ihre TheCracalpheset ‘vein ‘Sécelped s EyThe Rise of City-States By 750 BC,, settlements in what is today Greece had grown into city-states, such as Sparta, Athens, Argos, and Corinth, In Greece, a city-state was called a polis (PAHIuhs). Each polis connected a city and the farms, towns, and villages around it, The English word politics comes from. the Greek word polis. Ina pois, all free people were citizens, unless they or their perents were foreign- ers. The Greek philosopher Aristotle later proposed the idea thas it was natural for a group of people o lve in a polis. Aristotle wrote, Man is by nature... live in a pol intended to Most Greek city-states had fewer than 5,000 people, but some, such as Corinth, hhad as many 2s 10,000 peeple. Athens may by pablicbulngs. tomes. The agora wat an open-ir markt ond guterng pice surounded shop. nf S A have been the only city-state tohhave more ‘than 20,000 people. ‘The Greek city-states developed in simi- lar ways. Most of them started at the base of a large hill on which a fort known as an ‘a¢ropolis (uh+KRAH*puhsluhs) was built. During enemy attacks, people from the countryside moved to this protected place for safety. Later, the acropolis became a center of religion in many city-states. (Outside the acropolis were houses, temples, and an open-air market called an agora (A+guh-ruh). The agora was the political center of a city-state. There people traded and discussed the news of the day. Greek city-states were separated by natu- ral barriers, such as the mountains and the seas. This caused the city-states to develop independently and kept them from uniting under one government. ow did geography atloct the ciy-states?New Ways of Governing By 750 8. small groups of aristocrats, or the wealthy ruling clas, had begun to rule most Greek city-states. They replaced the kings, who had ruled inthe Dark Age. This form of governmentis an oligarchy (AaHiluhegarskee), or rule by a few. “The oligarchis ruled over almost every part of society. Each one controlled the army, the economy, and te religion of the city-state it ruled. It also decided laws and the punishments for breaking those laws. ‘Before long, oligarchies faced problems. Poor people wanted new leaders who could provide them witha beter life. Also, sharing power within an oligarchy was dificult, Ambitious aristocrats struggled tobecome the sole ruler oftheir city-state Inthe 600s 8, individual aristocrats claimed the right to rue in many of the city-states, These rulers were known 35 Democratic Values ‘The invention ofthe idea of citizen- ship helped early forms of democracy ‘develop in ancient Greece. Before 750 8.c., kings and the aristocracy ruled the ancien: Greeks, but as city-states row, ths changed. Fee people were no longer subects—they were ciizens. Male citigons were eligible to participate in gover. ing because they had tes toa place, their citystate. This paved the way for democratic forns of ovement In tie, male ctzens helped make laws, voted for leaders, and served on juris. In other words, they worked together to make Cecisione for their city-state 290 © Unk 4 tyrants. To the ancient Greeks, a tyrant was someone who took control ofa government by force and ruled alone Many tyrants had the support of the people. At ist, most tyrants ruled well and improved the lives of people within thelr city-states, Later, some tyrants began to rule harshly The word ‘yront came to mean “a cruel ruler,” just as it does today. ‘By 500 BC., the people of many Greek city-states had overthrown unpopular tyrants. na few city-states, such as Athens, tyranny transitioned, or changed, into early forms of democracy, ox rule by the people. Early democracies in ancient Greece were not perfect. For example, ony free rales over 18 years of age could vote in ‘Athens. However, these democracies laid the foundation for future democracies. ScaUSE AND EFFECT ‘Wat caused same tyannns oars change, int enry democrat forms of goveramen?Os cescesny RT) Dcreekianas ~Tadeoute BB Analyze Maps Greek cy-states sa op many coon ‘throughout much ofthe Mediterranean region. ‘© What vas he relationship between the locations of Grok colonies ‘and vad roms? Commerce and Colonies: By about 700 B.., the Greeks had become part of growing eommeree, or large-scale trade. This trade brought ‘much-wanted goods and resources to the city-states. ‘Trade among the Greek city-states involved the exchange of grain, wine, olive oil, wood, pottery, and metalworks, such as iron ‘weapons and tools ‘The use of iron greatly affected the Greeks. Much harder than bronze tools iron tools helped Greek farmers produce more food. As a result, > As Athlon cain the population grew, leading to more com- petition over farmland. In search of land and resources, such as iron ore people in these city-states looked beyond the Aegean. People in Greek city-states stated new settlements all along the constlnes of the Mediterranean and Black Seas. Fach of these colonies became an independent city sate but remained fied tothe homeland through religion and trade. By 500 B.C, the Greeks had founded colonies in southern Europe, northem Africa, and Asia Minor. MAIN IDEA AND DETAILS What led Greek city-states: set yp cao Chapter 8 = 291© Which Grootonors Greek Culture Greeks identified with their own city- state, They aizo felt a strong connection, ‘or cultural identity, with all other Greeks. Besides having a common language, this ‘connection came from having a shared culture, including shared history, writing, religion, and athletics. In the 700s B.,, the Greeks developed their own alphabet. Having a common ‘writing system helped bring the city-states closer together. They called the first letter of their alphabet alpha and the second letter bela, The word alphabet comes from the names of those letters. The Greeks based their alphabet on the Phoenician alphabet. The Phoenicians were Aunts trom any avon il compete in the Ghympics Pees mee Co SV mm Oo XxX Y be fe KT Ath Oy Pt YT rm A EF A IT AMP TT Zz Mmm AB by LOM POT YZ | traders who developed a writing system to keep track of their trade. Their writing system used symbols to stand for single sounds. This made Phoenician writing, different from the writing of the Egyptians, ‘who used symbols to stand for ideas. Like the Phoenicians, the Greeks used ‘writing to keep records of business and trade. Writing also made it possible for the Greeks to record codes of lav, government ‘business, and taxes. ‘The Greeks began writing down their history and beliefs, to. The legends and myths that they had kept alive through storytelling could now be written down, shared, and preserved for future genera- tions. The Greeks recorded Homer's epics, the Mad and the Odysseyto the distant past and a shared cultural heritage. From the heroes of the Trojan War, the Greeks learned their strong codes of honor and courage. Much of what later Greeks learned about religion came from the works of Homer and Hesiod (HEE*se2*uhd). Their works taught the Greeks about the gods, includ- ing the gods’ names, their special skills, their appearance, and how to honor them. ‘The religion the Gresks shared also set them apart, in their minds, from other peo- ples who lived along the Mediterranean. ‘The ancient Grecks believed that Zeus and their other gods controlled daily events in the world. They often went to an oracle, a divine place where they could ask the gods for advice. The most famous oracle ‘was located at Delphi. There, a temple for Apollo, the god of light and music, sat at the foot of Mount Parnassus. People from. city-states far and wide traveled to the oracle at Delphi for advice from Apollo. To honor the god Zeus, the Greeks competed at athletic festivals. Beginning in about 776 B.C, the Greeks held a large Hoomer’s poems connected the Greeks | | athletic festival every four years in. Olympia. As a result this became known as the Olympic Games. Athletes from all the city-states came to ‘compete in the games. The events included. ‘wrestling, long jumping, discus and jav- lin throwing, boxing, ard running. The ‘winners of the events were crowned with, ‘wreaths of olive leaves. When the win- ners retumed to their city-states, they were treated as heroes. ‘The Olympic Games were a uniting force for the Greek city-states for almost 1,200 years. Even when city-states were at ‘war with each other, they laid down their ‘weapons to compete in the games! ‘SCAUSE AND EFFECT How did Home's work help connect Grooks to ‘one another? weit Wanirze The First Olympic Games In dbeut 778 8¢. athletes from many Greek aty-states et inte vloy of Oiymois near te cy ate of Els EFIshsh The athletes competed na single event— 2 foctace, Tho gros brovahe the city-states tpetnerin pesceh! competion Tho sit of the eaty Olymoic Games stain re | Oyrvics were 1 eunnasindinons, "OE GreecelA New Kind of Warfare Even though they had a common culture, the Greek city-states were rivals. They often fought over land and resources. To defend this territory, city-states kept large armies. Between 725 B.C. and 650 B.C., the Greeks developed a new, highly organized kind of warfare to defend their lands. All the adult male citizens of «city-state served atleast some time in the army. ‘man’s wealth and status determined rank, The wealthiest men served as lead- cers. Those who could afford to own a horse served in the cavalry. The army’s next rank consisted of foot soldiers called hoplites. In the lowest rank were the poorest men, who served as archers and stone throwers. ‘The army was made up mostly of the hoplites. They were outfitted with atleast 170 pounds of bronze body armor, includ ing a helmet and a chest piece. Hoplites carried a long spear in their right hands and a round shield in their let hands. They had to be strong enough to fight under the weight of heavy armor and wealthy enough to pay for it. ‘The hoplite soldiers fought in a rectan- gular formation. They marched in rows, sometimes hundreds of soldiers long and eight or more deep. The warriors fought shoulder to shoulder, with thetr shields nearly touching. Each hoplite counted on ‘the soldiers next to him for protection. ‘Archers, chariots, and cavalry backed up the hoplits. Coes Creer ceeHoplite foot soldiers marched forward. like thick, moving wall. In warfare, one army's wall of hoplites pushed against the other army wall in a brutal style of fight- ing. Even 20, it was an important fighting ‘method for several hundred years. Why did Greek city-states often fight among thomasives? 41. ]@) How did the governments of Grook city-states change over time? 2. Write scropoll ine polis. 3. What cultural features did the ancient Grooks share? ‘4, How did trade develop among Greek city-states and within the wider Mediterranean region? s9raph that describes how the and the agora were important ‘CRMICAL THINKING 5. EE How did the development of writing affect Greek culture? {rom and similar to citizenship in ancient Greece? Mountains separated the independant Greek city-states. City-states were active in commerce and developed new forms cof warfare and government, including democracy. Across the city-states, the Greeks shared a strong cultural connection with one enother. ¥ Make 2 diorama ofa part of a Greek city-state. Show the relationship ofthe city to the outlying ‘farms and to the aaa, Present your diorama to the clas, arate sheat of paper, copy and ‘complete the graphic organizer below. Chapter 8 = 295eats fe ry ey oes Pn EdSparta’s Government 600s 0. para ‘The city-state of Sparta wns located on a fertile plain on the Pelopoanesus. Sparta’s inland location separated it from the sea and other city-states. Even so, during the 600s B.C., Sparta became the most powerful city-state on the Peloponnesus. ‘The Spartans, descendants of the Dorians, proudly conquered their neigh- bors. The Spartan government then forced the conquered people to be flats (HEH*Iuhts), slavelike workers owned by the Spartan city-state. In time, the helot population of Sparta became huge. Sparta may have had four or more helots for every citizen. (Outnumbered, the Spartans constantly feared that the helots would rebel. To stay prepared to fight against the helots and Sparta’s enemies, the Spartans lived a military life. ‘The Spartans developed an unusual form of government. In times of war, two kings ruled, each from a different royal family. ‘These kings shared authority to decide issues related to war. In times of peace, an oligarchy made up of 30 elders over the age of 60 ruled Sparta, They proposed new laws to an assembly, a lawmaking group. ‘The assembly was made up of adult ‘male citizens of Sparta. It mainly approved Suns 600s BC EBB pay Maps mp tows conrad by ne rl chy Jaws proposed by the elders and elected five wealthy landowners, called ephors (erisfer) to handle day-to-day governing. Although the assembly was important, the elders and the ephors held the real power in Sparta, ERUIEEGD Scause ano erect Why did the Spartans protect themselves with military way of lit?Life in Sparta From an early age, Spartans learned to bbe strong and disciplined. At the age of seven, boys were sent to live in training, ‘camps to get a Spartan education. At the training camps, boys lived and ate together in barracks. Every day, they practiced | ‘gymnastics, wrestling, and military exer- cises. They leamed to accept hardship ‘without complaint and to obey orders, without question. ‘At the age of 18, young men began four years of formal military training so that they could serve as soldiers. Men could ‘marry between the ages of 20 and 30, but they continued to live in the barracks until becoming citizens at age 30. Men served as soldiers until age 60. ‘Spartan girls trained to be strong but did ‘ot serve in the military. Like boys, they ‘exercised outdoors daily. However, raising | children would be their main role. Spartan Children ‘To Spartans the purpose of education was to develop 2 responsible, wellarsined army of citizens, loyal to the citystate of Seana, Children wore taught to lve aie of sel-deril dscpine, and simple ways. Gis and boys were both taught to read and write. However, the ‘main concenraton was on physical education, which Included running, gymnastics, boxing, and wresting, ‘Spartan chisren did not have much time for fun and ‘games. When they did have time, they enioyed play- Ing with dols,hobbyhorses, kites, and toy horse-drawn ‘atts. Children alo enjoyed playing board games and bball es, Athough Ife was hard for these chileren. they were prauato De Spartans They would go through anything to become 2 crizen of Sparta, |Make It Relevant What do you think isthe purpose ‘fan education totay? 298 © Unit 4 Spartan women had more freedom than did women in other Greek city-states. They were highly respected and moved freely around the city. Since the men were often away on military duty, the women man- ‘aged household and family matters. ‘Spartan leaders feared that new ideas ‘would bring unwanted changes :o their society, Because ofthis citizens were rarely allowed to travel beyond Sparta and trade With outsiders was discouraged. Spartans followed a strict way of life. ‘They dressed and lived plainly and ate simple meals. Today, the word spartan is used to refer to something that i simple, strict, and highly disciplined. Spartans had a strong sense of honor ‘They were trained never to give up in battle. They believed there was ro greater act than to die defending ther city-state. (EMIMGEAD Scause No EFFECT ‘Why were Spartan citizens rarely alowed to travel ouside Sparta?> in anciont Athens 3 aside ond rou New Ideas in Athens FORT 6005 o-. Athens Athens was very different from Sparta. Located on an excellent haibor off the ‘Aegean Sea, Athens was ata crossroads Of the ancient world—between Asia Minor, Arica, and Europe. This location allowed Athens to have many trading partners, and many Athenians grew wealthy ‘from trade. In 683 B.., an oligarchy ceplaced the ‘monarchy of Athens, Even under the oligarchy, the Athenians continued to live without written laws. Finally, in 620 BC., a lawmaker named Draco wrote the first recorded laws for Athens, but these Jaws were very harsh. In about 600 8, the ruling oligarchy faced a crisis. The farmers who supplied agora busted with activi, ‘Athens with food fell into debt. Many had. to.ell themselves into slavery to survive. ‘Anger and distrust spread among the poor people of Athens. In 594 8.., a leader named Solon was given the authority to deal with the debt crisis, Solon was a respected leader, known for his fair handling of government and business matters. Solon set out to end the crisis by making reforms, or changes. First, he canceled all debts. Then, he freed all ‘Athenians who had sold themselves into slavery. He also replaced many of Draco’s harsh laws with fairer laws. Solon wrote, 66{Lawfulness] makes all things well ordered and fitted and often puts chains on the unjust.29* -ScAUSE AND EFFECT Why dd Athons's poor people grow angry? Chapter 8 » 299Toward Democracy After dealing with the immediate crisis, of debt reform, Solon made reforms that allowed more citizens to participate in ‘government. In this way, he laid the foun- dation on which Athenian democracy would be built. Solon set up a system that based politi- ‘al rights on wealth and not on birth. Hie divided male citizens into four lasses ‘according to their agricultural wealth. This ‘wealth included ownership of land, grain, and olive oil. Citizens with the most wealth ‘were in the highest class. The greater a ‘man’s wealth, the higher the government position he could hold. ‘Men without property made up the lowest class and could only attend the assembly and serve on juries. However, citizens could rise to a higher class by acquiring more wealth. In this pintng, Solo ups hi owe ‘Under Solon, all male citizens were allowed to attend the assembly in Athens. The assembly passed laws, elected leaders, and helped decide court cases. Decisions were made by majority tule. Every member hhad one vote, and the idea that received the most votes passed. ‘Solon has also been credited with establishing a council to support the assembly. The sole purpose of the council, ‘was to decide which topics the assembly ‘would discuss. The council consisted of 400 citizens who served one-year terms. Every yeat, council members were selected ina random drawing. For his times, Solon's reforms were remarkable. Never before had so mary citizens been able to meaningfully take part in government. What is theThe Grasshopper from Aesop's Fables* Ina isl one summer's day a Grasshopper was hopping about, chirping and singing i its heart's content. An Ant passed by bearing along With great oan ea of com he was aking to tenes, “Why notcome and chat with me” said the Grasshopper, “instead of ting and moiling in that way?” “Lam helping to lay up food forthe winter suid the An, “end recommend you todo the “Why bother about winter?” std the Grasshopper; “wehave got plenty of food at present." Sut the Ant went Life in Athens In Athens, education was just as impor- tant to producing good citizens as it was in Sparta. Young Atheniars learned about {good behavior from the fables of Aesop (Geesahp), a legendary storyteller. These stories used animals to teach moral lessons, such as “Honesty isthe best policy.” From the age of 7 to about 14, all but the poorest of Athenian boys passed the day in school. They studied arithmetic, reading, writing, physical education, as well asthe arts—painting, poetry, and music. After the age of 14, boys from wealthy families could continue their studies witha private tutor. “Most boys began learning their father's trade, studying to become bronze workers, blacksmiths, carpenters, and potters. ‘on ts way and continued its til. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day com and grain rom the stores they ha collected inthe summer ‘Then the Grasshopper knew Ts best to prepare fr the days of neces.” Athenian gils studied reading, writing, suithmetic, and music at home. Because ‘women were in charge of Greek home life, Bits also learned skill suchas spinning, weaving, sewing, cooking, and childcare. Wealthy women ran large households, overseeing servants and slaves. Poorer ‘women often worked alongside men ‘on farms and in family-run businesses. ‘About one third ofthe people in Athens were slaves. Many were educated, and some even became doctors and teachers. Others cleaned, cooked, farmed, and mined for silver, Neither slaves nor women could participate in the Athenian assembly, vote, (or serve on juries, COMPARE AND CONTRAST ‘How was an Athenian education different for boys snd gi? Chapter 8 » 307(GEED Pnalyze Maps The Persian Empire guined conta of Greek colonies In Asia Minoc © Which bodies of water separated Gres lands fom the Persian Empire? Concerns About Persia 53986. GD Persia In the 500s B.C, the Greek city-states faced a serious threat from the east. This threat came from the Persian Empire. ‘The Persians ruled from Mesopotamia in ‘what is today Traq, In 539 8., the Persian kking Cyrus Il, known as “Cyrus the Great,” founded the Persian Empire by conquest. (Cyrus led his army to conquer much of Asia Minor and the entire Babylonian Empire ‘The emperors wto followed Cyrus expanded the empire even more, Cambyses (kam*bY-seez) added all of Egypt. Darius I (@uh-RY-us) made the Persian Empire the largest empire in history up to that time. To rule over sucha huge empire, Darius I developed.a well-organized 302 © Unit 4 system of government. He divided the ‘government into 20 small regions. Each had. ‘a governor who reported to the emperor. ‘To maintain control, the Persians built a ‘oad more than 1,500 miles long that linked the Persian kings to distantareas of the ‘empire. Persian couriers carried mail and ‘orders from the king across the empire and retumed with news of the land. When the Persians conquered Asia Minor, they gained control of several Greek colonies. Not satisfied, the Persians ‘wanted to control all the Greek city states and their trade routes. ‘The Greeks feared the Persians, whose ‘empire was a threat to Greek culture. They did not want to be ruled by others. The ‘city-states had to make a decision. Alone, ‘each city-state could not hope to defend itself against Persia's army. Together, however, they might be strong enough.‘The Persians even worried Sparta, the most powerful city-state on the Peloponnesus. In the 5005 B.C, Sparta created a league, or a group of allies, called the Peloponnesian League, which included many other city-states. Initially, the league's goal was to protec its mem- bers against the growing power of Athens and its allies. Under Sparta’s leadership, the Peloponnesian League became a major fighting force that would help defend against the Persians. EEEENIEID cause ano EFFECT ‘What made te Grok ciy-stats ler the Persian Empire? xz Sparta was ruled both by an oligarchy and twwo kings. Spartans led a strict military life. Athens gave rise to early democrat forms of government. Athenians were edu- cated to be wel-rounded citizens. Many city- states joined Sparta in the Peloponnesian League for better defense. 1.1@) How were Sparta and Athans al ‘and how were they diferent? 2, Wite a peragraph about the ite of 2 Spartan etzan, using the terme ‘szombly and helt 3. Why did Sparta create the Peleponnesian League? ‘4. How di Darius tor ‘government? (CRITICAL THING 55. Make It Relevant: How might people in the — Write @ Letter Suppose you live In — ancient Athens or Sparta. Writ Teter describing atypical day in you © cause no scr 2 et pera a pas eaeeeneri th Spaa creses he Peloponnesian Legos. Chapter 8» 303j-many people believe that domocracy i the best form of govern- ‘ment. Some people praise the government of ancient Athens as @ model of ‘domociacy, Others say thatthe Athonian demacracy was flawed or ful of ‘weaknesses. Thoy belive that most people in ancient Athens had few rights ornone at all, The good and the bad sides of Athenian democracy have long been debated—even in ancient Athens! Here are some polms of view about ancien Athenian democracy. a ert [Our) administration favors the many instead of the few; this: 1s why is called a democracy, ., If we look to the lws, they afford equal justice to all,___ SOLON, an nverion teaser nt voet For 1 rg the people an adequate amount of power and sufficient prestige (level of respect)—not more nor less. I stood protecting rich and poor with my stout shield, and saw that nether side prevailed unjust. °? Phe Steer oa nr Untoray Pre, 188. fone PLALO, a Bree philosopher ¢¢ Liberty overmasters [overpowers] democracy—the truth being that excessive increase of anything often causes a reac- tion in the opposite direction;and this is the case... above all {in forms of government. ?? ~ om Th ip by Po Saimin wat ans. Tw Modena, 4 Christopher. W. Blackwell, stissie Democracy in Athens was to giving citizens. the right to vote... In a very real sense, the people governed themselves, debating and voting individually on issues great and small, from matters of war and peace to the proper ‘qualifications for ferr-boat captains... — tom “Athan Ouray A Beet Over” by Cistophe W. lve ‘Domo: Gant tnonan nga. Tra Soe 20, 2 Analyze Points of View With a classmate, determine which viewpoints support the idea that democracy was strong in ancient Athens and which viewpoints indicate it might have had weaknesses. Discuss how you came to your conclusions. Make It Relevant How is democracy in the United States different from that in ancient Athens? How is ithe same? Chapter 8 + 305air Reading Social Studies ‘Acaus isan vent or acon thar makes something else happen “Anelflectis what happens asa result af that eventor ection. Cause and Effect Complete this graphic organizer to show that you understand how the geography of Greece affected Greek civiliztion. ‘A.copy of this graphic organizer appears on page 86 of the Homework and Practice Book. Greece’s Geography PE Mountains cover most of mainland Greece. . XN Califor ia Wri ing Prompts Write a Porsuasive Editorial Dacide whether | Write a Response to Literature Read you would prefer tole in ancient Sparta orn ‘one of Aesops fables, or recall one that you ancient Athen, Write a newspaper editorial might already know, such as “The Hare and the about why the city-state you chose is a better | Tortoise.” Write an interpretation of the fable. fice fob Ty tpn pole amshe | Elam wleean te aests ad thor placate come andivetnyeretyetate. | means to todays readers. 306 © Unit 4eit dently the tom that correctly matches ach definition 1. acitystate 2 a group of ales 3. cule bythe people 4, a piace of land thats almost completely ‘surrounded by water 5. alongpoem (eae Use the summary tine fine above to answer these questions. 6, Atwhat time in istry were the ‘Mycenaeans a threat to the Minoans on Crete? 7, What happened in the 500s 8? a Tas Compare Primary and Secondary Sources 8, Look through the chapter and determine ‘which pictures show primary sources and which show secondary sources. What con- clusions can you drow from these sources, about the eary Greek people? Democracy begins Aer Answer these questions. . What ar three crops that grew well in Breece’s soil? 10, What events do the liad and the Odyssoy tol about? 11 What form of government replaced the kings af early Greek city-states? ‘Writ the letter ofthe best choice 12, Which ofthe following goods were traded among the Greok city-states? Asal, god, and ivory B Grain, waod, and metalworks C horses and wheeled carts D granite, siver, and sculptures {Which ofthe following people helped lay the foundation for Athenian democracy? A Homer B Hesiod © Solon D Draco Siro aera 4. Describe three forms of goverament that existed in ancient Greece and. the order in which they developed. What effects did the Parsian Empire hhave onthe Greek city-states? Chapter 8 » 307r | © Study Skills AK-W-L chert can help you focus on what you already know about a topic and what you want to learn about it. Inthe K column ofthe chart lst what you already know about atopic. {mn the W column, list what you want to find out about the topic. ‘After reading, in the L columa, list what you learned about the topic. The Golden Age _what I KNOW | what I WANT to Know | what I LEARNED * sparta ond [> How ci Sparta and Athens vere | Athens change cning tho importot | the Golden Ager city-states in ancient Greece Complete your own K-W-L chart, using the one above asa model, G) Califecnin History Sacial Se Standarés, Grae 6 ‘Auten ne than acon Gee Ener