1. Chapter 14 Section 3 Oligarchy in Sparta

2. Anticipatory Set How would you compare the United States to Australia?
U.S. has a democracy and Australia had a monarchy
U.S. has a president and Australia has a Queen
U.S. President is in Washington D.C. and the Queen is in the United Kingdom
There are many differences between countries. We will find out the difference

3. Standards
H-SS 6.4.6
Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian
ELA Reading 6.2.2
Analyze text that uses the compare- and-contrast organized pattern.

4. Objectives
Students will learn that Sparta created an oligarchy with a strong military foundation. They will also know that the Spartans were highly disciplined and fearful of change.

5. Language of the Discipline
Ephor
Military state
Barracks
Thucydides

6. The Spartan State (Input)
Sparta was a city-state on the Peloponnesian Peninsula.
Unlike Athenians, Spartans had little interest in trade and commerce.
Sparta was inland and was never a sea power.
It also did not become a democracy

7. The Spartan State (Input)

8. Spartan Government (Input)
At the head of the Spartan government sat 2 kings who descended from the 2 oldest clans in Spartan society.
The kings headed Sparta’s main government body called the council of elders.
They served as military leaders.
The council of elders contained 28 men over the age of 60.
Members were elected for life.

9. Spartan Government Continued (Input)
Spartan played little part in politics.
Sparta had an assembly made up of all free adult males, but it was smaller than Athens.
Only 9,000 citizens sat on the Spartan assembly, whereas 43,000 citizens belonged to the Athenian assembly.
The Spartan assembly has far less power than the Athenian
It could pass laws but only with the council’s approval
It did have the power to elect 5 officials known as ephors.

10. Spartan Government Continued (Input)
An ephor is an official who worked as a government watchdog.
They made sure kings and the council did their jobs within the limits of Spartan law
They could even remove a king who broke the law
An ephor could only serve 1 year.

11. Spartan Conquests (Input)
Athens turned to trade to solve population problems where as Sparta turned to conquest
After conquering a region, Spartans took over farmland to raise food for themselves
In the region on Messenia, Spartans took an more extreme approach
They forced the population to become agricultural slaves called helots.
They belonged to Sparta as a whole instead of to one person
They were forced to farm the land
As a result citizens lived comfortable lives without having to work for a living

12. Spartan Conquests (Input)

13. Helot Revolts (Input) The helots had no legal rights
They worked hard and received little in return (barely enough to survive)
The helots launched violent revolts against the Spartans but were not successful, however the Spartans still feared unrest
The Spartans had a choice to make, they could give up control of the helots and the food they produced or they could strengthen their control by turning Sparta into a military state.

14. Helot Revolts (Input)
A military state is a state that is organized primarily for the purpose of waging war
The Spartans chose a second option; every year they declared war on the helots
This gave Spartans the right to kill any helot without fear of punishment
Spartans formed a secret police force to watch over the helots
The helots were forced to wear dog-skin caps to mark their low status
Helots who protested might get beaten or have a harsher punishment

15. A Disciplined Society (Input)
Spartans believed in the rule of law and military discipline
They organized their society along military lines
Their society had no place for the arts, literature, or luxury goods
Spartan means “highly disciplined or lacking in comfort”

16. Spartan Education (Input)
Spartan males trained for the military at a young age
At 7 they were sent to school at state expense
They loved in barracks with other boys also known as military housing
Spartan boys did not receive a well-rounded education
They spent most of their time exercising, hunting, and training with weapons.
They were not taught to think for themselves but to obey orders

17. Spartan Education (Input)

18. Spartan Education Continued (Input)
Students were not given enough to eat so that they would learn to steal food while marching as soldiers
To be caught stealing led to punishment an disgrace
A famous Spartan story was told of a boy who stole a fox and hid it in his clothing when he was caught. Instead of confessing her kept the fox and it clawed him to death
At 18 young men began a 2 year program to be a part of the phalanx
During this time they could marry but spent little time with their wives
After graduating they lived in the barracks

19. Equals and Inferiors (Input)
At age 30 men left the army
In order to become citizens they had to gain entry to a men’s club of former soldiers
If they failed they became inferiors or outcasts
Former soldiers is passed became equals who received full citizen rights
This included membership in the assembly and a piece of land worked by helots
At age 60 an equal became a candidate for election to the council of elders

20. Spartan Women (Input) Women were expected to be strong and vigorous
They had to stay fit to have healthy babies who would make good soldiers
Sickly babies were not accepted into society and left on hillsides to die
Spartan women had a good deal of freedom and responsibility
Wives took control of the household while men were in the military
They raised children under the Spartan values
They obtained rights that other women in Greece did not

21. Spartan Women (Input)

22. Fear of Change (Input)
Discipline helped create a strong and powerful army
Spartan’s feared change
They valued people who fit in
Individual talents were not as important as membership in a group
Athenians on the other valued expression and new ideas
They were open to change
Their democracy evolved over time
These differences led to Thucydides describing Athenians as “addicted to innovation” and the Spartans “having genius for keeping what you have got”

23. Compare and Contrast (Modeling)
Reading Comprehension 6.2.2
Analyze text that uses compare-and- contrast organizational pattern.

24. Compare and Contrast Review (Modeling)
If you compare two things, you tell how they are alike.
If you contrast two things, you tell how they are different.
If you compare and contrast two things you tell how they are alike and how they are different.
They are many strategies you can use to compare and contrast two things.

25. Compare and Contrast (Modeling)
Directions
In your notes, let’s create a Venn Diagram that compares and contrasts Athens versus Sparta

26. Check for Understanding
Please determine the BEST answer for the following question.
Please write your answer on your white boards and wait for the teacher’s signal.
On the teacher’s signal, hold up your white boards.

27. Checking for Understanding #1
Fill in the blank
_______________ was an official who worked as a government watchdog.
ephor

28. Checking for Understanding #2
Answer the following question.
While Athenian society focused on democracy. Spartan society focused on what?
Military might

29. Checking for Understanding #3
Answer the following question.
Which responsibilities did Spartan women have?
Running the household and raising the children

30. Guided Practice/Independent Practice
Complete questions on the reading comprehension worksheet.
Raise your hand and wait to get stamped.
If you received an “R” go to the back table with Ms. Graham.
Independent Practice
Once you have been stamped moved to independent practice and complete numbers 4 and 5 on the reading comprehension worksheet.
Homework
Note-taking guide on the reverse side.