Escolar Documentos
Profissional Documentos
Cultura Documentos
in ancient Athens?
s
n
o
i
t
s
e
u
Q
s
u
Chapter Foc ture of ancient Athens?
e social struc
th
s
a
w
t
a
enians have to
h
th
W
A
t
n
ie
c
n
a
unities did
What opport
g?
ecision makin
d
in
te
a
ip
racy in
ic
rt
pa
ehind democ
b
s
a
e
id
e
th
What were
s?
ancient Athen
Pause
The coins on this page come from ancient
Athens. On one side, they show Athena, the
ancient Greeks goddess of wisdom. On the other
side, they show her symbol, the owl. With coins
like this, people bought and sold many things in
ancient Athens, including slaves. What would it
have been like to be a slave?
52
Chapter 3
53
Write a caption for each site that explains why it was significant to
ancient Athenian democracy. In your caption, include information
that helps visitors understand that peoples experiences with
democracy were different according to their social class.
54
Ancient Athens
SKILLaSt Work
N
E
River
TEMPLE
OF ARES
Eridanus
TEMPLE OF
HEPHAESTUS
BOULEUTERION
(COUNCIL)
construct maps
AGORA
LAW COURTS
use cardinal
directions to
locate places on
maps and globes
LIBRARY
AREOPAGUS
PNYX
ACROPOLIS
TEMPLE OF ATHENA
PARTHENON
HILL
OF THE
NYMPHS
THEATRE OF
DIONYSUS
TEMPLE OF
OLYMPIAN
ZEUS
HILL OF
THE MUSES
200 metres
CEN
s
sso
Ili
LS
TR
ve r
Ri
use scale to
determine the
distance between
places
S KIL
Major buildings
Road
City wall
Gate
Geographic
Thinking
Chapter 3
55
Getting Started
at Work
56
CEN
LS
TR
Look at the map on the next page. Use the lines of latitude and
longitude to locate Athens on a globe. Approximate the latitude and
longitude of your own location. Describe the direction you would fly
when going from your location to Athens.
S KIL
SKILLS
Geographic
Thinking
Greece Today
50N
BELGIUM
POLAND
CZECH
REPUBLIC
Atlantic
Ocean
FRANCE
UKRAINE
AUSTRIA
SWITZERLAND
MOLDOVA
HUNGARY
SLOVENIA
CROATIA
BOSNIA AND
IA
SPAIN
ROMANIA
B
SER
ITALY
Ad
40N
PORTUGAL
RUSSIA
SLOVAKIA
E
S
5 0N
40E
20E
GERMANY
riaHERZEGOVINA
tic
BULGARIA
Se
a
MACEDONIA
Black
Sea
40N
ALBANIA
ge
Ae
TURKEY
Sea
an
GREECE
40E
Athens
SYRIA
Medi
terran
ean S
ea
ALGERIA
30N
TUNI
S
IA
MOROCCO
LEBANON
ISRAEL
500 km
JORDAN
30N
LIBYA
0
EGYPT
20E
Using scale
A page this size could be used for a map that shows a city,
or a country, or a continent. Depending on what a map
depicts, a centimetre on a map could represent kilometres
or possibly hundreds of kilometres in distance. This is
called scale. Checking scale is important for determining
real distances between places.
Think About the Task
The scale on a map can determine whether a person
could walk, drive or fly between locations. Why will scale
be important information to include in your walking-tour
map of Athens?
Chapter 3
57
Ancient Greece
Ancient Greece was
divided into small areas
centred on cities and
their surrounding farms
and countryside. These
were known as city
states. Athens and
Sparta, two famous city
states, were often at war
with each other.
N
W
E
S
THESSALY
SKILLaSt Work
Compare the map
on this page with
the map on page 57.
Identify two ways
that Greece today
is different from
ancient Greece.
Why is it important
to keep in mind
that places today
are different than in
history?
MACEDONIA
Aegean
Sea
PERSIAN
EMPIRE
Delphi
Thebes
Corinth
Argos
Ionian
Sea
Athens
Sparta
Mediterrane
a
0
100 km
n Sea
CRETE
CEN
LS
TR
S KIL
Look at the scale on the map above. Figure out a way to measure a north-south
distance and an east-west distance.
Geographic
Thinking
Anc
At h i e n
en
s
Before the
Common
Era (BCE)
500
1000
1500
2000
2500
SKILLS
at Work
S KIL
500
40
03
00
BC
E
Historical
Thinking
CEN
TR
LS
This clay figure from ancient Greece shows a man writing with a
stylus on a wax tablet. The stylus was a pointed stick and the tablet
was a piece of wood coated with wax. You could smooth over the
wax and use the tablet again. Why dont we use this method of
writing today? Why do you think the ancient Athenians used it?
What else do you think might be different about ancient Athens
compared to today?
Chapter 3
59
e first
ought, even before th
th
g
in
ak
w
st
fir
s
hi
as
It w
there be a war vote?
rooster crowed. Would
the dark.
Jason bolted upright in
tiently,
e you? he called impa
Menander! Where ar
t.
the tangle of his blanke
m
fro
et
fe
s
hi
e
fre
to
trying
, to
rs jobs, as Jasons slave
It was one of Menande
his
linen tunic and tying
s
hi
g
in
nn
pi
ith
w
n
so
help Ja
leather sandals.
61
school at
ds when they started
en
fri
e
m
co
be
d
ha
n
so
Perseus and Ja
ing they suffered at
as
te
s
es
dl
en
e
Th
o.
ag
ondage seven, four years
two bore taunts of sec
e
Th
e.
nc
lia
al
r
ei
th
ed
er
school had seal
r pupils, because neith
he
ot
e
th
m
fro
er
sid
class citizen and out
rn in
izen. Both had been bo
cit
an
ni
he
At
an
e
m
co
would ever be
had both been born in
ho
w
s
nt
re
pa
ed
ed
ne
Athens, but a citizen
Athens, too.
of the citys
a general and one
an
ni
he
At
as
w
er
th
fa
Perseuss
Corinth.
er, was from the city of
ev
w
ho
r,
he
ot
m
s
Hi
.
r
leading citizens
His father was a timbe
e.
et
Cr
m
fro
e
er
w
r
he
the citys
Jasons father and mot
ns to supply timber to
he
At
to
e
m
co
d
ha
he
merchant, and
. He had
good to Jasons father
en
be
d
ha
ns
he
At
.
vy
famous na
hool.
gh to send Jason to sc
ou
en
y
lth
ea
w
e
m
co
be
f
r
e
j
Men
in the Government
of Ancient Athens
Citizens
Metics
Slaves
could participate
in government
could vote
couldnt
participate in
government
couldnt vote
could influence
citizens
couldnt
participate in
decision making
couldnt vote
had no influence
63
f
r
e
j
Women
in the Government
of Ancient Athens
Athenian
Women
couldnt
participate in
government
couldnt vote
could influence
citizens
Metics
couldnt
participate in
government
couldnt vote
could influence
citizens
Slaves
couldnt
participate in
government
couldnt vote
had no influence
65
Pause
The members of the
Boule were chosen in
a draw. It worked like
this: the names of
citizens were written
on lead discs and
then discs were
drawn or selected
at random.
Anyone whose name
was drawn became a
member of the Boule
for one year. In
what way did this
process reflect
fairness and equity?
The Bouleterion
The council of ancient Athens, or Boule (boo-lee), met at
the Bouleterion (boo-li-teer-ee-on).
The Boule had 500 members, chosen each year in a draw
from the citizens of Athens.
The Boule made decisions about Athens day-to-day affairs,
such as collecting taxes. It also decided what questions
required a vote of all Athenian citizens.
Members of the Boule were paid, so that citizens without
wealth could afford to devote their time to goverment. To
what extent did this reflect fairness
and equity?
This illustration shows the Agora of ancient Athens, as an artist has imagined it. Can you find
the building with the round roof? That was part of the Bouleterion, along with the buildings
next to it. Above the Bouleterion and to the right, you can see the Temple of Hephaestus. The
photo on page 80 of this textbook shows the same temple. The temple is the only building in
and around the Agora that remains standing today.
66
67
Whats important?
Athenian citizens had rights and privileges. They also had responsibilities to
their city. What were these rights and responsibilities, and how did they
support a well-functioning society?
onsibilities
p
es
R
d
n
a
ts
h
ig
R
n
Athenia
be a citizen
nian citizenship. To
and a
Voting is a privilege
ty. At
citizens responsibili
henians
least six thousand At
portant
must vote when im
decisions are to
be made.
68
Pause
Find clues on this page about
what services the government of
ancient Athens provided citizens.
How did it pay for services?
What opportunities
did ancient Athenians
have to participate in
decision making?
Whats important?
Day one of Jasons story introduced the structure of
society in Athens. When you read through day two,
consider how Athenian government was structured.
How did democracy affect every person living in
Athens? Also search for clues about how non-citizens
could try to influence decisions even though they
were not allowed to vote.
You have learned about the Boule. The Boule was part of the
government of ancient Athens a part in which 500 citizens
participated. There was also a part called the Assembly, in
which all the citizens of ancient Athens participated.
The Assembly met at a site called Pnyx Hill.
Pnyx is a Greek word that means tightly
packed together. Citizens at Pnyx Hill
listened to speakers and debated issues.
This illustration imagines
what the Assembly was like.
What does it tell you?
Chapter 3
69
SKILLaSt Work
Primary sources are
pieces of
information about
the past that come
directly from the
past. Primary
sources include
objects and
writings. What
other examples of
primary sources can
you think of?
Describe something
you can learn
about women in
ancient Athens
from the primary
sources on this
page.
LS
CEN
ig
tw
the
b
gra
to
moved
loomed over him.
around someones finger. A face
? hissed the face.
Why didnt you take me with you
n after he had identified the
Jasons heart continued racing eve
sister.
finger, the face and the voice: his
.
always knew what was going on
er
sist
his
w
ho
e
sur
er
nev
s
wa
He
hang around the Agora whenever
Jason could leave the house and
overheard conversations. But
m
fro
s
new
up
g
kin
pic
d,
nte
wa
he
if one of her male relatives came
Lydia could only leave the house
uncle or soon her husband.
an
or
her
fat
her
as
h
suc
,
her
h
wit
nth. She sometimes seemed
Lydia would turn thirteen next mo
, by the preparations for her
overwhelmed, sometimes excited
ud of the fact that he was not a
marriage to Philip. She was so pro
metic, but a citizen.
cant go with me. It would
Lydia, Jason said, You know you
you know what happens as soon
let
Ill
ear
sw
I
ily!
fam
r
ou
ce
gra
dis
as I get home.
ne. Mother suggested that he
Hurry up! Father has already go
him and encourage them to
speak to the citizens who work for
cant vote. Lydia continued.
vote for war especially since he
TR
S KIL
use primary
sources to
interpret historical
events and issues
Historical
Thinking
Pnyx Hill
Pnyx Hill was an important place in the democracy of ancient Athens because the
Assembly met there. The Assembly included all citizens of Athens who had paid
their taxes. The Boule chose the issues the Assembly voted on.
The Assembly met nearly every week. Any citizen could speak, but men over 50
spoke first. Speeches were timed and citizens voted by raising their hands.
The Assembly of ancient Athens is an example of direct democracy. Direct
democracy means that people make decisions in a vote that involves all of them.
They do not use representatives to make decisions.
Pause
How does the idea of direct
democracy compare to the
different ways to make
group choices that you
investigated in Chapter 1?
At Pnyx Hill, speakers addressed
the crowd by standing on this
stone platform.
Chapter 3
71
p
e, they noticed a grou
en
sc
is
th
ed
ch
at
w
s
As Jason and Perseu
ring the river of citizens
no
ig
e,
sid
e
on
to
g
in
of men stand
they be talking about
d
ul
co
t
ha
W
a.
or
Ag
e
flowing through th
to go to
portant than whether
im
e
or
M
?
nt
rta
po
im
that was so
war?
began to
their long tunics and
up
d
be
ab
gr
en
m
e
Suddenly, th
ing in
Hill, knees and feet fly
yx
Pn
of
n
io
ct
re
di
e
th
race in
of a long
guards, at either end
an
ni
he
At
o
Tw
.
ste
ha
undignified
them.
red rope, chased after
b of
laughter. It was the jo
ith
w
up
d
le
ub
do
s
eu
Jason and Pers
yx Hill for important
Pn
to
ns
ize
cit
t
an
ct
lu
the guards to herd re
could be
d paint on his clothing
re
ith
w
ht
ug
ca
n
ize
votes. Any cit
r not doing his duty.
fined and disgraced fo
and
ft to stand when Jason
le
e
ac
pl
no
ly
al
tic
ac
Pnyx Hill had pr
speaking.
ssible to see who was
po
im
as
w
It
e.
er
th
t
go
Perseus
ugh the press of men,
ro
th
ay
w
r
ei
th
ed
m
or
The two boys w
ed between men with
sh
pu
ey
Th
.
nd
hi
be
r
leaving their slaves fa
ey
ith fine linen tunics. Th
w
en
m
d
an
cs
ni
tu
n
coarse homespu
in fine leather sandals.
et
fe
d
an
et
fe
re
ba
trampelled calloused
h.
goats, wine, garlic, fis
de
tra
r
ei
th
of
ed
Some men reek
oils.
r smelled of costly
Other men wealthie
en
merchant. Jason had se
e
in
w
a
be
to
t
ou
ed
The speaker turn
of no
a. Yet this ordinary man
or
Ag
e
th
in
es
tim
y
him man
r.
ills of a trained speake
sk
e
th
d
de
an
m
m
co
particular wealth
raised in
he boomed, one hand
!
gs
in
br
ar
w
t
ha
w
r
Remembe
our temples and our
of
n
tio
uc
str
de
e
th
gs
warning. It brin
d children to those
an
en
om
w
r
ou
to
r
ar,
buildings. It brings terro
ood and sacrifice of w
bl
e
th
of
k
in
Th
t!
ec
ot
it is our duty to pr
you vote!
my fellow men, before
73
Aristotle was an
Athenian philosopher
who thought and
wrote about
democracy.
74
Pause
How do the writings for these two ancient
Athenians help us understand their beliefs
about Athenian society and democracy?
Assembly
chooses issues for
all citizens
debated and voted
Citizens
Athenian-born men free with Athenian-born parents
had power and influence
Slaves
men and women owned by others
had no power or influence
Legend
Pause
decision-making
power
influence
1. What does this diagram tell you about representation? What is different about
our ideas of representation today?
2. Think about the guideline you developed in Chapter 1 about how to
participate in groups. If you lived in ancient Athens, do you think you would
have developed the same guideline? Why or why not?
Chapter 3
75
Todays Issue
Editorial
Letters to the editor, page 2
Citizens Guide
Know your rights and responsibilities, page 3
Sports
Another win for
Olympian Doros in wrestling, page 3
Theatre
Listing of this seasons
comedies and tragedies, page 4
You say it was a hard choice, but I saw you
raise your hand quick enough! I voted for war,
too. The general spoke very well and he
persuaded me.
I think that generals becoming too powerful.
Im going to vote to ostracize him this year.
In Other News
More than 6500 citizens took part in this
historic vote. When the vote was called, it took
more than two hours to count the hands raised
first for war, and then against.
This reporter caught up to a group of citizens
in the Agora after the vote. They had this to say.
It was a hard decision for me. I have no wish
to go to war, but a no-war vote would signal to
Sparta that were weak.
76
T h e A n c i e n t At h e n i a n
Editorial Column
Citizen Responsibilities
Conversation at the Agora recently has centered
around our Athenian young men. A number
have just qualified as citizens. However, their
absence during debates and voting at assemblies
has been noted.
The editorial staff believe that these young
citizens need to be reminded of their duties as
citizens in our beloved Athens. It is suggested
that the attention of all of our youth be directed
to the following checklist:
Ostracism
Pay taxes.
Until the age of 60, be prepared to
serve in the army or navy.
Kallies Laundry
Chapter 3
77
78
What is the
procedure for
making government
decisions?
How do members
of society influence
government
decisions?
Pause
Democracy means people power.
In what way was the government
of ancient Athens a democracy?
How fair and equitable was the
democracy in ancient Athens?
f
r
e
j
79
This photo shows a view of Athens today. Athens has been a city
continuously since ancient times. You can still find traces of the
Agora, the Bouleterion and Pnyx Hill in Athens today.
SKILLS
at Work
S KIL
80
TR
Historical
Thinking
REVIEW! REVIEW!
1. What was the social structure of
ancient Athens? Construct a
diagram or mind map to show how
society in ancient Athens was
organized.
Alignment
Spell Check
ABC
Y
K
TOOLS
A
Thought
Another
Thought
What if...
f
r
e
j
Jasons father
Jasons mother
Menander
Lydia
Perseuss father
3. What were the ideas behind democracy
in ancient Athens?
Imagine you are an Athenian writing a letter to
a friend living in Egypt. You are describing
how your form of government reflects
fairness and equity. Provide specific
examples from your society to support
your answer.
4. If democracy means the power of
the people how democratic
was the ancient Athens
government? Provide specific
examples from the chapter to
support your answer.
Chapter 3
81