Municipal educational institution "Ivanovo Secondary School" Development of a history lesson in the 5th grade on the topic: "Greek colonies on the shores of the Mediterranean and Black Seas." Prepared by: E. N. Zhertunova, history teacher. Topic: “Greek colonies on the shores of the Mediterranean and Black Seas.” Goal: students will master a complex of knowledge about Greek colonization. Objectives: to introduce students to the reasons, main directions of Greek colonization, the structure of life in the colonies, relations between the inhabitants of the colonies and their neighbors; develop skills in working with a historical map, analyze the content of drawings, extract knowledge from various historical sources; develop students’ creative abilities, develop interest in independent search activities; to foster a culture of communication, to help increase students’ interest and respect for history. Equipment: diagrams - “Causes of Greek colonization”, “What did colonization give to the Greeks”; textbook “History of the Ancient World” for 5th grade. A.A.Vigasin, G.I.Goder; map "Ancient Greece"; printed workbook, G.I. Goder, issue 2; task cards. Plan: 1. 2. 3. 4. Reasons for Greek colonization. Location of Greek colonies. Greeks in the northern Black Sea region. The meaning of Greek colonization Lesson progress I. Organizational moment. Emotional mood of children. - Before starting the lesson, I want to tell you a story. On the pediment of one ancient Greek temple was inscribed the motto: “Know thyself.” The authors of these lines were 7 sages of antiquity. What did they want to say? At that time, knowledge about oneself was considered the peak to which one must strive, climb in order to find out one’s capabilities. You guys know what you can do, what knowledge you have. Coming to class every day, you will learn something new, unknown. And, having learned, you become a step higher than you were before. And so, day after day, you rise higher and higher to the peak that the ancient sages wrote about. I wish that by the end of our lesson you will be able to rise one more step above the one on which you now stand. Well, good luck! II. Introductory part of the lesson. – Areology plays a significant role in reconstructing the lives of people in the distant past. Carrying out excavations on the shores of the Black and Mediterranean Seas, archaeologists discovered here the remains of fortress walls, temples, residential blocks, products of Greek artisans, inscriptions on stones carved in Greek, and Athenian coins. Question: How could objects from the Greek cycle get to the shores of the Black and Mediterranean Seas? We will try to answer this question during the lesson. - To do this, I propose to travel by time machine to the Ancient World. So, let's go to Ancient Greece. - Where is Ancient Greece located? Name and show the seas that wash it. Working with a contour map - workbook on a printed basis, task No. 26. (students sign the names of the peninsula, seas). - The time machine in which we are going to travel cannot set off until knowledge is invested in it. Frontal survey. Questions for the class: - Who owned the power in Athens in the 7th century BC? - What is debt slavery? - What reforms were carried out by Solon? - In which city did the “children’s method” of voting exist and what does it mean? - What do the words mean: “Either with a shield, or on a shield.” At this time, 5 students complete tasks in a printed workbook - No. 24 (1,4,5) and on cards: 1. Card with concepts: demos, helot, polis, democracy, laconic speech. 2. Text. Find errors in the text: Compliance with all the rules in Sparta was monitored by kings who were elected at the People's Assembly. Voting took place by show of hands. Subordinate to the kings was the Council of Elders, which included men at least 50 years old who were elected for 10 years. The Council of Elders could also include women - the mothers of the bravest warriors. 3. No. 24 – 1. 4. No. 24 – 4. 5. No. 24 – 5. Checking assignments. III. Learning new material. 1) Reasons for Greek colonization. - Well done! The time machine has started working, and everyone is traveling on it to Ancient Greece in the 8th-6th centuries. BC. - At this time, city-states arose in Greece. The population grew rapidly. It was at this same time that thousands of Greeks left overseas, moving to other countries. Problematic task: what pushed people to move, forced them to leave their homes and move to unknown countries. “Four Greeks pass” in front of the students, after listening to whom the children draw a conclusion about the reasons for their relocation. Sketch (4 students). 1. I, a poor peasant. In our valley, no one knows how to plow the land better than me. But what's the point! My small piece of land is located high in the mountains, because the land in the valley was seized by the nobility. And in the mountains the soil is rocky. No matter how much you work, the harvest is small. You often have to go hungry. Maybe in a foreign land I will be lucky enough to find a plot of fertile land and live comfortably. - What happened to you? You don't look good. 2. I, the poor man. In my city, I took part in an uprising against the nobility. But the forces were unequal; the nobility prevailed over the common people. To save my life, I had to flee, leave my home and look for a better life in a foreign land. - And who are you? It's not like hunger and debt are driving you out of your home. 3. And I am a merchant. I have a lot of different goods: painted vases, grape wine, olive oil. I was told that in overseas countries they readily exchange them for wheat, honey, and animal skins. I'll sail with you. Sea trade is full of dangers, but maybe it will make me rich. - Who are you? By your appearance and clothing, you belong to the nobility. What makes you leave your homeland? 4. You are not mistaken. I come from a noble and wealthy family. I was the ruler of my city. But now he is forced to flee, to abandon his house full of wealth. A devoted servant informed me that a demos uprising broke out in our city, many noble people were killed. This terrible news took me by surprise, but I managed to escape. As the poet said: “I traded my magnificent house for a fugitive ship.” During the analysis of the created images, students answer the question: Who leaves Greece and for what reasons. Working with the diagram “Causes of Greek colonization” (Appendix No. 1). - We have already become acquainted with the process of formation of settlements outside the state. - A settlement founded outside the state is called... - Which ancient state founded colonies? - The process of forming colonies is called colonization. 2) Location of the Greek colonies. - Like all travelers, you have maps. - What territory did the Greeks inhabit before colonization? - Can you guess where and why the Greeks might have gone? Working with the map “Formation of Greek colonies in the VIII-VI centuries. BC." (textbook, p. 146): - What symbol indicates the Greek colonies on the map? - What were the main directions of Greek colonization? (indicate the direction of colonization and name the colonies). (student responses) Conclusion: Having examined the map, we found that the Greeks founded colonies on the shores of the Black and Mediterranean Seas. The Athenian philosopher Socrates jokingly asserted: “The Greeks settled around the sea like frogs around a swamp.” - Mostly the resettlement was organized. The authorities of the policy organized reconnaissance expeditions, appointed those responsible for organizing the departure and founding of the colony, i.e. managed the entire process of colonization. A Greek resident's story about a trip - a student's message. The story of a migrant about settling in a new place - a student’s message. Questions: 1. What conditions are required when choosing a location for a colony? 2. Guess what the Greeks could call the local residents, what kind of relationships developed between them? 3. What did Greek merchants bring to the colonies? 4. What did Greek merchants exchange their goods for? (Page 146 of the textbook will help you answer the last two questions) Look at the illustration on page 145 - “Greek colony on the northern shores of the Black Sea.” Describe her. 3) Greeks in the northern Black Sea region a) Greeks and Scythians. One of the famous colonies of the northern Black Sea region was Olbia; numerous Scythian tribes lived in the steppes adjacent to Olbia. There is a legend about the Scythian king Skila, which shows that in the VIII-VI centuries. BC e. the beginning of the penetration of Greek culture into other cultures occurs. Greek culture was more modern - the Greeks had well-developed architecture, theater, literature, sports, and art. Here was something that the Scythians did not have. Therefore, King Skil was captivated by the beauty of the palaces, marble statues, and music. He was able to appreciate the culture of the Greeks, and his fellow tribesmen considered this a betrayal. Look at the picture in the textbook - p. 147 (Greek clothing) Work with a historical document (task 1 - appendix 2). Relations between Olbia and Miletus. Question: Did the lives of the Greeks who moved to the colonies change? - The Greeks developed the sea coast without penetrating far into the interior of the territory. The colony was a city-state - a polis. Each polis had its own government, laws, troops of warriors, and minted its own coin. But, despite leaving their homeland, the colonists maintained constant contact with the Greeks. They called their hometown the metropolis - the mother city. The arrival of a ship from Greece was considered a real holiday. The signal bell announced the arrival of the ship. Although the Greeks settled over a vast territory, they still considered themselves a single people - the Hellenes, and their home country Hellas. They were united by a common culture, language, traditions, customs, and religion. Assignment: Find on the map a Greek colony that was located on the territory of modern Russia (Rostov region). (Tanais - on the shore of the Sea of Azov, not far from the confluence of the Don River). Figure p. 148 textbook. - Who is depicted on the relief? Give reasons for your answer. - Completing our journey, we can answer the question posed at the beginning of the lesson: How could Greek products get to the shores of the Black and Mediterranean Seas? (student responses) 4. The meaning of Greek colonization. - What did colonization give to the Greeks? Working with the diagram - Appendix No. 3. IV. Consolidation. 1. Answer “yes” - “no”. 1. Greek colonies arose on the coasts of the Baltic and White Seas. 2. Greek colonies arose on the coasts of the Mediterranean and Black Seas. 3. Greek cities exiled people to colonies to serve sentences for crimes they committed. 4. The Greeks moved to colonies to escape hunger and debt slavery. 5. Greek colonists and local residents always fought. 6. Greek colonists and local residents tried to conduct mutually beneficial trade. 7. Colonies were built near the sea, in places with clean drinking water and fertile soil. 2. Correct factual errors in the text. In the VIII – VI centuries. BC, the Greeks founded dozens of settlements on the shores of the Mediterranean and Black Seas. The main reason that forced the Greeks to move to foreign lands was the desire to subjugate other peoples. They always sought to occupy convenient places for settlements, so the Greeks created their colonies away from the sea. The Greeks only fought with the local residents. Settlements, like those in Sparta, did not have protective walls. 3. Complete task No. 25 in a printed workbook. V. Summing up. VI. Homework: § 32, No. 26 (r.t.), question. No. 4 - village 149 (for the curious). Appendix No. 1. Causes of Greek colonization Lack of land, famine Development of trade The struggle of the demos and the nobility Appendix No. 2. Colonization Expanded the knowledge of the ancient Greeks. They met many new peoples and learned about their customs, religion and culture. Contributed to the development of the economy, trade, and navigation. New cities grew and became richer. Made the Greeks realize themselves as a single people. The Greeks began to call themselves Hellenes and their country Hellas. They called other peoples barbarians.
And the Carians from the places of their trade. Undoubtedly, even in ancient times Sidonian ships with sailors gathered from different parts of the Asia Minor coast and neighboring islands were already sailing through the Hellespont (Dardanelles), establishing settlements on that small sea, which is now called the Sea of Marmara, and conducting profitable trade with the wild natives. It is also certain that Indian and Assyrian goods were transported through Armenia to the southern shore of the Black Sea and that there were markets for their trade. But when the Greeks penetrated the shores of the Black Sea, trade there became more active and their settlements began to spread culture among the barbaric native population.
Greek colonies. Map
Greek colonies on the southern coast of the Black Sea
At the beginning of the 8th century, around 785 (756?) BC, Milesian sailors founded a colony on a peninsula jutting into the Black Sea on its southern shore, not far from the mouth of the Galisa River. It is very possible that there was already an Assyrian trading post here before, and that the Milesian traders acquired it by purchase or, in general, by some kind of amicable transaction. Be that as it may, the Milesians founded the city of Sinop on a peninsula near Cape Syria; the peninsula formed good harbors on both the western and eastern sides; and the isthmus that connected it in the south with the mainland was so narrow that it was easy to block off this place with a wall, and it protected the colony from raids. The position of the Sinop colony was extremely convenient for trade, and the area itself was rich: there was a lot of fish off the coast; in a mild climate, the olive tree grew excellently; the neighboring mountains, covered with dense forests, were rich in iron, and the warlike natives living further in the mountains brought many captives to the city for sale.
And in general, in that part of the southern coast of the Black Sea, the geographical conditions were favorable. Therefore, thirty years after the emergence of Sinope, another Greek colony, Trebizond, was founded further east, in the iron-rich country of the Khalibs (about 756, according to other sources - about 700 BC). At the same time, the colony of Cyzicus was founded on the southern shore of the Propontis (Sea of Marmara) to protect Black Sea trade. It was built on a round peninsula, which was connected to the mainland only by a narrow isthmus; Subsequently, a ditch was dug across the isthmus, and the peninsula became an island. The natives were conquered by the Greeks and cultivated the fields and vineyards of their masters, but were not enslaved, but were in a state similar to serfdom.
Greek settlers from Cyzicus founded (about 700) a colony on Proconnesus, one of those islands of the Propontis which are now called Marmara and from which it itself is called the Sea of Marmara. Around the same time, the safety of passage through the Dardanelles was strengthened for Milesian ships by the construction of two fortified port cities on this strait - Abydos and Paria; a few decades later a third city was built there, first called Pitiussa (“City of Pines”), later Lampsacus. In the Cappadocian temples of the “Syrian Goddess” the Greeks saw female servants, hierodulas, dressed in men’s clothing and armed, performing noisy rituals and military dances; from this they had legends that the Amazons, with whom Hercules and Theseus fought, lived on Thermodon.
In addition to commercial enterprise, the Milesians could have founded their colonies in the north for another reason: perhaps their settlers were moving there from the wars that devastated the west of Asia Minor. This idea is suggested by an excerpt that has come down to us from the military elegy of Callinus of Ephesus, who lived around 730. He urges the Greeks to fight fearlessly to protect “children and young wives,” and promises eternal glory to those who fall in battle. We see from this that some strong enemies were then attacking the Asia Minor colonies of the Hellenes. Perhaps it was those Scythian tribes, Treres and Cimmerians who more than once devastated Asia Minor and spread out their camp surrounded by carts in the fields along the Caister. They destroyed Sinop soon after it was founded. The Milesians rebuilt this colony 150 years after its destruction.
Greek colonies of the Northern Black Sea region
The Greek colonies on the southern shore of the Black Sea quickly grew rich. This encouraged the Milesians to establish settlements on its western and northern banks, at wide river mouths, where there is a lot of fish, and on vast plains suitable for agriculture. They built (between 600 and 560 BC) in the Danube delta the colonies of Istria, Tomy, Odessa; in the north from there, in the fish-rich estuary of the Dniester - Tiras (present-day Akkerman). In the northern corner of the Black Sea, where the lower reaches of the Bug (Gipanis) and the Dnieper (Borysthenes), in which there is a lot of very good fish, come together, the Greeks founded Olbia (“City of Abundance”) among luxurious fields and meadows. They exported huge amounts of dried fish from these colonies to Syrian and Asia Minor cities, and Black Sea fish became one of the main types of food for poor people there.
Ruins of the Greek colony of Olbia
Greek colonists transferred their legends to those distant countries. The island lying in front of the mouth of the Danube became their island Levka (“White Island”), to which the hero of the Trojan War Achilles was transferred after his death and where he led a happy afterlife. The strip of hard sand on the coast south of Olbia was, according to the colonists, the stage on which the fleet-footed hero practiced gymnastic games; and the sailors prayed to him to give them a happy voyage. The rocky shores and wild customs of the population of the Tauride (Crimean) Peninsula long seemed dangerous to the Greeks; but finally they built the colony of Theodosia on its eastern shore, and at the entrance to Meotida (Sea of Azov), on the Tauride shore, Panticapaeum (Kerch) with a strong acropolis; on the other side of the strait, which they called the Cimmerian Bosphorus, on the cape of the mouth of the Gipanis (Kuban), they founded the colony of Phanagoria. Panticapaeum became one of the centers of the cult of Demeter.
Ruins of the Greek colony of Panticapaeum
Brave sailors, the Milesians even penetrated from the Black Sea to the Sea of Azov, which they considered the ocean of their mythological cosmography, the river that gives rise to all the waters of the earth. At the mouth of the Don they founded the colony of Tanais. Settlers from Tanais moved into the interior of the country and, to facilitate trade with nomads, built the trading posts of Navaris and Exopol. Thus, the Greeks penetrated into the country of the Scythians, beardless people with fleshy faces and smooth hair, children of the steppe, who roamed it on fast horses.
Gold and silver coins from Panticapaeum
Greek colonists began to visit the felt tents of the Black Sea nomads, who roamed the steppes with their herds, and bought bread, hemp, skins, furs, honey, and wax from them. These “milk-fed people” were probably amazed when they came to the rich trading Greek cities of the Northern Black Sea region to exchange dishes, weapons, fabrics, and clothes for their goods and saw magnificent houses, temples surrounded by colonnades. Relations with the Greek colonies introduced some principles of culture into the thoughts of these savages. Herodotus says (IV, 76) that during the time of Solon, the son of the Scythian king, Anacharsis, imbued with curiosity, came to Greece, visited Athens and earned the fame of a sage among the Hellenes; but upon returning to his homeland he was killed by his fellow tribesmen, irritated by his attempt to introduce among them the cult of the mother of the gods, which he had borrowed from Cyzicus.
Northern Black Sea region in the V-II centuries. BC
Greek colonies on the eastern shore of the Black Sea
Finally, the Milesians founded settlements on the eastern shore of the Black Sea, in the country of the warlike tribes of the Caucasus. They built the cities of Phasis and Dioscuria there, which became markets for the goods of the interior of Asia. Now the entire Black Sea was covered by Greek colonies. Trade on it has received very great development. The colonies actively exchanged goods among themselves and with Miletus. Large caravans from distant countries traveled to the colony: they brought products from the Urals and Siberia to Olbia and Tanais, metals from Armenia, precious stones, pearls, silk, and ivory from India to Dioscuria. In the middle of the 6th century, Miletus was the metropolis of 75 or 80 Greek colonies, like it energetic; and some of them even surpassed him in splendor and wealth.
Lesson summary
in history
Agafonova Yulia Borisovna
Greek colonies on the shores of the Mediterranean and Black Seas.
Lesson type: lesson in the formation of new knowledge.
Lesson form: combined.
Lesson objectives: form an idea of the era of the Great Greek Colonization.
Lesson objectives:
Educational : give an idea of Greek colonization, continue to form an idea of the Ancient World.
Developmental : continue to develop the ability to analyze the historical situation, identify:
Educators: assess the reasons for the migration process of the ancient Greeks and the nature of the relationship between the Greeks and barbarians.
Introduced concepts: colony, colonization, Hellas, Hellenes, metropolis.
Equipment: Vigasin A.A. and others. History of the Ancient World: a textbook for the 5th grade of educational institutions. M.; Education. Map “Formation of Greek colonies in the 8th-6th centuries BC.
Lesson Plan
Reasons for Greek colonization.
Founding of colonies.
Life in the colonies.
Northern Black Sea region.
During the classes.
I.Introductory part.
Imagine a situation: a certain traveler tells you about distant lands that he once saw. And you will hear something like this: “And there is also in the north of the earth, where red-haired boudins live in impenetrable forests, eating cones. And in the foothills of the inaccessible Riphean Mountains (Ural) there are argypeans, feeding only on milk and cherries. In the mountains themselves live people with goat legs. And there are also lands where huge ants the size of dogs live. They live in sandy areas, dig their homes underground and bring golden sand to the surface.” Imagine what a strange story it is. The first thing that comes to your mind is that this traveler has not seen any distant countries and most likely has not left his own home, which is why he is telling you tall tales. But it was precisely such fables that the ancient Greeks passed on to each other as true stories, so what happens is that the Greeks never left the boundaries of their policies. No, the Greeks were very brave travelers, they just didn’t see all the lands themselves, so they believed the rumors, but the Greeks studied those states with which they traded and fought in detail. And the Greeks not only studied the nearest territories, but also actively populated them.
The teacher invites students to remember what a colony is and which people of the Ancient World founded their colonies.
After listening to the answers, the teacher says: “In the period from the 8th-6th centuries BC. The Greeks organized a great many settlements on the territory of other states. These settlements were called colonies. And today we will talk about this process"
II. Learning new material.
Please write down the topic of the lesson in your notebook.
Formulation of the problem.
It seemed that most of the Greek population was eager to leave their homeland. Some researchers put the figure at 1.5-2 million people for the entire era. People went overseas to settle forever in foreign lands.
But why did the Greeks leave their policies in such numbers? Why did this resettlement take place, and what results did it lead to?
III. Gaining new knowledge.
Look, in the title of the topic and point of the plan we have the word “colonization”. What do you think this word means? The definition must be written down in your notebook.
Let's remember what population groups lived in Greek city-states?(students' answers). You named groups that occupied different positions. But representatives of all groups left Greece. Why do you think?
After the assumptions are made, the teacher invites students to test the above hypotheses.
Imagine that you find yourself in Corinth, a rich trading city. Several hundred departing people gathered here. They get to know each other, ask about the reasons why everyone leaves their homeland.
I am a poor peasant. In our valley, no one knows how to plow the land better than me. But what's the point! My site is high in the mountains. Rocky, infertile soil. No matter how much you work, you won’t get out of poverty. Perhaps I will find my happiness in a foreign land.
I have worse things to do than you. When they placed a debt stone on my property, I lost my peace, I woke up at night and thought about not becoming a debtor slave. I decided to abandon the mortgaged plot and my native village.
Here two well-dressed Greeks approach the talking peasants.
We are traders. Faithful people told us that in overseas countries they willingly exchange wheat for Greek goods. Sea trade is full of dangers, but perhaps it will enrich us.
An artisan weaver intervenes in the conversation.
I left my hometown forever because I raised the demos to fight against the nobility. An uprising began, but the aristocrats gained the upper hand, and I had to flee.
Why did the Greeks leave their policies?
Students should give the following reasons:
1). Lack of land.
2). Threat of famine.
3). The threat of debt slavery.
4). The desire to get rich.
5). The struggle between the demos and the nobility.
The reasons given must be written down in a notebook.
And now we will try to imagine ourselves in Ancient Greece and try to found a colony. For various reasons you are forced to leave your homeland. The decision has been made, but what needs to be done to leave? The teacher’s task is to help build an action plan for the removal of colonies.
Look carefully at the map (textbook p. 151).
The Athenian thinker Socrates jokingly argued that the Greeks settled around the sea like frogs around a swamp? Think about what he meant?
Indeed, there were many Greek colonies, but we can highlight the main directions where the Greeks went most often .
Determine these directions on the map. Students must name the directions west, south and northeast.
What place do you think the settlers might have chosen for their city? Look at the illustration(textbook by Vigasin A.A. and others) and describe the location of the future city. Why was the colony built on the seashore?(for ease of trading). What did Greek merchants buy and sell?
When we talked about the territory chosen for the new settlement, we did not talk about the people who lived here before the arrival of the Greeks.
Do you think the Greeks needed neighbors? Why? Students should explain how the Greeks may have treated the local tribes and how the local tribes treated the Greeks. This issue can be considered based on reading the text of the textbook (pp. 152-154).
The Greeks, who settled throughout the Mediterranean, still continued to consider themselves a single people. The Greeks called themselves and their people Hellenes, and Greece - Hellas.
What do you think allowed the Greeks to consider themselves a single people?(Students can name a common language, traditions, religion).
The Greek colonies became independent city-states. Each polis had its own laws, detachments of warriors, and minted its own coin. Living in the colonies, the Greeks did not break ties with their hometown and maintained friendly relations with it. They called their hometown metropolis, which means “mother city.”
The teacher asks questions: “What did colonization give to the Greeks? Did colonization divide or unite the Greeks?”
As students answer, the teacher corrects and supplements them. (Colonization expanded the knowledge of the Greeks about other peoples, forced them to recognize themselves as a single people, and as a result of the development of the colonies, trade and crafts successfully developed).
Summing up the lesson.
Why did the resettlement take place, what were the results?
Homework: 32, questions and assignments for the paragraph orally, assignments in the workbook.
Literature.
A.A. Vigasin. History of the Ancient World: Textbook. for 5th grade. general education institutions/ A. A. Vigasin, G. I. Goder, I. S. Sventsitskaya. – 10th ed. – M.: Education, 2003.
Khachaturyan V.M. Ancient Greece: History, life, customs. – M.: SLOVO/SLOVO, 2002.
School encyclopedia. Ancient world history. – M.: OLMA-PRESS Education, 2003.
Greek colonies on the shores of the Mediterranean and Black Seas The work was carried out by 5th grade students Maria Shcherbakova and Vlada Evseeva
Plan: 1) Why the Greeks left their homeland. 2) In what places did the Greeks establish colonies? 3) Greeks and Scythians on the northern shores of the Black Sea.
Formation of Greek colonies in the 8th-6th centuries. BC e.
Why did the Greeks leave their homeland? The population of Greece grew, but the country was poor. In addition, the best lands belonged to the nobility. Farmers who did not have good plots were in need and fell into debt. The threat of hunger and the desire to free themselves from debt forced the Greeks to leave their homeland in search of happiness in a foreign land. There was another reason for traveling overseas. In Greece, civil wars often occurred between the demos and the nobility; the losers left in fear. Most often, preparations were made for departure in advance.
In what places did the Greeks establish colonies? Colonies were located near convenient bays or at the mouth of rivers, not far from the sea. As a rule, these territories were already inhabited by the local population, so the colonists had to appease them by exchanging land plots for the necessary products. Residents of the colonies sought to establish peaceful relations with the local population, which was not always possible. It is not surprising that when planning to build a city, they first surrounded the chosen place with a wall, and then built houses and a temple. The people farmed and hunted and exchanged goods with Greek merchants.
Greeks and Scythians on the northern shores of the Black Sea. The Greeks encountered the greatest difficulties in the Northern Black Sea region. Tribes of warlike Scythians lived here. The Scythians were nomads engaged in cattle breeding. Every man from birth learned to sit in the saddle and mastered the art of war. Scythian women were not inferior to men in martial arts, participating together with them in battles. Modern scientists suggest that legends about female warriors - the Amazons - appeared among the Greeks after a meeting with the Scythians. Unlike other tribes, whose leaders were happy to join the Greek culture, the Scythians were reluctant to adopt Greek customs. The ancient Greek historian Herodotus brought to us the story of the Scythian king Skilos. Skyla's mother was Greek, and she taught her son Greek literacy. The king was displeased with the Scythian way of life; he wanted to live like a Greek. He often went to the city of Olbia, where he dressed in Greek clothes, walked around the city, and performed sacrifices. Then he changed into Scythian clothes and left the city. The king performed this procedure several times. But over time, the Scythians learned about this hobby of Skil. They rebelled and killed the king.
Conclusion Wherever the Greeks lived - in Athens, Sparta, or in the colonies, they spoke the same language, used the same letters, and worshiped the Olympian gods. The Greeks called themselves, their people, Hellenes, and Greece, Hellas.
Questions 1 2 3 4 5
Question No. 5 Who was Skil's mother? scoreboard
Question No. 4 Tell the legend about Skil. scoreboard
Question No. 3 What was the name of the Scythian king? scoreboard
Question No. 2 Why did the Greeks leave their homeland? scoreboard
Question No. 1 Explain the meaning of the word Hellas, Hellenes. scoreboard
The Great Greek Colonization was the large-scale settlement of the ancient Greeks along the shores of the Mediterranean and Black Seas over three centuries from the mid-8th century BC. e. MediterraneanBlack SeaVIII century BC. e. Dorians The Dorians and Ionians spread along the northern coast of the Mediterranean Sea, then they end up in the Black Sea. As Socrates wrote, “The Greeks settled along the shores of the sea like a wide border on a barbarian cloak.” Ionians Socrates
However, the Greeks did not discover new lands, but followed the already beaten paths of the Phoenicians, displacing their predecessors. In addition, they did not explore new lands in depth, limiting their presence to the coasts. Phoenicians The political unity of Greece that existed in the Cretan-Mycenaean period was not restored. The many poleis that controlled their territories had a wide variety of methods of government: tyranny, oligarchy, democracy and democracy.Creto-Mycenaean periodpolis sedu
WHY WERE COLONIES BROKEN? Colonies were established primarily due to the lack of land in the policies of continental Greece. In turn, this was due both to the growing population of the policy and to the existence of laws prohibiting the fragmentation of land ownership between several heirs
The organization of the removal of the colony was carried out by the selected oikist person. When the colony was founded, fire from the sacred hearth and images of local gods were transported from the metropolis. Residents of the colonies have always maintained close ties with the mother country, even to the point of providing assistance when necessary. Despite this, the colonies were initially developed as independent policies, therefore, when the interests of the metropolis and the colony clashed, both policies could move from peaceful friendly and fraternal relations to open conflicts with each other, as for example happened between Corinth and Kerkyrametropolis Corinth Kerkyra The majority of the colonists were, as a rule, , impoverished and land-poor citizens, younger sons of families defeated in the political arena, as well as residents of other policies. Colonists who participated in the establishment of a new colony should have automatically received land for cultivation and citizenship in the new policy
The creation of numerous colonies contributed to the development of trade, to the point that some colonies were specifically withdrawn to ensure the strategic dominance of the metropolis in a given area. The colonies exported grain (primarily from Magna Graecia and the Black Sea region) and copper (Cyprus), and to a lesser extent wine, to the continental policies, that is, they were mainly raw materials. In turn, iron and iron products, as well as woolen fabrics, ceramics and other handicrafts were exported to the colonies. At first, Aegina was the leader in trade within the Greek colonies, whose inhabitants were skilled sailors, but it was soon supplanted by Corinth and Chalkis, which, unlike Aegina, had a large number of colonies. Only after them did Athens take the lead in maritime trade. Aegina Corinth Chalkida Athens
