Starting from the second half of the 7th century. BC e. Greek settlements appeared on the northern shores of the Black Sea, on the site of which then, in the 6th century, cities grew that played a large role in the historical destinies of the Black Sea region and of Eastern Europe generally.
By its geographical location, the Black Sea basin was a link connecting the Mediterranean regions with the vast plains of Eastern Europe. Estuaries, bays, bays, and the northern Black Sea coast provided great convenience for mooring ships. The mighty rivers - the Danube, Dniester, Bug, Dnieper, Don, Kuban - opened up the opportunity for the Greeks to penetrate deep into the Black Sea steppes. The mouths of these rivers were rich in various fish. Salt lakes near the Bug-Dnieper estuary, along the western coast of Crimea and along the shores of the Sea of Azov provided salt. But the most important thing that attracted Greek colonists to the Northern Black Sea region was bread, livestock and, finally, slaves. Greek historian of the 2nd century. BC e. Polybius says that in Pontus, that is, on the Black Sea, there is much that is useful for the life of other peoples. The countries surrounding Pontus supplied the Greeks with cattle and great amount“undoubtedly the most excellent slaves,” and also exported an abundance of honey, wax and fish, timber, furs, skins and wool, but the main export item was grain bread, which was so needed by a significant part of mainland, island and Asia Minor Greece.
IN historical literature Until recently, the prevailing ideas were that the Greek colonization of the Black Sea region was considered as an episode of Greek history only. The difficult social and economic situation that arose in the Aegean basin at the beginning of the 1st millennium BC. e., forced the Greeks, according to these ideas, to begin intensive colonization activities. At the first stage, colonization covered the region of the Aegean Sea and the western coast of Asia Minor; then colonies were organized in a number of areas of the western Mediterranean and, finally, on the shores of the Marmara and Black Seas. This representation correctly illuminates one side - the connection between the founding of the Greek cities of the Northern Black Sea region and the general process of Greek colonization; but it completely ignores the significance of the degree of historical development of the population of the regions to which the Greeks were sent. Meanwhile, it is certain that greek cities-colonies that supplied the metropolis with bread and other products could arise only where all these products were not only available, but also acted as goods. In other words, the socio-economic development of the local northern Black Sea tribes (Scythians, Maeotians, Sipdians, etc.), both farmers and pastoralists, also determined the Greek colonization of the northern shores of the Black Sea. The history of ancient cities on the Black Sea should be considered as a fact not only of Greek, but also of Eastern European history.
Among other Greek cities in the Black Sea colonization the main role belonged to the Asia Minor (Ionian) city of Miletus, which had great importance in Greek history VII-VI centuries. BC e. Miletus was one of the largest centers of craft and trade activity in the eastern Mediterranean, as well as an important center of ancient science and art. According to ancient Greek legend, which is undoubtedly an exaggeration, people from Miletus founded up to 90 colonies. The main incentive for intensive colonization activity was the fact that in Miletus in the 7th-6th centuries. BC e. There was a fierce struggle between classes and intra-class groups. The large landowning and trading aristocracy, nicknamed the “eternal sailors,” comprised several warring groups. At the same time, there was a struggle between the aristocracy and the democratic strata of the population, mainly artisans. The struggle was waged for a long time and with varying success. Temporary victories of one group or another were supposed to stimulate colonization, since often with the victory of one or another group the defeated had to leave their homeland and look for new places to settle.
The development of the Black Sea by militias took place gradually. First they strengthened themselves on the Sea of Marmara, then on the southern and southeastern coasts of the Black Sea, and only then moved on to colonize the western, northern and northeastern shores.
There is no doubt that the ancient Greeks, long before the founding of the cities, were familiar with the northern shores of Pontus and the local northern Black Sea population, which is reflected in Greek myths and is confirmed by individual archaeological finds dating back to an earlier time. At first, visits by the Greeks to the Northern Black Sea region were irregular, then they became more frequent. Trade ties between the Greeks and the local population began to be established. Trade was often accompanied by robbery and violence. Greek merchant pirates, compensating themselves for long and dangerous journeys across the Black Sea, captured slaves and other goods.
Trade with the population of the Northern Black Sea region led to the organization of seasonal and then permanent trading posts, or emporia, where Greek merchants visited from time to time. Finds of Greek objects, especially vessels, from the 7th century. BC. in various places of the Northern Black Sea region illustrate the strengthening of trade relations through such trading posts. At archaeological excavations in Kerch on Mount Mithridates 1945-1952, for example, a number of fragments of painted Rhodian ceramics of the 7th century were found. BC e. It has been precisely established that such emporias took place on the island of Berezan near the Bug Estuary, on the shores of the Kerch Strait and in other places.
In the VI century. BC e. on the site of trading posts usually arose big cities, which later became important centers of economic and cultural life. The early visits by the Greeks to the northern shores of the Black Sea and the organization of emporia there were largely the work of individual merchants or their groups, while the founding of colonial cities was a more complex act, associated with the decision of the population of the city, which expelled the colonists, with social struggle and economic situation in this city. The founding of a colony was usually accompanied by the observance of gradually established customs and formalities. The city founding the colony appointed a leader of the colony, the so-called oikist, from among its citizens, or he was elected by the colonists themselves. Oiknet had great powers; in particular, he was obliged to divide the territory between the colonists. When the colony was founded, it became a completely independent state organism, neither politically nor economically dependent on its mother country. This is significant difference Greek colonies from the colonies of subsequent times. Each colony had its own government system, which could coincide with the structure of the metropolis, but could also differ from it. The population of the colony lost citizenship in the metropolis. For example, a citizen of Miletus, who moved to the Milesian colony of Olbia, was no longer called a Militian, but an Olbiopolitan. The colonies had their own laws, their own courts, their own officials, minted their own coins, conducted their own internal and foreign policy, regardless of the metropolis, i.e. they represented an independent city-state, corresponding to the ancient Greek concept of “polis”. The connection between the colonies and the metropolis was expressed only in certain benefits established for trade transactions, as well as in the signs of attention and respect that the colony of the metropolis provided, in religious and cultural traditions. If necessary, the colony turned to the metropolis for assistance and, conversely, the metropolis turned to the colony, but this assistance, as a rule, was not of a forced nature.
One of the major cities of the Northern Black Sea region is Thira, founded by Miletus in the 6th century. BC e. on the right bank of the estuary of the river. Dniester (in ancient times - Tiras). On the right bank of the Bug Estuary was Olbia, also founded by Miletus in the first half of the 6th century. BC e.
The area of the Kerch Strait occupied an advantageous geographical position; it connected by water the basins of the Mediterranean and Black Seas with the Sea of Azov (Lake Meotia) and the mouth of the Don. It is no coincidence, therefore, that a number of Greek cities and settlements arose on both sides of the strait around the same time. The eldest and largest of them was Panticapaeum, on the site of modern Kerch, which later became the capital of the Bosporan state; to the south of Panticapaeum, on the western shore of the Kerch Strait, the small cities of Tiritaka and Nymphaeum were created, to the north - Myrmekiy. A significant city was Feodosia, on the site of modern Feodosia. Later, already in the second half of the 5th century. BC e., on the southwestern coast of Crimea, near modern Sevastopol, the city of Chersonesus arose, founded by the city south coast Black Sea - Heraclea. Chersonesos is the only Dorian, rather than Ionian, colony on the northern shore of the Black Sea.
To the east of the Kerch Strait, on the southern shore of the Taman Bay, they were founded in the 6th century. BC e. Hermonassa, on the site of the current village of Tamanskaya, Phanagoria (founded in 540 by the Teos), near the modern station. Sennaya, which was the second largest city after Panticapaeum in the Kerch Strait region, Kepy - at the eastern corner of the Taman Bay. Greek colonization also affected the southeastern coast of the Black Sea, where the Milesians founded the cities of Dioscurias, on the site of Sukhumi, and Fasis, in the area of Poti.
All of the listed cities, with the exception of those located on the Kerch and Taman Peninsulas, during the 5th - early 4th centuries. included in a single Bosporan state led by Panticapaeum, were independent separate city-states, politically unrelated to each other. Therefore history largest cities and the Bosporan state will be considered separately in the future.
From their very origins, the Greek cities of the Northern Black Sea region developed in close cooperation with local tribes and nationalities. New archaeological materials show that most Greek cities arose on the sites of early settlements of local tribes. Relations between the local population and the Greeks were either peaceful or hostile. During the period of early ties, peaceful trade relations were accompanied by armed clashes; during the period of the organization of the emporia, the Greeks were more interested in peaceful relations, and from the moment the cities were established, the Greeks also pursued an offensive policy. Ancient cities They captured slaves and territory, but the cities failed to occupy any significant territories, with the exception of the Bosporan state, and they were always closely surrounded by the local population, from whom they were often attacked. Therefore, cities were surrounded by defensive walls with towers.
Greek city-colonies arose not only in the form shopping centers, as was previously believed. Their economic base was also crafts and Agriculture. Each city had, although small, well-developed agricultural territory. The intermediary trade of cities in bread and other goods, the sale of urban craft products to the steppe led to lively connections with the Scythians, Sindians, Maeotians and other tribes, which had a great, although uneven, influence on the political, economic and cultural development Greek cities. Subsequently, this influence steadily increased. On the other hand, the ancient city-states, based on the slave-owning mode of production, exerted significant influence on the culture of the local population, they intensified the process of decomposition of primitive communal relations among the surrounding tribes.
The purpose of the lesson: study Greek colonization on the shores of the Mediterranean and Black Seas.
Tasks:
- Familiarize students with the names of the Greek colonies and their locations.
- Analyze the reasons for the founding of colonies by the ancient Greeks.
- Repeat the terms: colony, colonization, metropolis, demos.
- Compare lifestyle ancient Greeks and local residents.
Lesson type:
Combined. Simultaneously with the assimilation of new material - "Greek colonies on the shores of the Mediterranean and Black Seas" - there is a repetition of previously covered topics - "Farmers of Attica are losing land and freedom", "Phoenician sailors" and "Greek colonies".
Place in general course stories:
This lesson is part of the section “Ancient Greece” and the lesson material will be further covered in the topics of the chapter “The Rise of Athens in the 5th century BC.”
Lesson structure:
- Sketch on the topic: “Why did the Greeks leave their homeland?”;
- Repetition: student responses to teacher questions;
- Collaboration teachers with students: dictionary and “Time Line”;
- Collaboration between teacher and students: map;
- Collaborative work between teacher and students: illustration and text in the textbook;
- Homework instruction.
Visual aids:
- Terms on the board (closed);
- Map on the board;
- Illustrations in Goder’s textbook “History of the Ancient World” and on the blackboard;
- Atlas for grade 5 on the history of the ancient world;
Methods:
- dramatic intrigue method – two students act out a skit in front of the class, the purpose of which is to: interest students and set the audience up for perception new information;
- method comparative analysis – students compare the lifestyle and activities of the ancient Greeks and local tribes (Scythians);
- explanatory-illustrative method – class work with maps and illustrations in the textbook;
- dialogue method – conversation as a method of repetition and familiarization with new material;
On the desk:
- Lesson topic and date;
- Map;
- "Timeline";
- Terms (closed from the beginning of the lesson): colony, metropolis, nobility, demos, pirates, Gorgippia, Hermonassa, Phanagoria, Bosporan kingdom, Panticapaeum.
Teacher: Our lesson today will be held as a conversation. I will be helped by assistants - actors. And the whole class, using their knowledge of the history of Ancient Greece and Cuban studies, will help me tell a new topic. Look at the blackboard. Read the topic title. Let's repeat what we learned earlier. Use the knowledge gained not only in history lessons, but also in Kuban studies (as students answer, the teacher opens the terms on the board - colony, colonization, metropolis).
– Remember and define what “colony”, “colonization” is?
– What is the name of the country that owns the colony?
– Which state – metropolis, besides Greece, can you name?
Students answer.
Now our actors will perform an action in front of us, the meaning of which only attentive students will guess. Thanks to our actors, we will look into Ancient Greece and be present during important conversation. Listen carefully and don’t miss a single word. Only those who are attentive will be able to answer my questions.
Sketch "Why did the Greeks leave their homeland?": In front of the class, two students wear ancient Greek tunics and pronounce a dialogue:
First actor:
- What a misfortune! We don't have enough bread! All the fertile land belongs to the nobility, and we, ordinary Greeks, are getting more and more into debt and starving!
Second actor:
“There’s nothing to be done, we, the demos, need to leave our homeland.” And away from the nobility and away from debt. And there, in a foreign land, look, and we will find fertile land suitable for farming.
First actor:
- You're right, friend. It’s better not to wait until the nobles who come to power punish us. Let's calmly prepare and equip the ships. Other dissatisfied Greeks will also agree and sail with us.
Second actor:
- Yes! and you still need to equip a warship! And then...
Teacher: But then our Greeks are interrupted and they leave.
And now, questions about the scene that we witnessed (as the students answer, the teacher opens the terms on the board - demos, know, pirates. (Repetition and work with a dictionary).
– What are the reasons: why did the Greeks found colonies? What were the Greeks unhappy with?
– What is “demos”?
– What is “to know”?
– Think and complete the second actor’s broken phrase yourself. Why did the Greeks need a warship?
Students answer.
Teacher:
– Term and definition – "PIRATES"– write it down in the dictionary (students find the definition in the textbook, in the margins of the paragraph being studied).
-What did the colonists do?
– Why were their goods a desirable prey for pirates?
Students answer.
Working with the map: The student works with a map at the board, the rest work on their seats with a textbook.
Formation of Greek colonies in the 8th-6th centuries BC. e.
– Determine where the Greeks founded larger number colonies? On the shores of which seas?
Student work at the blackboard - shows the shores of the named seas, colonies, and the capital of the Bosporus.
– Name the colonies on the shores of the Black Sea. Their modern name.
– Name the state that was formed by the unification of these colonies.
– Name the capital of the Bosporan kingdom.
Students answer.
The teacher (as students answer) reveals the terms - the names of the colonies: Gorgippia, Hermonassa, Phanagoria, Bosporan Kingdom, Panticapaeum.
Working with the "Time Line":
Teacher: It is known that the Greeks founded the first colonies on the shores of the Black Sea in the 6th century BC. And already in the 5th century BC. e. The Bosporan kingdom arose.
The student shows the dates on the “Time Line” located on the board. The rest work in notebooks.
Teacher:
– Could Solon, the Archon of Athens, have visited the Bosporan Kingdom during his travels? (Working with dates and chronology).
Teacher:
– Guess why the Greeks founded colonies along the seashores?
– Do you think the Scythians perceived the Greeks peacefully or hostilely? Why?
Students answer.
Working with the textbook (illustration on page 145).
Greek colony on the northern shores of the Black Sea.
– Think about what kind of life the Greeks led in a foreign land? What gods did they believe in, what kind of houses did they build?
– Using the map, guess what the name of this colony was? Find it on the map. Student work at the blackboard - shows the named colony on the map.
Students answer.
Working with the textbook (text on page 148).
– Find the city of Tanais on the map.
Student work at the blackboard - shows Tanais on the map.
Teacher:
– Describe the clothing of the Greek and Scythian.
– Could the Greeks and Scythians adopt each other’s traditions and clothing? Why?
– How exactly was Tryphon similar to a Greek and how to a Scythian?
Students answer.
Conclusion.
Teacher: Let's summarize the lesson:
- What new did we go through today's lesson?
- and what did you already know and only repeated Today?
– what new term was written down in the dictionary?
– what did you find out thanks to working with “Timeline”?
– why did the Greeks and Scythians live peacefully with each other?
– what orders and traditions did the Greeks preserve in their colonies?
– what did the Greeks borrow from their neighbors?
Students answer.
Instruction on d/z: read paragraph “Greek colonies on the shores of the Mediterranean and Black Seas” No. 32. Examine the Greek colonies on the pages of the textbook and atlas, do contour map"Greek Colonization". Answer the questions for the paragraph. Learn a new term.
In Ancient Greece by the 6th century. BC. Many independent states (polises) emerged. The Greeks were a highly developed people. They were good warriors, skilled traders, skilled artisans. In addition, the Greeks were excellent sailors. Their life was largely connected with the sea. Because Greece was surrounded on all sides by seas (see map). The land of Greece is covered with mountains; it was often faster to travel by sea than by land. The Greeks studied the seas around them well.
Events
VIII-VI centuries BC e.- The Great Greek Colonization.
The Greeks called colonization the founding of new settlements - independent policies in distant lands.
The metropolis (literally translated as “mother city”) was the name given to the state that founded the colony. The colony did not become dependent on the metropolis; it was an independent state.
Why did the Greeks found colonies?
- Greece is a small country. When the population increased, it was difficult to feed it. There was not enough bread, and it was very difficult to grow it in mountainous areas.
- In Greece there were frequent clashes between the nobility and the demos. The losing group was often expelled from the policy and was forced to look for a new place of residence.
Where did the Greeks establish colonies?
- All colonies of Ancient Greece were coastal.
- The Greeks founded new policies on the shores of the Mediterranean and Black Seas, along the shores of Europe, Asia and Africa.
Notable Greek colonies (see map):
West- Syracuse, Naples, Massilia.
East- Olbia, Chersonesus, Panticapaeum. The neighbors of the Greeks in these parts were the Scythians.
South- Cyrene.
From the colonies the Greeks brought:
- corn,
- metals,
- slaves
The following items were imported from Greece to the colonies:
- olive oil,
- wine.
How did colonization affect the lives of the ancient Greeks?
- Crafts developed
- standard of living has increased,
- new influx of slaves,
- The horizons of the Greeks expanded.
Participants
Rice. 1. Colonies of Greece ()
The Greeks learned to build strong wooden ships. Merchants used them to transport handicrafts and other Greek goods to overseas countries. Miletus, a Greek city in Asia Minor, was famous for its woolen fabrics. The best weapons were produced in the city of Corinth, and the best pottery in Athens.
At first, merchants only a short time landed on foreign shores to exchange goods with local residents. Then Greek trading cities began to establish their permanent colonies on the coasts of the Mediterranean and Black Seas (Fig. 1).
In Greece, there were many who wanted to move to the colonies: artisans who hoped to find a good market for their products there, peasants who had lost their land, people forced to flee their homeland. The struggle between the demos and the nobility in the Greek city-states forced many Greeks to leave their homeland. Hesiod wrote that the poor left “to free themselves from debts and avoid evil hunger.” When the nobility won, its opponents were forced to flee, fleeing the revenge of the victors. Demos, having achieved power, expelled the aristocrats hostile to him. “I traded my magnificent house for a fugitive ship,” wrote the exiled aristocrat.
A city founding a new colony sent there a whole flotilla of military and merchant ships (Fig. 2).
Rice. 2. Greek merchant ship ()
In a foreign country, the Greeks captured lands near a convenient bay or at the mouth of a river. Here they built a city and surrounded it with a fortress wall. The settlers set up craft workshops, cultivated the land near the city, raised livestock, and traded with tribes living in the interior of the country. The Greeks acquired slaves from local tribes. Some slaves were left to work in the colonies, and some were sent for sale to Greece.
Many colonies were not inferior in size to the large cities of Greece. The Greeks did not move far from the sea. One ancient writer said that they sat on the seashore as frogs sit around a pond.
In Greece, thanks to trade with the colonies, the demand for handicrafts increased, and this contributed to further development it contains crafts and trade. Greek cities located near convenient harbors began to grow rapidly. The importation of slaves from the colonies led to the development of slavery in Greece.
Although the Greeks settled over a vast territory, they continued to speak their native language. They called themselves Hellenes, and their homeland Hellas. In the countries where colonies arose, Greek culture - Hellenism - spread.
On the shores of the Black and Azov Seas, the ruins of ancient Greek cities have been preserved - the remains of fortress walls, houses, and temples. Archaeologists find coins, handicrafts, and inscriptions among the ruins and in tombs. Greek. Some of the products are made here, and some are brought from Greece. On the shore of the Kerch Strait stood one of the most ancient and largest Greek cities in the south of our country - Panticapaeum (Fig. 3).
Rice. 3. Panticapaeum (Reconstruction) ()
Bibliography
- A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya. Ancient world history. 5th grade - M.: Education, 2006.
- Nemirovsky A.I. A book to read on the history of the ancient world. - M.: Education, 1991.
- W-st.ru ()
- Xtour.org()
- Historic.ru ()
Homework
- Find on the map and describe the location of the largest Greek colonies: Massilia, Tarentum, Syracuse, Cyrene, Miletus.
- Name the main reasons for the founding of the Greek colonies.
- What kind of life did the Greeks lead abroad?
- How did the spread of Greek culture affect the local population?
And the Carians from the places of their trade. Undoubtedly, even in ancient times Sidonian ships with sailors gathered from different parts Asia Minor coastal area and neighboring islands, already sailed through the Hellespont (Dardanelles), founded settlements on that small sea, which is now called the Sea of Marmara, and conducted profitable trade with 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 geographical conditions were profitable. 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 then attacked 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 east coast Black Sea, in the country of 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. Trading on it received very great development. The colonies actively exchanged goods among themselves and with Miletus. Large caravans from distant countries: they brought products from the Urals and Siberia to Olbia and Tanais, metals from Armenia to Dioscuria, gems, pearls, silk, ivory of India. 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.
Goals:
- Identify the causes of the “Great Greek Colonization.”
- Show where the Greek colonies were founded and what the settlers did.
- Continue to develop the skills to correctly show historical objects on a map, work with texts, illustrations, and compare natural conditions Ancient Greece and colonies.
- To foster a culture of communication, to help increase students’ interest, love and respect for history.
Equipment: Vagasin A.A., Goder G.I., History of the Ancient World; Textbook for 5th grade. M.: Education 2004; map "Ancient Greece"; Krushkol Yu.S. Reader on the history of the Ancient World. M.: Education, 1975; Kolobova K.M. Essays on the history of Ancient Greece. L.: Uchpedgiz, 1958; Goder G.I. Methodological manual on the history of the Ancient World. M.: Enlightenment 1988. Specially selected slides and individual task cards are also used.
DURING THE CLASSES
I. Organizational moment
Emotional mood of children.
II. Repetition of previous material- 10 min.
6students work using cards.
Find errors in the texts.
1. Thanks to good soils, the inhabitants of Attica grew a lot of grain. On the contrary, there was a shortage of olive oil and wine in Attica: wine and oil were brought from other countries.
2. Sparta was very beautiful city. Foreigners usually admired its fortress walls, large theater and beautiful statues.
3. Spartan youths were famous for the fact that they wrote correctly, without a single mistake, and read a lot. In terms of education, the Spartans were superior to all other Greeks.
1 student on the board works with the concepts: democracy, helot, polis, demos, laconic speech.
Whole class assignment:
1. Show on the map the territory that the Spartans conquered (Laconia and Messenia)
2. Tell us about the government structure of Sparta
3. How were Spartan youths raised? What was the purpose of such education?
4. Here is an example of laconic speech: one Spartan woman, seeing off her son to war, handed him a shield and said: “With it or on it.” What did the Spartan woman want to say with these words?
Together with the whole class, we check the vocabulary work that the student completed on the board (3 minutes)
Before explanation new topic collect cards that 6 students worked on. Results of working on cards - in the next lesson
III. Learning new material
– The topic of our lesson today: “Greek colonies on the shores of the Mediterranean and Black Seas.”
1. Plan
1. Great Greek Colonization:
a) why did the Greeks leave their homeland,
b) trade and warships of the ancient Greeks,
c) difficulties of navigation.
2. Life in overseas colonies.
3. Greeks in the northern Black Sea region.
- Set the goal of the lesson. The ancient Greeks were skilled sailors. Enterprising merchants sailed into the Black and Azov Seas. Greek colonies arose on the shores of Italy, Sicily, Crimea, and the Caucasus. Today we will learn about the reasons that caused colonization and the process of settlers exploring new places in our lesson, and a resident of Hellas will help us.
– I invite the children to imagine that in front of them is not a teacher, but a resident ancient Greece and ask him about the upcoming trip. First, listen to his story about why the Greeks left their homeland.
“While there were few people in the communities, they could still get food and somehow get along with each other.
But then, when the people multiplied and, in a difficult struggle for a place in the sun, were divided into rich and poor, the Greeks became cramped on their hot peninsula and did not have enough bread.
Hatred among the poor grew. The anger of the rich accumulated. Controversy. Discord. Strife. Crowds of armed men were running through the streets and squares, kicking up dust. The rich persecuted the poor. The poor beat the rich. The vanquished sought salvation in other lands. Thousands of families left their homes and rushed to the sea. Accompanied by the mournful cries of children and the sad play of flutes, the exiles loaded their belongings into the holds of light ships and sailed away from their native shores, never to return to them again. .
I also decided to try my luck overseas. Setting out on the journey, I filled the holds of the ship with Athenian goods. One successful trip could bring more profit than a year of trading in Greece.
The ship set off, the sails flapping. Bearded, black-tanned helmsmen leaned on the steering oars. A song of hope echoed far across the water.
Good luck!"
- Guys! Now you know who left and for what reasons in the 8th–6th centuries BC. Greece? (Poor people who lost their plots; defeated: demos or nobility; those who wanted to get rich from overseas trade: merchants)
The answers are recorded in the notebook.
Schoolchildren rush to ask questions: what did the Greeks travel on, what were they afraid of, what did they take with them, etc.
The story of a resident of Hellas is accompanied by a demonstration of illustrations.
“Preparations for the departure lasted a whole month. Everything necessary for the long voyage was taken onto the ships - provisions, goods. The city from where we were sailing provided us with security in case of a pirate attack.
The sea with us was sometimes friendly and gentle, sometimes menacing.
Particularly difficult was navigation in the Black Sea, which for a long time we called “inhospitable.” In fact, due to the great depths, our sailors could not, in the event of a sudden storm, anchor at a safe distance from the shore. Also, they could not quickly take refuge in the harbor or hide from the wind and waves behind the island as in Greece. (On the Black Sea there are few deep waters land bays and only a few islands).
We had to sail for many days to reach the desired shore, since the average speed of a merchant ship was low and equal to 9 - 10 km per hour. But meeting pirates is even scarier."
- Guys! Before you is a military and merchant ship of the Greeks, on which I will sail. Compare. Look for differences in their sizes and shapes. Why was the speed of a warship faster than a merchant ship?
– Why was meeting with pirates so scary for the Greeks?
When summarizing the answers, the teacher notes t that the warship was armed with a ram made of a piece of wood covered with copper sheathing on top, or had a cast metal tip. Compared to a merchant ship, a warship was more streamlined in shape and moved under oars and sail; in a combat situation, the sail interfered with maneuvering and was removed. A merchant ship was intended to transport goods and therefore was more spacious than a military ship .
But he only had a sail propulsion: there was no room on the ship for rowers...
In Greece, piracy has long been considered one of the legitimate ways to get rich, along with maritime trade.
A resident of Hellas says goodbye to the guys.
-See you soon!
Work on the map: open page 146 in front of us is the map: “The formation of Greek colonies in the 8th–6th centuries BC.”
- Guys! What territory did the Greeks inhabit at the beginning of colonization?
The student shows and names the south of the Balkan Peninsula, the islands of the Aegean Sea, the western coast of Asia Minor.
– What conventional sign Are the Greek colonies marked on the map?
– What is a colony? (Settlement of people in a foreign country)
– What is colonization? (Formation of colonies)
Having received the answers, the teacher continues:“Greek colonization was carried out in three main directions: to the west, to the northeast, to the southeast. (On the map, using a bright red thread, which is secured with small pins, show the path of the settlers)
On west direction Greek ships reached the shores of the Apennine and Pyrenean peninsulas; in the northeast - the Black Sea region, and in the southeast - Asia Minor and North Africa.
The guys name the colonies located in these territories.
– Cruise It's over, the shore is ahead. It's time for us to rest.
3. Physical education moment
- Let's continue the journey. Here is the long-awaited land. What lies ahead?
Guys! Let's take a close look at illustration p. 145 “Greek colony on the northern shores of the Black Sea” and describe it.
– In what places did the Greeks establish colonies? To answer the question, read paragraph 32, paragraph 2. (Near the sea, sources of fresh water, on fertile land.)
– Listen to the message about how relations with local residents developed:
“In bays convenient for anchoring galleys, the settlers landed, broke limestone, surrounded the camp set up on the nearest hill with a strong wall, then, having fervently prayed to Zeus, they began to plow the unusually colored, surprisingly rich soil with a wooden plow.
From the rocky peaks, silent natives dressed in animal skins warily watched the strangers. The Hellenes approached them, raising an olive branch over their heads, a sign of peace, and exchanged their goods for grain, livestock, leather and wool. When they succeeded, they seized by force not only the goods, but also the owners of the goods themselves.
This is how Greek cities appeared near the Black Sea.”
- Guys! What was the relationship between the Greek colonists and the local population?
What did Greek merchants bring from the colony?
What did Greek merchants exchange their goods for?
4. Greeks in the northern Black Sea region
The material is studied independently. The guys are reading the legend about Scythian king Skila and answer questions:
– What attracted the Scythian king Skilos to the way of life of the Greeks?
– What did the local population do? (pp. 146–149)
5. Teacher's word: The legend of Skila shows that in the 8th–6th centuries BC. we see the beginning of the penetration of Greek culture into other cultures. Greek culture was more modern. Architecture, theater, literature, sports, and art were well developed here. 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.
IV. Consolidation
Choose the correct answer.
1. The Greeks founded colonies:
a) on the Mediterranean coast;
b) on the Black Sea coast;
c) in the interior regions of the Balkan Peninsula.
2. Continue the list. The main reasons for the mass exodus to the colonies:
a) threat of famine, lack of land;
b) the threat of debt slavery;
V)
3. Align:
a) goods that the Greeks brought to the colonies;
b) goods that the Greeks exported from the colonies;
1) olive oil
2) slaves
3) animal skins
4) vases
4. Find the odd one out. Scythian clothing included:
a) long pants;
b) boots;
c) chiton;
d) caftan.
V. Lesson summary
– Today in class we learned that in the 8th–6th centuries the Greeks BC. founded many colonies. Wherever the Greeks lived, they considered themselves a single people - Hellenes. They were united by a common culture, language, traditions and customs and religion.
VI. Homework: Paragraph 32. Write a story on behalf of a settler colonist.