http://www.youngheroesofhistory.com/eastlake.htm Click on AP World for your class. Email: Kaya@pcsb.org

 First night website homework.

DO NOT SEND AN ATTACHEMENT!

DO NOT SEND AN ATTACHEMENT!

DO NOT SEND AN ATTACHEMENT!

Using the class website, answer the following questions and email them to Mr. Kay by clicking on the contact link: 

Use the syllabus for questions 1-5

1.        How many points is the homework worth?

2.       How many points are a test?

3.       How many themes are there in AP World History?  What are they?

4.       What is the purpose of the course?

5.       What kind of a binder must you have?

6.       When is our first book test?

7.       What is the 2^nd link of the AP World Links?

8.      Which option do you like better for your notebook organization?

9.       What college did Mr. Kay graduate from with a degree in History?

10.   Print off the map quiz requirements and study for tomorrow’s test.

11.   What is your class period for AP World?  (Make sure you put this in the subject heading as well.)

12.   What are your parents’ names, email and phone number?

13.   What is your email?

14.  Of the first 10 chapters, which ones do not have video previews?

15.  What kinds of video lectures are there from the AP World links page?

16.  Sign up for text alerts by texting @5ba7 to phone number  81010 or send an email to  5ba7@mail.remind101.com  or both.  This is how I will contact you with all kinds of helpful hints.

17.  Click on “Contact Mr. Kay” and send the answers.  Put your class period in the subject heading.  DO NOT SEND AN ATTACHEMENT!

 Map Quiz; AP World History

Be Able to label the following on a map of the world

All 7 continents

All 4 oceans

The following seas:

            Mediterranean, Black, Caspian, Arabian, Caribbean

The following Mountains:

            Himalayas, Rockies, Alps, Andes

The Following rivers:

            Nile, Amazon, Yangtze

The Cape of Good Hope

The Bering Strait

The Sahara Desert

The Equator

The Two Tropics

The International Date Line

North, South East, West

The following Countries:

            Japan, Korea, China, India, Russia, England, France, Israel, Iraq, Egypt, Nigeria, Zaire, Vietnam, Brazil, Cuba, Canada, Columbia, Argentina.

Greenland

Did Troy Exist

But did the city really exist and did a Trojan horse destroy it?

While many historians believe that it seems unlikely that such a long, bloody war would have been fought over a single woman, there are precedence in history that suggest that wars have indeed been fought over a single individual. The Egyptians and Hittites of the 14th century fought a war over the death of a Hittite prince. Is it then so implausible that the Greeks and Trojans might have done the same, particularly in light of the fact that Helen was purportedly the most beautiful woman in the world?

Perhaps to answer that question, we need to begin at the beginning and determine whether or not Helen of Troy ever existed; or for that matter whether or not Troy itself existed. Was there, in fact, a Paris or an Achilles? Without proof that the city and the characters existed, the legend becomes nothing more than another beautiful story.

The first problem we run into trying to prove the existence of Troy is the fact that the Homer wrote his epic poem somewhere between the late eighth or early ninth century B.C. That was hundreds of years after the Trojan War would have taken place. If, in fact, Homer wrote the poem based on a true story, why is there no other historical research available to validate the fascinating legend?

Most scholars believe that Homer's work was primarily a piece of fiction built upon a few valid historical findings. But which were true and which were fiction?

There is no evidence to validate the existence of many of The Iliad's main characters. Achilles is, of course, well known in Greek mythology. He was dipped in the River Styx to make him immortal. Everything that the water touched during the process was impenetrable by weapon. However, the heel by which he was held during the process did not received the water's touch and eventually became the young man's downfall.

Furthermore, there is no evidence to prove the existence of Helen. She seems to be nothing more than another character drawn in Greek mythology.

There are writings, however, that refer to an individual named Alexandros, which some historians claim to be an alternative version of the name Paris.

So if Paris really existed, might the city of Troy existed as well? Most archaeologists agree that there is sufficient proof available to suggest that the city of Troy itself did exist. Excavations of the site where they believe Troy was located - - Hisarlik, Turkey - - found not one, but several cities that were built on top of each other over time. It is the sixth and seventh cities unearthed there that appear to be the best matches to the time frame allotted to the legend of Troy. While the sixth city was resplendent enough to match the description so beautifully woven by Homer, it doesn't appear to have been destroyed by war. In fact, it looks as though it was likely destroyed via a natural disaster such as an earthquake.

The seventh city, on the other hand, although not at all resplendent, did appear to have been destroyed by war. Weapons were found during its excavation that lead archaeologists to believe it was a city besieged. Evidence of burned bones, piles of stones for slingshots, and arrowheads that might have served as tips for spears were consistent with a city at war.

Furthermore, the geology of sediments beside the city, appear to match a great portion of the battlefield details described by Homer. Therefore, an alternative theory exists that suggests it is possible that Homer blurred the two cities together to paint a more interesting portrait for his legendary tale.

Archaeology also suggests that there were likely several wars between the Greeks and Trojans. However, these findings suggest that the enemy in question might not have been Sparta, but rather the huge Hittite empire instead.

Certainly there is no doubt that a city located at the Hisarlik site would have been a prize worth fighting for during the Bronze Age. Sitting near the entrance of the Black Sea, such a city would have most assuredly been the perfect crossroads for international trade. Any king, seeking power and position, might have viewed this a city worthy of acquisition, even through war.

The Hittites, who supposedly traversed the Mediterranean Sea, might have sought the city as a base of operations. Documented inscriptions located in Egypt seem to validate this theory, noting that the Hittites came through the area around 1200 B.C. That accurately matches the time frame cited for the Trojan War.

Ancient Hittite texts also suggest that conflict raged between them and a rebel coalition that included Troy for some 200 years. However, this documentation paints a totally different picture of the relationship between the Myceaneans of Greece and the Trojans. It, in fact, suggests that the two peoples allied with one another to hold the Hittites as bay.

Since Archaeologists found Mycenaean pottery in one of the two cities that might have been Troy, the theory that Greece and Troy were allies seems to make sense. However, no where in actual documentation do the names of Paris and Helen of Troy appear either apart or together. Nor does there appear to be any evidence of the existence of a real warrior named Achilles.

So what of the Trojan Horse? Again, neither history nor archaeology can prove - - or for that matter disprove - - the existence of the Trojan Horse. However, most historians and archaeologists agree that the wooden horse most likely never existed at all. It is a beautiful tale, wonderfully crafted and beautifully written, but nothing more than a myth.

Battles of the Persian Wars

 are named for their locations. The following timeline shows the major battles of the Persian Wars (Greco-Persian Wars) in chronological sequence.

502

Naxos. Revolt precipitating the Ionian revolt.

c. 500 B.C. - Ionian Revolt in Asia minor

498

Sardis. Persians led by Aristagoras with Athenian and Eretrian allies occupied Sardis. The city was burned and the Greeks met and were defeated by a Persian force. This was the end of the Athenian involvement in the Ionian revolt.

492

Naxos. Persians invaded; inhabitants fled; the Persians burned the town, but Delos was spared.

490

Eretria. Persians under Datis (later defeated at Marathon) given the city within a week by traitors. Inhabitants enslaved.

Battle of Marathon

When Greek colonists set out from mainland Greece, many wound up in Ionia, in Asia Minor. In 546, the Persians took over Ionia. Ionian Greeks found the Persian rule oppressive and attempted to revolt with the aid of the mainland Greeks. Mainland Greece then came to the attention of the Persians, and war between them ensued. The Persian Wars lasted from 492 - 449 B.C. and include the Battle of Marathon.

In 490 B.C. (possibly on August or September 12), perhaps 25,000 Persians, under King Darius' generals, landed on the Greek Plain of Marathon.

The Spartans were unwilling to provide timely help for the Athenians, so Athens' army, which was about 1/3 the size of the Persian's, supplemented by 1,000 Plataeans, and led by Callimachus (polemarch) and Miltiades (former tyrant in the Chersonesus [Map section Ja]), fought the Persians. The Greeks won by encircling the Persian forces.

This was a momentous event since it was the first Greek victory in the Persian Wars. Then the Greeks prevented a surprise Persian attack on Athens by a quick march back to the city to warn the inhabitants.

Origin of the Racing Term Marathon:

Supposedly, a messenger (Pheidippides) ran about 25 miles, from Marathon to Athens, to announce the defeat of the Persians. At the end of the march he died of exhaustion.

481 Greek League

Greek league against Persia, with Sparta in charge of the army, and Athens, the navy.

480 Battle at Thermopylae

479 Battle at Salamis

Potidaea and Olynthus. Persians on their way back from Salamis to Thessaly lay seige to Potidaea and Olynthus. Olynthus was given to the Chalcidians who were faithful to the Persians. Potidaea successfully withstood a 3-month siege.

Battle at Plataea

Mycale. Soon after Plataea, Athenians attacked Persians; Ionian allies deserted the Persians leading to Greek victory.

End of Persian Invasion of Mainland Greece

Athens, in charge of the Delian League, went on the offensive to free the Ionian cities.

478

Sestus. Taken by the Athenians. Beginning of the Athenian Empire.

Byzantium. The Spartan Pausanias delivered most of Cyprus from Persian rule. He then went to Byzantium where he did the same. However, he oppressed the Greeks there which led the eastern Greeks to seek the protection of Athens.

477 - Aristides forms Delian League

476/5

Eion. Cimon captured this important Persian stronghold east of the Hellespont.

Doriskos. Athenian fleet attempted to take Doriscus. We don't know the results.

468

Eurymedon (River). Cimon delivered the coast towns of Caria from Persian rule. Fought the Persians by land and sea. Made southern Asia Minor, from Caria to Pamphylia, part of the Athenian federation.

456

Prosopitis. Greeks were stranded by the Persians in Egypt. They capitulated and were allowed to leave.

450/449

Cyprus, Salamis. Phoenicians were establishing the authority of Artaxerxes in Cyprus when Cimon was sent to deal with them. Although Cimon died, the Greeks achieved a double victory.

449 - Peace of Callias

Persia and Athens sign peace treaty.

Ancient Greek Events Timeline

The Peloponnesian War was fought between two groups of Greek allies. One was the Peloponnesian League, which had Sparta as its leader. The other leader was Athens who had control of the The Delian League.

477 B.C. - Aristides forms Delian League.

451 - Athens and Sparta sign five-year treaty.

449 - Persia and Athens sign peace treaty.

446 - Athens and Sparta sign 30 years peace treaty.

432 - Revolt of Potidaea.

1st Stage of the Peloponnesian War (Archidamian War) from 431-421

Athens (under Pericles and then Nicias) successful until 424. Athens makes little forays on the Peloponnese by sea and Sparta destroys areas in the countryside of Attica. Athens makes a disastrous expedition into Boeotia. They try to recover Amphipolis (422), unsuccessfully. Athens fears more of her allies would desert, so she signs a treaty (Peace of Nicias) that allows her to keep her face, basically setting things back to how they were before the war except for Plataea and Thracian towns.

431 - Peloponnesian War begins. Siege of Potidaea.

430 - Plague in Athens.

Pericles, Leader of the Athenians

429 - Pericles dies. Siege of Plataea (-427).

428 - Revolt of Mitylene.

427 - Athenian Expedition to Sicily. [See map of Sicily and Sardinia]

421 - Peace of Nicias.

2nd Stage of the Peloponnesian War from 421-413

Corinth forms coalitions against Athens. Alcibiades stirs up trouble and is exiled. Betrays Athens to Sparta. Both sides seek the alliance of Argos but after the Battle of Mantinea, where Argos loses most of her military, Argos no longer matters, although she becomes an Athenian ally.

415-413 - Athenian expedition to Syracuse. Sicily.

3rd Stage of the Peloponnesian War from 413-404

Under the advice of Alcibiades, Sparta invades Attica. Athens continues to send ships and men to Sicily even though it is disastrous. Athens, which had started the war with the advantage in naval battle, loses this advantage to the Corinthians and Syracusans. Sparta then used Persian gold from Cyrus to build her fleet and destroys the Athenian fleet at the Battle of Aegosotami. The Spartans are led by Lysander.

404 - Athens surrenders.

Peloponnesian War ends.

Athens loses its democratic government. Control is put into the Board of 30. Sparta's subject allies have to pay 1000 talents annually.

The Battle of Marathon, 490 BC

The battle of Marathon is one of history's most famous military engagements. It is also one of the earliest recorded battles. Their victory over the Persian invaders gave the fledgling Greek city states confidence in their ability to defend themselves and belief in their continued existence. The battle is therefore considered a defining moment in the development of European culture.

In September of 490 BC a Persian armada of 600 ships disgorged an invasion force of approximately 20,000 infantry and cavalry on Greek soil just north of Athens. Their mission was to crush the Greek states in retaliation for their support of their Ionian cousins who had revolted against Persian rule.

 Undaunted by the numerical superiority of the invaders, Athens mobilized 10,000 hoplite warriors to defend their territory. The two armies met on the Plain of Marathon twenty-six miles north of Athens. The flat battlefield surrounded by hills and sea was ideal for the Persian cavalry. Surveying the advantage that the terrain and size of their force gave to the Persians, the Greek generals hesitated.

One of the Greek generals - Miltiades - made a passionate plea for boldness and convinced his fellow generals to attack the Persians. Miltiades ordered the Greek hoplites to form a line equal in length to that of the Persians. Then - in an act that his enemy believed to be complete madness - he ordered his Greek warriors to attack the Persian line at a dead run. In the ensuing melee, the middle of the Greek line weakened and gave way, but the flanks were able to engulf and slaughter the trapped Persians. An estimated 6,400 Persians were slaughtered while only 192 Greeks were killed.

The remaining Persians escaped on their ships and made an attempt to attack what they thought was an undefended Athens. However, the Greek warriors made a forced march back to Athens and arrived in time to thwart the Persians.

"With you it rests, Callimachus" - Indecision before battle

Known as the "Father of History", Herodotus wrote his description of the battle a few years after it occurred. We join his account as the Athenians arrive at the battleground and are joined by a force of approximately 1000 of their Plataean allies. The Greek military leaders split on whether they should immediately attack the invaders or wait for reinforcements:

"The Athenians were drawn up in order of battle in a sacred close belonging to Heracles, when they were joined by the Plataeans, who came in full force to their aid.

The Athenian generals were divided in their opinions. Some advised not to risk a battle, because they were too few to engage such a host as that of the Persians. Others were for fighting at once. Among these last was Miltiades. He therefore, seeing that opinions were thus divided, and that the less worthy counsel appeared likely to prevail, resolved to go to the polemarch [an honored dignitary of Athens], and have a conference with him. For the man on whom the lot fell to be polemarch at Athens was entitled to give his vote with the ten generals, since anciently the Athenians allowed him an equal right of voting with them. The polemarch at this juncture was Callimachus of Aphidnre; to him therefore Miltiades went, and said:

'With you it rests, Callimachus, either to bring Athens to slavery, or, by securing her freedom, to be remembered by all future generations. For never since the time that the Athenians became a people were they in so great a danger as now. If they bow their necks beneath the yoke of the Persians, the woes which they will have to suffer...are already determined. If, on the other hand, they fight and overcome, Athens may rise to be the very first city in Greece.'

'We generals are ten in number, and our votes are divided: half of us wish to engage, half to avoid a combat. Now, if we do not fight, I look to see a great disturbance at Athens which will shake men's resolutions, and then I fear they will submit themselves. But, if we fight the battle before any unsoundness shows itself among our citizens,...we are well able to overcome the enemy.'

'On you therefore we depend in this matter, which lies wholly in your own power. You have only to add your vote to my side and your country will be free - and not free only, but the first state in Greece. Or, if you prefer to give your vote to them who would decline the combat, then the reverse will follow.'

Miltiades by these words gained Callimachus; and the addition of the polemarch's vote caused the decision to be in favor of fighting.'"

The Battle Begins

Miltiades arranges the Greek line of battle so that it stretches the length of the opposing, and far superior, Persian army. Then, much to the surprise of the Persians, he orders the Greek warriors to charge headlong into the enemy line.

"The Athenians...charged the barbarians at a run. Now the distance between the two armies was little short of eight furlongs [approximately a mile] The Persians, therefore, when they saw the Greeks coming on at speed, made ready to receive them, although it seemed to them that the Athenians were bereft of their senses, and bent upon their own destruction; for they saw a mere handful of men coming on at a run without either horsemen or archers.

Such was the opinion of the barbarians; but the Athenians in close array fell upon them, and fought in a manner worthy of being recorded. They were the first of the Greeks, so far as I know, who introduced the custom of charging the enemy at a run, and they were likewise the first who dared to look upon the Persian garb, and to face men clad in that fashion. Until this time the very name of the Persians had been a terror to the Greeks to hear.

The two armies fought together on the plain of Marathon for a length of time; and in the mid-battle the barbarians were victorious, and broke and pursued the Greeks into the inner country; but on the two wings the Athenians and the Plataeans defeated the enemy . Having so done, they suffered the routed barbarians to fly at their ease, and joining the two wings in one, fell upon those who had broken their own center, and fought and conquered them. These likewise fled, and now the Athenians hung upon the runaways and cut them down, chasing them all the way to the shore, on reaching which they laid hold of the ships and called aloud for fire."

The Persians Attack Athens

Miltiades arranges the Greek line of battle so that it stretches the length of the opposing, and far superior, Persian army. Then, much to the surprise of the Persians, he orders the Greek warriors to charge headlong into the enemy line.

"...the Athenians secured in this way seven of the vessels; while with the remainder the barbarians pushed off, and taking aboard their Eretrian prisoners from the island where they had left them, doubled Cape Sunium, hoping to reach Athens before the return of the Athenians.

The Persians accordingly sailed round Sunium. But the Athenians with all possible speed marched away to the defense of their city, and succeeded in reaching Athens before the appearance of the barbarians...The barbarian fleet arrived, and lay to off Phalerum, which was at that time the haven of Athens; but after resting awhile upon their oars, they departed and sailed away to Asia."

By Dan Vergano, USA TODAY

Go tell the Spartans, passerby. That here, by Spartan law, we lie, read the ancient elegy on stone at Thermopylae, the ancient battle site where the Greeks, 300 Spartans and their allies, held off masses of invading Persians in 480 BC. Hollywood, our modern Mount Olympus that churns out fresh myths along with popcorn and soda pop, is taking on this historical battle that defined ancient Greece long ago.

Thermopylae was a narrow mountain pass, wide enough for one chariot, with cliffs on one side and the sea on the other, according to the historian Herodotus. There, a small force led by King Leonidas of Sparta met an invading army of hundreds of thousands of soldiers — perhaps 800,000, according to accounts from the time. After two days of the lightly-armored invaders being slaughtered by the spear-wielding and heavily armored Greeks, treachery enabled the forces of Persia's emperor, Xeres, to outflank the Greeks guarding the pass. Leonidas dismissed the bulk of his army, again according to legend, and his remaining force of 300 Spartans and allies fought a suicidal holding action against the invaders.

The battle ended up a costly victory for the Persians, sort of the Alamo of their invasion, giving the Greeks time, and inspiration, to regroup and defeat them later in the war. The example of the Spartans and their allies has lived on, inspiring military codes still alive today, as well as some of the best quotes in history, such as Leonidas' "Come take them," his reply to a Persian request to lay down his arms.

In 300, which opens Friday and is based on a graphic novel by Frank Miller, filmmakers add fantastical elements to the story of the fight, one whose drama would seem to call for little embellishment. USA TODAY asked Paul Cartledge, author of Thermopylae: The Battle that Changed the World, who has seen a preview of the movie, to give his take on how Hollywood stacks up against Herodotus, whose writings give the best account of the fight:

Q. When the movie Troy came out in 2003, a number of classicists said they were pleased to at least see their field getting some silver-screen time. Others worried they would have to spend class time "deprogramming" students who had seen the movie. How do you view the 300's release?

A: I too am very pleased, if only because it gives us a chance to show why what we classicists/ancient historians do still really matters today (and not only in terms of entertainment). Troy the movie was based on (distantly!) a work of Tfiction — or if you like, a national epic — actually two epics, the Iliad and the Odyssey. But 300 is squarely based on a work of history, the Histories of Herodotus, which was indeed the first work of proper history ever written! So the evidence base of the two movies is quite different (not that we can be sure Herodotus got all his facts right, of course — he was only age 4 or so at the time of the Thermopylae defense, and he had his biases and hobbyhorses like any of us.)

Q. So how does the movie's version of the battle stack up to the historical record, in your view?

A: The historical record is (pretty much) Book 7 of Herodotus' Histories. What the movie leaves out is that Sparta didn't fight the Persians alone but as the head of a Greek alliance that included, most importantly, Athens. Sparta was the greatest Greek military power on land, Athens by sea. The resistance to the massive Persian invasion had to be an amphibious one, both by land and by sea, to counter the Persians' amphibious invasion. So the filmmakers missed out that Leonidas and his Spartans were attempting to hold the Thermopylae pass by land in conjunction with the allied Greek fleet led by Athens just up the coast.

However, there are two points about this Greek alliance: 1. It was tiny — only about 30 Greek cities out of 700 or so who might have joined in the resistance; 2. Far more Greeks fought on the Persian side than on the loyal Greek side!

What the movie adds in is a slew of fantasy fiction, including scary monsters. This is partly to take full advantage of the latest computer techno-wizardry (only one small scene was actually filmed out of doors — the rest in the studio against a blue screen with the background — mountains, sea, etc. — all digitally added on.)

What the movie gets dead right is the Spartans' heroic code (not least the gallows-humor one-liners) and the key role played by women in backing up, indeed reinforcing, the male martial code of heroic honor.

Q. Do you think the Greek world view, and particularly the Spartan ethos, comes across in the movie?

A:  There was no single Greek world view, in the sense that there were about 1,000 separate Greek communities, all politically separate — though they had many customs, especially religious, in common, and some common ideological features (e.g., a passion for competition — survival of the fittest in every sense). By general consensus, the Spartans were different — strange, odd — compared to normal Greeks, especially in their single-minded devotion to war (or preparing for it), in the relative freedom and empowerment of their women, and in the men's willingness to die heroically for their country and its ideals.

Q. Can you say anything about your contact with the filmmakers? Can you say how much interest they had in recreating the time period?

A: The filmmakers seem to have read my extensive published work — for example, The Spartans (2004) — and made good use of it. But I was consulted formally only over the question of how to pronounce ancient Greek names — for example, should 'Leonidas' be LeonEYEdas, LeONNidas, or LeonEEdas?

I advised LeonEEdas, but they went for LeonEYEdas, so you can see how influential I was (not).

Q. Are there any other key points about the movie or the battle you think are worth making to our readers?

A: Nothing to add — except a caveat about black and white, 'West' (goodies) vs 'East' (baddies) polarization (taken directly from Miller's original cartoon series — he was the movie's principal consultant). It's never a good thing to do that, I think, and least of all now!

In his 2005 book, A War Like No Other: How the Athenians and Spartans Fought the Peloponnesian War, the classicist Victor Davis Hanson writes about how a civil war in Greece, decades after the repulse of the Persians that started at Thermopylae, upended the Greeks' view of themselves as honorable and brave, a product of that fateful battle. In some ways, the battle set the Spartans up for failure later, setting a bar for fearlessness higher than mere mortals could sustain. But it is remarkable that a relatively small fight about 2,500 years ago could still have renown today.

Battles of the Persian Wars are named for their locations. The following timeline shows the major battles of the Persian Wars (Greco-Persian Wars) in chronological sequence.

502

Naxos. Revolt precipitating the Ionian revolt.

c. 500 B.C. - Ionian Revolt in Asia minor

498

Sardis. Persians led by Aristagoras with Athenian and Eretrian allies occupied Sardis. The city was burned and the Greeks met and were defeated by a Persian force. This was the end of the Athenian involvement in the Ionian revolt.

492

Naxos. Persians invaded; inhabitants fled; the Persians burned the town, but Delos was spared.

490

Eretria. Persians under Datis (later defeated at Marathon) given the city within a week by traitors. Inhabitants enslaved.

Battle of Marathon

When Greek colonists set out from mainland Greece, many wound up in Ionia, in Asia Minor. In 546, the Persians took over Ionia. Ionian Greeks found the Persian rule oppressive and attempted to revolt with the aid of the mainland Greeks. Mainland Greece then came to the attention of the Persians, and war between them ensued. The Persian Wars lasted from 492 - 449 B.C. and include the Battle of Marathon.

In 490 B.C. (possibly on August or September 12), perhaps 25,000 Persians, under King Darius' generals, landed on the Greek Plain of Marathon.

The Spartans were unwilling to provide timely help for the Athenians, so Athens' army, which was about 1/3 the size of the Persian's, supplemented by 1,000 Plataeans, and led by Callimachus (polemarch) and Miltiades (former tyrant in the Chersonesus [Map section Ja]), fought the Persians. The Greeks won by encircling the Persian forces.

This was a momentous event since it was the first Greek victory in the Persian Wars. Then the Greeks prevented a surprise Persian attack on Athens by a quick march back to the city to warn the inhabitants.

Origin of the Racing Term Marathon:

Supposedly, a messenger (Pheidippides) ran about 25 miles, from Marathon to Athens, to announce the defeat of the Persians. At the end of the march he died of exhaustion.

481 Greek League

Greek league against Persia, with Sparta in charge of the army, and Athens, the navy.

480 Battle at Thermopylae

479 Battle at Salamis

Potidaea and Olynthus. Persians on their way back from Salamis to Thessaly lay seige to Potidaea and Olynthus. Olynthus was given to the Chalcidians who were faithful to the Persians. Potidaea successfully withstood a 3-month siege.

Battle at Plataea

Mycale. Soon after Plataea, Athenians attacked Persians; Ionian allies deserted the Persians leading to Greek victory.

End of Persian Invasion of Mainland Greece

Athens, in charge of the Delian League, went on the offensive to free the Ionian cities.

478

Sestus. Taken by the Athenians. Beginning of the Athenian Empire.

Byzantium. The Spartan Pausanias delivered most of Cyprus from Persian rule. He then went to Byzantium where he did the same. However, he oppressed the Greeks there which led the eastern Greeks to seek the protection of Athens.

477 - Aristides forms Delian League

476/5

Eion. Cimon captured this important Persian stronghold east of the Hellespont.

Doriskos. Athenian fleet attempted to take Doriscus. We don't know the results.

468

Eurymedon (River). Cimon delivered the coast towns of Caria from Persian rule. Fought the Persians by land and sea. Made southern Asia Minor, from Caria to Pamphylia, part of the Athenian federation.

456

Prosopitis. Greeks were stranded by the Persians in Egypt. They capitulated and were allowed to leave.

450/449

Cyprus, Salamis. Phoenicians were establishing the authority of Artaxerxes in Cyprus when Cimon was sent to deal with them. Although Cimon died, the Greeks achieved a double victory.

449 - Peace of Callias

Persia and Athens sign peace treaty.

Ancient Greek Events Timeline

The Peloponnesian War was fought between two groups of Greek allies. One was the Peloponnesian League, which had Sparta as its leader. The other leader was Athens who had control of the The Delian League.

477 B.C. - Aristides forms Delian League.

451 - Athens and Sparta sign five-year treaty.

449 - Persia and Athens sign peace treaty.

446 - Athens and Sparta sign 30 years peace treaty.

432 - Revolt of Potidaea.

1st Stage of the Peloponnesian War (Archidamian War) from 431-421

Athens (under Pericles and then Nicias) successful until 424. Athens makes little forays on the Peloponnese by sea and Sparta destroys areas in the countryside of Attica. Athens makes a disastrous expedition into Boeotia. They try to recover Amphipolis (422), unsuccessfully. Athens fears more of her allies would desert, so she signs a treaty (Peace of Nicias) that allows her to keep her face, basically setting things back to how they were before the war except for Plataea and Thracian towns.

431 - Peloponnesian War begins. Siege of Potidaea.

430 - Plague in Athens.

Pericles, Leader of the Athenians

429 - Pericles dies. Siege of Plataea (-427).

428 - Revolt of Mitylene.

427 - Athenian Expedition to Sicily. [See map of Sicily and Sardinia]

421 - Peace of Nicias.

2nd Stage of the Peloponnesian War from 421-413

Corinth forms coalitions against Athens. Alcibiades stirs up trouble and is exiled. Betrays Athens to Sparta. Both sides seek the alliance of Argos but after the Battle of Mantinea, where Argos loses most of her military, Argos no longer matters, although she becomes an Athenian ally.

415-413 - Athenian expedition to Syracuse. Sicily.

3rd Stage of the Peloponnesian War from 413-404

Under the advice of Alcibiades, Sparta invades Attica. Athens continues to send ships and men to Sicily even though it is disastrous. Athens, which had started the war with the advantage in naval battle, loses this advantage to the Corinthians and Syracusans. Sparta then used Persian gold from Cyrus to build her fleet and destroys the Athenian fleet at the Battle of Aegosotami. The Spartans are led by Lysander.

404 - Athens surrenders.

Peloponnesian War ends.

Athens loses its democratic government. Control is put into the Board of 30. Sparta's subject allies have to pay 1000 talents annually.

CHINA AND ROME GOVERNMENTS

Q’In:

*First Empire:  221-206 BCE

*Founder:  Shi Huangdi

*Falls to the Han (206BCE-220CE)

Q’In:

*Absolute rule

*Did not like Confucious

*Legalism

*Rigid

*Weakened Nobles

*destroyed Primogeniture

*Regulations and standards

*rebellions bring them down after

Shi-huang dies

HAN

-Liu Bang

*lessen Legalism

*Add Confucious

*central gov’t run

By prime minister

*depended on local gov’t

*gentry are the officials

(middle class)

*Crossbow, cavalry

FALL OF THE HAN:

Corruption, peasant uprisings, nomads

And bandit raids, clan in fighting,

Rural warlords

Building an Empire I

Part One

To begin this course, we are going to compare the different empires of the ancient world.  The best way to truly understand what is involved in building an empire is to build one on your own.  Together, in groups of five, you will build an empire to rival the world's best.  As time progresses these empires will interact with other student empires by trading, developing treaties and even going to war.  The strength of your empire will be directly related to your own ingenuity as well as the regular class work and attendance in class.  A major part of your grade and your success will be the consistency and logic in your empire.  As an entire empire, it must make sense.  You should not just pick and choose things to have in your empire at random.  Although this is a group project, much of the work is individual and will be graded as such.  Keep a copy of everything your group does.

Here is how to start an empire.  First you need land.  Look at where the following empires began:  Egypt; the Empires of the Middle East; Greece; China; the Empires of the Americas.

Together, as a group you will review what we have learned and make a chart.  On the left place the bold print words for questions 1-4.  On the top list all 5 empires plus your own.  Please note that these questions are based on our five AP History test themes as dictated by AP Central:  (The AP words are in bold italics.)

1.   Migration: What were the major migrations of groups during this time period? Detail where and when the group(s) originated and what may have caused them to move to new locations. (i.e.: Bantu, Indo-European, Mesoamerican and South Pacific migrations)

2.  Patterns of Settlement: Where were the early civilizations located? Why were the lands suitable for permanent settlement? What resources did they have available at these locations?

3.  Technology: What technologies were available to these early civilizations? How did this technology impact the civilization’s development? (i.e.: iron/bronze tools, navigational/astronomical knowledge, etc.)

4.  Demography and Disease: Were there any major outbreaks of disease that had an impact on the population? How densely populated were the specific empires/regions? Why?

Once you have done the 5 empires, decide on a land mass for your group using ideas from the empires you have studied. 

Place the answers in the last column in your chart.  Make sure you will be able to explain why you chose your answers.  A large part of your grade will be a presentation in which you will need to compare your empire to other empires.  Your grade and your empires’ power will be based on your answers!  For example, “Our people migrated to this area in a similar way to the Fertile Crescent because like them we have… as opposed to the Egyptians who did….”  You may even want to put the phrase (like Egypt) or whatever in parentheses in your chart.

5.  Finally, draw a map of your empire complete with a scale of miles.

 SEQ CHAPTER \h \r 1                     Building an Empire

Part TWO

For the next part of the project, we are going to compare the economies of the empires of the ancient world.  Again, look at the following empires:  the Empires of the Middle East; Greece ; Rome; China ;India.

Together, as a group you will review what we have learned and make a chart.  On the left place the bold print words for questions 1-4.  On the top list all 5 empires plus your own.  Please note that these questions are based on our five AP History test themes as dictated by AP Central:  (The AP words are in bold italics.)

1.   Agricultural and pastoral production: What were the staple crops of early societies? What methods of agriculture were used?

2.  Trade and commerce: What were the major products these early societies were known for? What items were traded between or among societies?

3.  Labor systems: How was labor divided among early societies? Was there any specific labor system involved? (i.e.: slavery, feudalism, caste system)

4.  Medium of exchange:  How do they exchange goods in their empire?  Is there any money?  What kind or do they barter?

Once you have done the 5 empires, decide on an economic system for your group using ideas from the empires you have studied. 

Place the answers in the last column in your chart.  Make sure you will be able to explain why you chose your answers.  A large part of your grade will be a presentation in which you will need to compare your empire to other empires.  Your grade and your empires’ power will be based on your answers!  For example, “Our people grew crops similar to those of the Chinese because like them we have… as opposed to the Greeks who have…”  You may even want to put the phrase (like Greece) or whatever in parentheses in your chart.

Remember:

A major part of your grade and your success will be the consistency and logic in your empire.  As an entire empire, it must make sense.  You should not just pick and choose things to have in your empire at random. 

 SEQ CHAPTER \h \r 1                          

Building an Empire

Part Three

For the next part of the project, we are going to compare the societies of the empires of the ancient world.  Again, look at the following empires:  the Empires of the Middle East; Greece; Rome; China ;India.

Together, as a group you will review what we have learned and make a chart.  On the left place the bold print words for questions 1-4.  On the top list all 5 empires plus your own.  Please note that these questions are based on our five AP History test themes as dictated by AP Central:  (The AP words are in bold italics.)

1.  Were the societies patriarchal, matriarchal, or neither? What were family structures like? Did these have an impact on political and/or social institutions?
 2.  What roles were men and women expected to take?

3.  Were early societies divided up or categorized according to race? Did race have any impact on political, religious, or social structures?
4.   How were people ranked socially?

Once you have done the 5 empires, decide on a society for your group using ideas from the empires you have studied. 

Place the answers in the last column in your chart.  Make sure you will be able to explain why you chose your answers.  A large part of your grade will be a presentation in which you will need to compare your empire to other empires.  Your grade and your empires’ power will be based on your answers!  For example, “Our people valued the family like the Chinese because…”    You need to put the phrase (like Greece) or whatever in parentheses in your chart.

Remember:

A major part of your grade and your success will be the consistency and logic in your empire.  As an entire empire, it must make sense.  You should not just pick and choose things to have in your empire at random. 

 SEQ CHAPTER \h \r 1                           Building an Empire

Part Four

For the next part of the project, we are going to compare the governments of the empires of the ancient world.  Again, look at the following empires:  the Empires of the Middle East; Greece ; Rome; China ;India.

Together, as a group you will review what we have learned and make a chart.  On the left place the bold print words for questions 1-7.  On the top list all 5 empires plus your own. 

1.   What type of government did these early societies use? (i.e.: monarchy, oligarchy, democratic, centralized vs. decentralized)
2.  Describe any major uprisings or rebellions in these early civilizations. What were the cause and outcomes of these rebellions?
3.  What were their laws like?  Give an example of some.

4.  What kinds of rights did the individual citizen have?

5.  What was the leader(s) title? 

6.  Describe his/her role in the government as well as the society and relationship with his/her people.

7.  Were there any famous leaders?  What did they do?

Once you have done the 5 empires, decide on a government for your group using ideas from the empires you have studied. 

Place the answers in the last column in your chart.  Make sure you will be able to explain why you chose your answers.  A large part of your grade will be a presentation in which you will need to compare your empire to other empires.  Your grade and your empires’ power will be based on your answers!  For example, “Our leader was a almost a god on earth like the Chinese because…”  You need to put the phrase (like China) or whatever in parentheses in your chart.

Remember:

A major part of your grade and your success will be the consistency and logic in your empire.  As an entire empire, it must make sense.  You should not just pick and choose things to have in your empire at random. 

Building an Empire

Part Five

For the next part of the project, we are going to compare the religions of the empires of the ancient world.  Again, look at the following empires:  the Empires of the Middle East; Greece ; Rome; China ;India.

Together, as a group you will review what we have learned and make a chart.  On the left place the bold print words for questions 1-8.  On the top list all 5 empires plus your own. 

1.  Is it Poly or Mono-theistic?

2.  What are their basic beliefs?

3.  Who are their major God(s)?

4.  What customs do they have?  For example, what kind of dress do they have?  Do they have any holidays or traditions?

5.  How do they practice or observe it?  Do they build anything or do something interesting?

• Science and Technology:

6.  What were the major scientific and technological achievements of these early civilizations? How did these achievements affect the civilization itself as well as its interaction with other civilizations?
• Arts and Architecture:

7.  What were the major artistic or literary works of early societies?

8.  Describe their unique architectural styles or engineering accomplishments.

 

Once you have done the 5 empires, decide on an economic system for your group using ideas from the empires you have studied. 

Place the answers in the last column in your chart.  Make sure you will be able to explain why you chose your answers.  A large part of your grade will be a presentation in which you will need to compare your empire to other empires.  Your grade and your empires’ power will be based on your answers!  For example, “Our people worshipped their leaders like the Romans because…”  You need to put the phrase (like Rome) or whatever in parentheses in your chart.

Remember:

A major part of your grade and your success will be the consistency and logic in your empire.  As an entire empire, it must make sense.  You should not just pick and choose things to have in your empire at random. 

 SEQ CHAPTER \h \r 1                                               

Building an Empire

Part Six

For the last part of the project, we are going to compare the militaries of the empires of the ancient world.  Again, look at the following empires:  the Empires of the Middle East; Greece; Rome; China; India.

Together, as a group you will review what we have learned and make a chart.  On the left place the bold print words for questions 1-4.  On the top list all 5 empires plus your own. 

1.  What kinds of weapons did they have?

2.  Did they have any particular strategy of fighting?

3.  Were there any famous military men?  What did they do?

4.  Any famous battles or invasions?  Who won and why?

Once you have done the 5 empires, decide on an economic system for your group using ideas from the empires you have studied. 

Place the answers in the last column in your chart.  Make sure you will be able to explain why you chose your answers.  A large part of your grade will be a presentation in which you will need to compare your empire to other empires.  Your grade and your empires’ power will be based on your answers!  For example, “Our people fought like the Greeks as opposed to the Romans  because…”  You need to put the phrase (like Greece) or whatever in parentheses in your chart.

Remember:

A major part of your grade and your success will be the consistency and logic in your empire.  As an entire empire, it must make sense.  You should not just pick and choose things to have in your empire at random. 

5.  Now, draw up a defensive and offensive (if necessary) military plan.  Be as detailed as you can so that you will be prepared for anything.  Include geography, positions of troops, what they are armed with, their orders etc...

Types of Buddhism

Zen Buddhism

Ø      The “Meditation School.”

Ø      Seeks sudden enlightenment [satori] through meditation, arriving at emptiness [sunyata].

Ø      Use of meditation masters [Roshi].

Ø      Beauty, art, and aesthetics:

§         Gardens.

§         Archery.

§         Tea ceremony.

§         Calligraphy.

Tibetan Buddhism

Ø      The “Diamond Vehicle.” [Vajrayana]

Ø      Developed in Tibet in the
7c CE.

Ø      A mix of Theravada and Mahayana.

Ø      Boddhisatvas include
Lamas, like the
Dalai Lama.

Ø      The Tibetan Book
of the Dead
[Bardo Thodol].

Mahayana Buddhism

Ø      The “Great Vehicle.”

Ø      Founded in northern Asia (China, Japan).

Ø      Buddhism “for the masses.”

Ø      Seek guidance from Boddhisatvas, wise beings.

Goal:  Not just individual escape from the wheel, but the salvation of all humanity through self-sacrifice of those enlightened few

Theravada Buddhism

Ø      The oldest school of Buddhism.

Ø      The “Way of the Elders” or the “Small Vehicle.”

Ø      Found in southern Asia.

Ø      The monastic life is the best way
to achieve nirvana.

Ø      Focus on wisdom and meditation.

Ø      Goal is to become a “Buddha,” or “Enlightened One.”

Over 100,000,000 followers today

Fall of the Roman Empire

There were several reasons for the fall of the Roman Empire. Each one intertweaved with the other.

Decline in Morals and Values
Even during PaxRomana (A long period from Augstus to Marcus Aurelius when the Roman empire was stable and relativly peaceful) there were 32,000 prostitutes in Rome. Emperors like Caligula and Nero became infamous for wasting money on lavish parties where guests drank and ate until they became sick. The most popular amusement was watching the gladiatorial combats in the Colosseum.

Political Corruption
One of the most difficult problems was choosing a new emperor. Unlike Greece where transition may not have been smooth but was at least consistent, the Romans never created an effective system to determine how new emperors would be selected. The choice was always open to debate between the old emperor, the Senate, the Praetorian Guard (the emperor's's private army), and the army. Gradually, the Praetorian Guard gained complete authority to choose the new emperor, who rewarded the guard who then became more influential, perpetuating the cycle. Then in 186 A. D. the army strangled the new emperor, the practice began of selling the throne to the highest bidder. During the next 100 years, Rome had 37 different emperors - 25 of whom were removed from office by assassination. This contributed to the overall weaknesses, decline and fall of the empire.

Unemployment
During the latter years of the empire farming was done on large estates called latifundia that were owned by wealthy men who used slave labor. A farmer who had to pay workmen could not produce goods as cheaply. Many farmers could not compete with these low prices and lost or sold their farms. This not only undermined the citizen farmer who passed his values to his family, but also filled the cities with unemployed people. At one time, the emperor was importing grain to feed more than 100,000 people in Rome alone. These people were not only a burden but also had little to do but cause trouble and contribute to an ever increasing crime rate.

Inflation
The roman economy suffered from inflation (an increase in prices) beginning after the reign of Marcus Aurelius. Once the Romans stopped conquering new lands, the flow of gold into the Roman economy decreased. Yet much gold was being spent by the romans to pay for luxury items. This meant that there was less gold to use in coins. As the amount of gold used in coins decreased, the coins became less valuable. To make up for this loss in value, merchants raised the prices on the goods they sold. Many people stopped using coins and began to barter to get what they needed. Eventually, salaries had to be paid in food and clothing, and taxes were collected in fruits and vegetables.

Military Spending
Maintaining an army to defend the border of the Empire from barbarian attacks was a constant drain on the government. Military spending left few resources for other vital activities, such as providing public housing and maintaining quality roads and aqueducts. Frustrated Romans lost their desire to defend the Empire. The empire had to begin hiring soldiers recruited from the unemployed city mobs or worse from foreign counties. Such an army was not only unreliable, but very expensive. The emperors were forced to raise taxes frequently which in turn led again to increased inflation.

THE FINAL BLOWS
For years, the well-disciplined Roman army held the barbarians of Germany back. Then in the third century A. D. the Roman soldiers were pulled back from the Rhine-Danube frontier to fight civil war in Italy. This left the Roman border open to attack. Gradually Germanic hunters and herders from the north began to overtake Roman lands in Greece and Gaul (later France). Then in 476 A. D. the Germanic general Odacer or Odovacar overthrew the last of the Roman Emperors, Augustulus Romulus. From then on the western part of the Empire was ruled by Germanic chieftains. Roads and bridges were left in disrepair and fields left untilled. Pirates and bandits made travel unsafe. Cities could not be maintained without goods from the farms, trade and business began to disappear. And Rome was no more in the West.

Student Name__________________________________Today's Date in History 1345

Medieval Europe Historical Fictitious Character

First Name                                                       Surname

Sex-

Date of Birth-                                                   Place of Birth-

Parents Names-

Number of Siblings-

Your order of birth (First son, second daughter etc…)

Name of Spouse-                                                        Date of marriage-

Name(s) and Age(s) of your children

Occupation-

Religion-

Area of Domicile-

Your description of your everyday life:  (Please underline specifics)

Student Name__________________________________Today's Date in History 1480

Renaissance Europe Historical Fictitious Character

First Name                                                       Surname

Sex-

Date of Birth-                                                   Place of Birth-

Parents Names-

Number of Siblings-

Your order of birth (First son, second daughter etc…)

Name of Spouse-                                                        Date of marriage-

Name(s) and Age(s) of your children

Occupation-

Religion-

Area of Domicile-

Silver Piece costs for Re-enactments

Small farm w/tools          25

Education                        20

Apprenticeship                10

Ship                                  175

Shop                                 60

Small boat                       25

Advanced Education             40

Cargo for Ship                100

Student Name_____________________ Today's Date in History 1550

Reformation Historical Fictitious Character

First Name                        Surname

Sex-

Date of Birth-                    Place of Birth-

Parents Names-

Number of Siblings-

Name of Spouse-                       Date of marriage-

Name(s) and Age(s) of your children

Occupation-

Religion-

Area of Domicile-

Shortly you will be choosing a religion for your character.  Before 1400 this was easy since you could be either Catholic, Orthodox, Jewish or Muslim if you lived in Europe.  However, during the Renaissance, Europe saw drastic changes in the organization of the Catholic church.  New sects of Christianity appeared everywhere and although these groups still believed in Christ and the Old and New Testament they developed many new ideas and argued with Papal authority.  Before you choose your religion you must first educate yourself on the beliefs and the locations of these religions.  Please perform the following tasks and when you are done, write your religion and area of domicile on your character sheet.

Please construct a chart that looks like the following:

                                                            Countries it                             The basic                    The

                                                            Exists in                                  Beliefs                                Founder(s)

Catholic

Anglican (Church of England)

Lutheran

Calvinism

Huguenots (French Calvinists)

Presbyterianism (followers of John Knox)

((Hint: a contemporary of Calvin)

Finally, answer the following questions:

1.  What are indulgences?

2.  What was the Catholic Reformation?

3.  Who were the Jesuits?

4.  What is your religion?

5.  Why did you choose it?

6.    If you are a Catholic what don’t you like about the Protestants and if you are a Protestant, what don’t you like about the Catholics?

Student Name_____________________Today's Date in History ___________

Colonization Historical Fictitious Character

First Name                        Surname

Sex-

Date of Birth-                    Place of Birth-

Parents Names-

Number of Siblings-

Name of Spouse-                       Date of marriage-

Name(s) and Age(s) of your children

Occupation-

Religion-

Area of Domicile-

Relation to Reformation Family-

Wow!  Can you believe it?  A whole new world ripe for the taking!  As a European it is your chance to exploit the peoples of these strange new lands and conquer or steal or simply take land and start a new life.  All you need to do is invest a little money and off you go.  In order to begin, simply see your teacher to find out which area of the world is open to you, answer the following questions and then decide how much money you want to invest.  You may work in groups.

1.     Where and Why are you going?  What do you hope to gain?

2.      Whose colony is this?

3.      Where are you going to settle?  Define this in both European and Native terms.

4.     What kind of occupation or money making scheme do you and other people have?

5.      Describe in detail the Native Population.

a.    Who are they?

b.    What is their culture like?  Their society and religion.

c.    What is their government like?  Are they independent?

6.      What are the relations like between the Europeans and the Native Population?

7.    Describe the government of the European power that controls the colony.  Is their rule direct or indirect?

8.    What is the economy like?  Do they export goods?  To where and to whom?

9.    Finally, how much money do you want to invest in your venture?  You can invest anything from 1-20.  Be prepared to discuss your answers orally and then the teacher will roll the dice to see your profit or loss!

Student Name__________________________________Today's Date in History 1830

Industrial Revolution Historical Fictitious Character

First Name                                                      Surname

Sex-                                         Date of Birth-                                     Place of Birth-

Parents Names-

Name of Spouse-                                                       Date of marriage-

Name(s) and Age(s) of your children

Occupation-

Religion-

Area of Domicile-

Revolution means change.  The revolutions we have studied in the past have all been changes in the government.  This time however, we are going to look at a revolution in the way people do things, in the things they make and the jobs that they do.  During the 17 and 1800's in England, improvements in agriculture led landowners to put fences around their land.  (This system was known as enclosure.)  This left thousands of people with no land and no way to provide themselves with food and money.  At the same time, new inventions led to the creation of factories.  These two combinations left England poised to be a leader in the Industrial Revolution.

To learn more about this revolution, you will pretend to be an entrepreneur living during this time period.  You will choose a business to open up and run in an attempt to become rich.  You may choose any business you want that is mentioned or implied in your book.  As you develop your business you will have to answer the following questions (remember no more than two or three people may be involved in the same business or else you will have too much competition and go out of business.) 

1.  What business did you choose to get involved in?

2.  Why did you choose it?

3.  What inventions helped you start it?

4.  What changes in the world allowed you to open this business that did not exist 200 years ago?

5. Give your business a name!   **(Optional)  Draw a poster advertising your product.

6.  What area of England did you choose and why? 

7.  Where specifically does the money come from to start your business and your competitor's businesses in England.

Review pictures for 19 and 20

 VIDEO OF THESE PICTUES CAN BE FOUND AT

https://youtu.be/2gvDjl0Ox88