Chapter 9
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Section 2: Greece and
Persia
Essential Question:
The Big Idea:
What advances did
Greeks make that still
influence the world
today?
The two most powerful city-states in Greece,
Sparta, and Athens, had very different cultures and
became bitter enemies in the 400s BC.
If you were there…You’re a great military leader and the ruler of a
great empire. You control everything in the nations you’ve conquered. One of
the advisers urges you to force conquered people to give up their customs. He
thinks they should adopt your way of life. But another adviser disagrees. Let
them keep their own ways, she says, and you’ll earn their loyalty.
Whose advise do you take? Why?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Main Ideas
 Persia became an empire under Cyrus
the Great.
 The Persian Empire grew stronger
under Darius I.
 The Persians fought Greece twice in the Persian Wars.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Persia Becomes an Empire
The Persians up were up unorganized nomadic people. It took
the skills of leaders like Cyrus the Great and Darius I to change
the situation.
Cyrus the Great
Cyrus II won independence for Persia and conquered the Medes (MEEDZ)
who ruled them for more than 150 years. His victory marked the beginning
of the Persian Empire. Cyrus took over many Greek cities and then he
marched to conquer Mesopotamia. Cyrus ruled the largest empire the world
had ever seen. Cyrus let his conquered people keep their own customs. He
hoped this would make them less likely to revolt. For this reason historians
called him, Cyrus the Great.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
The Persian Army
Cyrus was successful in his conquests because his army was strong. At the heart
of his army were the immortals, 10,000 soldiers chosen for their bravery and
skill. In addition to the immortals, the army had a powerful cavalry.
A cavalry is a unit of soldiers who ride horses.
Cyrus used his cavalry to charge the enemy and
shoot them with arrows. This strategy weakened
them before the immortals attacked.
Reading Check-Who created the Persian
Empire?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
The Persian Empire Grows Stronger
Cyrus's son Cambyses continued to expand the Persian empire. Cambyses
added Egypt to the Persian Empire. When he died Persia was left without a
leader for four years. A young prince name Darius I (da-RY-uhs) claimed the
throne and worked to restore order in Persia. Darius I improved Persian
society.
Political Organization
Darius I organized the empire by dividing it into 20 provinces. He chose governors, or
satraps (SAY-traps) to rule the provinces for him. The governors collected taxes, put
down rebellions, and acted as judges for the provinces. The governors were loyal to
Darius I.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Persian Society
After Darius I restored order in society, he made many improvements. For
example, he built many roads to connect various places in the empire.
Messengers used these roads.
Darius I built a new capital for the empire. It was called Persepolis. Darius wanted
the capital to reflect the glory of his empire so he surrounded it with great works of
art.
Religion became important during Darius I. A new religion called Zoroastrianism
(zawr-uhWas-tree-uh-nih-zuhm) developed in Persia. This religion taught that there
was two forces fighting for control in the universe. One force was good and the other
was evil. Priests urged people to help the good side.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Persian Expansion
Darius I wanted to expand the
size of the empire. In the east
he conquered the entire Indus
Valley. He planned to expand
westward though Europe, but
first he had to deal with a
revolt in his empire.
Reading Check-How did Darius I change Persia’s political organization?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
The Persians Fight Greece
In 449 BC, a few Greek cities rebelled against Persian rule. The Persians put
down the revolt. Darius I became very enraged with the Greeks d he swore
revenge against the Greeks.
The Battle of Marathon
Darius I invaded Greece after nine years of rebellion. He sailed with his army to the
plains of Marathon.
The invasion began a series if wars between Persia and Greece that historians called
the Persian Wars.
The Greeks won the battles because they had superior weapons and clever leaders.
Legend said that a messenger ran a marathon to Athens- a distance of over 26 milesto bring news of the great victory. After crying out “Rejoice, We conquer!” the
exhausted runner fell to the ground and died.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
The Second Invasion of Greece
Ten years after the Battle of Marathon, Darius’ son Xerxes I (ZHURK-seez) tried to
conquer Greece again. The Persian army and navy set out for Greece. The Greeks
prepared to defend their powerful city, Sparta. To slow the Persian army, the
Spartans sent 1,400 soldiers to Thermopylae (thur-MAH-puh-lee) a narrow mountain
pass. The Persians had to cross this pass to attack the Greek cities. The Spartans
fought until their deaths and the Greeks were victorious. The Persians then swept
through Athens burning down the city.
Although the Persians won the battle in the pass, The Greeks quickly gained the
upper hand with their navy. A few days after Athens was burned down the Greeks
defeated the Persian navy. They led the large Persian navy into the narrow straits of
Salamis (SAH-luh-muhs). The ships were too big to maneuver so the small Greek
ships sank them.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Section 2: Sparta
Essential Question:
What advances did Greeks
make that still influence the
world today?
and Athens
The Big Idea:
The two most powerful city-stares in Greece,
Sparta and Athens, had very different cultures
and became bitter enemies in the 400s BC.
If you were there…Keep your father, a wandering trader, has
decided it is time to settle down. He offers the family a choice between two
cities. In one city, every one wants to be athletic, tough, and strong. The other
city is different. There, you’d be admired if you could think deeply and speak
persuasively, if you knew a lot about astronomy or history, or if you sang and
played beautiful music.
Which see the do you choose? Why?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Main Ideas
 The Spartans build a military society to provide
security and protection.
 The Athenians admired the mind and the arts in
addition to physical abilities.
 Sparta and Athens fought over who should have
power and influence in Greece.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Spartans Build a Military Society
The Spartans believed that military power was the way to provide security and
protection for their city. Daily life in Sparta reflected this belief.
Boys and Men in Sparta
Daily life in Sparta was dominated by the army. Even the lives of children
reflected this domination. Weak baby boys were left outside the city to die.
Healthy boys were trained from an early age to be soldiers. Boys trained by
running, swimming, and throwing javelins. They weren’t given much food but
they were allowed to steal food. The boys were taught to be tough and they
were taught self-discipline and obedience. Spartan men stayed in the army
until they turn 60 years old.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Girls and Women in Sparta
Because most men were away at war.
Spartan women had more rights than
other Greek women. Some women
owned land in Sparta and ran the
households when their husbands were
gone. Spartan women also received
physical training. Like the men, they
up learned how to jump, wrestle, and
throw javelins.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Government
Sparta was officially ruled by two Kings who
jointly led the army. The elected officials
actually have more power than Kings. These
officials ran Sparta’s day- to-day activities.
They also handled the dealings between Sparta
in other city-states. Sparta’s government
controlled the helots (HEL-uths), or slaves.
These slaves grew all the city’s crops and did
many other jobs. Their lives were miserable,
and they could not leave their land.
Reading Check- In your opinion, what was the most important element in
Spartan society? Why?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Athenians Admire the Mind
Life in Athens was very different than life in Sparta. In addition to physical
training, the Athenians valued education, clear thinking, and the arts.
Boys and Men in Athens
Like Spartan boys, Athenian boys had to learn to run, jump, and fight. But their
training was not as harsh as Sparta. Unlike Spartan men, Athenian men only had
to serve in the army between the ages of 18-20. Older men only served in the
army in times of war.
In addition to physical training, Athenian students learned reading, writing, and
counting (arithmetic), and playing musical instruments. They learned about Greek
history and legends. For example, they studied the Iliad and Odyssey. Rich boys
had private tutors in philosophy, geometry, and astronomy. Poor boys just barely
learned to read and write.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Girls and Women in Athens
While boys in Athens received good educations, girls didn’t. In fact, girls received
almost no education. Athenian men didn’t believe girls needed to be educated.
Most girls learned only household tasks like sewing and weaving.
Despite Athens reputation for freedom and democracy, women had fewer rights
than men. In the city-states women could not
• serve in the government
• leave their homes, except on special occasions
• buy anything or own property
• disobey their husbands or fathers.
Reading Check- Identify Cause and Effect- Why did girls in Athens receive little education?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Sparta and Athens Fight
As we learned earlier, Athens and Sparta worked together to win the
Persian Wars. The Spartans fought most of the battles on land, and the
Athenians fought at sea.
Athenian Power
After the Persian Wars ended in 480 BC, many city-states formed an alliance.
An alliance is an agreement to work together.
They wanted to punish the Persians for attacking Greece. They also agreed to help
defend each other and protect trade in the Aegean Sea. To pay for defense each citystate gave money to the alliance. The money was kept on the island of Delos. Which is
why historians called the alliance the Delian League.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
The Peloponnesian War
Sparta and Athens were not the only cities in Greece. After the Persian Wars
many cities formed an alliance for protection. This alliance was called the
Peloponnesian Alliance after the peninsula on which the cities were located.
With the growth of Athenian power the Peloponnesian alliance became
worried. Finally to stop Athens's growth, Sparta declared war.
This declaration of war began the Peloponnesian War, a war between Athens
and Sparta that threatened to tear Greece apart.
In 431 BC, the Spartan army surrounded Athens and burned down their crops
hoping to force Athens to fight. They hoped to starve them out.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
With the defeat of Athens, Sparta became the most powerful city-state in
Greece.
Reading Check- Identify Cause and Effect- What happened to Greece? After the
Peloponnesian Wars?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Section 3: Alexander the
Essential Question:
What advances did Greeks
make that still influence the
world today?
Great
The Big Idea:
Alexander the Great built a huge empire and
helped spread Greek culture into Egypt and Asia.
If you were there…
You are a soldier in the most powerful army
in the world. In just eight years, you and your fellow soldiers have conquered
an enormous empire. Now your general wants to push farther into unknown
lands in search or greater glory. But you’re thousands of miles from home,
and you haven’t seen your family in years.
Do you agree to go on fighting? Why or why not?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Main Ideas
 Macedonia conquered Greece in the 300s BC.
 Alexander the Great built an empire that united
much of Europe, Asia, and Egypt.
 The Hellenistic kingdoms formed from Alexander’s
empire blended Greek and other cultures.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Macedonia Conquers Greece
In 359 BC Phillip II became the king of Macedonia. He spent the first years
of his rule fighting off invaders. Once he defeated his invaders he targeted
Greece. Then he conquered Athens and it’s chief ally Thebes. Having
witnessed this defeat the Greek people agreed to make Philip II their leader.
Philip’s Military Strength
Philip was a brilliant military leader. He used a strategy called phalanx
(FAY-langks).
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
A phalanx was a group of warriors who stood close together in a square.
When the soldiers in front of the square were killed by spears, others
stepped in from behind to fill their spots.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Philip gave his soldiers longer spears to
fight opponents. This allowed his soldiers to
attack more effectively in any battle. Philip
also sent a cavalry and archers to support
the phalanx. After conquering Greece,
Philip turned his attention to Persia. He
planned to march to Persia, but he was
murdered in 336 BC while celebrating his
daughter’s wedding. With Philip dead, his
plans were passed to this son, Alexander.
Reading Check- How was Philip II able to conquer Greece?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Alexander Builds an Empire
When Philip was murdered the people in Greek city Thebes revolted. They
thought they would never have another great leader like Philip II until they
met Alexander.
Controlling the Greeks
Although Alexander was only 20 years old, he immediately went south to
end the revolt in Thebes. Within one year Alexander destroyed Thebes and
enslaved the Theban people.
Alexander’s efforts to build an empire made him one of the greatest
conquerors in history. These efforts earned him the name Alexander the
Great.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Building a New Empire
Time after time Alexander defeated the Persians with fewer soldiers. His army
was well trained and ready for battle. According to legend, Alexander visited a
town called Gordium in Asia Minor. There he heard of an ancient tale about a
knot tied to an ancient king. The tale said who ever untied the knot from the
king would rule Asia. Alexander pulled out his sword and cut the knot. This
was a good sign to Alexander. Eventually, Alexander defeated the Persian King
and became the ruler of the Persian Empire.
Marching Home
Still intent on building an empire Alexander led his army through Central Asia
into India, but his soldiers were tired. They were exhausted and refused to go
on any further. Disappointed, Alexander began his long march home.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Alexander’s New Empire
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Spreading Greek Culture
Alexander’s empire was the largest in the world has ever seen. Alexander
admired Greek culture so he worked to spread Greek influences everywhere in
his empire. He modeled his new cities after the cities of Greece. He named many
of them Alexandria, after himself. He built temple and theaters like those in
Greece. Soon Greek art, literature, and science spread into surrounding lands.
Alexander encouraged conquered people to keep their own culture and
traditions. As a result, a new blended culture developed in Alexander’s empire.
It combined Egyptian, Syrian, Persian, and other cultures.
Historians use the term, Hellenistic to describe the Greek-like culture that
wasn’t completely Greek.
Reading Check-Sequencing-What steps did Alexander take to create his empire?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Section 4: Greek Achievements
Essential Question:
What advances did Greeks
make that still influence the
world today?
The Big Idea:
Ancient Greeks made lasting contributions in the
arts, philosophy, and science.
If you were there…
Everyone in Athens has been talking about a
philosopher and teacher named Socrates, so you decide to go and see him for
yourself. You find him sitting under a tree, surrounded by his students.
“Teach me about life”, you say. But instead of answering, he asks you, “What
is life?” You struggle to reply. He asks another question, and another. If he’s
such a great teacher, you wonder, shouldn’t he have all the answers? Instead,
all he seems to have our questions.
What do you think as Socrates?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Main Ideas
 The Greeks made contributions to the arts.
 The teachings of Socrates, Plato, and Aristotle are
the basis of modern philosophy.
 In science, the Greeks made key discoveries in
math, medicine, and engineering.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
The Arts
Among the most notable achievements of the ancient Greeks were those
they made in the arts. These arts included sculpture, painting, architecture,
and writings.
Statues and Paintings
Ancient Greeks were master artists. Many of their works are still displayed
in museums around the world. Greek sculptors wanted their statues to show
how beautiful people could be. To improve their art, sculptors carefully
studied the human body. Greek painting was admired for its realism and
detail. Early Greek artists painted detailed scenes on pots and vases. Many
of the scenes were created using only two colors, black and red.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Greek Architecture
If you are in Greece today, you would see the ruins of many ancient buildings.
All columns still all the parts of broken roofs, an ancient carvings decorate
fallen walls. These remains give us an idea of the beauty of ancient Greek
buildings. The Greeks designed their temples, with rows of tall columns.
Ancient designers took such great care because they wanted their buildings to
reflect the greatness of their cities. The most impressive ancient Greek building
was the Parthenon (PAHR-thuh-nahn) in Athens. Picture of the next slide, this
temple was built in the 400s BC on the Athenian acropolis. It was designed to
be magnificent not only outside, but inside as well. The interior was decorated
with carvings and columns.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Greek Architecture
The Parthenon
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
New Forms of Writing
Greeks were excellent and writing. In fact, Greek readers created many news
writing forms, including drama in history. Plays became a popular form of
entertainment especially in Athens. In the 400s BC Athenian readers created
many of the greatest plays of the ancient world. They create tragedies and
comedies based on Greek heroes. Sophocles (SAUF-uh-kleez) wrote Greek
tragedies and Aristophanes (au-uh-STAHF-uh-neez) used his comedy to make
series points about war, courts of law, and famous people.
Reading Check- Summarizing- What were some
forms of art found in ancient Greece?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Philosophy
Philosophers believed in the power of the human mind to think, explain,
and understand life. These people moved away from the belief in ancient
gods and goddesses in explaining the mysteries of the world.
Socrates
Among the greatest of these thinkers was a man called Socrates.
He believed that people must never stop looking for knowledge.
Socrates with the teacher as well as a thinker. Socrates taught by
asking questions. His questions were about human qualities such as
love and courage. For example, he might ask “what is courage?”
When people answered, he challenged their answers with more
questions. He wanted people to question their beliefs. For this
reason he was arrested and condemned to death by poison.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Plato
Plato (PYAY-oh) was a student as Socrates. Like
Socrates, he was a teacher as well as a philosopher.
Plato create a school, the Academy, to which
students, philosophers, and scientist could come to
discuss ideas. Plato wrote many works. The most
famous of these works is called The Republic. It
describes plate of idea of an ideal society. This
society would be based upon justice and
unfairness to everyone.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Aristotle
Perhaps the
the greatest
greatest Greek
Greek thinker
thinker was
was Aristotle
Aristotle (ar-uh-STAH-tuhl),
(ar-uh-STAH-tuhl),
Perhaps
Plato’s student.
student. He
He taught
taught that
that people
people should
should live
live lives
lives of
of moderation,
moderation, or
or
Plato’s
balance. For
Forexample,
example,people
peopleshould
shouldnot
notbe
begreedy,
greedy,but
butneither
neithershould
shouldthey
they
balance.
give away
away everything
everything they
they own.
own. Instead,
Instead,people
peopleshould
shouldfind
findaabalance
balance
give
between these
these two
two extremes.
extremes.
between
Aristotle believed that moderation was based on
reason, or clear and ordered thinking.
He thought people should use reason to govern their lives.
In other words, people should think about their actions
and how they affect others.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Aristotle
Aristotle made great advances in the field of logic, the process of
making inferences. He argued that you could use facts you knew to
figure out new facts. For example, if you knew as Socrates lives in
Athens are the Athens is in Greece, you can conclude as Socrates
lives in Greece. If Aristotle’s ideas about logic helped inspire many
Greek scientist.
Reading Check- Generalizing- What did ancient Greek philosophers like
Socrates, Plato, and Aristotle one to find out?
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Science
Aristotle’s works inspired many Greek scientists. They began to
look closely at the world to see how it worked.
Mathematics
Some Greeks spent their lives study
mathematics. One such person was Euclid
(YOO-klhud). He was interested in
geometry, the study of lines, angles, and
shapes. Many of the geometry rules we
learned today comes straight from
Euclid’s writings.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Medicine and Engineering
Some Greek scientists studied numbers. Some studies other areas of science,
such as medicine and engineering. Greek doctors studied the human body to
understand how it worked. In trying to cure diseases and keep people healthy,
Greek doctors made many discoveries.
The greatest Greek Dr. was Hippocrates (hip-AHK-ruh-teez). He wanted to
figure out what cause diseases so we could better treat them. Hippocrates is
better known today, though, for his ideas about how doctors should behave.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Medicine and Engineering
For example, farmers in many countries
still use water screws to bring water to the
fields. Water screws would bring water
from a lower level to a higher level. In the
200s BC ,the Greek engineer, Archimedes
(ahr-kuh-MEED-eez) invented the water
screw.
Reading Check- Summarizing- What advances did Greek Scientists make in
medicine.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Common Core Standard: Reading Informational Texts R.I.8.2, Key Ideas and Details. Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.