This document provides an overview of ancient Greek education, philosophy, and influence. It describes the differences between education in Athens and Sparta, with Athens focusing on subjects like music, grammar and gymnastics to develop citizens, while Sparta emphasized a harsh military-focused lifestyle. The document also profiles influential Greek philosophers like Socrates, Plato and Aristotle and their contributions. It discusses how Alexander the Great was influenced by Aristotle and went on to conquer much of the known world, spreading Greek culture.
Historical fiction is a genre that combines factual information about historical time periods, events, and real people with fictional elements like characters, dialogue, and details. It aims to present a believable story that is supported by historical evidence and portrays characters and settings realistically without conflicting known facts or relying on stereotypes. The document provides examples of short stories and novels that fall into the historical fiction genre, spanning various eras from medieval England to the American Great Depression and World War II.
Mythical and historical figures of ancient romeFeliciaaa
The document summarizes information about several important figures from ancient Roman history. It discusses the legendary founders of Rome, Romulus and Remus, and their origins story. It also provides biographical details about the Roman emperors Hadrian, Augustus, and prominent statesman Cicero. Additionally, it outlines key events in the Second Punic War between Rome and Carthage under the leadership of Hannibal.
What if the Battle of Thermopylae ended differently? What if the Persians had conquered Greece? What if the battle covers up something else entirely? This is one of the missions for the Time Patrol trying to keep our timeline intact.
The Assassination of the First King of RomeBob Mayer
The Ides of March. 493 AD. Roland's mission in 493 AD: 493 AD: The First King of Italy, Odoacer, is assassinated by Theodoric, But what if the sword goes the other way?
Historical fiction presents stories set in notable time periods of history from the perspective of fictional characters living during that era. It often depicts actual historical events through these characters' eyes. Historical fiction has developed from the romantic movement in the 19th century as a way for readers to escape the present. While earlier works tended to idealize the past, modern historical fiction aims to provide a more authentic understanding of history from ordinary people's point of view. Consistently good writers in the young adult historical fiction genre include Laurie Halse Anderson, Tracy Chevalier, Christopher and James Lincoln Collier, Mildred D. Taylor, Karen Cushman, Jennifer Donnelly, Scott O'Dell, and Ann Rinaldi
What if the Battle of Thermopylae ended differently? What if the Persians had conquered Greece? What if the battle covers up something else entirely? This is one of the missions for the Time Patrol trying to keep our timeline intact.
This document provides information about historical fiction for tweens, including definitions and criteria for selection. It defines tweens as 8-14 years old and historical fiction as realistic stories set in the past. Several examples of historical fiction books are summarized in 2-3 sentences each, covering various time periods and locations. The document also lists some print and online resources for finding more information about historical fiction for tweens.
This document provides an overview of ancient Greek education, philosophy, and influence. It describes the differences between education in Athens and Sparta, with Athens focusing on subjects like music, grammar and gymnastics to develop citizens, while Sparta emphasized a harsh military-focused lifestyle. The document also profiles influential Greek philosophers like Socrates, Plato and Aristotle and their contributions. It discusses how Alexander the Great was influenced by Aristotle and went on to conquer much of the known world, spreading Greek culture.
Historical fiction is a genre that combines factual information about historical time periods, events, and real people with fictional elements like characters, dialogue, and details. It aims to present a believable story that is supported by historical evidence and portrays characters and settings realistically without conflicting known facts or relying on stereotypes. The document provides examples of short stories and novels that fall into the historical fiction genre, spanning various eras from medieval England to the American Great Depression and World War II.
Mythical and historical figures of ancient romeFeliciaaa
The document summarizes information about several important figures from ancient Roman history. It discusses the legendary founders of Rome, Romulus and Remus, and their origins story. It also provides biographical details about the Roman emperors Hadrian, Augustus, and prominent statesman Cicero. Additionally, it outlines key events in the Second Punic War between Rome and Carthage under the leadership of Hannibal.
What if the Battle of Thermopylae ended differently? What if the Persians had conquered Greece? What if the battle covers up something else entirely? This is one of the missions for the Time Patrol trying to keep our timeline intact.
The Assassination of the First King of RomeBob Mayer
The Ides of March. 493 AD. Roland's mission in 493 AD: 493 AD: The First King of Italy, Odoacer, is assassinated by Theodoric, But what if the sword goes the other way?
Historical fiction presents stories set in notable time periods of history from the perspective of fictional characters living during that era. It often depicts actual historical events through these characters' eyes. Historical fiction has developed from the romantic movement in the 19th century as a way for readers to escape the present. While earlier works tended to idealize the past, modern historical fiction aims to provide a more authentic understanding of history from ordinary people's point of view. Consistently good writers in the young adult historical fiction genre include Laurie Halse Anderson, Tracy Chevalier, Christopher and James Lincoln Collier, Mildred D. Taylor, Karen Cushman, Jennifer Donnelly, Scott O'Dell, and Ann Rinaldi
What if the Battle of Thermopylae ended differently? What if the Persians had conquered Greece? What if the battle covers up something else entirely? This is one of the missions for the Time Patrol trying to keep our timeline intact.
This document provides information about historical fiction for tweens, including definitions and criteria for selection. It defines tweens as 8-14 years old and historical fiction as realistic stories set in the past. Several examples of historical fiction books are summarized in 2-3 sentences each, covering various time periods and locations. The document also lists some print and online resources for finding more information about historical fiction for tweens.
The document summarizes several Arthurian legends including King Arthur, Camelot, the Holy Grail, Excalibur, Merlin, and Lancelot. It discusses key elements of the legends such as King Arthur drawing the sword from the stone to become king, the Knights of the Round Table serving King Arthur at Camelot, Merlin advising King Arthur, and Lancelot's love for Guinevere. The document also briefly mentions other legends such as Bigfoot, Johnny Appleseed, and Davy Crockett.
This slidecast presentation defines and provides information about legends. It explains that legends are semi-true stories passed down orally from person to person that have important cultural meaning. Legends usually include some factual elements and are based on historic events, but also contain fantastical elements. They often feature heroic characters or locations and may incorporate a culture's spiritual beliefs. The presentation concludes by directing viewers to a quiz and website with more legends.
A legend is a narrative that blends fact and fiction about people, events, places, or natural features. Legends originated from the Latin word "Legenda," meaning "things to read," and were used to describe stories about saints that were read in church services. Legends differ from myths in that myths interpret nature while legends idealize history, myths involve gods and goddesses while legends can feature animals or objects, and legends are specific to one or two localities while myths are found universally. Legends can strengthen children's faith, teach history and morality, develop imagination, and introduce culture.
The document defines and provides background on various idioms, sayings, and references including:
- Reading the riot act refers to dispersing noisy gatherings from 1715 British law.
- A riddle wrapped in a mystery inside an enigma was Churchill's description of Russia, implying it is confusing.
- Mantras in Hinduism and Buddhism are sacred words chanted in devotion and meditation.
- Jekyll and Hyde refers to having two opposing personalities from Robert Louis Stevenson's 1886 novel.
- Letting a hundred flowers bloom was Mao's invitation to diverse opinions in 1957 China.
The document provides character summaries for several characters in the novel Mister Pip including Mr Watts, Matilda, Dolores, Grace, and descriptions of places and groups involved in the conflict in Bougainville:
- Mr Watts is the only white man on the island who teaches the children after the teachers leave. He introduces Matilda to Great Expectations and plans to escape with her but is ultimately killed.
- Matilda is the 13-year-old narrator who witnesses the deaths of her mother and Mr Watts and accidentally escapes the island.
- Dolores hates the white man and causes destruction in the village before being killed.
- Grace was Mr Watts' depressed wife who died without description.
The document provides a summary of Nathaniel Hawthorne's 1850 novel The Scarlet Letter. It describes the plot, which involves Hester Prynne who is forced to wear the letter "A" after giving birth to a child from an adulterous affair. The summary also introduces the main characters of Hester and Reverend Arthur Dimmesdale, and discusses the novel's themes of sin and conflicts with society. It analyzes the purpose of assigning the novel, noting that it explores complex human motives and remains relevant despite being written over 150 years ago.
The document summarizes Spartan education and society. Spartan boys were sent to rigorous military school at age 7, focusing on survival skills, physical fitness, and warfare. Their education was harsh and disciplined, designed to produce strong soldier-citizens. Spartan girls also received military-style training from age 7, though had fewer rights than males. Spartan society emphasized discipline, duty and martial prowess more than other Greek city-states.
The document provides an overview of the ancient Greek city-states of Athens and Sparta between 700-338 BCE. It describes the basic structures and governments of the polis system, and highlights some key differences in Spartan and Athenian society, politics, and military training. Sparta was a strictly disciplined military state where males lived communally and underwent rigorous training from a young age. Athenian democracy developed after reforms eliminated the aristocracy and monarchy.
Athens and Sparta were two influential city-states in Ancient Greece. Athens was a center of culture and democracy, while Sparta focused heavily on military training. Spartan boys were sent to military school at a young age and lived communally, whereas Athenian boys received a well-rounded education. Spartan women had more prominent social roles than Athenian women. Both cities had complex systems of checks and balances in their governments.
Sparta was an ancient Greek city-state located in the region of Laconia in southern Greece. Spartan society consisted of Spartans who were full citizens, Perioeci who were free but non-citizens, and helots who were state-owned serfs. Spartan males underwent rigorous military training from a young age and Spartan society was organized around military service. The main weapons of Spartan soldiers were spears, short swords, shields, and they fought using the phalanx battle formation.
Ancient Greece lasted from around 2000 BC to 146 BC and was divided into regions containing many city-states. The two most powerful city-states were Athens and Sparta. Athens developed the world's first democracy around 508 BC, though only half the population could vote. Sparta was a powerful military state divided into citizens, non-citizens, and slaves. Though rivals, the city-states united to defeat Persia in the Persian Wars. However, internal conflict later erupted in the Peloponnesian War, weakening Greece and allowing it to be conquered by Macedonia and later Rome.
Spartan society was dominated by the military which was established by the Spartan lawgiver Lycurgus. Boys were trained from a young age to be soldiers, focusing on self-discipline and obedience. Women had an unusual amount of independence, owning property and controlling households since men were often away at war.
The document summarizes life in Sparta, one of the great city-states of ancient Greece. The Spartans focused on military skills and conquest of neighboring lands. They came to greatly outnumber Spartan citizens and were kept subjugated. Spartan culture emphasized military strength, with boys sent to military camps at a young age. The Spartan system aimed to create a powerful military without outside influences by discouraging things like art and foreign visitors.
While Athens and Sparta both existed as prominent city-states in Ancient Greece, they differed significantly in their forms of government and societies. Athens developed into a democracy in which citizens could participate in political matters, while Sparta was an oligarchy controlled by a small group of elders. Sparta prioritized military strength and subjected its male citizens to harsh discipline and training from a young age. However, Spartan women had greater freedoms than Athenian women. Ultimately, though Sparta possessed a powerful military, its weaknesses included lack of education, short duration of less than 300 years, and abuse of children in its exclusive focus on war.
Sparta uniquely valued military strength over all else, lacking focus on education, the arts, or academics. Spartan children were abused through harsh physical training from a young age. Though Sparta had a formidable military, these significant weaknesses undermined their society, which lasted less than 300 years before declining.
Sparta was an ancient civilization in Greece that became prominent after defeating Athens in the Peloponnesian War. Spartan society had a strict social hierarchy and military focus. Spartan males were trained from a young age for warfare. Children were taken from their families at age 7 for harsh military training. Those who passed fitness tests at age 20 became full citizens. Spartan culture emphasized discipline, sacrifice and loyalty to the state over individual interests.
The document discusses several topics related to ancient Athens and Sparta:
1) In Sparta, weak newborn infants were often left to die, while strong infants were kept and raised. Physical imperfections in babies could also result in them being abandoned.
2) Athens had a more open market economy compared to Sparta, which restricted trade - this limited Sparta's economic growth and potential wealth.
3) Athens is remembered more than Sparta today because of its contributions to philosophy and the establishment of democracy. Athens was also more innovative than the militaristic Sparta.
4) Athens built a powerful navy in the 5th century BC consisting of around 400 trireme warships, manned by over 80,000 men
This document provides an overview of ancient Greece, including daily life in Athens and Sparta, their forms of government, Alexander the Great's background and empire, and the ancient Olympic games. It describes what a typical day looked like for children, women and men in Athens and Sparta. It also outlines how Athens had a direct democracy while Sparta was ruled by two kings. Alexander the Great conquered much of the known world and helped spread Greek culture. The Olympic games were a prestigious sporting event held every four years to honor Zeus.
Spartan education focused on producing strong soldiers to defend Sparta. Boys were sent to military school at age 6-7 where they were taught combat, survival, and stealth skills. The aim was to build discipline, loyalty and endurance. Girls received similar physical training to bear strong children and pass a fitness test at 18. Learning was experiential, with little intellectual training beyond laws and Homer. Outstanding contributions included developing patriotism, discipline and respect for authority.
Three main social groups made up the population of 5th century Athens: Athenian citizens, immigrants, and slaves. Athenian citizens had full legal rights, while immigrants could stay if they paid a tax but had no political power. Most of the population were slaves who worked in homes, fields, and government services. Men participated in public life, politics, and military while women stayed at home to care for children and household duties. Spartan society also emphasized strict gender roles with women holding more prominent positions than elsewhere through education and greeting warriors after battle to inspire them. Spartan children from age 7 lived communally where they learned survival skills, and an emphasis was placed on concise speech.
A t l a n t i c OceanIBERIANPENINSULAe.docxransayo
A t l a n t i c Ocean
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ª Cengage Learning
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MAP 3.2 Greece and Its Colonies in the Archaic Age. Impelled by overpopulation and poverty, Greeks spread out from their homelands during the Archaic Age, establishing colonies in many parts of the Mediterranean. The colonies were independent city-states that traded with the older Greek city-states.
What aspects of the colonies’ locations facilitated trade between them and city-states in Greece?
Tyranny in the Greek Polis
When the polis emerged as an important institution in Greece in the eighth century, monarchical power waned, and kings virtually disappeared in most Greek states or survived only as ceremonial figures with little or no real power. Instead, politi-cal power passed into the hands of local aristocracies. But increasing divisions between rich and poor and the aspirations of newly rising industrial and commercial groups in Greek poleis opened the door to the rise of tyrants in the seventh and sixth centuries B.C.E. They were not necessarily oppres-sive or wicked, as our word tyrant connotes. Greek tyrants were rulers who seized power by force and who were not subject to the law. Support for the tyrants came from the new rich, who made their money in trade and industry, as well as from poor peasants, who were in debt to landholding aristo-crats. Both groups were opposed to the domination of politi-cal power by the aristocrats.
Tyrants usually achieved power by a local coup d’e´tat and maintained it by using mercenary soldiers. Once in power, they built new marketplaces, temples, and walls that created jobs, glorified the city, and also enhanced their own popular-ity. Tyrants also favored the interests of merchants and
traders by encouraging the founding of new colonies, devel-oping new coinage, and establishing new systems of weights and measures. In many instances, they added to the prosper-ity of their cities. By their patronage of the arts, they encour-aged cultural development.
THE EXAMPLE OF .
The document summarizes several Arthurian legends including King Arthur, Camelot, the Holy Grail, Excalibur, Merlin, and Lancelot. It discusses key elements of the legends such as King Arthur drawing the sword from the stone to become king, the Knights of the Round Table serving King Arthur at Camelot, Merlin advising King Arthur, and Lancelot's love for Guinevere. The document also briefly mentions other legends such as Bigfoot, Johnny Appleseed, and Davy Crockett.
This slidecast presentation defines and provides information about legends. It explains that legends are semi-true stories passed down orally from person to person that have important cultural meaning. Legends usually include some factual elements and are based on historic events, but also contain fantastical elements. They often feature heroic characters or locations and may incorporate a culture's spiritual beliefs. The presentation concludes by directing viewers to a quiz and website with more legends.
A legend is a narrative that blends fact and fiction about people, events, places, or natural features. Legends originated from the Latin word "Legenda," meaning "things to read," and were used to describe stories about saints that were read in church services. Legends differ from myths in that myths interpret nature while legends idealize history, myths involve gods and goddesses while legends can feature animals or objects, and legends are specific to one or two localities while myths are found universally. Legends can strengthen children's faith, teach history and morality, develop imagination, and introduce culture.
The document defines and provides background on various idioms, sayings, and references including:
- Reading the riot act refers to dispersing noisy gatherings from 1715 British law.
- A riddle wrapped in a mystery inside an enigma was Churchill's description of Russia, implying it is confusing.
- Mantras in Hinduism and Buddhism are sacred words chanted in devotion and meditation.
- Jekyll and Hyde refers to having two opposing personalities from Robert Louis Stevenson's 1886 novel.
- Letting a hundred flowers bloom was Mao's invitation to diverse opinions in 1957 China.
The document provides character summaries for several characters in the novel Mister Pip including Mr Watts, Matilda, Dolores, Grace, and descriptions of places and groups involved in the conflict in Bougainville:
- Mr Watts is the only white man on the island who teaches the children after the teachers leave. He introduces Matilda to Great Expectations and plans to escape with her but is ultimately killed.
- Matilda is the 13-year-old narrator who witnesses the deaths of her mother and Mr Watts and accidentally escapes the island.
- Dolores hates the white man and causes destruction in the village before being killed.
- Grace was Mr Watts' depressed wife who died without description.
The document provides a summary of Nathaniel Hawthorne's 1850 novel The Scarlet Letter. It describes the plot, which involves Hester Prynne who is forced to wear the letter "A" after giving birth to a child from an adulterous affair. The summary also introduces the main characters of Hester and Reverend Arthur Dimmesdale, and discusses the novel's themes of sin and conflicts with society. It analyzes the purpose of assigning the novel, noting that it explores complex human motives and remains relevant despite being written over 150 years ago.
The document summarizes Spartan education and society. Spartan boys were sent to rigorous military school at age 7, focusing on survival skills, physical fitness, and warfare. Their education was harsh and disciplined, designed to produce strong soldier-citizens. Spartan girls also received military-style training from age 7, though had fewer rights than males. Spartan society emphasized discipline, duty and martial prowess more than other Greek city-states.
The document provides an overview of the ancient Greek city-states of Athens and Sparta between 700-338 BCE. It describes the basic structures and governments of the polis system, and highlights some key differences in Spartan and Athenian society, politics, and military training. Sparta was a strictly disciplined military state where males lived communally and underwent rigorous training from a young age. Athenian democracy developed after reforms eliminated the aristocracy and monarchy.
Athens and Sparta were two influential city-states in Ancient Greece. Athens was a center of culture and democracy, while Sparta focused heavily on military training. Spartan boys were sent to military school at a young age and lived communally, whereas Athenian boys received a well-rounded education. Spartan women had more prominent social roles than Athenian women. Both cities had complex systems of checks and balances in their governments.
Sparta was an ancient Greek city-state located in the region of Laconia in southern Greece. Spartan society consisted of Spartans who were full citizens, Perioeci who were free but non-citizens, and helots who were state-owned serfs. Spartan males underwent rigorous military training from a young age and Spartan society was organized around military service. The main weapons of Spartan soldiers were spears, short swords, shields, and they fought using the phalanx battle formation.
Ancient Greece lasted from around 2000 BC to 146 BC and was divided into regions containing many city-states. The two most powerful city-states were Athens and Sparta. Athens developed the world's first democracy around 508 BC, though only half the population could vote. Sparta was a powerful military state divided into citizens, non-citizens, and slaves. Though rivals, the city-states united to defeat Persia in the Persian Wars. However, internal conflict later erupted in the Peloponnesian War, weakening Greece and allowing it to be conquered by Macedonia and later Rome.
Spartan society was dominated by the military which was established by the Spartan lawgiver Lycurgus. Boys were trained from a young age to be soldiers, focusing on self-discipline and obedience. Women had an unusual amount of independence, owning property and controlling households since men were often away at war.
The document summarizes life in Sparta, one of the great city-states of ancient Greece. The Spartans focused on military skills and conquest of neighboring lands. They came to greatly outnumber Spartan citizens and were kept subjugated. Spartan culture emphasized military strength, with boys sent to military camps at a young age. The Spartan system aimed to create a powerful military without outside influences by discouraging things like art and foreign visitors.
While Athens and Sparta both existed as prominent city-states in Ancient Greece, they differed significantly in their forms of government and societies. Athens developed into a democracy in which citizens could participate in political matters, while Sparta was an oligarchy controlled by a small group of elders. Sparta prioritized military strength and subjected its male citizens to harsh discipline and training from a young age. However, Spartan women had greater freedoms than Athenian women. Ultimately, though Sparta possessed a powerful military, its weaknesses included lack of education, short duration of less than 300 years, and abuse of children in its exclusive focus on war.
Sparta uniquely valued military strength over all else, lacking focus on education, the arts, or academics. Spartan children were abused through harsh physical training from a young age. Though Sparta had a formidable military, these significant weaknesses undermined their society, which lasted less than 300 years before declining.
Sparta was an ancient civilization in Greece that became prominent after defeating Athens in the Peloponnesian War. Spartan society had a strict social hierarchy and military focus. Spartan males were trained from a young age for warfare. Children were taken from their families at age 7 for harsh military training. Those who passed fitness tests at age 20 became full citizens. Spartan culture emphasized discipline, sacrifice and loyalty to the state over individual interests.
The document discusses several topics related to ancient Athens and Sparta:
1) In Sparta, weak newborn infants were often left to die, while strong infants were kept and raised. Physical imperfections in babies could also result in them being abandoned.
2) Athens had a more open market economy compared to Sparta, which restricted trade - this limited Sparta's economic growth and potential wealth.
3) Athens is remembered more than Sparta today because of its contributions to philosophy and the establishment of democracy. Athens was also more innovative than the militaristic Sparta.
4) Athens built a powerful navy in the 5th century BC consisting of around 400 trireme warships, manned by over 80,000 men
This document provides an overview of ancient Greece, including daily life in Athens and Sparta, their forms of government, Alexander the Great's background and empire, and the ancient Olympic games. It describes what a typical day looked like for children, women and men in Athens and Sparta. It also outlines how Athens had a direct democracy while Sparta was ruled by two kings. Alexander the Great conquered much of the known world and helped spread Greek culture. The Olympic games were a prestigious sporting event held every four years to honor Zeus.
Spartan education focused on producing strong soldiers to defend Sparta. Boys were sent to military school at age 6-7 where they were taught combat, survival, and stealth skills. The aim was to build discipline, loyalty and endurance. Girls received similar physical training to bear strong children and pass a fitness test at 18. Learning was experiential, with little intellectual training beyond laws and Homer. Outstanding contributions included developing patriotism, discipline and respect for authority.
Three main social groups made up the population of 5th century Athens: Athenian citizens, immigrants, and slaves. Athenian citizens had full legal rights, while immigrants could stay if they paid a tax but had no political power. Most of the population were slaves who worked in homes, fields, and government services. Men participated in public life, politics, and military while women stayed at home to care for children and household duties. Spartan society also emphasized strict gender roles with women holding more prominent positions than elsewhere through education and greeting warriors after battle to inspire them. Spartan children from age 7 lived communally where they learned survival skills, and an emphasis was placed on concise speech.
A t l a n t i c OceanIBERIANPENINSULAe.docxransayo
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Tyre
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ª Cengage Learning
0
250
500 Miles
Naucratis
Greece
Phoenicia
Greek colonies
Phoenician colonies
EGYPT
il
Red
N
e
R
Sea
.
MAP 3.2 Greece and Its Colonies in the Archaic Age. Impelled by overpopulation and poverty, Greeks spread out from their homelands during the Archaic Age, establishing colonies in many parts of the Mediterranean. The colonies were independent city-states that traded with the older Greek city-states.
What aspects of the colonies’ locations facilitated trade between them and city-states in Greece?
Tyranny in the Greek Polis
When the polis emerged as an important institution in Greece in the eighth century, monarchical power waned, and kings virtually disappeared in most Greek states or survived only as ceremonial figures with little or no real power. Instead, politi-cal power passed into the hands of local aristocracies. But increasing divisions between rich and poor and the aspirations of newly rising industrial and commercial groups in Greek poleis opened the door to the rise of tyrants in the seventh and sixth centuries B.C.E. They were not necessarily oppres-sive or wicked, as our word tyrant connotes. Greek tyrants were rulers who seized power by force and who were not subject to the law. Support for the tyrants came from the new rich, who made their money in trade and industry, as well as from poor peasants, who were in debt to landholding aristo-crats. Both groups were opposed to the domination of politi-cal power by the aristocrats.
Tyrants usually achieved power by a local coup d’e´tat and maintained it by using mercenary soldiers. Once in power, they built new marketplaces, temples, and walls that created jobs, glorified the city, and also enhanced their own popular-ity. Tyrants also favored the interests of merchants and
traders by encouraging the founding of new colonies, devel-oping new coinage, and establishing new systems of weights and measures. In many instances, they added to the prosper-ity of their cities. By their patronage of the arts, they encour-aged cultural development.
THE EXAMPLE OF .
This document provides information about daily life and government in ancient Athens and Sparta. It also describes the personal life and empire of Alexander the Great. The Olympic Games are summarized last. For Athens, daily life is described separately for men, women, children and slaves. Men participated in politics and business while women managed the household. Spartan women had more freedom than Athenian women. Spartan children were trained rigorously from a young age. The document also outlines the governments of Athens, with its democratic system, and Sparta with its dual kings and councils. Alexander the Great conquered much of the known world from Greece to India. The Olympic Games honored Zeus and included wrestling, racing and other athletic competitions.
The document summarizes the development of Greek city-states and provides details about Athens and Sparta. It describes how city-states emerged from villages built on mountains and islands. City-states were small, self-governing communities called poleis. Athens and Sparta were two prominent city-states that differed in their governments, cultures, and ways of life.
Ancient Sparta was located in Laconia in the Peloponnese. It was built on the banks of the Evrotas River and had a harbor at Gytheio. Spartan society was divided into three classes - Spartiates, Perioeci, and Helots. Spartiates were full citizens who underwent military training. The Spartan army was highly skilled and feared due to their rigorous training. Women in Sparta had more freedom and responsibility than in other Greek city-states, as they managed households while men trained for war.
HISTORICAL FOUNDATION OF EDUCATION Lecture No. 3.pptxAbigailPanes1
Sparta and Athens were two prominent Greek city-states that developed different systems of education. Sparta's education system was based on the laws of Lycurgus and aimed to create disciplined soldiers devoted to serving the state. It emphasized physical fitness, military skills, and obedience above all else. Athens placed more value on intellectual pursuits and developing well-rounded citizens. Its education included subjects like reading, writing, music, athletics, and civic and moral training. Both systems aimed to produce patriotic citizens, but Sparta focused solely on military prowess while Athens emphasized a balanced education and individual excellence.
The Spartans originated as Dorian invaders who settled in the Peloponnese region in the late 8th century BC. Under the reforms of the legendary lawgiver Lycurgus, Sparta developed a unique social and political system centered around a highly trained citizen-soldier class. All male Spartan citizens underwent an intensive agoge education program and were obligated to the military. The Spartan economy relied on subjugated populations of helot slaves who farmed the land to provide food for the Spartan messes. Through this system, Sparta was able to field a powerful professional army and establish itself as the dominant military power in ancient Greece during the classical era.
World War 2 began after Germany invaded Poland in 1939. The US initially remained neutral but entered the war after the Japanese attack on Pearl Harbor in 1941. Over the next several years, major battles were fought across Europe, North Africa, and the Pacific as the Allied forces that included the US, Britain, Soviet Union, and others battled the Axis powers of Germany, Italy, and Japan. The war concluded in 1945 with the Allied victories in Europe and the Pacific, including the US dropping atomic bombs on Hiroshima and Nagasaki leading to Japan's surrender.
The document discusses the cycle of indebtedness that developing countries can fall into. It explains that developing countries may take out loans from multilateral institutions like the IMF and World Bank or bilateral agreements with other countries. However, if a country needs to take out a new loan just to pay an existing debt, they have fallen into a debt trap known as the cycle of indebtedness, where additional debt is accumulated through new loans to pay off previous loans. The Catholic Church responded to this issue through the Jubilee 2000 movement, which called on cancelling third world debt by the year 2000.
Major causes of World War II included the punitive Treaty of Versailles, rise of fascism in Italy and Nazism in Germany, Japanese expansionism, worldwide Great Depression, appeasement of aggressors, militarism, nationalism, and American isolationism in the interwar period. Key figures that contributed to tensions were Mussolini, Hitler, and Japan's Tojo, while world powers like Britain, France and the U.S. struggled to contain aggression through appeasement or non-intervention.
The document discusses several forms of conservatism including liberal conservatism, conservative liberalism, fiscal conservatism, libertarian conservatism, green conservatism, national conservatism, social conservatism, cultural conservatism, traditional conservatism, religious conservatism, and progressive conservatism. It provides definitions and key aspects of each type of conservatism in 1-2 sentences for each.
The document discusses how analogies can be used to develop paragraphs. It provides three examples of paragraphs that use analogies:
1. Comparing a book to a mansion with rooms of different sizes and functions to explain how parts of a book contribute to the overall work.
2. Drawing an analogy between white blood cells and cellular defenders to explain the immune response.
3. Using building a fence as an analogy for writing an essay to explain the process of determining needs, creating a plan, gathering materials, and constructing a coherent whole.
Narrative essays use storytelling elements to make their points rather than taking a traditional academic essay form. They often depict real life events to explore the meanings of important experiences. Narrative essays are usually written chronologically and have a stated purpose. They use sensory details and vivid descriptions to involve the reader in relating to the main point being made.
The document discusses key principles for writing good paragraphs, including unity, coherence, and emphasis. It defines unity as having one main idea per paragraph. Coherence is created through logical and verbal bridges between sentences. Emphasis involves making the main points stand out using techniques like proportion, pause, position, and a strong topic sentence.
The document discusses comparison and contrast paragraphs. A comparison paragraph highlights similarities between things, while a contrast paragraph highlights differences. The document provides examples of comparison and contrast paragraphs organized using both block and point-by-point arrangements. It also lists common transitional expressions used in comparison and contrast writing.
The passage discusses the erosion of middle-level jobs and its multiple root causes. Demographic shifts from the 1970s baby boom and increased female workforce participation initially depressed wages. Globalization also contributed as manufacturing jobs moved overseas for lower costs. Technological advances further reduced needed workers and drove wages down. While these factors all impacted jobs, middle-level positions ultimately disappeared as technological gains were not distributed to benefit displaced workers, instead concentrating financial benefits among firms and consumers. This lack of mechanism to share gains led to economy-wide loss of worker purchasing power.
The document provides examples and definitions of descending paragraphs. It lists the steps to write one, including beginning with impactful sentences and gradually diminishing in effect until ending with the weakest possible sentence. An example descending paragraph is then provided that shifts from discussing a serious car accident to minor details about the involved vehicles and passengers' injuries.
The document argues that students in grade six and above should be required to do volunteer work during PA Days instead of staying home. It makes three main points: 1) There are community agencies in need of extra help that students could provide. 2) Volunteering would be more beneficial for students than staying home playing video games by getting them active. 3) Volunteering would teach students responsibility and commitment beyond themselves. Overall, the document argues that PA Day volunteering would benefit both students and their communities.
This document discusses the Christian family as a covenant relationship based on God's faithful love. It emphasizes that families are meant to reflect God's self-sacrificing love through genuine care between parents and children. Additionally, it presents the family as the foundation of both the church and society, where children are nurtured to become good members of both. The document encourages envisioning one's future family as continuing this covenantal love.
The document discusses how to make good moral decisions. It says that every choice we make reveals our character and helps shape us into the person we become. Sometimes good choices are clear, but often they require careful consideration of circumstances, consequences, guidance from others, and our values. The document provides various models for decision making, from casually leaving choices to chance to carefully examining one's conscience with prayer. It emphasizes developing virtues like prudence, courage, justice and self-control to skillfully discern right choices.
The document discusses Mariology, the study of Mary. It outlines some of the key beliefs about Mary based on Scripture, including that she is the Mother of God, as Jesus is both fully God and fully human. The four main Marian dogmas discussed are: 1) Divine Motherhood - that Mary is the mother of God; 2) Perpetual Virginity - that Mary remained a virgin her whole life; 3) Immaculate Conception - that Mary was conceived without original sin; and 4) Assumption - that Mary was assumed body and soul into heaven. The document provides biblical evidence for these doctrines and explains Mary's important role in salvation history and relationship to God.
The Greeks made many contributions to science, architecture, drama, medicine, and philosophy. In science, Pythagoras formulated the Pythagorean theorem and Euclid was considered the father of geometry. Architecturally, Greek temples were beautiful structures built to honor the gods. In drama, plays focused on fate and destiny, with famous playwrights including Sophocles, Euripides, and Aeschylus. Medicine established schools of study based on observation. Philosophically, Socrates emphasized reason over emotion while Plato believed in equal law for all, and Aristotle studied anatomy and physics and emphasized observable data.
Athens had a larger population than Sparta and a diverse economy based on farming, manufacturing, and trade of goods like olive oil, grapes, wine, and pottery. Athens developed a strong democracy in the 5th century BCE that established equality before the law and merit-based political participation. However, Athens' imperial ambitions eventually led to military overreach and its defeat by Sparta, ending the classical period of Athenian power.
1. a. Enumerate the characteristic
of a Spartan military.
b. Give importance to the
contribution of Sparta to the
present time.
2. A S T W W Y R G A S
R P G R E E C E N O
T A L L E L E A D L
T R A I N I N G Y D
S T A I N M G I B I
F A I T H N O R T E
A N Y W A R R I O R
E L O R D O I L Y S
3. 1. It was a prominent city-state in ancient Greece.
2. One who fights as part of an organized land-based
armed force; if that force is for hire the person is
generally termed a mercenary soldier, or mercenary.
3. Is a person skilled in combat or warfare, especially
within the context of a tribal or clan-based society that
recognizes a separate warrior class.
4. Is the acquisition of knowledge, skills, and
competencies as a result of the teaching of vocational
or practical skills and knowledge that relate to specific
useful competencies.
5. Is a country in Southern Europe, Athens is the capital
and the largest city in the country.
5. Sparta or Lacedaemon, was a prominent
city-state in ancient Greece,Remained an
Oligarchy and a military state.
It emerged as a political entity around the
10th century BC, when the invading Dorians
subjugated the local, non-Dorian
population. From 650 BC it rose to become
the dominant military land-power in
ancient Greece.
6.
7. The training of Youth
As soon as a child was born in Sparta, the
mother would wash it with wine, in order to
make sure that it was strong. If the child was
weak, it would die soon.
If they found that the child was deformed or
weakly, they threw it into Kaiadas,
9. Goal: To raise a good soldiers for the
good of the city-state.
Young boys who were weak or with
defects were killed. Only the strong and
the healthy were allowed to live.
10. When the child completed the age
of seven, it was taken from his
mother and given to the state. A
rigorous discipline and mainly
military type education, the so-
called Agoge, commenced, lasting
twelve years.
11. Ageles
Where in the boys enrolled in one of the many troops
which was under the supervision of a senior Spartan.
Eirena
•While at the age of thirteen they are now under the
leadership of a prudent and brave youth, supervised by an
official (Paidonomos) and were drilled in gymnastics,
running, jumping, throwing of spear and discus, and also
taught to endure pain and hardship, hunger, thirst, cold,
fatigue and lack of sleep.
12. •At the age of twenty, when the Agoge
ended, the military service of the Spartan.
He would join compulsory one of the dining
messes or clubs.
•He will eat and sleep at public barracks,
until the age of sixty. At twenty, most of the
men and women will also get married.
13. At the age of thirty, the Spartan will become
citizen with full rights and duties and he would be
able to take part in the assembly of the people (the
Apella) and hold public office.
14. Answer the following questions in:
¼ SHEET OF PAPER (Aquisition)
1.What age that the Spartan will become citizen with full
rights and duties?
2. What age that the child was taken from his mother and
given to the state?
3. It is called to a rigorous discipline and mainly military
type education?
4. A place where in they throw the child if they found it
weak or deformed?
5. What is the other name of Sparta ?