How Great Was Alexander the Great?

Transcription

1 Mini-Qs in World History How Great Was Alexander the Great? Step One; Hook Refer to the Step One teacher notes in the Mini-Q. Read the directions aloud. The purpose is to get students engaged, talking, and wanting to do the Mini-Q. Step Two: Background Essay Refer to the Step Two teacher notes in the Mini-Q. Students can write out answers to the BGE questions or the questions can simply be discussed. StepThree: Understanding the Question and Pre-Bucketing The task of recognizing and defining key words in the question is a crucial habit of mind. The second task o, pre-bucketing based on clues in the question and in document titles is a huge categorization skill. Step Four: Document Analysis Do Document A with the whole class, modeling the kind o, detail you expect in student answers to the Document Analysis questions. Homework: Analyze the remaining documents and answer the questions that lollow. Step Four (continued): Discussion of Documents Option One:\Norking in pairs or threesomes, have students discuss the answers to the jirst set of Document Analysis questions they did for homework. Using a different-colored pen than they used for homework, they may add to their answers. After five minutes, open the discussion of that document to the full class. Then proceed to the next document and repeal. Option Two: Proceed as above, but have a volunteer group lead each ol the three or four different document discussions. Students at their desks may add to their notes, again in a different pen. Step Five: Bucketing and Chicken Foot Have students complete the bucketing and chicken loot work page.this step will help students clarify their thesis and road map. Step Six: From Thesis to Essay Writing (For homework) Have students Jill out the Outline Guide Sheet or write their multi-paragraph essay. Step Six (continued): Conduct an in-class Writing Workshop.

2 Alexander the Great Mini-Q TEACHER DOCUMENT LIST (EV) There are six documents in this Mini-Q. Students are provided with the same document list, but it is not divided into analytical categories or buckets. Students may develop categories that are different from these. Military Skill and Tactics Document A: Alexander's Empire (map) Document B:Alexander's Battle Against Porus Character Document C: The Destruction of Tyre Document D: Legends of the Helmet and the Hat Band Legacy/Lasti n g Achievement Document E: Alexander's Legacy (chart) Document F: Alexander and Modern-Day The DBQ Project

3 Alexander the Great Mini-Q How GreatWas AlexAnder the Great? A mosaic depicting Alexander at the Battle of lssus, 333 BCE. Overview: Alexander III of Macedonia streaked like a meteor across the ancient world. When he was only 20, he inherited an empire that included the kingdom of Macedonia and the city-states of Greece. Almost immediately, Alexander set out to conquer the Persian Empire, which stretched from Egypt to India. He achieved his dream by the time he was 30, but he died just a few years later. [n recent times, historians have debated Alexander's character and accomplishments. This Mini-Q asks you to decide whether he deserves to be called "Alexander the Great." The Documents: Document A: Alexander's Empire (map) Document B: Alexander's Battle Against Porus Document C: The Destruction of Tyre Document D: Legends of the Helmet and the Hat Band Document E: Alexander's Legacy (chart) Document F: Alexander and Modern-Day Asia A Mini Document Based Question The DBQ Project This page may be reproduced for classroom use 241

4 Step One: The Hook Teacher Note: The purpose of the Hook Exercise is to create some initial interest in the Mini-Q. Divide the class into pairs and give the students about five minutes to discuss and complete the two tasks. Then take a few minutes to process the answers with the whole group. Task One: Sample responses 1. courage: Martin Luther King, Jr.;friends or relatives serving in the armed forces 2. intelligence: Albert Einstein, Thomas Jefferson 3. creativity:j.k. Rowling, Vincent van Gogh 4. leadership: George Washington, Susan B. Anthony 5. concern for others: Mother Theresa, Oprah Winfrey 6. discipline: Jackie Robinson, Mahatma Ghandi 7. remarkable achievement: Bill Gates, Nelson Mandela 8. integrity: Abraham Lincoln, Sam Houston TaskTwo: Student choices will vary, but they should give reasons for their answers. For example, students who chose creativity might say that trait is necessary to come up with a new idea or innovation. Students who chose discipline might say that people cannot achieve greatness unless they have the will to do difficult or unpleasant things. Note: We define "integrity" as being true to high principles in hard times or when no one is looking - it's not just for show Ths DBO Project

5 Alexander the Great Mini-Q Hook Exercise: What Does it Mean To Be "Great"? Directions: Below is a list of eight personal traits or characteristics. You have two tasks: Thsk One: Next to each trait, write the name of a person who has that trait and has used it to achieve greatness. The person may be a historical figure or someone who is alive today. 1. courage 2. intelligence 3. creativity 4. leadership 5. concern for others 6. discipline 7. remarkable achievement /^\ 8. integrity* Task T\vo: Select three traits or characteristics from this list that you believe a person must have to be considered great. Be ready to discuss your choices. x Standing up for what you believe in. O The DBQ Project This page may be reproduced for classroom use

6 Alexander the Great Mini-Q Step Two: Establishing the Context Genera! lnstructions. Review the Timeline on page 247 and find a map of the eastern Mediterranean region and western Asia.. Pre-teach the bold-faced vocabulary.. Have students read the Background Essay or read it aloud.. Have students answer the Background Essay questions on page 247. Specif ic Considerations The main purpose of the Background Essay is to create a context for the Mini-Q exercise. Its job is to provide a sense of time, place and story, and to introduce important vocabulary and concepts. Doing this well gives all students a more equal chance to succeed with the Mini-Q. Time: Be sure students review the Timeline on page 247. Ask them which countries are also mentioned in the Background Essay (Greece, Macedonia, Persia and lndia). Ask what types of events are featured on the Timeline (wars, assassinations and coronations). Place: Refer to a wall map showing the eastern Mediterranean and western Asia, or have students preview the map in Document A. Make sure they know the relative locations of Macedonia, Greece, Persia, and lndia. Story: We suggest reading the Background Essay aloud. lt is good for many students, even good readers, to hear the words as they see them. For many, it is important to hear the cadence of the language, to experience pauses and emphasis. Use the Background Essay questions to review the text. Vocabulary and Concepts: You may want to pre-teach the five bold-faced terms in the essay. Our feeling about vocabulary is that some pre-teaching is good, but keep the word list short. When reading aloud, see how much students can get from DBQ Pro,ect

7 Background ESsay Alexander the Great Mini-Q How Great Was Alexander the Great? Instead of being satisfied with his expanded When we study the life of Alexander of empire, Alexander pushed further eastward into Macedonia, we begin with a truth and a problem. The truth is that Alexander is one of the lands no Greek had ever seen. He led his troops most famous people in history. The problem is across Central Asia, fighting battles and establishing garrison towns along the way. More that what we know about him is a mixture of fact and legend. We do know that he was born than once, Alexander was at the front of an atin 356 BCE, more than 300 years before Jesus tack. Finally, at the Indus River in western India, of Nazareth, in a kingdom on the edge of northalexander was stopped - not by any enemy, but ern Greece called Macedonia. His father, Kirg by his own army, which refused to go further. Philip of Macedonia, and his mother, Olympia, After eight years of combat and conquest, prepared Alexander for kingship by hiring the Alexander reluctantly turned back. philosopher Aristotle to teach him academic Alexander returned to the Persian city of subjects, politics, sports, and warfare. With a Susa, where he tried to unify his huge empire by start like this, Alexander developed a rather high taking Darius's daughter as his second wife and opinion of himself, including the growing belief ordering his offlcers to marry Persian women. that he himself was Many Macedonians a god. resented Alexander's During Alexattempts to join the ander's boyhood, two races. his father built the Alexander's Macedonian army push to expand his into a deadly fightempire took its toll. ing machine. First, Over the years, he Philip used his army had suffered severe The Macedonian phalanx, with their extra-long spears. and the frightening wounds that weakmacedonian phalanx ("fay-lanks") to conquer ened his health. In June of 323 BCE, after a bout nearby Greek city-states. Next, Philip planned to of heavy feasting and celebrating, Alexander attack the huge Persian Empire. became ill; ten days later, he was dead. For reaalexander was eager to lead the attack himsons that are unclear, he had not named an heir. self. He would soon get his chance. Philip was After much fighting, Alexander's generals split assassinated in 336 BCE and, at the age of 20, up the land. More quickly than it took to build Alexander inherited his father's kingdom and set the empire, it began to fall into pieces. out with the army to conquer Persia. Flash forward three centuries. A Roman At the time, Persia was probably the most military commander named Julius Caesar is on powerful kingdom in the world. This mattered campaign in Spain. There he encounters a statue little to Alexander. Using his disciplined cavalry of Alexander and is said to have wept. Caesar and infantry in bold ways, Alexander fought his was reportedly overcome by the thought that Alway through lands controlled by Persia - across exander had achieved so much at such a young Asia Minor, down the Mediterranean coast, age. But did Alexander deserve Caesar's tears into Egypt and then east to Mesopotamia. There and respect? Examine the following documents he defeated a huge Persian army at Gaugamela and answer the question: How great was ("go-ga-mill-a"). The Persian king, Darius, was Alexander the Great? killed in the aftermath and Alexander replaced him on the The DBQ Project This page may be reproduced for classroom use 245

8 Step Two: Establishing the Context (continued) Answers to Background Essay Questions 1. Would Alexander have heard ol Jesus? Explain. No. Jesus was born more than 300 years after Alexander died. 2. How old was Alexander when he launched his invasion of the Persian Empire? About Why was the death ol Darius important to Alexander's conquest ol Persia? Darius was the Persian king. lt was necessary for Alexander to remove the Persian head so that he could rule over the Persian body. 4. After eight years on the march, what caused Alexander to turn back? His army refused to go any further. 5. What is the problem o{ a king not leaving an heir? There might be fighting among those who seek the throne. 6. Why, 300 years after Alexandeas death, was Julius Caesar in tears? Caesar was overwhelmed by the idea that Alexander had accomplished so much when he was so young. 7. Define these terms: legend: a popular story handed down from earlier times that may or may not be true Macedonia: a small, ancient kingdom just to the north oi Greece phalanx: a tight infantry fighting formation with overlapping spears and shields Asia Minor: the westernmost peninsula of Asia, comprised of modern-day Turkey garrison town: a town established lor soldiers who are there to protect and secure an area The Dm Prot d

9 Alexander the Great Mini-Q Background Essay Questions 1. Would Alexander have heard of Jesus? Explain. 2. How old was Alexander when he launched his invasion of the Persian Empire? 3. Why was the death of Darius important to Alexander's conquest of Persia? 4. After eight years on the march, what caused Alexander to turn back? 5. What is the problem of a king not leaving an heir? 6. Why, 300 years after Alexander's death, was Julius Caesar in tears? 7. Deflne these terms: legend Macedonia phalanx Asia Minor garrison towns 449 BCE - A 43-year war between Persia and the Greek city-states ends. 359 BCE - Philip II becomes king of Macedonia. 336 BCE - Philip II of Macedonia is assassinated. His son Alexander inherits the throne. 336 BCE - Darius III becomes Great King of Persia. 331 BCE - Alexander defeats the Persian army at Gaugamela. 329 BCE - Alexander and his army reach western India. 323 BCE - Alexander dies in Babylon. 301 BCE - At the Battle of Ipsus, Alexander's generals flght to divide his 201'l Ths DBO Prolacl This page may be reproduced for classroom use 247

10 Step Three: Understanding the Question and Pre-Bucketing Understanding the Ouestion 1. What is the analytical question asked by this Mini-O? How Great Was Alexander The G reat? 2. What terms in the question need to be defined? "great" 3. Rewrite the question in your own words. Teacher Note: Question should be wriften to reflect the traits of greatness decided upon in the Hook exercise. E.9., During his life, did Alexander show enough intelligence, concern for others and remarkable achievement to be called great? Pre-Bucketing Teacher Note: As students suggest their bucket labels, draw bucket sets on the board. At this stage, students are simply looking for generic labels that provide the lramework for organizing the essay. Great Not Great Reason #1 Alexander G reaunot Great Reason #2 Alexander GreaUNot Great Reason #3 Alexander GreaUNot Great Th DBO Prcjecl

11 Alexander the Great Mini-Q Understanding the Question and Pre-Bucketing Understandi ng the Question 1. What is the analytical question asked by this Mini-Q? 2. What terms in the question need to be defined? 3. Rewrite the question in your own words. Pre-Bucketing Directions: Using any clues from the Mini-Q question and the document titles on the cover page, think of analytical categories and label the buckets. OR O The OBQ Project This page may be reproduced for classroom use

12 Alexander the Great Mini-O Step Four: Document Analysis Document A: Alexander's Empire (map) Content Notes:. Alexander's first act upon landing in Asia [,linor (modern-day Turkey) was to go to a village said to be the site of ancient Troy. There he made sacrifices at the supposed tombs ol Ajax and Achilles, Greek heroes ol the Trojan War. Alexander believed himself to be Achilles's descendant. Local officials presented Alexander with a shield and armor that dated from the Trolan War, and he used them in his first battle with the Persians.. Legend has it that Alexander visited the city of Gordium because of the famous Gordian knot which, according to prophecy, could be untied only by the future conqueror of Asia. The knot was thought to be impossible to undo because the rope ends were hidden deep inside the knot. ln some legends, Alexander figured out how to untie the knot by removing the pole around which the rope was tied. Another account claims that he simply pulled out his sword and sliced the knot open.. Susa was the administrative capital ol the Persian Empire. Persepolis was the site of many palaces and tombs of the Persian kings. Ecbatana, to the north, was where Persian rulers went in summer to escape the terrible heat ol the plains.. The Hindu Kush is one of the great mountain ranges of Central Asia. The highest peak, Mount Tirich Mir, is near the Arghanistan-Pakistan border and rises to an elevation of 25,230 feet. Alexander and his troops had to pass through the Hindu Kush to reach lndia.. Babylon was already an ancient city by the lime Alexander took it over. Hammurabi had made Babylon the capital of his southern Mesopotamian empire in the 1700s BCE. Alexander won great favor with the people of Babylon by promising to rebuild the temple ol Marduk, their chief god. Alexander died in Babylon in 323 belore he could lulfill his promise. Teaching Tips:. Give students time to examine the map. Make sure they understand the direction Alexander traveled on each leg of the campaign. This is a bit tricky because of places where he retraced his route on the return trip.. Discuss the Document Analysis questions: '1. When Alexander and his army invaded Asia in 334 BCE, where did they,irst meet serious Persian resistance? At the Granicus Biver 2. How many times does the city name "Alexandria" appear on the map? What conclusions can you draw lrom this? Eleven. Conclusions: a. Alexander established cilies or, at least, garrison towns as he marched across Persia. b. He had a big ego and did think of himsell as being "great." c. lt was a custom of the ancient world to name cities after founders. 3. As Alexander's foot soldiers marched, about how many miles was il lrom Pella, the capital ol Macedonia, to Egypt to the Hydaspes Biver in lndia? (Follow the arrows.) Roughly 10,000 miles. (Note: That is greater than three ocean-to-ocean marches across the conlinental united states.) 4. How can you use the map to argue that Alexander was great? Sample answer:this map shows us the scale, or size, of Alexander's achievement. Over a period of 12 years, he conquered an area close to lhe size of the United States. For a young man in his twenties to defeat the Persians on their home turf, and to take possession of kingdoms lrom Egypt to western lndia, was indeed an incredible achievement, and an amazing achievement is one measure of greatness. 5. How can you use the map to argue that Alexander was not great? ll your measuring stick lor greatness is concern for others, Alexander's march across western Asia was not great. Battles at the Granicus River, lssus, Tyre and Gaugamela were hardly about showing concern lor others. OBO Proi4l

13 Alexander the Great Mini-Q Document A Source: Map created from various sources. Alexander's Empire Note: In 334 BCE, Alexander crossed from Macedonia to Asia with an army of about 40,000. Most were Macedonians; others were Greeks and mercenaries (hired fighters). Document Analysis Alexander and his army invaded Asia in334 BCE, where did they first meet serious Persian resistance? (Hint: Look for the first battle site.) 1. When 2. How many times does the city name 'Alexandria" appear on the map? What conclusions can you draw from this? 3. As Alexander's foot soldiers marched, approximately how many miles was it from Pella, the capital of Macedonia, to Egypt to the Hydaspes ("hay-das-pees") River in India? (Follow the arrows.) ４ How can you use the map to argue that Alexander was great? ５ How can you use the map to argue that Alexander was not The OBQ Project This page may be reproduced for classroom use 251

14 Alexander the Great Mini-O Step Four: Document Analysis (continued) Document B: Alexander's Battle with Porus Content Notes:. lt is important to remember that no documents about Alexander written during his lifetime have survived to the present. However, several biographies were written about him during the Roman period, including those by Plutarch, Diodorus, Quintus Curtius Rufus, Justinus, and the author of this document, Arrian. Because Arrian was drawing upon earlier sources that are no longer extant, modern historians are left the tasks ot cross-relerencing and weighing bias. Casualty numbers are often suspect.. Many of the names found in the ancient works on Alexander are Greek names that Alexander's army used for the places and people they encountered. For example, there is no river in lndia called the Hydaspes. Scholars believe it was the river now called Jhelum, which flows through Pakistan. Similarly, lndian sources have no record of a ruler named Porus. Modern scholars have tentatively identified him as Paurava, the ruler ol a people called the Purus.. The Greek and Macedonian soldiers in Alexander's army had never fought against war elephants before facing Porus's army. One advantage elephants gave is that horses were petrified of them, causing cavalries to panic and lose their effectiveness. Elephants were also able to stomp armor-wearing men, leaving nothing but shattered, bloody corpses. Even though Alexander did figure out effective tactics for fighting elephants during this battle, the experience completely unnerved his battle-hardened veterans. Some scholars believe it was the lerror of facing elephants again that caused Alexander's army to mutiny and demand to return home.. Alexander's beloved horse, Bucephalus, died lrom wounds received in this batlle. When Alexander was 13, a horse dealer olfered a large black colt with a massive head to King Philip, but the animal was so skittish that no one could ride it. The king refused to buy the horse until Alexander spoke up and said he could tame it. The boy had noticed that the colt was afraid of his own shadow. By turning Bucephalus to lace the sun and speaking softly to him, Alexander was able to calm and then successfully ride him. For the next 18 years, Bucephalus laithlully served his master in battle after battle. Alexander lounded a city named Bucephala on the site where the horse was buried. Teaching Tips:. Discuss the Document Analysis questions: 1. Where is the Hydaspes Biver? Western lndia, in modern-day Pakistan 2. Explain how Alexandeds army was able to cross the Hydaspes belore Porus was able to react. Alexander moved his cavalry up and down his side of the river, created a lot of noise, and behaved like he was about lo attack. Porus got tired ol responding to each of these lake attacks and eventually stopped reacting to lhem. When Alexander crossed the river for real, Porus was caught off guard. 3. How was Alexander able to turn Porus's elephants into a kind ol weapon? Alexander's soldiers and cavalry were able to box in and encircle lhe elephants. Many ol the elephant drivers were killed by spears. The elephants grew tired and many were no doubt badly wounded. Without drivers, they became disorganized and turned every which way, often trampling the lndian soldiers at their feet. 4. How can you use this document to argue that Alexander was great? The document reveals two important measures ol greatness. First, Alexander demonstrated great military skill with his clever fake attacks thal caused Porus to become careless. He also showed great courage in sending his men, and himself, into battle against war elephants. Alexander also showed concern for others when he allowed Porus to keep administrative control of his kingdom. He was again proving himself to be one of the greatest empire builders in all ol history 5. How can you use this document to argue that Alexander was not great? This is just one more example ol a bloodthirsty conqueror. Porus had nothing to do with Persia. Alexander was on a binge, conquering for conquering's sake. Defeating an army with war elephants might seem dramatic, but it caused unnecessary sadness and bloodshed. Th OBO Prol cl

15 Alexander the Great Mini-Q Document B Source: Lucius Flavius Arrianus, The Campaigns of Alexander, circa 130 CE. Note: Lucius Flavius Arrianus, known as Arrian, was a Greek philosopher and historian who lived some 400 years after the time of Alexander. His book is considered the best account of Alexander's reign. ln this excerpt, Arrian describes Alexander's last major battle, fought against a prince named Porus on the eastern bank of the Hydaspes Rlver in lndia. Because he was so impressed with Porus's bravery, Alexander allowed him to retain administrative rule after the lndians'defeat. Alexander pitched camp on the bank of the Hydaspes ("hay-das-pees"), and Porus was to be seen on the other bank with his whole army and his force of elephants. He realized that he could not cross at the point where Porus was encamped - his elephants were too numerous... When Alexander saw this, he [decided tol move his troops in all different directions so that Porus would keep puzzled.... At night he would take most of his cavalry to various points along the river bank where he would create a clamour, raise the war cry and produce all other such noises as would come from men preparing to cross the river. Porus would actually parallel his movements on the other side, leading his elephants toward the shouting, and Alexander got him into the habit of making these corresponding movements. This actually went on for quite a long time [until] Porus no longer reacted. Editor's Nolez Arrian then writes that Alexander, leaving 5,000 armed men in fullview opposite Porus's camp, led a force exceeding 10,000 foot soldiers, archers, and cavalry and crossed the river about ten miles upstream. Rafts for ferrying the men were made from hides wrapped around hay and sewn watefiight. The crossing was further hidden by a midnight thunderstorm. Too late to stop the crossing, Porus arranged his army on a nearby plain and prepared for battle. The narrative continues: The engagement was... unlike any other previous battles... [Porus's] elephants were now boxed in, and the damage inflicted by them fell on friend no less than foe, with men trampled under as the beasts twisted and turned... Most of the drivers of the elephants, too, had been brought down by spears... Eventually the animals grew tired and their charges lost vigor.... Alexander then threw his cavalry in a circle around the entire force, and ordered the infantry to lock shields, to group tightly and to advance as a phalanx... At this juncture,... the Indians all took to flight. Document Analysis 1. Where is the Hydaspes River? 2. Explain how Alexander's army was able to cross the Hydaspes before Porus was able to react. 3. How was Alexander able to turn Porus's elephants into a kind of weapon? 4. How can you use this document to argue that Alexander was great? 5. How can you use this document to argue that Alexander was not The DBQ Project This page may be reproduced for classroom use 253

16 Alexander the Great l\4ini-o Step Four: Document Analysis (continued) Document C:The Destruction of Tyre Content Notes:. Ancient Tyre was a major seaport ol Phoenicia, a region famous for its sea-going traders. Phoenicia's exports included timbec line linen, purple-dyed cloth, wine, dried lish, and glass. The Phoenicians dominated the Mediterranean and founded the North Alrican city of Carthage. The most important legacy ot Phoenicia to the modern world was their 22-letter alphabet, which evolved into the Greek alphabet and later the Roman alphabet, which we use today.. Alexander's grudge against Tyre had its roots in what he lelt was a personal slight. Alexander believed he was descended from Zeus lhrough the hero Hercules, who was olten identified with Melkart, chief god ol Tyre. As Alexander approached the city, a group of ambassadors came out lo meel him. They hoped that il they tlattered him and promised allegiance, he would leave them in peace. However, Alexander asked if he, as a descendant ol Hercules, could visit the temple on the island and make a sacrifice to Melkart during the god's great annual festival. The request had political overtones. Sacrificing to the god during the lestival was generally the privilege of kings, so il the Tyrians granled Alexandeas request, it would seem as though they were acknowledging him as their ruler. They relused as tactfully as they could, but Alexander flew into a rage. After that, nothing could dissuade him lrom destroying the city that had snubbed him.. Tyre was not the first city to suffer devastation because ol Alexander's wrath at being opposed. ln 336 BCE, when Alexander inherited Philip's throne, the Greek city-state of Thebes revolted. Alexander crushed lhe uprising, razed the city, and sold 30,000 survivors into slavery-a shocking acl since Greeks did not enslave other Greeks. As Alexander intended, the destruction weakened the willingness ol other city-states to rebel.. Tyre still exists and is located in modern Lebanon. The causeway that Alexander built was never removed. Over the centuries, sediment has accumulaled, turning the island and causeway into a permanent peninsula.. Students might be surprised to read that Alexander crucified 2,000 men after taking control of Tyre. Crucilixion is commonly associated with the Roman Empire because ol the biblical accounts of the execution of Jesus. However, crucifixion was used 254 throughout the ancient world from about the 6th century BCE to the 4th century CE. lt was a very painful way to die. Teaching Tips:. Discuss Document Analysis questions: 1. How did Alexander feel about Tyre's ability to hold him otl for seven months? How do you know? Possible answer: He was angry, resent- Iul, and out to get revenge. His actions in destroying the city and punishing the people demonstrate that. 2. How might you explain Alexander's decision not to kill anyone who took sanctuary in the temple? Either he respected the gods or leared their punishment. 3. What do you learn about Alexander from his decision to crucily 2,000 men? Alexander was capable of great brutality. Crucifixion was a horrible way to die. 4. Can you think of military reasons for the severe treatment of Tyrian survivors? Enslavement and crucifixion would send a strong message to those who might consider fighting back. By setting a stern example at Tyre, Alexander might find it easier to convince future towns and armies to give up without a fight. 5. How can you use this document to argue that Alexander was great? Great leaders are willing lo take strong measures to achieve great ends. Alexander had the courage to deal harshly with Tyre as a necessary step to discouraging olher resistance as he marched his men deeper into Persia. 6. How can you use this document to argue that Alexander was not great? Greatness can never be won at the price of such cruelty. Alexander may have been a successful military commander, but crucifixion and enslavement are the acts ol an immoral 2011 The obq Prciet

17 Alexander the Great Mini-Q Document C Source: Peter Green, Alexander of Macedon, University of California Press, 199'l. Note: During Alexander's march down the Mediterranean coast, many cities surrendered without a fight. Some were happy to have the Persians removed. Alexander treated these cities rather kindly. Tyre ("tire") was another matter. lts citizens refused to surrender. They believed their city was unconquerable because it was built on an island and protected by high walls. Alexander proceeded to build a causeway, or land bridge, of timber and rubble so his soldiers could cross from the mainland to the island. The city held out for seven months and Tyrian counterattacks caused Alexander to lose many men. ln the end, however, the causeway was completed and Alexander's army smashed into the city. When the last organized resistance was broken, Alexander's [soldiers] ranged through the city on a ferocious manhunt.... Alexander had ordered that all [except] those who sought sanctuary [safety in the temple] were to be slain, and his commands were executed with savage relish. The air grew thick with smoke from burning buildings. Seven thousand Tyrians died... and the number would have been far higher had it not been for the men of Sidon, who entered the city alongside Alexander's troops. Even though Tyre had been Sidon's rival for centuries, these neighbors of the victims, horrifled by what they now witnessed, managed to smuggle some 15,000 of them to safety. The great city... was now utterly destroyed. Her king, Azimilik, and various other notables, including envoys from Carthage, had taken refuge in the temple of Melkart, and Alexander spared their lives. The remaining survivors, some 30,000 in number, he sold into slavery. Two thousand men of military age were crucifled. 1. How did Alexander feel about Tyre's ability to hold him off for seven months? How do you know? 2. How might you explain Alexander's decision not to kill anyone who took sanctuary in the temple? 3. What do you learn about Alexander from his decision to crucify 2,000 men? 4. Can you think of military reasons for the severe treatment of Tyrian survivors? 5. How can you use this document to argue that Alexander was great? 6. How can you use this document to argue that Alexander was not great? This page may be reproduced for classroom use

18 Step Four: Document Analysis (continued) Document D: Legends ofthe Helmet and the Hat Band Content Notes:. Arrian (circa 86 to 160 CE) was a notable Greek historian of the Roman period. He served in the Boman army and was a disciple ol the Stoic philosopher Epictetus. His book is primarily concerned with Alexander's military campaigns. For that reason, he doesn't delve into Alexander's motives as much as some ot the olher ancient writers. His main sources of material were Rolemy, the Macedonian general who became ruler of Egypt after Alexander's death, and Aristobulus, one of Alexander's companions.. ln Plutarch's version ol the first legend, the people who offer Alexander a drink of water are natives of the region who had been searching for water to keep their children lrom dying. When they learned who was at the head of the army, they otfered the water to Alexande( saying that they could always beget more children as long as Alexandeis life was spared. ln that story Alexander does not waste the water but rather relurns it to the people who oflered it to him.. As Arrian tells the story this first incident took place on the return trip from lndia. After a mutiny that caused Alexander to agree to turn back toward home, he built a fleet and then divided his army. He sent his fleet to explore the Persian Gulf, while he marched with his army back toward Persia. He had to cross the Gedrosian Desert, a waterless region with hardly any food. Many people died during this journey from thirst and slarvation.. Like the legend o, the helmet, the story of the hat band may or may not be true. The rationale for cutting ofl the soldier's head was that Alexandeds boat had just passed the tomb of an ancient Babylonian king. An advisor apparently saw that and the hat band incident as a bad omen. Another version of the story has the soldier llogged, not decapitated.. A lalent was a measure ol gold that by some calculations was worth tens ol thousands ol dollars. Teaching Tips:. Discuss the document note with students. Ask them if they think the stories are less valid because we don't know with certainty that these incidents really happened. Have the class discuss why such legends are told about lamous people. ls there a sense in which they might be'true" even il they aren't lactual?. Discuss the Document Analysis questions: 1. ln the first story why did Alexander pour the water on the ground? He probably would have lelt uncomfortable drinking in lront of his men, who were all very thirsty. 2. ln the second story, why did Alexander give the soldier who saved the hat band a reward? Why did he then order the man's head cut off? The soldier was showing his loyalty to Alexander, so the king wanted to reward him. But the prophets who were likely in the boat with Alexander feared that whoever wore the king's hat band would usurp his throne. 3. How can you use these legends to argue lhat Alexander was great? The helmet legend shows Alexandels greatness in two ways: One, it shows Alexander's willingness lo sacrifice for his men.two, it shows lhat he had the leadership skills to recognize this was a chance to deepen his support among his soldiers. The hat band legend shows both Alexander's generosity (giving lhe talent) and willingness to make tough decisions. (The prophets could not be ignored; the kingdom was at stake.) 4. How can you use these legends to argue that Alexander was not great? lf Alexander was a great leader, he never would have led his men into such a horrible situation in the desert. The hat band legend shows the behavior ol a leader who is out ol his mind. Beheading, or even flogging, the soldier would cause lear and resentment among his men. How could you please and serve such a king? 2011 Th DBO Projecl

19 Document D Source: Lucius Flavius Arrianus, The Campaigns of Alexander, circa 130 CE. Note: Ancient biographers of Alexander told these stories. They are retold here by Arrian and a modern-day historian. True or not in their detail, the stories reveal two sides of Alexander that were probably accurate. The Legend of the Helmet The army was crossing a desert of sand; the sun was already blazing down upon them, but they were struggling on under the necessity of reaching water, which was still far away. Alexander, like everyone else, was tormented by thirst, but he was nonetheless marching on foot at the head of his men. It was all he could do to keep going, but he did so, and the result (as always) was that the men were the better able to endure their misery when they saw that it was equally shared. As they toiled on, a party of light infantry which had gone off looking for water found some-just a wretched little trickle collected in a shallow gully. They scooped up with difficulty what they could and hurried back... to Alexander; then, just before they reached him, they tipped the water into a helmet and gave it to him. Alexander, with a word of thanks for the gift, took the helmet and, in full view of his troops, poured the water on the ground. So extraordinary was the effect of this action that the water wasted by Alexander was as good as a drink for every man in the army. Source: lan Worthington, Alexander the Great: Man and God, Longman,2004. The Legend of the Hat Band Alexander was himself steering the trireme [a warship with oars], when a strong gust of wind fell on his broad-brimmed Macedonian hat, and the band that encircled it. The hat, being rather heavy, fell into the water. However, the band was carried along by the wind, and was caught by one of the reeds growing near the tomb of one of the ancient kings.... [O] ne of the sailors swam off towards the band and snatched it from the reed. But he did not carry it in his hands because it would get wet while he was swimming. He therefore put it around his own head and brought it to the king. Most of the biographers of Alexander say that the king gave him a talent* as a reward for his zeal. Then he ordered his head to be cut off [because] the prophets had explained that... he should not allow the head that had worn the royal head band to be safe. x More than $10,000 Document Analysis 1. In the first story, why did Alexander pour the water on the ground? 2. In the second story why did Alexander give the soldier who saved the hat band a reward? Why did he then order the man's head cut off? 3. How can you use these legends to argue that Alexander was great? 4. How can you use these legends to argue that Alexander was not The DBQ Project This page may be reproduced for classroom use 257

20 Alexander the Great Mini-O Step Four: Document Analysis (continued) Document E: Alexander's Legacy Content Notes:. Alexander fell ill after a night of heavy drinking and lingered lor about two weeks before dying in 323 BCE. All of the ancient biographers mention the theory that he was poisoned, but modern researchers have generally discounted the idea because Alexandefs symploms don't match those ol the poisons used in the ancient world. Some believe Alexander died lrom typhoid fever, malaria, or even West Nile virus. Other scholars believe his death was the result of a gradual deterioration of health due to his many wounds and excessive drinking.. According to one lamous account, as Alexander lay dying, his generals asked to whom he would leave his empire, and he answered, "the strongestl' However, the ancient sources report that he was speechless lor the last lew days ol his life, so many modern scholars discount the story.. After lhe first set of power struggles following Alexander's death, the empire was divided into lhree parts. Antigonus 'the One-Eyed" took over Macedonia. Seleucus became the ruler of Babylon and Syria. Ptolemy was perhaps the most lortunate ol the generals. He took over the wealthy country of Egypt and ruled it for nearly 40 years, becoming the only successor to die peacefully in bed. The Ptolemaic Dynasty he founded also lasted longer than any ol the other dynasties established by the successors. lts most famous ruler was its last - Cleopatra. Teaching Tips:. Discuss the Document Analysis questions: 1. What is the meaning of the term "Hellenistic Age?" The Hellenistic Age was the 300 or so years after Alexander the Great's death. lt was an age of Greek cultural influence on much of Europe, the lvliddle East, and western Asia. The huge impact ol Alexander's invasion aflected things like language, religion, education, art, trade, and literature. 2. When we ask, "What was Alexander's legacy?l' what are we asking? We are asking, "What is it, the good and the bad, that Alexander left behind after he died?" 3. How can this document be used to argue that Alexander's legacy extended from ltaly to lndia? Explain, using two specific examples. Evidence that his influence extended to ltaly is seen in the lact that a Boman emperor, Marcus Macrinus, sewed an image of Alexander into his clothes 500 years after Alexander died. Evidence that Alexandefs invasion touched lndia is in the lact that Greek religion had a direct influence on Buddhist ritual. 4. How can you use this document to argue that Alexander was great? Student answers will vary. The document leans towards greatness because ol the remarkable achievement ol a young man in his tvventies conquering a territory that was nearly the size ol the Roman Empire at its zenith. Also, the sheer size ol the undertaking lefl a trail of Greek cultural influences on art, literalure, religion, and theater. 5. How can you use this document to argue lhat Alexander was not great? The political legacy appears to have been wobbly. The empire remained intact lor only ten years after his death. Also, we learn that 100,000 enemy soldiers and civilians died in just lour of his battles. These people died delending their lands from an invader. That invader was Alexander. OBO Projecr

21 Alexander the Great Mini-Q Document E Source: Chart compiled from various sources. Note: "Hellenes" is what ancient Greeks called themselves. The term "Hellenistic" was first used in the 19th century by historians to describe the period following Alexander when Greek ideas and culture spread. 2,000,000 12,200; :000 1 Reli :118こ 16:1二 五 五 こ IIι :ど t,凛 :lili五 と 五:計 h 喚ぃ 梅Ⅲ CWnintlT ぃ Ⅲ 1:ツ. К 持 :鳥 :::1,轟 ::二 :島 よ 111: :品 Greck utcr江 Ⅲ mな ncd l andthettё?lg O1lturサ 11lu''99Sillle''StO11 f VCⅢ II=aⅢ Ⅲ Ⅲ ⅢⅢettddl耳 a, I ヤ 1:1'glず γ :.T'TI.11守 :1:T'響 学撃:lザー ' -1?1,彎 Document Analysis l. What is the meaning of the term "Hellenistic Age"? 2. When we ask, "What was Alexander's legacy?," what are we asking? 3. How can this document be used to argue that Alexander's legacy extended from Italy to India? Explain, using two speciflc examples. 4. How can you use this document to argue that Alexander was great? 5. How can you use this document to argue that Alexander was not great? 201l The DBQ Prolect This page may be reproduced for classroom use 259

22 Alexander the Great Mini-Q Step Four: Document Analysis (continued) Document F: Alexander's Legacy Content Notes: Teaching Tips:. Historians and archaeologists who study Alexander. Discuss the Document Analysis questions: have different views on his legacy. lndian historian A.K. Narain views the legacy as one of violence. He says it was a story in which "the Greeks came and saw'but which, in the end, "lndia conqueredl'on the other hand, Ahmed Dani, a leading archaeolo- gist, believes the exchange of philosophy, poetry, art, and science that followed in Alexander's wake helps offset the destruction and loss of life. 1. Who is the speaker in this document and when is he speaking? TL^ The speaker ^^^^r-^ - i^ is v^^i Kasi t.. Khushnawaz' He is probably speaking in the 1990s' 2. Where does he live? Kasi lives in the Hindu Kush region of northern Pakistan. 3. Who was Sikaner e Aazem? Alexander the Great 4. What is the connection between Alexander and Greek words in the Kalish language today? Apparenily, when Alexander departed from the Hindu Kush, some of his men stayed behind and married local women. Their descendents, and some of their language, have remained in the region ever since. 5. How can this document be used to argue that Alexander was great? The fact that Alexander is remembered 2,300 years after his death by people in the Hindu Kush mountains of Pakistan is remarkable. Part of greatness is durability. 6. Can this document be used to argue that Alexander was not great? ExPlain. It is hardly a measure of greatness that some of Alexander's soldiers stayed behind and married localwomen. Neither he nor his soldiers belonged in the region in the first place. 260 O 20'11 The DBO Project

23 Alexander the Great Mini-Q Document F Source: Kasi Khushnawaz, a native of northern Pakistan, as quoted in ln the Footsteps of Alexander the Greatby MichaelWood, University of California Press, Long ago, before the days of Islam, Sikaner e Aazem came to India. The Two Horned one whom you British people call Alexander the Great. He conquered the world, and was a very great man, brave and dauntless and generous to his followers. When he left to go back to Greece, some of his men did not wish to go with him but preferred to stay here. [Some officers] and men came to these valleys and they settled here and took local women, and here they stayed. We... of the Hindu Kush, are the descendents of their children. Still some of our [Kalish] words are the same as theirs, our music and our dances too; we worship the same gods. This is why we believe the Greeks are our flrst ancestors. Document Analysis 1.Who is the speaker in this document and when is he speaking? 2. Where does he live? 3. Who was Sikaner e Aazem? 4. What is the connection between Alexander and Greek words in the Kalish language today? 5. How can this document be used to argue that Alexander was great? 6. Can this document be used to argue that Alexander was not great? Explain. This page may be reproduced for classroom use

24 Alexander the Great Mini-O Step Five: Bucketing - Getting Ready To Write Task One: Bucketing Reason #1 Alexander Was Great A Military Genius Reason #2 Alexander Was Great An lnspiring Leader OR Reason #3 Alexander Was Great Spread of Greek Culture Reason #1 Alexander Wasn't Great Slaughtered Thousands Reason #2 Alexander Wasn't Great Big Ego and Spoiled Reason #3 Alexander Wasn't Great Empire Didn't Last Task Two: Thesis Development and Boad Map The Chicken Foot Alexander was great because ^.dus am'\9!9:- an inspiring leader Alexander was not great because big ego and spoiled The OBQ Prolect

25 Bucketing - Getting Ready to Write Bucketing Look over all the documents and organize them into your final buckets. Write labels under each bucket and place the letters of the documents in the buckets where they belong. You can put a document in more than one bucket. That is called multi-bucketing, but you need a good reason to do so. Remember, your buckets are going to become your body paragraphs. Thesis Development and Road Map On the chicken foot below, write your thesis and your road map. Your thesis is always an opinion that answers the Mini-Q question. The road map is created from your bucket labels and lists the topic areas you will examine in order to prove your The DBQ Project This page may be reproduced for classroom use zo3

26 Step Six: From Thesis to Essay Writing Mini-Q Essay Outline Guide Working Title: How Great Was Alexander the Great? Paragraph #1 Grabber: Should a great man think ol others or only ol himself? Background: ln the 300s BCE, Philip of Macedonia conquered Greece.When he died, his 21-year old son Alexander became king. He went to war against Persia and built a vast empire. Stating the question with key terms defined: Was Alexander a man of great character and accomplishments? Thesis and road map: Alexander was a great conqueror, but he was not a great man for at least three reasons: He slaughtered thousands of people; he was spoiled with a big ego; he did not make sure that his empire would last. Paragraph #2 Baby Thesis for bucket one: Alexander was not great because he slaughtered thousands. Evidence: supporting detail from documents with document citation His main goal in lile was conquering new territory (Background Essay and Doc E). He slaughtered civilians and destroyed whole cities (Doc C and E). At Tyre, he practiced crucifixion (Doc C). Argument: Alexander cared more about conquering and killing than about making lire better for others. Paragraph #3 Baby Thesis Jor bucket hvo: Alexander was not great because he was spoiled and had a big ego. Evidence: He named a number of cities after himself (Doc A). lf people made him angry, he treated them brutally (Doc C and D). Argument: Alexander was a tyrant who demanded his own way, not a great man. Paragraph #4 Baby Thesis for bucket three: Alexander was not great because his empire did not last. Evidence: He was wounded often in battle but never named a successor (Background Essay). 40 years of conllict tore apart his empire after Alexander died (Doc E). Argument: A great man would want his empire to last a long time, but Alexander didn't plan lor the luture. Paragraph #5 Conclusion: Restatement of main idea and "although" statement Alexander thought he was a god or, at least, descended lrom one. All his lile, he acted like he deserved to rule the whole world. Although some positive cultural exchange took place after his life - literature, art, and theater to name three areas - the price was too heavy. Too many people had died..'-' 2011 The O8O Projsc,l

27 Alexander the Great Mini-Q From Thesis to Essay Writing Mini-Q Essay Outline Guide Working Title Paragraph #1 Grabber Background Stating the question with key terms deflned Thesis and road map Paragraph #2 Baby Thesis for bucket one Evidence: supporting detail from documents with document citation Argument: connecting evidence to the thesis Paragraph #3 Baby Thesis for bucket two Evidence Argument Paragraph #4 Baby Thesis for bucket three Evidence Argument Paragraph #5 Conclusion: Restatement of main idea along with possible insight or "although" The DBQ Project This page may be reproduced for classroom use 265

28 Alexander the Great lvlini-o Mini-Q Sample Essay: First Draft How Great Was Alexander the Great? lf great means terrific, then Alexander really wasn't. He was born thousands of years ago in a town called Mesopotamia which is near Greece. Or maybe it's in it. He became king but wasn't a great one for two big reasons. He killed a lot of people, he wasted a lot of water, and he died too young. Alexander wasn't great because he killed a lot of people. He killed people in cities he conquered and he killed a man who tried to steal his hat (Doc D). A great leader shouldn't kill lor clothes. Alexander also wasn't so great because he wasted water in the desert when everyone was really thirsty. Great leaders share with their men. They don't iust throw water and stuff away. That's selfish. Alexander also wasn't greal because he died too young. li youte young you don't have enough time to be great which was a big problem for Alexander. He didn't jinish the job. He didn't even conquer China or America. They?e missing on the map (Doc A). So, that's it, Alexander. Three strikes and you're out. Take a seat on the bench. Mini-Q Sample Essay: Proficient Rewrite How Great Was Alexander the Great? History calls him Alexander the Great, but he wasn't quite. Alexander was born in Macedonia in 356 BCE. After his father's death, Alexander became king when he was just 20.True, he went on to conquer a big empire, but was he really a great king? The measure of greatness should be great achievement and great character. By these two measures, Alexander comes up short. This can be shown by looking at his military practices, his personal behavior, and his legacy. The first area where Alexander comes up short of being great is in his military practices. He could be very brutal. Take the case of his destruction of Tyre in Phoenicia. lt was not enough to capture the city. He had to crucify 2,OOO defeated soldiers, which is a terrible torture, and then make 30,000 people slaves (Doc C). This is not a great military achievement. This is just a horrible slaughter by a man with Iittle concern for human life. A second area where Alexander failed to be great was his personal behavior. For one thing, he had a serious partying problem that could knock him out for a day or two (BGE). More important, he could behave in crazy ways, like when he gave the order to cut off the head ol the soldier who saved his hat band (Doc D). This is not greatness. This is murder. Finally, Alexander was not great because, when he died, he left an empire behind that had no leader. The result was years of fighting among the men who tried to take over (Doc E). Great leaders are concerned about leaving things in good order when they die. It is true that Alexander had some great qualities. He may have been a military genius. For example, in his win over Porus on the Hydaspes River in lndia (Doc B), Alexander was very clever with his tactics, like faking attacks and getting Porus to relax too much. He also showed genius with his leadership, like when he refused to drink in {ront of his thirsty men and poured the water on the ground (Doc D). However, these acts are not enough to balance his Jailures. 266 g 2011 The DBO Projecl

29 Alexander the Great lvlini-q This page may be reproduced for classroom use

30 Alexander the Great Mini-Q Mini-Q Sample Essay: High Proficiency How Great Was Alexander the Great? Should a great man think of others or only of himself? I think that's the main question to think about when it comes to Alexander the Great. During the 300s BCE, King Philip of Macedonia conquered Greece. When he died, his 20-year-old son Alexander became king. lnstead of being happy, Alexander was upset that he didn't get to conquer his own empire. He went to war against Persia and built a vast empire (Doc A). Everybody agrees that Alexander was a great general. He won some pretty amazing battles in Persia and lndia. But a great man shows at least some concern for others. By this measure he was not a great man. He slaughtered thousands of people. He was a spoiled egomaniac. And he did not plan to make sure his empire would last. Alexander was not great because he slaughtered thousands. His main goal in life was to conquer territory. That attitude is fine for a video game, but in real life, war destroys the lives of too many people. ln Alexander's four major battles, over 100,000 enemy troops were killed (Doc E). When he conquered Tyre, his army killed thousands of people and sold 30,000 into slavery (Doc C). His lack of concern for others extended beyond opposing soldiers. He had no regard for civilians, either. Second, Alexander was not great because he was spoiled and had a big ego. He actually thought he was descended from gods (Background Essay). So he became a tyrant who had to have his own way. He was so full of himself that everywhere he went, he founded a new city and named it Alexandria! Also, whenever people stood up to Alexander, he made sure to pay them back. For example, the people of Tyre made him mad when they refused to surrender, so Alexander responded with destruction (Doc C). And when the young sailor saved his hat band when it blew off Alexander's head, he was rewarded with having his head cut otf (Doc D). That was hardly the act of caring leader, of a great man. A third reason Alexander was not great is that he didn't make sure his empire would last (BGE and Doc E). I think a conqueror would want his empire to last a long time, but Alexander didn't seem to care. He was wounded in battle a lot, so he should have known he wasn't going to live forever. But he believed that stuff about being a god. He never named a successor to rule after him. After his death, his generals fought a lot of wars to take over the empire (Doc E). The empire ended up torn apart into smaller countries. A lot of people probably died because Alexander thought little about the welfare of his subjects after he was gone. This is evidence of a small man, not a great man. Some people think Alexander was great because he built one of the world's biggest empires or because he was a military genius. However, a person isn't great unless he does things that make life better for others. An inventor or a talented musician or a medical researcher can be great. But a man who kills people and takes over countries and names cities after himself is just someone with a big ego. Because of Alexander the Great's wars, many people suffered and died. And the killing continued after his death because he didn't look ahead. Alexander was a force in history, but a force the world could have done without.

31 @2ori rho obo Proj cr This page may be reproduced,or classroom use

32 TEACHER DOCUMENT LIST (CV) There are six documents in this Mini-Q. Students are provided with the same document list, but it is not divided into analytical categories or buckets. Students may develop categories that are different from these. Military Skill and Tactics Document A: Alexander's Empire (map) Document B: Alexander's Battle Against Porus Character Document C: The Destruction of Tyre Document D: Legends of the Helmet and the Hat Band Legacy/Lasti n g Achievement Document E: Alexander's Legacy (chart) Document F: Alexander and Modern-Day Asia The DBQ Project

33 Alexander the Great Mini-Q How GreatWas AlexAnder the Great? A mosaic depicting Alexander at the Battle of lssus, 333 BCE. Overview: Alexander III of Macedonia streaked like a meteor across the ancient world. When he was only 20, he inherited an empire that included the kingdom of Macedonia and the city-states of Greece. Almost immediately, Alexander set out to conquer the Persian Empire, which stretched from Egypt to India. He achieved his dream by the time he was 30, but he died just a few years later. In recent times, historians have debated Alexander's character and accomplishments. This Mini-Q asks you to decide whether he deserves to be called'alexander the Great." The Documents: Document A: Alexander's Empire (map) Document B: Alexander's Battle Against Porus Document C: The Destruction of Tyre Document D: Legends of the Helmet and the Hat Band Document E: Alexander's Legacy (chart) Document F: Alexander and Modern-Day Asia A Mini Document Based Question 20'11 The DBQ Project This page may be reproduced for classroom use 271

34 Alexander the Great Mini-Q The Hook Teacher Note: The purpose of the Hook Exercise is to create some initial interest in the Mini-Q. Divide the class into pairs and give the students about five minutes to discuss and complete the two tasks. Then take a few minutes to process the answers with the whole group. Task One: Sample responses 1. courage: Martin Luther King, Jr.;friends or relatives serving in the armed forces 2. intelligence: Albert Einstein, Thomas Jefferson 3. creativity: J.K. Rowling, Vincent van Gogh 4. leadership: George Washington, Susan B. Anthony 5. concern for others: Mother Theresa, Oprah Winfrey 6. discipline: Jackie Robinson, Mahatma Ghandi 7. remarkable achievement: BillGates, Nelson Mandela 8. integrity: Abraham Lincoln, Sam Houston TaskTwo: Student choices will vary, but they should give reasons for their answers. For example, students who chose creativity might say that trait is necessary to come up with a new idea or innovation. Students who chose discipline might say that people cannot achieve greatness unless they have the will to do difficult or unpleasant things. Note: We define "integrity''as being true to high principles in hard times or when no one is looking - it's not just for show Tha DBO Project

35 Hook Exercise: What Does it Mean To Be "Great"? Directions: Below is a list of eight personal traits or characteristics. You have two tasks: Task One: Next to each trait, write the name of a person who has that trait and has used it to achieve greatness. The person may be a historical flgure or someone who is alive today. 1. courage 2. intelligence 3. creativity 4. leadership 5. concern for others 6. discipline 7. remarkable achievement 8. integrity* Task Tivo: Select three traits or characteristics from this list that you believe a person must have to be considered great. Be ready to discuss your choices. * Standing up for what you believe in. O The DBQ Project This page may be reproduced for classroom use 273

36 Establishing the Context General lnstructions. Review the Timeline on page 247 and find a map of the eastern Mediterranean region and western Asia.. Pre-teach the bold-faced vocabulary.. Have students read the Background Essay or read it aloud. Specif ic Considerations The main purpose of the Background Essay is to create a context for the Mini-Q exercise. Its job is to provide a sense of time, place and story, and to introduce important vocabulary and concepts. Doing this well gives all students a more equal chance to succeed with the Mini-Q. Time: Be sure students review the Timeline on page 247. Ask them which countries are also mentioned in the Background Essay (Greece, Macedonia, Persia and lndia). Ask what types of events are featured on the Timeline (wars, assassinations and coronations). Place: Refer to a wall map showing the eastern Mediterranean and western Asia, or have students preview the map in Document A. Make sure they know the relative locations of Macedonia, Greece, Persia, and lndia. Story: We suggest reading the Background Essay aloud. lt is good for many students, even good readers, to hear the words as they see them. For many, it is important to hear the cadence of the language, to experience pauses and emphasis. Use the Background Essay questions to review the text. Vocabulary and Concepts: You may want to pre-teach the five bold-faced terms in the essay. Our feeling about vocabulary is that some pre-teaching is good, but keep the word list short. When reading aloud, see how much students can get from Ths DBO Project

37 Background Essay Alexander the Great Mini-Q How Great Was Alexander the Great? Instead of being satisfied with his expanded When we study the life of Alexander of Macedonia, we begin with a truth and a probempire, Alexander pushed further eastward into lem. The truth is that Alexander is one of the lands no Greek had ever seen. He led his troops most famous people in history. The problem is across Central Asia, fighting battles and estabthat what we know about him is a mixture of lishing garrison towns along the way. More fact and legend. We do know that he was born than once, Alexander was at the front of an atin 356 BCE, more than 300 years before Jesus tack. Finally, at the Indus River in western India, of Nazareth, in a kingdom on the edge of northalexander was stopped - not by any enemy, but ern Greece called Macedonia. His father, King by his own army, which refused to go further. Philip of Macedonia, and his motheq Olympia, After eight years of combat and conquest, prepared Alexander for kingship by hiring the Alexander reluctantly turned back. philosopher Aristotle to teach him academic Alexander returned to the Persian city of subjects, politics, sports, and warfare. With a Susa, where he tried to unify his huge empire by start like this, Alexander developed a rather high taking Darius's daughter as his second wife and opinion of himself, including the growing belief ordering his officers to marry Persian women. that he himself was Many Macedonians a god. resented Alexander's During Alexattempts to join the ander's boyhood, two races. his father built the Alexander's Macedonian army push to expand his into a deadly fightempire took its toll. ing machine. First, Over the years, he Philip used his army had suffered severe The Macedonian phalanx, with their extra-long spears. and the frightening wounds that weakmacedonian phalanx ("fay-lanks") to conquer ened his health. In June of 323 BCE, after a bout nearby Greek city-states. Next, Philip planned to of heavy feasting and celebrating, Alexander attack the huge Persian Empire. became ill; ten days later, he was dead. For reaalexander was eager to lead the attack himsons that are unclear, he had not named an heir. self. He would soon get his chance. Philip was After much flghting, Alexander's generals split assassinated in 336 BCE and, at the age of 20, up the land. More quickly than it took to build Alexander inherited his father's kingdom and set the empire, it began to fall into pieces. out with the army to conquer Persia. Flash forward three centuries. A Roman At the time, Persia was probably the most military commander named Julius Caesar is on powerful kingdom in the world. This mattered campaign in Spain. There he encounters a statue little to Alexander. Using his disciplined cavalry of Alexander and is said to have wept. Caesar and infantry in bold ways, Alexander fought his was reportedly overcome by the thought that Alway through lands controlled by Persia - across exander had achieved so much at such a young Asia Minor, down the Mediteranean coast, age. But did Alexander deserve Caesar's tears into Egypt and then east to Mesopotamia. There and respect? Examine the following he defeated a huge Persian army at Gaugamela documents and answer the question; How great ("go-ga-mill-a"). The Persian king, Darius, was was Alexander the Great? killed in the aftermath and Alexander replaced him on the throne. O Tho DBQ Project This page may be reproduced for classroom use 275

38 Alexander the Great Mini-Q Document A: Alexander's Empire (map) Content Notes:. Alexander's first act upon landing in Asia Minor (modern-day Turkey) was to go to a village said to be the site ol ancient Troy. There he made sacrifices at the supposed tombs of Ajax and Achilles, Greek heroes ol the Trojan War. Alexander believed himsell to be Achilles's descendant. Local officials presented Alexander with a shield and armor that dated lrom the Trojan War, and he used them in his first battle with the Persians.. Legend has it that Alexander visited the city ol Gordium because ol the lamous Gordian knot which, according to prophecy, could be untied only by the luture conqueror of Asia. The knot was thought to be impossible to undo because lhe rope ends were hidden deep inside the knot. ln some legends, Alexander ligured out how to untie the knot by removing the pole around which the rope was tied. Another account claims that he simply pulled out his sword and sliced the knot open.. Susa was the administrative capital of the Persian Empire. Persepolis was the site ol many palaces and tombs of the Persian kings. Ecbatana, to the north, was where Persian rulers went in summer to escape the terrible heat ol the plains.. The Hindu Kush is one of the great mountain ranges of Central Asia. The highest peak, l\ilount Tirich Mir, is near the Afghanistan-Pakistan border and rises to an elevation of 25,230 feet. Alexander and his troops had to pass through the Hindu Kush lo reach lndia.. Babylon was already an ancient city by the time Alexander took it over. Hammurabi had made Babylon the capital ol his southern Mesopotamian empire in the 1700s BCE. Alexander won great favor with the people ol Babylon by promising to rebuild the temple of Marduk, their chiel god. Alexander died in Babylon in 323 before he could fulfill his promise. Teaching Tips:. Give students time to examine the map. l\ilake sure lhey undersland the direction Alexander traveled on each leg of the campaign. This is a bit tricky because of places where he retraced his route on the return trip.. Discuss the Document Analysis questions: 1. When Alexander and his army invaded Asia in 334 BCE, where did they firsl meel serious Persian resistance? At the Granicus River 2. How many times does the city name "Alexandria" appear on the map? What conclusions can you draw from this? Eleven. Conclusions: a. Alexander established cities or, at least, garrison towns as he marched across Persia. b. He had a big ego and did think of himself as being "great.'c. lt was a custom ol the ancient world to name cities after Iounders. 3. As Alexandeis foot soldiers marched, about how many miles was it f rom Pella, the capital of Macedonia, to Egypt to the Hydaspes River in lndia? (Follow the arrows.) Roughly 10,000 miles. (Note: That is greater than three ocean-to-ocean marches across the continental United States.) 4. How can you use the map to argue that Alexander was great? Sample answer: This map shows us the scale, or size, ol Alexander's achievement. Over a period of.12 years, he conquered an area close to the size of the United States. For a young man in his twenties to defeat the Persians on their home turf, and to take possession of kingdoms Irom Egypt to western lndia, was indeed an incredible achievement, and an amazing achievement is one measure ol greatness. 5. How can you use the map to argue that Alexander was not great? lf your measuring stick lor greatness is concern lor others, Alexander's march across western Asia was not great. Battles at the Granicus Biver, lssus, Tyre and Gaugamela were hardly about showing concern for 2011 The OBQ Projecl

39 Document A Source: Map created from various sources. Alexander's Empire Note: ln 334 BCE, Alexander crossed from Macedonia to Asia with an army of about 40,000. Most were Macedonians; others were Greeks and mercenaries (hired Tho DBQ Projecr This page may be reproduced for classroom use 277

40 Alexander lhe Great Mini-O Document B: Alexander's Battle with Porus Content Notes:. lt is importanl to remember thal no documents about Alexander written during his lifetime have survived to the presenl. However, several biographies were written about him during the Roman period, including those by Plutarch, Diodorus, Quintus Curtius Rufus, Justinus, and the author ol this documenl, Arrian. Because Arrian was drawing upon earlier sources that are no longer e)dant, modern historians are left the tasks ol cross-referencing and weighing bias. Casualty numbers are often suspect.. Many of the names found in the ancient works on Alexander are Greek names that Alexander's army used for the places and people they encountered. For example, there is no river in lndia called the Hydaspes. Scholars believe it was the river now called Jhelum, which flows through Pakistan. Similarly, lndian sources have no record ol a ruler named Porus. Modern scholars have lentatively identified him as Paurava, the ruler ol a people called the Purus.. The Greek and Macedonian soldiers in Alexander's army had never lought against war elephants before facing Porus's army. One advantage elephants gave is that horses were petrified of them, causing cavalries to panic and lose their elfectiveness. Elephants were also able to stomp armor-wearing men, Ieaving nothing but shattered, bloody corpses. Even though Alexander did Iigure out effective tactics Ior fighting elephants during lhis battle, the experience completely unnerved his battle-hardened veterans. Some scholars believe it was the terror of facing elephants again that caused Alexander's army to mutiny and demand lo return home.. Alexander's beloved horse, Bucephalus, died lrom wounds received in this battle. When Alexander was 13, a horse dealer otfered a large black colt with a massive head to King Philip, but the animal was so skittish that no one could ride it. The king relused to buy the horse until Alexander spoke up and said he could tame it. The boy had noticed thal the colt was alraid of his own shadow. By turning Bucephalus to face the sun and speaking softly to him, Alexander was able to calm and then successfully ride him. For the next 18 years, Bucephalus laithlully served his master in battle after battle. Alexander lounded a city named Bucephala on the site where the horse was buried. Teaching Tips:. Discuss the Document Analysis questions: 1. Where is the Hydaspes River? Western lndia, in modern-day Pakistan 2. Explain how Alexande/s army was able to cross the Hydaspes belore Porus was able to react. Alexander moved his cavalry up and down his side of the rive( created a lot of noise, and behaved like he was about to attack. Porus got tired ol responding to each ol these fake attacks and eventually stopped reacting to them. When Alexander crossed the river lor real, Porus was caught olf guard. 3. How was Alexander able to turn Porus's elephants into a kind of weapon? Alexande/s soldiers and cavalry were able to box in and encircle the elephants. Many ol the elephant drivers were killed by spears. The elephants grew tired and many were no doubt badly wounded. Withoul drivers, they became disorganized and turned every which way, often trampling the lndian soldiers at their feet. 4. How can you use this document to argue that Alexander was great? The document reveals two important measures of grealness. First, Alexander demonstrated great military skill wilh his clever fake attacks that caused Porus to become careless. He also showed great courage in sending his men, and himself, into battle against war elephants. Alexander also showed concern lor others when he allowed Porus to keep administrative control of his kingdom. He was again proving himself to be one of the greatest empire builders in all of history. 5. How can you use this document to argue that Alexander was not great? This is just one more example of a bloodthirsty conqueror. Porus had nothing to do with Persia. Alexander was on a binge, conquering Ior conquering's sake. Defeating an army with war elephants might seem dramatic, but it caused unnecessary sadness and bloodshed. O The DBo Prcjecr