There is a message in the harbors of the Athenian port of Piraeus. I

1. Piraeus - the main seaport

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 from all over 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) most hot commodity became slaves.

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

In today's lesson, you will get acquainted with the Athenian port of Piraeus, which the Athenians themselves called the “mouth of Athens”.

background

Athens is not located on the seashore, but a few kilometers from it. Therefore, Athens was not originally port city. The port at Athens appeared during, in the 5th century BC, during the reign of Themistocles. Thanks to the appearance of the port and the navy, the Athenians were able to defeat the Persians outnumbered.

Events

Citizens by law were considered native Athenians, in whom both parents - both father and mother - were citizens. In the harbors there were many poor citizens who came here to earn money. These were rowers and sailors, workers at the shipyards, where they repaired old and built new ships. From day to day here they knocked with axes, impregnated the bottoms of the triremes with resin, plugged the cracks formed in the voyage.

In the harbors one could also see a rich man, for example, a landowner or a merchant. He came to perform an honorable but ruinous duty. According to Athenian laws, the richest citizens had to equip at their own expense warship.

Many ships from different countries and cities came to the most extensive of the harbors of Piraeus. Linen and papyrus were brought from Egypt, from other regions of Africa - ivory, from the Black Sea colonies - grain, salted fish and slaves (Fig. 2).

Rice. 2. In the trading harbor of Piraeus ()

Hungry for news, the Athenians rushed to the newly arrived merchant with the question: "What's new?" Learned about the prices of bread and other goods. With their mouths open, they listened to stories about distant countries, about encounters with pirates and sea monsters.

Before unloading the ship, the merchant who brought the goods paid a fee for the right to trade in Athens. The money went to the treasury of the Athenian state. Toll collectors were citizens chosen by lot for this position.

Merchants brought across the sea products of Athenian artisans: magnificent clay vessels, marble statues, silver bracelets, earrings, goblets. AT large quantities they exported wine and olive oil, which they bought from the farmers of Attica. This led to the fact that farmers sowed less bread than before, but grew grapes and olives in large quantities. Now they were not in danger of ruin.

Among the merchants there were many settlers from other cities who permanently lived in Athens. The settlers spoke Greek, dressed the same as the rest of the Athenians, worshiped the same gods, but had to pay a tax to the treasury for the mere right to live in the Athenian state. Citizens of such tax did not pay.

In Piraeus, as in other cities of Hellas, people were traded like cattle. They sold foreigners taken prisoner, bought overseas or captured by pirates (Fig. 3).

Rice. 3. Labor of slaves ()

Wealthy Athenians bought slaves for the home: sweeping, caring for children, baking bread, weaving. Slaves were willingly acquired by the owners of the workshops. In the forge, for example, a slave was forced to carry coal, fan the fire with furs in a blazing furnace, and beat the hot metal with a heavy hammer. Wealthy farmers also bought one or two slaves. They were instructed to pick olives, crush grapes with their feet and press.

The most terrible fate awaited those who fell into the silver mines in the south of Attica. Deep underground, suffering from a lack of air and light, thousands of slaves mined precious ore.

The laws of Athens forbade the killing of a slave. But otherwise, they did not recognize human rights for him: a slave could not dispose of his labor, have a family, or change his place of residence. In captivity, the slave often lost his name and received a nickname for the name of the tribe to which he belonged: Scythian, Thracian, Persian.

Sometimes slave owners set them free. Such people were called freedmen. They could be devoted servants, for example, a nanny who raised the master's children. Freedmen became talented craftsmen who paid the ransom - shoemakers, builders, artists who decorated pottery with drawings.

Athens has become largest center crafts and trade.

Bibliography

A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya. Story ancient world. Grade 5 - M .: Education, 2006.
Nemirovsky A.I. A book to read on the history of the ancient world. - M.: Enlightenment, 1991.

W-st.ru ()
Greece-info.ru ()
Rabpower.ru ()

Homework

Where is Piraeus located?
What groups divided the population of the Athenian policy?
What rights did citizens and migrants have?
Where was slave labor used?

5 B class

Lesson summary on the topic: “In the harbors of the Athenian port of Piraeus”

Lesson topic:"In the harbors of the Athenian port of Piraeus"

Goals and objectives:

1. Quality control of students' knowledge on the topic "Polices of Greece and their fight against the Persian invasion";

2. Show the role of Athens in the history of Ancient Greece;

3. Deepen students' knowledge of ancient democracy;

4. Continue the formation of skills to generalize individual events and formulate simple conclusions;

5. Work with textbook illustrations and historical documents.

Equipment:

Literature:

1) A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya. Ancient world history. M. Enlightenment. 2013

2) O.V. Araslanova and K.A. Solovyov. Lesson developments on the history of the ancient world.

Basic concepts: shipyard, duty, tax, freedman

Lesson Plan

I. Orgmoment(1 min)

(survey + test) (25 min.)

(15 minutes.)

1. In military harbors(3-4 min)

2. In a trading harbor(3-4 min)

3. The plight of the slaves(3-4 min)

IV. The results of the lesson. Reflection(2-3 min.)

V. Homework

During the classes

I. Organizing moment(1 min.)

Greeting students

Checking their attendance and readiness for the lesson.

II. Checking homework(25 min.) (poll)

1. Homework review (3 min)

2. Survey (17 min) - 2 times

Who foresaw the Persian invasion? (Themistocles)

What was the salvation of Hellas, according to Themistocles? (Creation of the navy)

What did Themistocles call on the Greeks, who lived in different cities? (Stop hostility and unite to fight a dangerous enemy).

How many Hellenic states did the union consist of? (30)

In what year did King Xerxes lead his hordes to Hellas? (In 480 BC)

Who formed the basis of the army of Xerxes? (subjugated peoples)

What did Xerxes order to do with the builders who were building the bridge that connected the shores of Asia and Europe? And what was the punishment for the sea? (He ordered the heads of the builders to be cut off and ordered the sea to be whipped with whips)

Where did Xerxes' army originally invade? (to Northern Greece)

Who led the Greek army that blocked the Persians in the Thermopylae Gorge? (King Leonidas)

Why did the Persians manage to defeat the Greeks at Thermopylae? (Because a local resident came to Xerxes and for a reward showed a bypass path leading through the mountains to the rear of the defenders of Thermopylae)

What feat did 300 Spartans accomplish? (King Leonidas remained with three hundred Spartans for certain death, while he ordered the main army to retreat, covering them)

What many commanders insisted on general council warlords? (withdrawal of the fleet to the Isthmus of Corinth)

And who was against it? (Themistocles)

Why Greece - a small country, moreover, divided into dozens of states - managed to repel a powerful Persian state? (The Greeks courageously fought for their homeland. For the duration of the war, 30 Greek states united their forces in the fight against the enemy. The Persian army consisted of mercenaries, at any moment they could refuse to carry out a combat mission. The outstanding talent of Themistocles was revealed.)

What was the significance of these major military battles? (During such battles, the Greeks were able to defend their independence.)

3. Test "Greco-Persian Wars" (5 minutes)

III. Learning new material(15 minutes)

So, after the victories at Salamis and Plataea, the inhabitants of Athens rebuilt their city, burned by Xerxes. The Greeks began to liberate the islands of the Aegean and the cities of Asia Minor captured by the Persians. To fight the Persians, Athens created a military alliance of the Greek coastal states - the Athenian Maritime Union. So, guys, we are moving on to the study new chapter textbook: “The rise of Athens in the 5th century BC. and the rise of democracy.

Who can tell me what "democracy" is? (People power). The power of the demos - democracy was established in the policies liberated from the power of the Persians.

Where do you think democracy has reached greatest flourishing? (In Athens)

And now we will find out how the inhabitants of the Athenian port of Piraeus lived.

To get started, read paragraph 1 of §36 and answer the question: What was the port

Open p.172, look at the layout of the port.

What does the red jagged line mean? (fortification walls)

How are they located on the plan? (walls of fortifications were located around the port, blocking it from all sides)

What do the two show parallel lines on the plan? (the road that connected Athens with Piraeus was surrounded on both sides by Long Walls)

How many harbors were there in Piraeus? (3 harbors - two sea and one trade)

1. In military harbors

Now we will learn more about life in military harbors, for this we read paragraph 1 of § 36 and answer the questions:

Who served on warships (only Athenian citizens)

Who is legally considered a citizen? (native Athenians, both of whose parents were citizens)

Explain the meaning of the word "shipyard? (a place where old ships were repaired and new ships were built)

What were the richest citizens to do according to Athenian laws? (at your own expense to equip a warship)

Guess, based on this fact, who held power in Athens? (rich people, know)

Now look at the picture on page 173 and answer the questions:

How can you prove that this is a trading haven?

Now let's look around, at a distance, in the background, what did you see? (walls enclosing the port)

What are people doing at the pier?

Is the ship in the foreground preparing to sail or has it just arrived?

Another ship is not far away, it entered the harbor, what could it bring with it, what was so valued by the Greeks? (read item 2 on page 172)

How did the treasury of the Athenian state replenish? (Due to taxes, they were levied from merchants who traded in Athens, immigrants for the right to live in Athens)

How was the population of Athens divided? How did they differ in their rights? (citizens, immigrants, slaves)

3. The plight of the slaves

Where was slave labor used in Greece? (In all crafts, but the hardest was the labor of slaves in silver mines)

How were slaves treated? ? (Slaves were considered an animated part of the property of the owners, a “tool” in the work of artisans. They could be tortured during interrogations, beaten, sold like cattle)

Who could be a slave in Ancient Greece? (Foreigners taken prisoner, bought overseas or captured by pirates)

Who were called freedmen? (slaves who were set free by their owners)

IV. The results of the lesson. Reflection(2-3 min.)

1. Why did Athens become a powerful policy of Ancient Greece? (trade is developing here, there are warships, clear laws, wealth is accumulating)

2. Which city was connected to the port of Piraeus by a special fortified road?

3. What harbors were in the port?

4. What could you see in the military harbor, in the trading one?

5. What groups were the population of the port divided into?

6. Which of the groups was the most disenfranchised?

7. Where was the labor of people of this group used?

V. Homework

2. Prepare a story on behalf of a traveler who visited the ancient port of Piraeus

Answers. Test 6. 1 - A; 2 - B; 3 - BAS; 4 - BVAEDG; 5 - V.

§ 1 Piraeus - 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.

§ 2 The main marketable 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 was to collect 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.

§ 3 Lesson summary

Let's summarize the lesson:

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

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

3) slaves became the most popular commodity.

List of used literature:

Aristotle. Athenian polity. State structure Athenians. - M., 2003.
Gritsak E. Athens and the Acropolis. - M., 2005.
Kolobova K. M., Ancient city Athens and its monuments. - L., 1961.
Strogetsky V.M. Athens and Sparta. The struggle for hegemony in Greece in the 5th century. BC e. (478-431). - M., 2008.
Surikov I.E. Ancient Greece: history and culture - M., 2005.
Surikov I.E. Sun of Hellas. Story Athenian democracy. - M., 2008.
Ancient world history. The Ancient East. Egypt, Sumer, Babylon, Western Asia. - Minsk, M., 2000.
Surikov I.E. Ancient Greece: history and culture - M: 2005.
Frolov E.D. Torch of Prometheus. Essays on ancient social thought. - L., 1981.

Used images:

Andreeva Gulnur Zinnurovna
Position: teacher of history and social studies
Educational institution: MBOU "Secondary School named after P.E. Vorobyov, Nizhnyaya Rus"
Locality: Republic of Tatarstan
Material name: lesson summary
Subject: In the harbors of the Athenian port of Piraeus
Publication date: 03.11.2016
Chapter: complete education

In the harbors of the Athenian port of Piraeus

Target:
to give an idea of the role of Athens in the history of Ancient Greece, the categories of the population, the life of the population of the Athenian port of Piraeus, consider the living conditions of slaves in Athens.
Tasks:
identify the sources of slavery, develop the ability to work with a textbook, with historical documents, highlight the main thing, analyze, compare, compare, draw conclusions, cultivate a sense of respect for the history and culture of other countries. Planned results:
Subject:
master holistic views about the historical path of development of the Greeks; apply the conceptual apparatus of historical knowledge and techniques historical analysis to describe the conditions and lifestyle, occupations of the Athenians. Meta-subject UUD: independently organize educational interaction in a group; define own attitude to the phenomena of modern life; express your point of view; listen and hear each other; express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; independently discover and formulate a learning problem; choose the means to achieve the goal from the proposed ones, as well as look for them on your own; give definitions of concepts; analyze, compare, classify and generalize facts and phenomena; explain historical phenomena, processes, connections and relationships revealed in the course of studying educational material. Personal UUD: gain motivation to learn new material; comprehend the socio-moral experience of previous generations. Equipment: projector, multimedia presentation, handouts, textbook General history Vigasin A.A.
Type of lesson: lesson of discovery of new knowledge Type of lesson: lesson excursion Course of the lesson. I. Organizing time.(slide 1) - Guys, hello! - Today the lesson is canceled! We will all sail together with you on this ship with white sails and make cruise. Tie ribbons on your tables, from now on you are the cabin crew of our ship. And I, Gulnur Zinnurovna, will be the captain of the ship. II. Motivational target stage. - You must guess the place of the trip. This country is located in the Balkan Peninsula, washed by the Aegean and Mediterranean Seas - (Greece). But there are many policies in Greece, we need one. In the harbor of which policy will we stop? This is the most powerful policy, where democracy was born for the first time... -That's right, Athena. How do we formulate our topic? (slide 2)
Subject: In the harbors of the Athenian port of Piraeus.
III. Actualization. - What do you need to have to get on the ship? - correct omissions. You have tickets on the tables, they are not simple but with tasks. This is your pass to the ship 1. Demos (people)
(slide 3)
2. Democracy (power of the people)
3. Olympus (Olympic mountain, where the first games were held) 4. Miltiades (military commander of the Athenians) 5. Darius I (Persian King) 6. Hellas (Greece) Well done guys, welcome to our ship. We sail from our harbor.
Teacher:
Today we will get acquainted with the history of the Athenian port of Piraeus
.(Slide 4)

Lesson plan.
1.

Port of Piraeus

Military harbors of the port

trading harbor

The plight of the slaves

The main obstacle (slide 5)
But, I have some very interesting information for you! The foreigners who visited Piraeus were divided in opinion: some tirelessly praised him, while others condemned him. local residents. Who was right in assessing the Greek city? Think and try to find the answer during our journey! Oh, it seems We are swimming to the shore. Guys, they don't let us get off the ship? -What must foreigners do to get into the port? Yes, pay the fee.
- A fee we have consists of the following questions: - What can we see off the coast? (port, many ships, people) - Who can meet us, what will we hear? -Hurrah, the guys let us into the port.
IV. Learning new material.
Before us is the port of Piraeus.
Military harbors of the port (slide 6)

Teacher
: in the 5th century AD, Piraeus, located 5-6 km from Athens, became the main port of the Athenian state, the roads connecting Athens with Piraeus were connected by Long Walls. Stone walls were built from the land side. - What do you think, who defended the port from the sea? - In Piraeus there were two military and one trading harbor.
(slide 7)
The narrow entrances to the harbors were locked with iron chains or tarred ropes. The Athenian fleet was the strongest in Hellas and consisted of 400 triremes. They served on warships only,
Athenian citizens.

Question to the groups: The first hurdle
Who else could be seen in the military harbors and what were they doing? , we read 172 pages 1.2 paragraph
.(Slide 8.9)

Conclusion: What role did military ports play? (protective)

- Physical education: (slide 10)

Anu-ka

guys

together

unanimously

got up

We'll see

sky,

whether a hurricane is expected, because we will be returned back.

- look to the right

- look to the left

- looked at each other

- the waves are swaying,

- two waves sway,

- the waves sway three and calmed down, the sea is completely calm.
We continue to get acquainted with you Piraeus.
On the screen is a picture of a trading harbor.

Task for groups

Before us is the port of Piraeus. (Slide 11)

The second obstacle (slide 12)
1. How can I know that the action takes place on the marketplace? 2. Guess what is in the bags brought to Athens? 3. Which item walks on its own? 4. What is the content of amphoras exported from Athens for sale? 5. What did the merchants export from Athens, what did they import?
6.
What countries did you trade with? Page 172, 2 paragraph, 2 paragraph
(slide 13)

Teacher:
All merchants who arrived in Athens with goods had to pay a special fee to the state treasury - a fee for the right to trade. Among the merchants were
settlers

meteki)
from other cities living in Athens. They spoke in Greek, dressed like the Greeks, worshiped the same gods, paid a fee for the right to trade and paid for the right to live in the Athenian state. Citizens of Athens did not pay such a tax.
(Slide 14)
-Why, despite paying the tax, was it profitable for the Metecs to live in Athens? (After all, they were not considered citizens of the policy, which means they did not participate in government.)
(Slide 15)

Prove that maritime trade contributed to the power and wealth of Athens. (Money went to the treasury of the Athenian state.)
Conclusion: Why was the trade route called in Greece the “Mouth of Athena”,

is this fair? Why? (slide 15)
Because it was the trade route that brought great profits from the sale of: wines, olive oil, slaves and taxes.
The plight of the slaves. (Slide 16)
Pay attention to the people who get off the ship. Who do you think it is? - Task for the group:
The fourth obstacle (slide 17)
1. Was the main source of slavery? str.174 1 paragraph 2. How did slaves differ from other people? str.174 last. paragraph 3. Where was the labor of slaves used? p.174 2-4 paragraphs 4. Who are freedmen? Page 175 5. Could the Athenians own slaves? Page 174 document 6. Could the poor Athenians become slaves (no, debt slavery was abolished)
Conclusion: What was the only right that slaves had under the laws of Athens?

V. Primary fastening

Guys, our journey has ended, our ship is sailing to our harbor. Anyway, back to the question:
(slide 18)
The foreigners who visited Piraeus were divided in opinion: some
he was tirelessly praised, while others were condemning the local

residents. Who was right in assessing the Greek city?
-Which opinion do you agree with? Why?
VI. Homework (slide 19)
Using item 36: - Draw a picture "One day in Piraeus" or - Write a story on this topic
VII.Reflection
Guys, remember, our ship was white color, and now I will ask you to decorate our boat in bright colors. You have multi-colored parts on the tables, attach them to the ship. What a wonderful, bright our ship turned out! Let him help you to travel further on the sea of "Knowledge!"
Favorable winds, guys!
Distribution of gifts.