Historical InvestigationAlexander the Great and the Spread of Hellenism

Grade 6: Aegean CivilizationTopic: How the Conquests of Alexander the Great Shaped the Ancient World Through the Spread of Hellenism

Social Studies State Curriculum:5.B.2.a Describe the major cultural achievements of the Greek civilization, such as art, science, political

systems, and philosophy across time

C3 Frameworks:

HISTORYD2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they

shaped, are seen as historically significant.D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.D2.His.11.6-8. Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for

historical sources where this information is not easily identified.D2.His.16.6-8. Organize applicable evidence into a coherent argument about the past.

Common Core State Standards for Literacy in History/Social Studies:

ReadingRH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate

summary of the source distinct from prior knowledge or opinions.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other

information in print and digital texts.RH.6-8.8 Distinguish among fact opinion and reasoned judgment in a textRH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

Writing:WHST: 6-8.1 Write arguments focused on discipline-specific content. WHST:6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on

several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST: 6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

WHST: 6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

Unit: Aegean Civilization

I. Engage the Students

Engage the Students

Distribute and have students examine the resource sheet “Great Leaders.” Ask students to define what “great” means to them and to identify characteristics of a “great” leader. Have students identify world leaders today that they consider“great” leaders.

Narrative: Read the narrative to the class stressing the focus question at the end.

What makes a great leader? Throughout history, leaders around the world have been given the title of “great.” Alexander III of Macedonia was one such ruler. He lived from 356-323 BCE and ruled from the age of twenty until his death at the age of thirty-three.

As a child, Alexander’s father King Philip hired tutors to teach his son. Among these teachers was the Greek philosopher Aristotle who taught Alexander much about Greek literature, philosophy and science. His favorite Greek hero was Achilles, the warrior hero in the Iliad. Alexander vowed that one day he would visit the site of Troy, in Asia Minor, and lay a wreath on the tomb of his hero.

During his rule as King of Macedonia, Alexander conquered much of what was then the civilized world. He desired to create a world monarchy. First defeating the rebellious Greek city-states, Alexander then went on to invade the Persian Empire in Asia Minor and Egypt. His desire was to have the local culture in the regions he conquered co-exist with the Greek ideas and culture that he brought with him. In 323 BCE, while in Babylon, Alexander died of a fever. With his death came the collapse of his empire. It was divided into three kingdoms ruled by descendants of his commanders.

Based on the lasting impact of his actions, does Alexander III of Macedonia deserve the title of “the Great?” In this activity, you are going to read primary and secondary source documents to gather evidence that will help you answer this focus question. You will have a chance to work in a group to discuss your ideas. Then you will use your prior knowledge and details from the primary and secondary sources to summarize what you have learned from this historical investigation.

Compelling Question: What were some of the lasting influences from the conquests of Alexander the Great?

II. Conduct the Investigation

Teachers and/or students collect relevant and sometimes conflicting primary sources that provide intrigue. Students do an initial read and analysis individually and prepare notes and evidence for discussions in small

groups. See the Historical Investigation Resource Sheet The following questions can be used:

Sourcing What is the text? Who created it and when?

Close Reading and Asking Supporting Questions What does the text say explicitly? What claim does the author/creator make? What evidence does the author/creator make? What is the author’s/creator’s perspective? What is its purpose? Does this text seem credible? Why or why not?

Contextualizing What else was going on at the historic time this source was created? What else was going on during this time (historic setting)? How did the historic setting influence the creation of the text?

Corroborating Where do the multiple texts agree and disagree? Which texts are more reliable? Which are the best texts for answering the compelling question?

Students should individually generate interpretations of the documents based on the compelling question. Teacher and or students may construct supporting questions.

III. Discussion

Students will work together in small groups and share their interpretations of the compelling question citing documents as evidence. Supportive questions may be addressed at this time.

Multiple interpretations can emerge and may or may not be accepted by all.

IV. Report Findings

Formulate an argument/opinion that answers the compelling question citing evidence from the sources:

When you write an opinion piece/argument, remember: Reasoning used in building an argument should be logical and clear. Arguments should have a beginning, middle, and end; beginning with author’s claim. Cite evidence from multiple sources. Some arguments can include an opposing or alternative opinion (elementary students will need support to

identify this element).

Historical Investigation Resource SheetDIRECTIONS: As you analyze the primary source documents in your packet, complete the organizer below.COMPELLING QUESTION: What were some of the lasting influences from the conquests of Alexander the Great?

Sourcing What is the text? Who created it and when?

Close Reading and Asking Supporting Questions

What does the text say explicitly?

What claim does the author/creator make?

What evidence does the author/creator make?

What is the author’s/creator’s perspective?

What is its purpose? Does this text seem credible?

Why or why not?

Contextualizing What else was going on at

the historic time this source was created?

What else was going on during this time (historic setting)?

How did the historic setting influence the creation of the text?

Corroborating Where do the multiple texts

agree and disagree? Which texts are more

reliable? Which are the best texts for

answering the compelling question?

Historical Investigation Resource Sheet (cont’d)

Sourcing What is the text? Who created it and when?

Close Reading and Asking Supporting Questions

What does the text say explicitly?

What claim does the author/creator make?

What evidence does the author/creator make?

What is the author’s/creator’s perspective?

What is its purpose? Does this text seem credible?

Why or why not?

Contextualizing What else was going on at

the historic time this source was created?

What else was going on during this time (historic setting)?

How did the historic setting influence the creation of the text?

Corroborating Where do the multiple

texts agree and disagree? Which texts are more

reliable? Which are the best texts for

answering the compelling question?

Historical Investigation Resource Sheet (cont’d)

Sourcing What is the text? Who created it and when?

Close Reading and Asking Supporting Questions

What does the text say explicitly?

What claim does the author/creator make?

What evidence does the author/creator make?

What is the author’s/creator’s perspective?

What is its purpose? Does this text seem credible?

Why or why not?

Contextualizing What else was going on at

the historic time this source was created?

What else was going on during this time (historic setting)?

How did the historic setting influence the creation of the text?

Corroborating Where do the multiple

texts agree and disagree? Which texts are more

reliable? Which are the best texts for

answering the compelling question?

Document 1.

Some “Great” Leaders in History

Cyrus the Great

King of Persia550-529 B.C.

Constantine the Great

Roman Emperor

Gregory the GreatPope of Catholic Church

Canute the Great

King of England/Denmark/Norway

Akbar the GreatMuslim Ruler of North India 1556 – 1605

Peter the Great Russian Czar

1682 - 1725

Document 2.

In the footsteps of Alexander the Great [BBC] - Son of God (1 of 4).http://www.youtube.com/watch?v=CrTS4O25JowWatch section between minutes 42:00-46:45

Document 3.

Document 4.

… In the two months he resided as 'living god' in the royal palace at Memphis, studying Egyptian laws and customs …, he

gave orders for the restoration of the Egyptians' religious centers, including the great southern temples of Luxor and

Karnak, …[He is seen] wearing traditional Egyptian [symbols of royalty] including the rams horns of Amun as worn by

[the pharaohs before him]. Alexander's image was replicated all over Egypt in … monumental [statues] … his Greek name

translated into hieroglyphs enclosed by the royal cartouche [read]:

"… the strong ruler, he who seizes the lands of the foreigners, beloved of Amun and the chosen one of Ra - meryamun setepenra Aleksandros [Alexander].”

Document 5.

Michael Wood Archaeologist and Historian

Excerpts from “In the Footsteps of Alexander the Great.” 1997

“There are over 200 different Alexander epics and poems in medieval European languages alone, surviving in literally

thousands of manuscripts; for example, in Russian, Polish, Old French, Czech and Serbian. In Jewish tradition, Alexander

is nothing short of a folk hero. There is a medieval German Alexander epic, an Icelandic Alexander saga, and an

Ethiopian Alexander romance. By the mid-fourteenth century, the tale had even reached Mongolia, where Alexander

appears as an almost supernatural predecessor of Genghis Kahn. You can find him depicted as one of the four kings on

the standard French pack of playing cards; you will find the map of his empire on every Greek school map, and every

[restaurant] wall; he’s on Sicilian carnival carts, Ethiopian bridal cloths, Byzantine church murals, and on paintings from

Moghul India.”

“During his conquest, Alexander founded nearly 30 cities names Alexandria in his honor… Alexandria, Egypt, one of the

many towns that Alexander founded and named after himself, became a world - [famous] center of learning, and was

the home of … great scientists and mathematicians.”

“The exact cause of Alexander’s death has never been determined. He, of course, suffered greatly during his campaigns,

enduring at least 21 wounds that, at one point, left his so [hurt] he could not speak above a whisper. In the last stretch

of his campaign, his lung was punctured by what some say was a poisoned arrow.”

Document 6.

Greek Philosophers…

Diogenes

I know nothing, except the fact of my ignorance.

The foundation of every state is the education of its youth.

He has the most who is most content with the least.

Aristotle I count him braver who overcomes his desires than him who conquers his enemies; for the hardest victory is over self.

Moral excellence comes about as a result of habit. We become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts.

The wise man does not expose himself needlessly to danger, since there are few things for which he cares sufficiently; but he is willing, in great crises, to give even his life - knowing that under certain conditions it is not worthwhile to live.

Epicurus

You don't develop courage by being happy in your relationships everyday. You develop it by surviving difficult times and challenging adversity.

Death does not concern us, because as long as we exist, death is not here. And when it does come, we no longer exist.

Plato

Ignorance, the root and stem of all evil.

The good is the beautiful.

There will be no end to the troubles of states, or of humanity itself, till philosophers become kings

in this world, or till those we now call kings and rulers really and truly become philosophers, and political power and philosophy thus come into the same hands.

Socrates

True knowledge exists in knowing that you know nothing.

It is not living that matters, but living rightly.

Document 7.

Pythagorean theorem: The sum of the areas of the two squares on the legs (a and b) of a right triangle equals the area of the square on the hypotenuse (c).

Document 8.

Ptolemaic system

The astronomical system of Ptolemy, in which Earth is at the center of the universe and all celestial bodies revolve around it. The Sun, Moon, and planets revolve at different levels in circular orbits, and the stars lie in fixed locations on a sphere that revolves beyond these orbits.

Document 9.

Document 10.

Document 11.

Teachers’ Notes:

Document 1.Some “Great” Leaders in History

Document 2.In the footsteps of Alexander the Great [BBC] - Son of God (1 of 4).http://www.youtube.com/watch?v=CrTS4O25Jow

Document 3.Copyright© 1998 K. Kianush, Art ArenaMap found at: http://www.art-arena.com/alex.html#top

Document 4.Alan M. Fildes Egyptologist and authorExcerpts of article “Alexander in Egypt”Article found at www.egyptvoyager.com

Document 5.Reprinted with permission from “In the Footsteps of Alexander the Great: A Journey from Greece to Asia”, Michael Wood, University of California Press, c. 1997.

Document 6http://faculty.evansville.edu/tb2/courses/phil211/pretext.htm

Document 7.http://en.wikipedia.org/wiki/Pythagorean_theorem

Document 8.http://abyss.uoregon.edu/~js/glossary/ptolemy.html

Document 9.Seated Boddhisatva, Gandhara, 2nd century (Ostasiatische Museum, Berlin)http://en.wikipedia.org/wiki/File:SeatedBuddhaGandhara2ndCenturyOstasiatischeMuseum.jpg

Document 10.http://academic.reed.edu/humanities/110tech/graphics/ParthenonFromNW.html

Document 11.The Alexander MosaicThe Alexander Mosaic was found during the excavation of Pompeii in 1831 in the “Casa del Fauno” (House of the Faun). Today it is one of the most famous Roman mosaics. Measuring 5.82 x 3.13 m, the mosaic is thought by many to depict the Battle of Issus between Alexander the Great and the Persian king Darius III in the year 333 BC. Others however believe that the tableau shows the battle of Gaugamela in the year 331 BC, where Alexander the Great and Darius clashed once again.http://alexandermosaik.de/en/