Historical Investigation
Alexander the Great and the Spread of Hellenism
Grade 6: Aegean Civilization
Topic: How the Conquests of Alexander the Great Shaped the Ancient World Through the Spread of Hellenism
Social Studies State Curriculum:
5.B.2.a
Describe the major cultural achievements of the Greek civilization, such as art, science, political
systems, and philosophy across time
C3 Frameworks:
HISTORY
D2.His.3.6-8.
Use questions generated about individuals and groups to analyze why they, and the developments they
shaped, are seen as historically significant.
D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.His.11.6-8. Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for
historical sources where this information is not easily identified.
D2.His.16.6-8. Organize applicable evidence into a coherent argument about the past.
Common Core State Standards for Literacy in History/Social Studies:
Reading
RH.6-8.1
RH.6-8.2
RH.6-8.7
RH.6-8.8
RH.6-8.9
Writing:
WHST: 6-8.1
WHST:6-8.7
WHST: 6-8.8
WHST: 6-8.9
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Distinguish among fact opinion and reasoned judgment in a text
Analyze the relationship between a primary and secondary source on the same topic.
Write arguments focused on discipline-specific content.
Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.
Draw evidence from informational texts to support analysis reflection, and research.
Unit: Aegean Civilization
I. Engage the Students
Engage the Students
Distribute and have students examine the resource sheet “Great Leaders.” Ask students to define what “great” means
to them and to identify characteristics of a “great” leader. Have students identify world leaders today that they
consider“great” leaders.
Narrative: Read the narrative to the class stressing the focus question at the end.
What makes a great leader? Throughout history, leaders around the world have been given the title of “great.”
Alexander III of Macedonia was one such ruler. He lived from 356-323 BCE and ruled from the age of twenty until his
death at the age of thirty-three.
As a child, Alexander’s father King Philip hired tutors to teach his son. Among these teachers was the Greek philosopher
Aristotle who taught Alexander much about Greek literature, philosophy and science. His favorite Greek hero was
Achilles, the warrior hero in the Iliad. Alexander vowed that one day he would visit the site of Troy, in Asia Minor, and
lay a wreath on the tomb of his hero.
During his rule as King of Macedonia, Alexander conquered much of what was then the civilized world. He desired to
create a world monarchy. First defeating the rebellious Greek city-states, Alexander then went on to invade the Persian
Empire in Asia Minor and Egypt. His desire was to have the local culture in the regions he conquered co-exist with the
Greek ideas and culture that he brought with him. In 323 BCE, while in Babylon, Alexander died of a fever. With his
death came the collapse of his empire. It was divided into three kingdoms ruled by descendants of his commanders.
Based on the lasting impact of his actions, does Alexander III of Macedonia deserve the title of “the Great?” In this
activity, you are going to read primary and secondary source documents to gather evidence that will help you answer
this focus question. You will have a chance to work in a group to discuss your ideas. Then you will use your prior
knowledge and details from the primary and secondary sources to summarize what you have learned from this historical
investigation.
Compelling Question: What were some of the lasting influences from the conquests of Alexander the Great?
II.
Conduct the Investigation


Teachers and/or students collect relevant and sometimes conflicting primary sources that provide intrigue.
Students do an initial read and analysis individually and prepare notes and evidence for discussions in small
groups.
See the Historical Investigation Resource Sheet
The following questions can be used:


Sourcing

What is the text?

Who created it and when?
Close Reading and Asking Supporting Questions

What does the text say explicitly?

What claim does the author/creator make?

What evidence does the author/creator make?

What is the author’s/creator’s perspective?

What is its purpose?

Does this text seem credible? Why or why not?
Contextualizing

What else was going on at the historic time this source was created?

What else was going on during this time (historic setting)?

How did the historic setting influence the creation of the text?
Corroborating

Where do the multiple texts agree and disagree?

Which texts are more reliable?

Which are the best texts for answering the compelling question?
Students should individually generate interpretations of the documents based on the compelling question.
Teacher and or students may construct supporting questions.
III.
Discussion


Students will work together in small groups and share their interpretations of the compelling question
citing documents as evidence. Supportive questions may be addressed at this time.
Multiple interpretations can emerge and may or may not be accepted by all.
IV.
Report Findings

Formulate an argument/opinion that answers the compelling question citing evidence from the sources:
When you write an opinion piece/argument, remember:

Reasoning used in building an argument should be logical and clear.

Arguments should have a beginning, middle, and end; beginning with author’s claim.

Cite evidence from multiple sources.

Some arguments can include an opposing or alternative opinion (elementary students will need support to
identify this element).
Historical Investigation Resource Sheet
DIRECTIONS: As you analyze the primary source documents in your packet, complete the organizer below.
COMPELLING QUESTION: What were some of the lasting influences from the conquests of Alexander the Great?
Sourcing
Close Reading and Asking Supporting
Contextualizing
Questions
 What is the text?
 What else was going on at
the historic time this source
 What does the text say
 Who created it and when?
explicitly?
was created?
 What claim does the
 What else was going on
author/creator make?
during this time (historic
setting)?
 What evidence does the
author/creator make?
 How did the historic setting
influence the creation of
 What is the author’s/creator’s
the text?
perspective?


What is its purpose?
Does this text seem credible?
Why or why not?
Corroborating
 Where do the multiple
texts agree and disagree?
 Which texts are more
reliable?
 Which are the best texts for
answering the compelling
question?
Historical Investigation Resource Sheet (cont’d)
Sourcing
 What is the text?
 Who created it and when?
Close Reading and Asking Supporting
Questions
 What does the text say
explicitly?
 What claim does the
author/creator make?
 What evidence does the
author/creator make?
 What is the author’s/creator’s
perspective?
 What is its purpose?
 Does this text seem credible?
Why or why not?
Contextualizing
 What else was going on at
the historic time this source
was created?
 What else was going on
during this time (historic
setting)?
 How did the historic setting
influence the creation of
the text?
Corroborating
 Where do the multiple
texts agree and disagree?
 Which texts are more
reliable?
 Which are the best texts for
answering the compelling
question?
Historical Investigation Resource Sheet (cont’d)
Sourcing
 What is the text?
 Who created it and when?
Close Reading and Asking Supporting
Questions
 What does the text say
explicitly?
 What claim does the
author/creator make?
 What evidence does the
author/creator make?
 What is the author’s/creator’s
perspective?
 What is its purpose?
 Does this text seem credible?
Why or why not?
Contextualizing
 What else was going on at
the historic time this source
was created?
 What else was going on
during this time (historic
setting)?
 How did the historic setting
influence the creation of
the text?
Corroborating
 Where do the multiple
texts agree and disagree?
 Which texts are more
reliable?
 Which are the best texts for
answering the compelling
question?
Document 1.
Some “Great” Leaders in History
Cyrus the Great
King of Persia
550-529 B.C.
Canute the Great
King of England/Denmark/Norway
Constantine the Great
Roman Emperor
Akbar the Great
Muslim Ruler of North India
1556 – 1605
Gregory the Great
Pope of Catholic Church
540 – 604
Peter the Great
Russian Czar
1682 - 1725
Document 2.
In the footsteps of Alexander the Great [BBC] - Son of God (1 of 4).
http://www.youtube.com/watch?v=CrTS4O25Jow
Watch section between minutes 42:00-46:45
Document 3.
Document 4.
… In the two months he resided as 'living god' in the royal palace at Memphis, studying Egyptian laws and customs …, he
gave orders for the restoration of the Egyptians' religious centers, including the great southern temples of Luxor and
Karnak, …[He is seen] wearing traditional Egyptian [symbols of royalty] including the rams horns of Amun as worn by
[the pharaohs before him]. Alexander's image was replicated all over Egypt in … monumental [statues] … his Greek name
translated into hieroglyphs enclosed by the royal cartouche [read]:
"… the strong ruler, he who seizes the lands of the foreigners, beloved of Amun and the chosen one of Ra
- meryamun setepenra Aleksandros [Alexander].”
Document 5.
Michael Wood
Archaeologist and Historian
Excerpts from “In the Footsteps of Alexander the Great.” 1997
“There are over 200 different Alexander epics and poems in medieval European languages alone, surviving in literally
thousands of manuscripts; for example, in Russian, Polish, Old French, Czech and Serbian. In Jewish tradition, Alexander
is nothing short of a folk hero. There is a medieval German Alexander epic, an Icelandic Alexander saga, and an
Ethiopian Alexander romance. By the mid-fourteenth century, the tale had even reached Mongolia, where Alexander
appears as an almost supernatural predecessor of Genghis Kahn. You can find him depicted as one of the four kings on
the standard French pack of playing cards; you will find the map of his empire on every Greek school map, and every
[restaurant] wall; he’s on Sicilian carnival carts, Ethiopian bridal cloths, Byzantine church murals, and on paintings from
Moghul India.”
“During his conquest, Alexander founded nearly 30 cities names Alexandria in his honor… Alexandria, Egypt, one of the
many towns that Alexander founded and named after himself, became a world - [famous] center of learning, and was
the home of … great scientists and mathematicians.”
“The exact cause of Alexander’s death has never been determined. He, of course, suffered greatly during his campaigns,
enduring at least 21 wounds that, at one point, left his so [hurt] he could not speak above a whisper. In the last stretch
of his campaign, his lung was punctured by what some say was a poisoned arrow.”
Document 6.
Greek Philosophers…
Diogenes
I know nothing, except the fact of my ignorance.
The foundation of every state is the education of its youth.
He has the most who is most content with the least.
Aristotle I count him braver who overcomes his desires than him who conquers his enemies; for the
hardest victory is over self.
Moral excellence comes about as a result of habit. We become just by doing just acts, temperate by
doing temperate acts, brave by doing brave acts.
The wise man does not expose himself needlessly to danger, since there are few things for which he
cares sufficiently; but he is willing, in great crises, to give even his life - knowing that under certain
conditions it is not worthwhile to live.
Epicurus
You don't develop courage by being happy in your relationships everyday. You develop it by surviving
difficult times and challenging adversity.
Death does not concern us, because as long as we exist, death is not here. And when it does come, we
no longer exist.
Plato
Ignorance, the root and stem of all evil.
The good is the beautiful.
There will be no end to the troubles of states, or of humanity itself, till philosophers
become kings in this world, or till those we now call kings and rulers really and truly
become philosophers, and political power and philosophy thus come into the same
hands.
Socrates
True knowledge exists in knowing that you know nothing.
It is not living that matters, but living rightly.
Document 7.
Pythagorean theorem: The sum of the areas of the two squares on the legs (a and b) of a right triangle equals the area
of the square on the hypotenuse (c).
Document 8.
Ptolemaic system
The astronomical system of Ptolemy, in which Earth is at the center of the universe and all celestial bodies revolve
around it. The Sun, Moon, and planets revolve at different levels in circular orbits, and the stars lie in fixed locations on a
sphere that revolves beyond these orbits.
Document 9.
Document 10.
Document 11.
Teachers’ Notes:
Document 1.
Some “Great” Leaders in History
Document 2.
In the footsteps of Alexander the Great [BBC] - Son of God (1 of 4).
http://www.youtube.com/watch?v=CrTS4O25Jow
Document 3.
Copyright© 1998 K. Kianush, Art Arena
Map found at: http://www.art-arena.com/alex.html#top
Document 4.
Alan M. Fildes
Egyptologist and author
Excerpts of article “Alexander in Egypt”
Article found at www.egyptvoyager.com
Document 5.
Reprinted with permission from “In the Footsteps of Alexander the Great: A Journey from Greece to Asia”,
Michael Wood, University of California Press, c. 1997.
Document 6
http://faculty.evansville.edu/tb2/courses/phil211/pretext.htm
Document 7.
http://en.wikipedia.org/wiki/Pythagorean_theorem
Document 8.
http://abyss.uoregon.edu/~js/glossary/ptolemy.html
Document 9.
Seated Boddhisatva, Gandhara, 2nd century (Ostasiatische Museum, Berlin)
http://en.wikipedia.org/wiki/File:SeatedBuddhaGandhara2ndCenturyOstasiatischeMuseum.jpg
Document 10.
http://academic.reed.edu/humanities/110tech/graphics/ParthenonFromNW.html
Document 11.
The Alexander Mosaic
The Alexander Mosaic was found during the excavation of Pompeii in 1831 in the “Casa del Fauno” (House of the
Faun). Today it is one of the most famous Roman mosaics. Measuring 5.82 x 3.13 m, the mosaic is thought by
many to depict the Battle of Issus between Alexander the Great and the Persian king Darius III in the year 333
BC. Others however believe that the tableau shows the battle of Gaugamela in the year 331 BC, where
Alexander the Great and Darius clashed once again.
http://alexandermosaik.de/en/