-

ence—the distance around Earth.

Eratosthenes put two sticks in the ground

far apart from each other. When the sun was

directly over one stick, the shadow was

shorter than the shadow at the other stick. By

measuring the shadows, he was able to calcu-

late the curve of Earth’s surface.

Using his measurements, Eratosthenes

estimated that the distance around Earth

equaled 24,675 miles (39,702 km). Amazingly,

his estimate was within 185 miles (298 km) of

the actual distance. Using similar methods,

he measured the distance to the sun and to

the moon. His measurements were quite

accurate.

Euclid

(YOO•kluhd) is probably the most

famous Greek mathematician. His best-

known book Elements describes plane

geometry. Plane geometry (jee • AH • muh •

tree) is the branch of mathematics that shows

The ancient Greeks made advances in science.

1. What were Archimedes’ achievements?

2. Identify Who wrote a code of behavior that

doctors still follow today?

Archimedes

CHAPTER 5 Greek Civilization 185

North Wind Picture Archives

182-186 CH5 S4-824133 2/28/04 4:17 AM Page 185

Reading Summary

Review the

• Hellenistic cities, such as

Alexandria, attracted some of the

Greek world’s best architects,

sculptors, and writers.

• During the Hellenistic Era, new

philosophies, such as Stoicism

and Epicureanism, developed.

• Hellenistic scientists, including

Aristarchus, Eratosthenes, Euclid,

and Archimedes, made important

advances in the fields of astron-

omy and mathematics.

1. Why did the city of Alexandria

attract scholars?

2. Describe the form of philoso-

phy developed by Zeno.

Critical Thinking

Summarize

Draw a table like

the one below. Write several

facts about each scientist in

the correct column.

Compare and Contrast

How were the comedies of the

Hellenistic Era and those of

Greece’s Golden Age similar

and different?

Analyze How would knowl-

edge of geometry be helpful to

the Greeks?

Identify What did the

Epicureans believe about

happiness?

Context Clues

Name two words in this sen-

tence that help define the

word playwright.

“Playwrights in Athens created

a new kind of comedy.”

What Did You Learn?

Study Central™ Need help with the

material in this section? Visit jat.glencoe.com

186 CHAPTER 5 Greek Civilization

how points, lines,

angles, and sur-

faces relate to one

another. Around

300 B.C., King

Ptolemy I (TAH •

luh• mee) of Egypt

asked Euclid if he

knew an easier

way to learn geom-

etry than by

reading Elements. Euclid answered that

“there is no royal way” to learn geometry.

The most famous scientist of the

Hellenistic Era was Archimedes (AHR •kuh•

MEE•deez) of Syracuse (SIHR•uh•KYOOS).He

worked on solid geometry (jee• AH • muh •

tree)—the study of ball-like shapes called

spheres and tubelike shapes called cylinders.

He also figured out the value of pi. This num-

ber is used to measure the area

of circles and is usually represented by the

symbol π.

Archimedes was also an inventor. One

story about Archimedes tells how he

invented weapons. “Give me a lever and a

place to stand on,” Archimedes said to the

king of Syracuse, “and I will move the

earth.”

The king of Syracuse was impressed.

He asked Archimedes to use his levers to

defend the city. So Archimedes designed

catapults—machines that hurled arrows,

spears, and rocks. When Romans attacked

Syracuse in 212 B.C., Archimedes’ catapults

drove them back. It took the Romans three

years to capture Syracuse. During the mas-

sacre that followed, Archimedes was

killed.

Explain

Who was the most

famous scientist of the Hellenistic Era? What did

he contribute?

Eratosthenes

Aristarchus

Euclid

Archimedes

Euclid

Scala/Art Resource, NY

182-186 CH5 S4-824133 3/17/05 12:00 PM Page 186

Alexander the Great

The Spread of Greek Culture

Greek Philosophy and History

The Culture of Ancient Greece

Section

Vocabulary

myth

oracle

epic

fable

drama

tragedy

comedy

Vocabulary

philosophy

philosopher

Sophist

Socratic method

Vocabulary

legacy

Hellenistic Era

Vocabulary

Epicureanism

Stoicism

astronomer

plane geometry

solid geometry

Focusing on the

• The Greeks believed that gods and goddesses controlled nature and shaped

their lives.

(page 155)

• Greek poetry and fables taught Greek values. (page 157)

• Greek drama still shapes entertainment today. (page 160)

• Greek art and architecture expressed Greek ideas of beauty and harmony.

(page 162)

Focusing on the

• Greek philosophers developed ideas that are still used today. (page 169)

• Greeks wrote the first real histories in Western civilization. (page 173)

Focusing on the

• Philip II of Macedonia united the Greek states.

(page 175)

• Alexander the Great conquered the Persian Empire and

spread Greek culture throughout southwest Asia.

(page 176)

Focusing on the

• Hellenistic cities became centers of learning and culture. (page 183)

• Epicurus and Zeno showed the world different ways to look at happiness.

(page 184)

• Hellenistic scientists made major discoveries in math and astronomy.

(page 185)

CHAPTER 5 Greek Civilization 187

Alexander

the Great

Study anywhere, anytime!

Download quizzes and flash cards

to your PDA from glencoe.com

187-189 CH5 CRA-875047 9/13/06 11:49 AM Page 187

Context

Words in Context

Read this passage from page 158.

“My father was anxious to see me

develop into a good man . . . [so] he

compelled me to memorize all of

Homer.”

19. Based on how compelled is used in this

sentence, what do you think it means?

a. asked

b. taught

c. forced

d. dared

To review this skill,see pages 152–153.

10. Why are Greek historians so important?

Section 3 • Alexander the Great

11. Which leader united the Greek states?

12. What are the two main accomplishments

of Alexander the Great?

Section 4 • The Spread of Greek Culture

13. Why were Hellenistic cities important?

14. In what fields did Hellenistic scientists

make advances?

Critical Thinking

15. Understanding Cause and Effect How

did the Peloponnesian War weaken the

Greek states?

16. Analyze Why would knowing the circum-

ference of Earth have been helpful to the

Greeks?

17. Compare How was religion in ancient

Greece similar to religion in ancient

Egypt?

18. Analyze Why do you think the develop-

ment of written history is important?

Review Vocabulary

1. Write a brief paragraph that defines and

compares the following terms.

epic fable myth

Decide if each statement is True or False.

2. An oracle was a shrine Greeks visited

to receive prophecies.

3. Sophists were professional teachers.

4. The death of Socrates marks the begin-

ning of the Hellenistic Era.

5. Astronomers study stars, planets, and

other heavenly bodies.

6. Euclid developed plane geometry.

Review Main Ideas

Section 1 • The Culture of Ancient Greece

7. What did the Greeks believe about their

gods and goddesses?

8. What did Greek art and architecture

express?

Section 2 • Greek Philosophy and History

9. How long did the ideas of Greek philoso-

phers last?

188 CHAPTER 5 Greek Civilization

187-189 CH5 CRA-824133 2/28/04 4:25 AM Page 188

Geography Skills

Study the map below and answer the follow-

ing questions.

20.

Location Analyze the location of the

Hellenistic kingdoms. What present-day

countries control territory that was con-

trolled by the Seleucid empire?

21. Human/Environment Interaction

Which kingdom do you think was the most

difficult to govern based on its geography?

Read to Write

22. Descriptive Writing Imagine you are a

journalist living in Alexandria, Egypt,

during the Hellenistic Era. Write an article

describing life in the city.

23.

Using Your Review the develop-

ments in early Greece that you listed on

your foldable. Using numbers, rank each

development from the most valuable to the

least valuable. Explain the reason for your

highest and lowest ranking.

Linking Past and Present

24. Expository Writing The Nobel prize is

awarded yearly to people who have made

great achievements. Do research to find out

more about the award. Then choose one

Greek philosopher, writer, scientist, or leader

who you think deserves the Nobel prize.

Write a short speech to explain why. Present

your speech to the class.

Using Technology

25. Creating a Multimedia Presentation

Use the Internet and print resources, such

as newspapers and magazines, to research

Greek architecture. Then use the computer

or posterboard to design and construct

your own building using Greek designs.

The Greeks dedicated some of their build-

ings to gods and goddesses. Dedicate your

building to someone in history and design

it with that person in mind. Share your

research and design with the class.

500 km

Azimuthal Equal-Area projection

500 mi.

40°N

40°E

20°E

Mediterranean Sea

Black Sea

Red Sea

Crete

Cyprus

ASIA MINOR

Pella

Pergamum

Alexandria

Seleucia

Hellenistic World

Self-Check Quiz To help you prepare for

the Chapter Test, visit jat.glencoe.com

CHAPTER 5 Greek Civilization 189

Analyze

In this account, Thucydides describes the

masses of people who entered Athens

around 430

B.C. seeking relief from the

plague.

“There were no houses for them, and, living

as they did during the hot season in badly

ventilated huts, they died like flies....For

the catastrophe was so overwhelming that

men, not knowing what would happen next

to them, became indifferent to every rule of

religion or law. All the funeral ceremonies

which used to be observed were now disor-

ganized, and they buried the dead as best

they could.”

—Thucydides, History of the

Peloponnesian War

26. What hardships did newcomers to

Athens face during the time of the

plague?

27. What does Thucydides mean when

he says that men “became indifferent

to every rule of religion or law”?

KEY

Egyptian kingdom

Macedonian kingdom

Pergamum kingdom

Seleucid kingdom

187-189 CH5 CRA-824133 2/28/04 5:08 AM Page 189

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