7. Explain what evidence SOURCE2 provides for the clothing and hairstyles of Athenian women and their position in Athenian society. 8. Describe the scene in SOURCE3 and discuss what Athenian women might have thought about men’s banquets. 9. Examine SOURCE4 and use clues from SOURCE5 to explain how the Parthenon’s supporting columns were built. 10. Look at SOURCE5 . List similarities and differences between the activities in the agora and a modern marketplace. Answers and sample responses for this topic are available online. LESSON 4.8 What do we know about Greek laws, myths, gods and oracles? LEARNING INTENTION By the end of this lesson you should be able to describe the signiýcant beliefs, values and practices of the ancient Greeks, shown in their laws, myths and religious ideas.
Tune in The statue in SOURCE1 likely shows either Poseidon, the god of the sea, or Zeus, the king of the gods. 1. Look at the statue and discuss if you think the Greeks believed their gods were more like humans compared to the gods of Egypt and other ancient societies. 2. Suggest why you think the artist used this pose for the statue. 3. Can you think of any modern examples of statues that have been created and the reasons for them?
SOURCE1 A large bronze statue of a Greek god, from c. 460 BCE.
4.8.1 Laws, myths and gods The ancient Greeks lived in about a hundred city-states that often fought each other. They shared the Greek language, myths, gods and festivals, which helped them feel connected. Greek laws Each Greek city-state had its own laws, but we don’t have a complete collection of them. Some laws, like those about inheritance, were similar. However, Athens and Sparta had different laws. By the seventh century BCE, many city-states chose ‘law-givers’ to write down their laws.
Jacaranda Humanities Alive 7 Victorian Curriculum Third Edition
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