The theme of the lesson is “In the harbors port of Athens Piraeus".

Lesson type: combined

Methods: front work, work in pairs, individual work, peer review, differentiated homework.

Goals:

show the role of Athens in history Ancient Greece, to find out how the inhabitants of the Athenian port of Piraeus lived, to identify what the categories of the population were; consider the living conditions of slaves in Athens, identify the sources of slavery;

Continue the formation of the ability to work with a textbook, a map additional material and ICT, find historical errors, analyze sources; to form skills and abilities to draw conclusions; develop memory and historical imagination, logical thinking.

To educate students in a culture of behavior in the classroom, a culture of communication; to instill a sense of respect for the history and culture of other countries.

Concepts: Athenian citizens, shipyard, duty, settlers, freedmen

Equipment:one. Computer, 2. Projector, 3. Presentation "In the harbors of the Athenian port of Piraeus", 4. interactive board or screen, 5. Tutorial

" Story ancient world» for grade 5 (authors - A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya), 6. Printed workbooks.

During the classes:

I. Organizing time.

Look into each other's eyes, smile. Gift to your neighbor good mood. So, let's start the lesson.

II. Checking homework.

Frontal conversation on questions in the form of a quiz. The results are posted in evaluation paper:

You have an evaluation sheet in front of you. In case of a correct answer to question asked in the homework column you put yourself a +. Those who score 1-2 pluses receive a mark of "3". Those who score 3-4 plus get a score of "4", and those who score 5 or more get a score of "5".

So let's transgress.

1. What was the name of the king, under whom Persia tried to subjugate the cities of Hellas? ( DariusI )

2. Which Greek cities refused to submit to the power of the Persian king? ( Athens and Sparta)

3. In what year did the Persian troops land in Greece? ( in 490 BC)

4. Where did the battle between the Persians and the Greeks take place ( Marathon)

5. Who commanded the Athenian army? ( Miltiades)

6. Who persuaded the Athenians to build a strong navy? ( Themistocles)

7. In what year did the Battle of Thermopylae take place? ( in 480 BC)

8. Who commanded the Spartans in this battle ? (King Leonid)

9. Where took place naval battle Greek and Persian fleets?

(off the island of Salamis)

10. Who won the Greco-Persian wars? ( Greeks)

III. Preparing to learn new material

1. Reporting the topic of the lesson by the teacher

In the 5th century BC. Piraeus became the main port of the Athenian state (Slide #1)

2. Setting the goals of the lesson by students

What do you want to know about this topic?

(Outline: 1. Why did Piraeus become the main port? 2. Who lived in Piraeus? 3. What did the inhabitants of Piraeus do? 4. The slave trade.) (Slide #2)

3. Assignment for the lesson.

In ancient Greece, Athens was called the "Sea Country".

Pick up the facts that prove this characteristic (Slide number 3)

IV. Learning new material

A) Port of Piraeus.

The teacher's story about the location and protection of the road from Athens to Piraeus (Slide number 4)

In the 5th century BC. Piraeus became the main port of the Athenian state. It was located 5-6 kilometers from Athens. On both sides of the road leading from Athens to Piraeus, Long Walls were built in case of war. Piraeus had two military and one trading harbor.

Work in pairs

B) in military harbors.

Work with the text of the textbook. First the group answers the question: What was in the military harbors and how they were protected. (Slide number 5)

Recording in workbook concepts citizen

Citizens by law were considered native Athenians, in whom both parents - both father and mother - were citizens.

Second the group works with the text of the textbook and answers the question: What did poor citizens do in military harbors?

Third the group works with the text of the textbook and answers the question: What did rich citizens do in the harbors?

C) in a trading harbor.

Many ships from different countries and cities came to the most extensive of the harbors of Piraeus. (Slide number 6). Pupils make up a story according to the drawing of the textbook.

Answer the questions:

What do you see in the picture?

What professions are in the port?

Work in groups with the text of the textbook . First the group answers the question: 1. What kind of goods were brought to Piraeus and from where? Second the group answers the question: 2. What did they buy in the port for sale? (Slide number 7)

Third the group answers the question: 3. How did the settlers differ from the citizens?

D) Sale of slaves. The teacher's story about the sale and labor of slaves. Writing in a notebook

In Piraeus, as in other Greek cities, people were trafficked. They were sold like animals in special markets. They sold foreigners taken prisoner, bought overseas or captured by pirates. The children of slaves also became slaves.

Wealthy Athenians bought slaves for the home: to clean the house, take care of children, and work on the house.

The owners of craft workshops also willingly bought slaves. They did the hardest and dirtiest work. For example, to carry coal, to inflate furs in the forge, to knead clay.

Wealthy farmers also bought slaves. They were instructed to collect olives, crush grapes with a press or feet, and cultivate arable land.

But the most difficult conditions were in the silver mines in the south of Attica. They worked deep underground, suffering from a lack of light air. The whole day from early morning and late evening, thousands of slaves mined precious ore.

The law forbade the killing of a slave. But otherwise it belonged to its owner, was his thing. A slave could not manage his labor, have a family, change his place of residence. In captivity, the slave often lost his name, received a nickname for the name of the tribe where he was from: Scythian, Thracian, Persian.

Sometimes for faithful service and Good work slaves were set free. These slaves were called freedmen. Often, talented craftsmen - shoemakers, builders, artists - who paid a large ransom, became freedmen.

D) Analysis of a historical document. (Slide number 8) Students read the text and answer the questions:

How did the earnings of free Athenians compare with the prices of slaves?

Guess why not all Athenians could afford to have a slave?

D). (Slide number 9) Slide work. Having studied the content of the slide, the students answer the question: Who else, apart from slaves, was not a full citizen of Athens?

And now let's call what we learned new in the lesson?

Answer to the assignment for the lesson

Have we studied the life of the Athenian port of Piraeus? Is it true that Athens is "Sea shit" 1-2 minutes

1. Athens had the largest military fleet.

2. The Athenians carried on extensive maritime trade with many countries and Greek colonies.

V. Consolidation of the studied material for students

The work of students in a printed notebook. Tasks 37. 4-5 minutes. Students' answers 1-2 minutes.

VI. Checking the assimilation of knowledge and skills.

Before you leaflets with tasks to test knowledge. In tasks 1-3 and 6-7 you need to choose 1 correct answer from the options provided. In questions 4 and 5 you need to fill in the missing words or phrases. 1 minute to complete the task.

Pair check. Check your friend's work with the correct answer code.

Grading system: "5" - 7 correct answers;

"4" - 6-5 correct answers;

"3" - 4 correct answers.

Put the received assessment from the assessment sheet in the column Checking the assimilation of knowledge.

Now let's take your average grade for work in class. Add up all three of your grades and divide by three. Round the resulting figure to integers.

Record your grade in your diary.

VII. Homework

If you got a grade of "3", then study paragraph 33 and answer the questions of the paragraph.

If you got a score of "4" or "5", then write a story about the life of Piraeus on behalf of an Athenian citizen or a foreign merchant.

VIII. Reflection

A few days ago, the Olympic Games in Sochi ended. Let's feel like part of it. You each have three medals on the table. If you felt great at the lesson, attach a gold (yellow) medal to the board. If you felt good at the lesson, attach a silver (white) medal to the board. If you felt satisfactorily in the lesson, attach a bronze (orange) medal to the board.

The lesson is over, thank you all for your work.

Used Books

Arslanova O.V. Lesson developments on the history of the ancient world. - M.: VAKO, 2005.

History of the ancient world: a textbook for grade 5 educational institutions/ A.A. Vigasin, G.I. Goder. - M.: Enlightenment, 2009.

1. Piraeus - the main seaport

The Greco-Persian wars, which ended in 449 BC, led to the enrichment of the Greek cities that participated in the war, and, first of all, Athens. The Persians were forbidden to withdraw their fleet to the Aegean Sea, and since the Greeks had no other rivals, maritime trade began to develop again. Attica became the center of Greek maritime trade, where goods were brought from all over the Aegean Sea.

By the middle of the 5th c. BC. Piraeus, located in the southwest of Attica, became the main seaport of the Athenian polis. Piraeus and Athens were connected by a road 5-6 km long, surrounded on both sides by defensive structures called "Long Walls", built in case of an unexpected attack. The city itself had a favorable geographical position. It was located on a small peninsula, connected to the mainland by a narrow isthmus, which was defended by troops. All this provided Athens with protection from an unexpected attack both from land and from the sea.

There were three harbors in the port: two military and one commercial. Military harbors had narrow entrances, which were locked with stretched iron chains or ropes. From the land side, the military harbors were surrounded by walls, preventing not only the penetration of outsiders, but also protecting them from enemy spies. According to the laws of the Athens policy, only citizens, that is, people whose reliability was not in doubt, since their parents were also citizens, had the right to serve on warships. The port housed 400 warships called triremes. Each trireme had its own fixed place. The materials necessary for repairing ships were stored in the port warehouses: sails, ropes, oars, anchor chains. The poor people who came here from different regions of Attica worked tirelessly in the harbors. They performed the duties of rowers and sailors, worked in shipyards, participating in the repair of old ships and the construction of new ones. Often rich Athenians appeared in the harbors - farmers and merchants, each of whom, according to the laws of the Athenian policy, was obliged to build and equip a warship at his own expense.

2. The main selling commodity - slaves

The largest harbor of Piraeus became the center of trade. Ships arrived here from distant colonies, from Egypt and Carthage, as well as other regions of Africa. Fabrics and carpets, ivory, fish, grain and, of course, slaves were delivered to Piraeus. A merchant ship that arrived at the port was met by Athenian officials, whose duty it was to receive a duty from the merchant - a fee that allowed trading in Athens. Having completed a successful trade, the merchants bought local goods: olive oil, wine, handicrafts (clay vessels, statues, bracelets and silver goblets). Some merchants, seeing how briskly trade was going on, moved to Athens. Such merchants were called meteks, which in Greek means "migrant". Unlike Athenian citizens, the Meteki paid a special tax to the Athenian treasury, which gave them the right to reside in the city.

As a result of the development of trade, it was decided to build the city of Piraeus near the harbors. It was built under the direction of the Greek architect Hippodamus of Miletus. The plan of the city was considered very advanced for that time: the streets were wide and long and intersected at right angles. On the territory of the city there were taverns and inns where visitors could relax after a trip. Meteki owned their own houses. Residents and guests of the city had the opportunity to visit the theater, and they sold everything necessary for everyday life on the market square.

One of the most popular goods both in Athens and throughout Greece were slaves. Slaves were foreigners taken prisoner or bought by the inhabitants of the colonies from the local population, as well as sailors from ships captured by pirates. Slave labor was used in the household, in craft workshops, in harvesting and in silver mines. Slaves were priced according to their age, skill, and physical health. So, for example, a donkey driver cost 140 silver coins, called drachmas. A slave for work in the mines 180 drachmas, a jeweler - 360 drachmas. It is also known that a bull cost 50 drachmas, and a pig - 3 drachmas. At the same time, the Athenian family spent half a drachma a day on food.

3. Lesson summary

Let's summarize the lesson:

1) in the 5th century. BC. The Athenian state has become the center of international maritime trade;

2) the city of Piraeus became the main port of Attica, where goods from many countries were brought;

3) slaves became the most popular commodity.

The file "It's interesting!" is attached to the lesson. and the test file. You can download files at any time convenient for you.

Used sources:

http://znaika.ru/catalog/5-class/istoriya/V-gavanyakh-afinskogo-porta-Pirey

Discipline: ancient world history

Subject: "In the harbors of the Athenian port of Piraeus"

5th grade

Lesson type: explanation of new material, 1 acad. hour.

Lesson Objectives :

Knowledge : to know the role of Athens in the history of Ancient Greece

Understanding : understand the specifics of ancient democracy

Application : perform a test on the topic "Policies of Greece and their fight against the Persian invasion"

Analysis : analyze historical documents

Synthesis : formulate conclusions on the topic

Grade : conduct a self-assessment according to the proposed criteria.

Equipment: Handout, copies historical documents, illustrative material, multimedia presentations.

Lesson plan:

Checking homework.

Preparation for the perception of the new.

Explanation of new material.

Consolidation of what has been learned.

Homework.

During the classes

I stage. Checking homework .

Complete a test on the topic "Greek policies and their fight against the Persian invasion":

Option 1.

Where is Sparta located?

A) in the valley of the river Evrota in Laconia;

B) in the north of Greece;

B) on about. Sicily.

What did merchants export from Greece to the colonies and other countries?

A) slaves

B) olive oil

B) bread.

A) Homer

B) Hesiod;

B) Aeschylus.

What is the name of the common people in Greek?

A) helots

B) policy;

B) demos.

Where were Olympic Games?

A) Mount Olympus

B) in Olympia;

B) in Athens.

What ancient Greek city had two kings?

A) in Sparta

b) in Athens

B) in Thebes.

How often were the Olympic Games held in Ancient Greece?

a) every four years

B) once every ten years;

B) every year.

Persian king, who made the first attempt to capture Greece in 490 BC. e.?

A) Xerxes

B) Darius I;

B) Cyrus.

Leader of the Athenian demosV in. BC e.:

A) Socrates

B) Pericles;

B) dragon.

The battle in which the Greeks finally defeated the Persians (479 BC):

A) at the Marathon;

B) at the Thermopylae Gorge;

C) at Plataea.

Option 2.

Where is Athens located?

A) in Attica

B) in the north of Greece;

B) on about. Crete.

What happened in 490 BC e.?

A) Marathon battle;

B) the capture of Troy by the Greeks;

C) the collapse of the empire of Alexander the Great.

What was the name of the Council of Nobles in Athens?

A) archeopagus

B) demos;

B) policy.

How does Homer's Iliad end?

A) the funeral of Hector;

B) the capture of Troy with the help wooden horse;

C) the return of Odysseus to Ithaca.

What did the Spartans do?

A) craft

B) military affairs;

B) farming.

What did merchants import into Greece from the colonies and other countries?

A) wine

B) olive oil

B) wheat.

The nine rulers of Athens, elected annually by lot:

A) strategists

B) archons;

AT) People's Assembly.

Who in the Athenian policy paid the tax for the right to live in this state?

A) slaves

B) citizens of Athens;

C) merchants are immigrants.

supreme body power in Sparta?

A) the People's Assembly;

B) Council of Elders;

B) kings

What does Greek word"democracy"?

A) power of the people

B) the power of the nobility;

C) the power of a tyrant.

11. Why Greece - a small country, moreover, divided into dozens of states (city-policies) - managed to repulse the powerful Persian state? Indicate the battles in which the Greeks and Persians clashed, which of them were successful, and which ended in defeat.

II stage. Preparing for the new .

Why did Greece - a small country, moreover, divided into dozens of states (city-policies) - manage to repulse the powerful Persian state?

Student responses :

A) the Greeks courageously fought for their homeland and defended their independence;

B) for the duration of the war, 30 Greek cities joined forces in the fight against the Persians;

C) the Persian army consisted of mercenaries, at any moment they could refuse to participate in the war, leave the battlefield;

D) the outstanding talent of the commander Themistocles manifested itself.

III stage. Learning new material .

problem question :

What factors made Athens the main city of ancient Greece?

Task for students: fill in the 1st and 2nd parts of the table.

What glorified

Athens?

1. Wins in Greco-Persian War:

Marathon battle;

Salamis battle;

military talent of Themistocles.

2. After the victory at Salamis and Plataea, the inhabitants of Athens rebuilt their city, burned by Xerxes.

Athens?

1. To fight the Persians, Athens created a military alliance

Greek states- Athenian Maritime Union.

2. After the end of the war, under the treaty, the Persians and their warships were forbidden to sail in the Aegean Sea.

3. In many liberated Greek cities, following the example of Athens, the power of the demos was established - democracy.

What contributed to prosperity

Athens?

Large navy - 400 triremes.

Immigrant taxes.

Active trade and merchants' duties.

The use of slave labor by citizens of Athens, the prohibition by law to kill a slave and the possibility for him to become a freedman by law.

The transformation of Athens into largest center crafts and trade.

Task for students: fill in the 3rd part of the table.

Use of multimedia: excerpt educational material– description of the port.

A) Map - scheme of the port of Piraeus

b) Who was allowed to be in the military port? How can you explain this?

c) Who could be an Athenian citizen? What categories were Athenian citizens divided into?

The work of students with the text and illustration of the textbook (p. 165).

D) What groups of the population of Attica could we still meet in the trading harbor? How are they different from citizens?

E) What other income did the Athenian treasury receive?(new concept of "tax")

E) What did merchants and ordinary citizens trade in Athens harbor?

Option 1 - what did you bring?(new concept of "duty")

2nd option - what was taken out?

G) Where did the merchants bring live goods to Attica?

3. Task for students: complete right side tables.

Work of students with documents.

Answer

What factors made the power of the demos in Athens unstable?

The disenfranchised position of the slaves.

The disinterest of slaves in the results of their labor.

Slave protest.

Description of slavery by ancient Greek philosophers.

Aristotle. Politics.

In all crafts ... there are tools appropriate for them ... and of these tools, some are inanimate, others are animate ... the slave is in to some extent an animated part of the property ...

Xenophon. About income.

Nicias, the son of Nicerates, owned a thousand slaves in the mines: he rented them out to the Thracian Sessions on the condition that he pay him annually one obol (small coin) of net income for each slave and then handed back the same number of slaves.

Demosthenes. against Nicostratus.

They offered to give me these slaves for interrogation under torture ... I answered them in front of witnesses that I was ready to go with them to the council and interrogate the slaves ...

Stele, column 1:

165 drachmas - Thracian, 144 drachmas - Scythian,

240 drachmas - a Syrian, 72 drachmas - a child from Caria,

161 drachmas - Illyrian, 60 drachmas - Lydian

Issues for discussion:

Where was slave labor used?

How were slaves treated?

Who could be a slave in ancient Greece?

Text for class discussion.

The famous silver mines of Attica, located in the Laurian mountains, were huge. underground city an area of ​​about 150 sq. km. Entrances to it were 2000 mines, going into the ground to a depth of 150 m. The passages in the mines were so low that one meter was considered the maximum height. And there were many of those on which you could only move by crawling, lying on your side. Thousands of people buried alive lived and worked in this stinking hell.

The walls of stone burrows peel off shoulders and chest. Small earthenware lamps, placed in occasionally carved niches, are the only points of light in pitch darkness, blink and choke from lack of oxygen.

There is no working day. There are working days. Only for a few hours, having dropped tools from weakened hands: a hammer, a wedge or a shovel, you can forget yourself in a heavy sleep. Sometimes water appears in the mines. Black and motionless, she seems like blood shed by thousands dead people. It is scooped out with clay vessels, which are passed from hand to hand.

Give evidence of the exhausting, deadly labor of people in the silver mines.

Who worked in the mines, why?

What were the reasons for the armed uprisings of slaves in Ancient Greece?

IV stage. Fixing new material .

Students' conclusion:

AT V century BC after the victory over Persia, Athens became a prosperous policy, the main center of crafts and trade in Ancient Greece. However, the disenfranchised position of the slaves gradually became a brake on the prosperity and strengthening of the power of Athens, and also caused a protest against the Athenian citizens.

V stage. Homework . § 36, task number 36 in the workbook.