In this chapter, you will learn about two of the most important Greek city-states, Athens and Sparta. They had different forms of government. Their citizens also had very different ways of life.

Athens was a walled city near the sea. Close by, ships came and went from a busy port supporting trade. Inside the city walls of Athens, talented master potters and sculptors labored in workshops. Wealthy Athenians and their slaves strolled through the marketplace. Citizenship was enjoyed by free men. Often, the city’s citizens gathered to loudly debate the issues of the day.

Sparta was located in a fertile farming area on an inland plain. No walls surrounded the city. Its buildings were simple compared with those of Athens. The same was true about the clothes worn by the people. Spartan soldiers wore stern expressions behind their bronze helmets as they marched in columns through the streets.

Even a casual visitor would have noticed that Athens and Sparta were very different. Let’s take a closer look at the way people lived in these two city-states. We will examine each city’s government, economy, education, and treatment of women and slaves to discover how they differed.

Both Athens and Sparta were Greek cities, only about 150 miles apart. Yet they were as different as they could be. Why?

Part of the answer is geography. Athens is in central Greece, only four miles from the Aegean Sea. Its location encouraged Athenians to look outward toward the world beyond the city. Athenians liked to travel. They were eager to spread their own ideas and to learn from others. They encouraged artists from other parts of Greece to come and share their knowledge of art and architecture. Athens developed strong relationships with other city-states, and it grew large and powerful through trade. A great fleet made it the leading naval power in Greece.

In contrast, Sparta was more isolated. It was located on a narrow plain on a peninsula in southern Greece known as the Peloponnesus (pel-uh-puh-NEE-suhs). Sparta was surrounded on three sides by mountains, and its harbor was about 25 miles away. Spartans were suspicious of outsiders and their ideas. They could already grow much of what they needed in the fertile soil around Sparta. What they could not grow, Sparta’s powerful armies would often take by force from their neighbors. While Athenians boasted of their art and culture, Spartans valued simplicity and strength. They taught their sons and daughters to fight, and they were proud to produce soldiers rather than artists and thinkers.

For most of their histories, these two city-states were bitter rivals. As you will see, the major differences between Athens and Sparta were reflected in almost every part of life.

Section 3 - Athenian Government

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Athens became a democracy around 500 B.C.E. But unlike modern democracies, Athens allowed only free men to be citizens. All Athenian-born men over the age of 18 were considered Athenian citizens. Women and slaves were not permitted citizenship.

Every citizen could take part in the city’s government. A group called the Council of 500 met every day. Each year, the names of all citizens 30 years of age or older were collected. Then, 500 citizens were selected to be on the council. The council ran the daily business of government and suggested new laws.

Proposed laws had to be approved by a much larger group, the Assembly of Athens. The Assembly met on a hill every ten days. According to law, at least 6,000 citizens had to be present for a meeting to take place. If fewer people attended a meeting, slaves armed with ropes dipped in red paint would be sent out to round up more citizens. Athenian men were said to be embarrassed to appear in red-stained clothes at these meetings.

The Assembly debated issues and voted on laws proposed by the council. Every citizen had the right to speak at Assembly meetings. Some speakers were more skilled than others. Some spoke longer than others. A water clock was sometimes used to time a speaker. It worked by placing a cup filled with water above another cup. The top cup had a small hole drilled into the bottom. A speaker was permitted to talk only during the time it took for all the water in the top cup to drain into the bottom cup.

Most Athenian men enjoyed taking part in the city’s democratic government. They liked to gather and debate the issues. They were proud of their freedom as Athenian citizens.

Section 4 - Athenian Economy

An important part of life in any community is its economy. An economy is the way in which a community or region organizes the manufacture and exchange of money, food, products, and services to meet people’s needs.

Because the land around Athens did not provide enough food for all of the city’s people, Athens‘s economy was based on trade. Athens was near the sea, and it had a good harbor. This enabled Athenians to trade with other city-states and with several foreign lands to obtain the goods and natural resources they needed. Athenians acquired wood from Italy and grain from Egypt. In exchange, Athenians traded honey, olive oil, silver, and beautifully painted pottery.

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Athenians bought and sold goods at a huge marketplace called the agora (A-guh-ruh). There, merchants sold their goods from small stands. Athenians bought lettuce, onions, olive oil, and other foods. Shoppers could also buy household items such as pottery, furniture, and clay oil lamps. Most people in Athens made their clothes at home, but leather sandals and jewelry were popular items at the market. The agora was also the place where the Athenians bought and sold slaves.

Like most other city-states, Athens developed its own coins to make trade easier. Gold, silver, and bronze were some of the metals used to make coins. Athenians decorated the flat sides of their coins. One such coin had an image of the goddess Athena. The other side of the coin pictured Athena’s favorite bird, the owl.

Section 5 - Education in Athens

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Athenian democracy depended on having well-prepared citizens. People in Athens believed that producing good citizens was the main purpose of education. Since only boys could grow up to be citizens, boys and girls were educated quite differently.

Athenians believed that a good citizen should have both an intelligent mind and a healthy body. Therefore, book learning and physical training were important. Boys were taught at home by their mothers or male slaves until the age of 6 or 7. Then, boys went to school until about the age of 14. Teachers taught reading, writing, arithmetic, and literature. Because books were rare and very expensive, students had to read subjects out loud and memorize everything. Writing tablets helped boys learn. To build boys’ strength, coaches taught sports such as wrestling and gymnastics. Boys also studied music. They learned to sing and to play the lyre, a stringed instrument like a harp.

At 18, Athenian men began their military training. After their army service, wealthy young men might study with private teachers. These teachers charged high fees for lessons in debating and public speaking that would help young men become future political leaders.

Unlike boys, most girls did not learn to read or write. Instead, girls grew up helping their mothers with household tasks. They were taught to cook, clean, spin thread, and weave cloth. Some also learned ancient secret songs and dances performed for religious festivals. Girls usually married around the age of 15. Those from wealthy families married men chosen by their fathers. Girls from poor families often had more choice.

Section 6 - Women and Slaves in Athens

Only men were considered citizens in Athens. Citizenship was not possible for women and slaves, so they had far fewer rights than free men did.

Women Athenian women could not inherit or own much property. They could not vote or attend the Assembly. Most could not even choose their own husbands.

A few women had jobs. Some women sold goods in the market. A few very important women were priestesses. But most Athenian women had their greatest influence in the home. They spent their days managing the household and raising their children. An Athenian wife had separate rooms at home. Her responsibilities included spinning, weaving, and supervising the slaves. She never went out alone. She taught her sons until they were about 6 or 7 and ready for school. She educated her daughters until they were 15 and ready to be married.

Slaves There were many slaves in ancient Athens. Most Athenians who weren’t poor owned at least one slave. Some people were born into slavery. Others were forced into slavery as captives of war.

Slaves performed a wide variety of jobs in Athens, including tasks that required a great deal of skill. Some ran households and taught Athenian children. A number of slaves were trained as artisans. Others worked on farms or in factories. Some slaves worked for the city as clerks.

Some slaves worked in the silver mines. They might work ten hours a day, in cramped tunnels 300 feet below the surface. They had little air to breathe and were often harshly punished if they stopped to rest.

Section 7 - Spartan Government

Sparta was different from Athens in almost every way, beginning with its government. While Athens was a democracy, Sparta was an oligarchy. In an oligarchy, the ruling power is in the hands of a few people.

Sparta’s government—as well as Spartan society—was dedicated to military strength. Founded in the 800s B.C.E., Sparta was the leading military power in the Mediterranean area until about 370 B.C.E.

Like Athens, Sparta had an Assembly. But the important decisions were actually made by a much smaller group called the Council of Elders.

The Council of Elders consisted of two kings and 28 other men. The two kings inherited their position and shared equal powers. The other 28 members of the council were elected by members of the Assembly.

To be elected to the Council of Elders, men had to be at least 60 years old and from a noble family. Some scholars believe that members of the Assembly voted for candidates by shouting. Those men who received the loudest support were elected. Once elected, they served for life.

The Council of Elders held the real power in Sparta. It prepared laws for the Assembly to vote on, and it had the power to stop any laws passed by the Assembly that council members didn’t like.

The Assembly in Sparta was made up of male citizens. Because the Assembly was large, it met in a spacious outdoor area away from the center of the city. The Assembly had little power. Unlike the Assembly in Athens, it did not debate issues. Members of the Assembly could only vote yes or no on laws suggested by the Council of Elders.

Section 8 - Spartan Economy

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While Athens’s economy depended on trade, Sparta’s economy relied on farming and on conquests of other people. Although Sparta had fertile soil, there was not enough land to provide food for everyone. When necessary, Spartans took the lands they needed from their neighbors, who were then forced to work for Sparta. Because Spartan men were expected to serve in the army until the age of 60, Sparta had to rely on slaves and noncitizens to produce the goods it lacked.

Conquered villagers became slaves, called helots. The helots were allowed to live in their own villages, but they had to give much of the food they grew to Sparta.

The Spartans also made use of a second group of people—noncitizens who were free. Noncitizens might serve in the army when needed, but they could not take part in Sparta’s government. They were responsible for making such necessary items as shoes, red cloaks for the soldiers, iron tools like knives and spears, and pottery. They also conducted some trade with other city-states for goods that Sparta could not provide for itself.

In general, though, Sparta discouraged trade. The Spartans feared that contact with other city-states would lead to new ideas that might weaken the government. Trading with Sparta was already difficult because of its system of money. Rather than use coins, Spartans used heavy iron bars as money. According to legend, an ancient Spartan leader decided to use this form of money to discourage stealing. An iron bar had little value. A thief would have needed to steal a wagonload of bars to make the theft worthwhile. As you might guess, other city-states were not anxious to receive iron as payment for goods.

Section 9 - Education in Sparta

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In Sparta, the purpose of education was to produce capable men and women who could fight to protect the city-state. Spartans were likely to abandon sickly infants who might not grow up to be strong soldiers.

Spartans highly valued discipline and strength. From the age of 7, all Spartan children trained for battle. Even girls were given some military training. They learned wrestling, boxing, footracing, and gymnastics. Spartan boys lived and trained in buildings called barracks. Boys learned to read and write, but those skills were not considered as essential as military skills.

The most important Spartan goal was to be a brave soldier. Spartan boys were taught to suffer any amount of physical pain without complaining. They marched without shoes. They were not well fed; in fact, they were encouraged to steal food, as long as they did not get caught. One Spartan legend tells of a boy who was so hungry, he stole a fox to eat. But seeing his teacher coming, the boy quickly hid the fox under his cloak. The boy chose to let the fox bite him in the stomach rather than be caught stealing by his teacher.

At about the age of 20, Spartan men were given a difficult test of fitness, military ability, and leadership skills. If they passed, they became Spartan soldiers and full citizens. Even then, they continued to live in soldiers’ barracks, where they ate, slept, and trained with their classmates. A man could not live at home with his wife and family until he was 30 years old. At the age of 60, Spartan men could retire from the army.

Section 10 - Women and Slaves in Sparta

Spartan women lived the same simple life as Spartan men. They wore plain clothing with little decoration. They did not wear jewelry or use cosmetics or perfume. Like Spartan men, women were expected to be strong and healthy—and ready to fight when needed. A wife was expected to look after her husband’s property in times of war. She also had to guard it against invaders and revolts by slaves.

Spartan women had many rights that other Greek women did not have. They were free to speak with their husbands’ friends. Women could own and control their own property. They could even marry again, should their first husband be away at war for too long a time.

Spartan slaves, the helots, were people the Spartans had conquered. There were many more helots than citizens in Sparta. The Spartans treated the helots harshly, fearful that the helots would revolt.

Sometimes, the Spartan government declared war on the helots so that any slaves it thought might rebel could be legally killed. In fact, the Spartan government once asked the helots to choose their best fighters. The Spartans said that these slaves would be set free as thanks for fighting for Sparta. The helots chose two thousand men. Immediately, the Spartans killed every one of them to eliminate the possibility of any future helot leaders.

Despite this harsh treatment, helots did have some rights. They could marry whomever and whenever they wanted. They could pass their names on to their children. They could sell any leftover crops after giving their owner his share. Helots who saved enough money could even buy their freedom.

Summary

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In this chapter, you learned about Athens and Sparta, two very different city-states in ancient Greece.

Comparing Two City-States Its location near the sea made it easier for Athens to develop relationships with other city-states. Sparta’s inland location and its culture made it more isolated than Athens. The people of Athens valued art, culture, and education. The people of Sparta valued strength, simplicity, and military skills.

Government Athens was a democracy, though only free men could take part in government. Sparta was primarily a military state. Its government was an oligarchy in which a few men held most of the power.

Economy The economy of Athens relied on trade with other city-states and several foreign lands. The Spartan economy relied on farming and conquest. Sparta depended on slaves and other noncitizens to provide for many of its needs.

Education In Athens, boys were educated to be good citizens. Education balanced book learning and physical training. Girls learned skills for managing the household. In Sparta, boys and girls alike were educated to protect the city-state. Spartan boys began their military training at age 7, and men served in the army until age 60.

Women and Slaves In Athens, women and slaves had far fewer rights than men had. Spartan women had more rights than other Greek women, such as owning property.

Response

Paragraph 1;

Summarize what the poem is about. (2-3 sentences)

Paragraph 2-

Describe the structure of the peom. What type of poem is it? Explain why it is a concrete poem with evidence from the text.

-Is there rhyming? Give evidence from the text about the rhyme pattern.

-Write about the similes in the text. Explain why the author used a simile.

Explain how you had to infer something in this poem.

-Explain why the author wrote this according to the first recording.

(5 sentences)

Paragraph 3

What did you think about this poem?

Did you like or dislike ththis poem and why?

(2-3 sentences)

Tuesday 4/23 Denotation and Connotation and Shades of meaning notes. Mimic Haiku. Preview and Predict and Annotate Joey. Notes on Making Predictions. HW: Create a 3 column graphic organizer for the article Jobs for Teens.

Wednesday 4/24 Practice Shades of Meaning. Response to Joey. Graphic Organizer for shoe article. HW: Summarize shoe article in 1/2 page.

Thursday 4/25 Notes on Organizational Patterns. Mimic and Illustrate Joey. Game on making predictions. HW: Read "The Sidewalk Racer" on page 719 in your lit book. Answer 1-4 on page 719.

Friday 4/26. Complete Organizational Patterns Notes. Illustrate Joey. Quiz on Making Inferences and Predictions.

Monday 4/29 Practice Organizational Patterns. Preview and Predict Jabberwocky. Preview and Predict Tree Octopus. HW: Read Page 592-595 in Orange Lit Book. Answer 1-6 on page 595 in complete sentences.

Tuesday 4/30 Notes on organizational features. Annotate Jabberwocky. Chunk Tree Octopus and begin group project. HW Read 596-599. Answer 1-7 on page 599.

Wednesday 5/1 Practice Organizational Features. Response to Jabberwocky. Continue Tree Octopus w/group. HW: Orange Lit Book Read pages 706-707. Answer 1-3 in complete sentences.

Thursday 5/2 Evaluation and Revision Notes. Mimic and Illustrate Jabberwocky. Finish Tree Octopus. HW: Read 708-712. Answer 1-5 on page 712.

Friday 5/3 Quiz on Writing Strategies and Expository Critique.

Monday 5/6 Notes on Genres of Poetry. Begin Technical Documents.

: Friday, April 19

Mon 4/8 Expository Unit . Practice Commas, Colons, and Semicolons. Mimic and Illustrate Death of Ramses. Preview Hathsupset's Expedition to Punt. Begin Notes on Cause and Effect.. HW: Summarize 1st Cause and Effect Article in 1/2 page.

Tue 4/9 Expository: Capitalization - Tape into Book. Capitalization game. Annotate Hathepsuts Expedition to Punt. Annotate and graphic organizer for 1st article w/quiz. HW: Orange Lit Book Read pages 254-257. Answer 1-6 page 256.

Wed 4/10 Spelling Game Practice(Homonyms) Finish Annotating Hatshepsut's Expedition. Students Annotate and Complete Graphic Organizer w/ Quiz(On own). Summarize 2nd Article in 1/2 page.

Thu 4/11 Spelling Game Practice. Response to Hathepsut's Expedition. Review Cause and Effect Graphic Organizer and quiz questions. HW: Read pages 132 - 135 in Ancient World. Write about the effect that the Nile River had on the people of Egypt in a 1/2 page.

Fri 4/12 Quiz on Cause and Effect. Grade Quizzes. Mimic and Illustrate Hathepsuts. HW: XXXs

Mon 4/15 Writing Stragegies Preview and Predict Haiku. Notes on Sequence. ZStudents will practice own sequence. HW: Ancient World - Skim through pages 166-190. Find 10 dates and put them in order from earliest to most recent. Write down what happened next to each date.

Tue 4/16 Writing Strategies - Practice Organization and Focus. Annotate Haiku First Sequence Article Annotate and Graphic Organizer. HW: Write a summary of first article.

Wed 4/17 Writing Strategies Precise Language. Response to Haiku. Students do graphic organizer and annotations on own. HW: Summarize 2nd article.

Thu: Practice Precise Language. Mimic and Illustrate Haiku. Timeline. Use pages 189-207 in World History Text book. Pick 10 dates, put the dates in order along with a caption that explains what happened on that date. Draw a picture for each event in colored pencils.

Fri: Finish Timeline. Quiz on Sequence.

Monday 2/25 Writing Wheel

Tuesday 2/26 Guided Reading - Fable. Practice indefinite pronouns with game. Annotate "Limerick" Finish Response to Lit. Divide students into clans, set up books and pass out character cards. HW: Blue Ancient World Book. Read pages 52-57. Summarize what you read in at least seven sentences. Bring 5 loose-leaf pieces of paper.

Wed 2/27. Notes on Verb Tenses. Response to Limerick. Students develop their character by giving a description, character traits and they draw a picture. Students then fill out their clan chart. HW Blue Ancient World Book. Read pages 60-65 Summarize what you read in at least seven sentences.

Thu: 2/28 Practice Verb Tenses. Mimic Limerick. 10 minutes of "Before We Ruled the Earth." Students are given their first task two complete as a clan. Students then draw a plot diagram and turn their plot diagram into a story. HW. Finish your story. Make sure it has a beginning, middle and end. Should be about a page.

Friday 3/1 Notes on Compound Subject and verb Agreement. 10 Minutes of "Before We Ruled the Earth" Illustrate your limerick. Write a sentence about your illustration. Clans are given their new problem. Students will create a storyboard to create a story. HW: Take your storyboard and rewrite into narrative for.

Monday 3/4 Notes on Compound subject and verb agreement. "10 Minutes of "Before We Ruled the Earth". Preview epitaph. Clans are given their next problem. Students create a storyboard or plot diagram and then write a one page story about what happens next. HW: Blue Ancient World Book. Read pages 78-83. Summarize what you read in at least seven sentences.

Tuesday 3/5 STAR Writing. "10 Minutes of Before We Ruled the Earth. Give students their next problem. Students will create a plot diagram or storyboard and then write a 1 page story.. HW: Blue Ancient World Book. Read pages 86-90 Answer 1-5 on page 90 in complete sentences.

Wednesday 3/6 Practice Compound Subject and Verb Agreement. Annotate Epitaph. Students are given their last problem to solve and write about. . HW: Complete Stories. MAke sure all plot diagrams and stories are complete.

Thursday 3/7 Notes on commas. Response to epitaph.Finish Before We Ruled the Earth. Complete Early Man Books with a cover and map completed. HW Study Guide for Quiz tomorrow.

Friday: 3/8 Narrative/Poetry Quiz

Paragraph 1:Mention the title, who wrote the text and a brief summary(2-3 sentences)Write about what happened in the beginning, middle and end of the story.

Paragraph 2: Discuss what you noticed about the text:

• What type of text is this? How do you know?
• Explain how the title connects to the text.

• Discuss how the text is organized(Stanzas, lines, lines per stanza).
• Figurative language used(similes, personification and idioms) What line did you find a simile and idiom? How was personification used in the story?
• Why did the author use figurative language?
• Rhyme:where did you find internal rhyme? Give an example. Where was there end rhyme in the poem? Why did the author use rhyme?
• Alliteration - How was alliteration used in the text? Give an example. Why do you think the author used alliteration?
• What was the tone of the text? What is the attitude or the author's attitude towards the subject? Give evidence.(funny, serious, depressing, frightening angry).

Paragraph 3:

• What mood did the text put you in and why?
• Did you like or dislike the text? Explain your thinking
• Why do you think the author wrote this? Give evidence about why you think the author wrote this? Did you like or dislike the text? Why?
• What message was the author trying to show through his writing? (Explain with evidence.)

Monday 2/11

Guided Reading. Notes on Clauses Finish Annotating "The Raven" Read "The Stone" page 505-512. Fill out Character Trait chart.

Tuesday 2/12 Notes on Simple and Compund Sentences. Finish Reading All-American Complete Character Trait Chart. Guided Reading Respond(Summary only) to "The Raven". Begin Response to Lit on How the Characters change in all American Slurp.HW: Read "The Stone" 505-512. Fill out character trait chart for "The Stone" Due Thursday.

Wed.2/13 Playwrights

Thu 2/14 Guided Reading, Notes on Compound/Complex Sentences. Response to "The Raven" Work on Response to Lit for how the characters change in both "The All American Slurp HW: Answer 1-5 on page 512 in complete sentences.

Tuesday 2/19 New Guided Reading Groups -Annotate Tiger Woods. Notes Indefinite Pronouns.. Preview and Predict and Annotate "Limerick" Begin Response Outline.

Wednesday 2/20 Guided Reading. practice indefinite pronouns. Write response to All American Slurp.HW page 720 1-4 in complete sentences.

Thursday 2/21 Guided Reading. Practice indefinte pronouns. Write Response, Mimic Limerick, Illustrate Limerick.

Friday 2/22 Computer Lab - Finish Final Draft of Response.

Tuesday 2/26 Begin Early Man Adventure Game

Friday Narrative/Poetry Test.