Chapter 1: Sources of Democratic Tradition 2000 B.C.E.-C.E Section 1: The Greek Roots of Democracy I. The Rise of Greek City-States A. Between B.C.E., Greeks changed different forms of gov’t B. Monarchy—king or queen ruled C. noble landowners—served as military defenders; could afford bronze weapons and chariots

D. middle class—merchants, farmers, and artisans began to take power E. middle class challenged noble landowners for power F. citizens began to protect city-states since iron weapons were cheaper G. this created 2 main city-states: Sparta and Athens H. Sparta: very disciplined military society; had a king and council of elders; only males over 30 could participate I. Athens: importance to individual and citizens rights; idea of democracy originated; set up legislature; women and slaves could not participate in politics

II. The Persian Wars A. by 500 B.C.E., Athens the wealthiest Greek city-state B. threats from Persians lasted 20 years, but were able to withstand and defeat Persian forces due to support from Sparta III. Athens in the Age of Pericles A. Athens became the most powerful city after the Persian Wars B. from B.C.E., Athens’ economy thrived and government became more democratic under Pericles—known as Age of Pericles

C. “direct democracy”—most of the citizens participated in making decisions D. Citizens had to serve on the jury to make final judgment in a trial; were paid to serve E. believed in civic duty (responsibility) F. Began to move away from god’s law to natural law G. Peloponnesian War—lasted 27 years; Sparta defeated Athens; ended democracy

IV. Greek Philosophers A. thinkers and “lovers of wisdom” B. used observation and reason to figure out why things happened C. their search for knowledge influenced modern science and Western political thought D. focused on ethics and morality  idea of goodness and human behavior E. Sophists (Athens) focused on success

F. Socrates  stonemason and philosopher, used the art of questioning to find truth and self-knowledge Plato  student of Socrates; believed that reason led to knowledge wrote Republic  divided society into three classes wrote Republic  divided society into three classes worker  produce the necessities of life worker  produce the necessities of life soldiers  defend the state soldiers  defend the state philosophers  rule the state philosophers  rule the state

H. Aristotle  student of Plato; analyzed all forms of gov’t (monarchy to democracy) & found problems with them all favored constitutional democracy  ”rule of the many” called polity (middle class) favored constitutional democracy  ”rule of the many” called polity (middle class) wrote Politics  rulers should also follow laws wrote Politics  rulers should also follow laws His teachings were used by constitutional gov’ts today His teachings were used by constitutional gov’ts today

V. Alexander and the Hellenistic Age A. Alexander was tutored by Aristotle B. conquered 2,000 miles of territory and became Alexander the Great C. spread Greek ideas D. Stoicism  most influential philosophy after Alexander’s death; founded by Zeno preached high moral standards  all people equal (even women & slaves) preached high moral standards  all people equal (even women & slaves) E. Greek ideas about law, freedom, justice, and gov’t have influenced political thinking even now

Section 2: The Roman Republic and Empire I. Establishing a Republic A. Rome was a city-state in the center of Italy, ruled by Etruscan kings and nobles c. 800 B.C.E. B. In 509 B.C.E., the Romans threw out the Etruscans and set up a republic where they chose their own officials C. Set up a senate of 300 members, all patricians (landholding upper class)—made laws D. Senators elected 2 consuls, who served one term only, commanded army and business of gov’t

E. During war, senate chose a dictator (ruler) to control gov’t for 6 months F. Cincinnatus—model dictator, organized army over attacking enemy and returned back to farm G. plebeians (common people) made up most of Rome, but had no influence on gov’t H. in 450 B.C.E., the gov’t wrote down laws in 12 tablets (Laws of the Twelve Tables), due to plebeian protests I. were allowed tribunes (elect officials) to protect own interests; could veto (block) unfair laws  consuls and senate

J. plebeians gained access to power w/o going to war  this was adapted by the U.S. (senate, veto, checks on power) II. From Republic to Empire A. by 270 B.C.E., Rome controlled almost all of Italy (Etruscans, Greeks) B. Punic Wars—Rome and Carthage (North Africa) fought three wars with each other Rome won the first battle Rome won the first battle Carthage won the second battle by invading Italy; led by Hannibal Carthage won the second battle by invading Italy; led by Hannibal Romans completely destroyed Carthage and controlled the Mediterranean Sea Romans completely destroyed Carthage and controlled the Mediterranean Sea

C. by 133 B.C.E., Rome extended from Spain to Egypt D. conquests of new lands brought riches and led to problems w/in Roman society E. generals, traders, and officials became wealthy, but hurt small farmers and citizens who fought for free in the army F. Tiberius and Gaius Gracchus tried to create reforms to help the poor G. senators did not like this and had Gracchus brothers killed

H. civil war broke out in Rome and Julius Caesar emerged and took charge I. Caesar had just finished the conquest of Gaul (France) and returned to Rome and took over the capital and forced the senate to make him dictator J. he became the absolute ruler of Rome, but put in place many changes to help the poor K. Caesar was killed by his enemies in the senate, because they feared he was going to make himself king

L. Octavian, Caesar’s grand nephew, came to power; he was given the title Augustus (Exalted One) M. Augustus Caesar ended Rome as a republic and began the age of the Roman empire N. Created a well-trained civil service to enforce laws; opened high level jobs to all; and allowed independent gov’t as long as their allegiance was to Rome O. Pax Romana—a period of 200 years that Augustus’ gov’t set up, a.k.a. “Roman Peace” P. Rome’s territory was stretched from the Mesopotamia to Britain (size of U.S.)

Q. During the Pax Romana: military protected the empire military protected the empire trade flowed freely from Africa & Asia trade flowed freely from Africa & Asia People spread ideas and knowledge People spread ideas and knowledge R. emperor Hadrian codified Roman law S. emperor Marcus Aurelius wrote Meditations and became a philosopher-king (Plato’s ideal) III. Roman Law A. the legacy of Rome was the establishment of justice through law, which created stability and unity  borrowed by Europe and Latin America

B. Two Systems: 1. civil law—rules that applied to citizens 2. law of nations—rules that applied to people outside of Rome C. an accused was presumed innocent until proven guilty; and judges interpreted laws and had to be fair D. by 400s C.E., the Roman empire collapsed and the Byzantine empire took over E. emperor Justinian created the Justinian’s Code—the Body of Civil Law based on Roman law

F. By 1100s, Justinian’s Code reached Western Europe and were used by many monarchs G. Justinian’s Code is also used in international law today IV. Greco-Roman Civilization A. Greco-Roman civilization—a blend of Greek, Hellenistic, and Roman traditions B. philosophy of Stoicism stressed duty C. Greco-Roman ideas preserved by the Byzantine empire and Muslim scholars

Section 3: Principles of Judaism I. Early History of the Jews A. Jews known as Hebrews or Israelites (people of Israel) B. most of their history comes from the Torah (sacred text) C. Abraham (father of the Jews) migrated from Mesopotamia to eastern Mediterranean and founded Israel D. Famine forced them to migrate to Egypt where they became slaves E. Moses led them to their exodus or escape

F. David, a strong and clever king, unified all tribes and created a one nation G. Solomon, David’s son, created Jerusalem and was smart and understanding H. After Solomon died, Israel broke apart and were conquered by the Assyrians, Babylonians, and the Persians II. God’s Covenant With the Israelites A. monotheistic—believed in one God B. religious beliefs were part of their social, economic, and political life

C. They saw themselves as god’s “chosen people” because they were spreading God’s teachings D. Torah also includes laws Jews must obey III. Teachings on Law and Morality A. Ten Commandments—brought by Moses, are a set of basic moral laws B. Seven Universal Laws—applied to all people; was an idea of universally accepted moral and ethical principles  led to human rights today

C. prophets called on the rich to protect the poor D. Judaism (religion of the Jews) led to the rule of law and political equality IV. The Scattering of the Jews A. Jews who took up Greeks way clashed with those that wanted to keep traditional Jewish beliefs B. A new group emerged from this conflict that followed the teachings of Jesus (a Jew) and created a new religion called Christianity

Section 4: The Rise of Christianity I. Jesus of Nazareth A. Jesus was a descendant of King David and was believed to be the messiah (a savior sent by God to lead the Jews to freedom) B. Jesus followed Jewish laws C. went around preaching the word of God by using short stories with a moral lesson to communicate his ideas D. Jesus’ preaching upset some Jewish leaders, because he interpreted the laws differently

E. He taught the need for justice, morality and service to others (poor) F. Jewish priests considered Jesus a troublemaker and had him arrested and handed over to the Romans to be executed by crucifixion II. Christianity Spreads A. After Jesus’ death, his disciples spread his teachings throughout the Roman empire B. Paul helped to separate Christianity from Judaism

C. Romans were usually tolerant towards other religions, except Judaism and Christianity, because they refused to make sacrifices to the emperor D. Romans began persecuting them, especially when there was trouble in the empire E. missionaries spread Christianity through the Roman Roads and across the Mediterranean sea F. Edict of Milan—issued by Constantine, granting freedom of worship

III. The Christian Church during the middle ages, the Christian church emerged as the most powerful force in Europe during the middle ages, the Christian church emerged as the most powerful force in Europe IV. The Early Communities A. all members were equal and called each other “brother” or “sister” B. women led the way and served as teachers or administrators C. clergy—performed religious ceremonies D. had priests were controlled by bishops who were controlled by the pope (a.k.a. patriarch of Rome)

E. E. Church splits after fall of Rome— eastern (Orthodox Church  anti-pope) and western (Roman Catholic Church  pope) F. F. Roman Catholic Church grew stronger and began to run gov’t G. G. ideas of Aristotle and other Greek thinkers were translated into Latin and spread into Western Europe and challenged Christian beliefs (faith vs. reason)

H. H. Thomas Aquinas—Christian scholar, brought together Christian faith and Greek philosophy  stated both faith and reason existed in harmony (God ruled over an orderly universe) V. The Judeo-Christian Tradition A. A. shared heritage of Jews and Christians B. B. Judeo-Christian principles played a central role in the development of the democratic tradition

Section 5: Democratic Developments in England in medieval England, the Christian church, the nobility, and monarchy had all the power and wealth in medieval England, the Christian church, the nobility, and monarchy had all the power and wealth I. Growth of Royal Power A. feudalism—a loosely organized system of rule where powerful landowners (nobles) divide their land with smaller land owners (vassals) for protection  due to invasions by Vikings B. The church and nobles protected their rights and privileges from the king

C. C. William the Conqueror and the Norman knights took over England at the Battle of Hastings in 1066 C.E. D. D. in 1154, Henry II came to power and set up English common law (a legal system based on custom and court rulings) E. E. set up juries for trials II. Evolving Traditions of Government A. A. Henry II got into battles with nobles and church leaders B. B. John, Henry’s son, was forced to sign the Magna Carta, or Great Charter in 1215 C. C. Magna Carta gave nobles and the church rights (arrest and imprisonment outlawed w/o trial)  due process of law

D. D. Could not raise taxes w/o consultation  no taxation w/o representation E. E. king had to obey laws F. F. In 1200s, the Great Council evolved into Parliament G. G. Parliament developed into two-houses: House of Lords  nobles and clergy House of Commons  knights and middle-class H. Hundred Years’ War  war with France from ; gave Parliament more power and put king in check

III. Triumph of Parliament A. A. From , the Tudor dynasty ruled England (Henry VIII, Elizabeth I) B. B. Henry VIII broke from Rome and formed Church of England (Protestant Reformation) C. C. the Stuarts took over and clashed with Parliament  ”century of revolution” D. D. absolute monarch—a ruler with complete authority over gov’t and lives of people E. E. English civil war, , fought by Charles I and nobles against Oliver Cromwell and Parliament F. F. Cromwell and Parliament win and execute the king  impacted all of Europe

G. England became a republic, known as the Commonwealth, with Cromwell in charge H. H. after Cromwell’s death, Charles II came to power, supported by Catholics I. I. James II, Charles’ brother, became king in 1685 and installed Catholics in office J. J. Parliament supported William and Mary and James II went to France  Glorious Revolution

K. K. English Bill of Rights—had to be signed by William and Mary before taking power L. L. Parliament had power over monarchy M. M. habeas corpus—no prison w/o being charged N. N. limited monarchy—a constitution or legislative body limit the monarch’s power  not a democracy