The birth of democracy in Athens. Lesson "The birth of democracy in Athens" (Grade 5) Message on the topic of the birth of democracy in Athens
The Draconian Court Draconian Measures and the Draconian A man named Draconian lived in Athens in the 7th century BC. e., belonged to the noble class and worked as a lawyer. At that time, all legal disputes in Greece were resolved according to oral tradition, blood feud was habitually practiced, that is, any murder dragged a long bloody tail. Draco gave the Athenian Republic the first constitution in the history of antiquity - written laws, united in an ordered code. The official city court received the exclusive right to execute and pardon. The texts of the laws, in order to avoid free interpretation, so that everyone could read, and then they would not say nonsense, were carved on wooden tablets axons.
SOLO was elected archon in 594 BC. I also strive to have wealth, but it is dishonest to own it. I do not want: finally, the Truth will come after all! Reform "shaking off the burden" Exemption from debt obligations Prohibition of enslaving the Athenians Dividing the population into 4 categories (the criterion is the amount of products received from the site)
REFORMS OF SOLON The Essence of the Law Main content Forgiveness of debts People who had a debt were released from its payments; the plots laid down by the farmers again became their property. Prohibit enslaving for debts All debtor slaves were freed, and those sold overseas had to be found and returned at the expense of the state treasury. Election of judges Of all the Athenians, regardless of their nobility and wealth. Regular convocation of the People's Assembly All Athenian citizens took part in the work of the people's assembly. Significance of laws The foundations of democracy have been laid.
Disadvantages of the reform Know: could not enslave demos and increase land holdings Demos: could not hold any positions in the state to increase land plots Solon Croesus - King of Lydia
The tyranny of Peisistratus and the reforms of Cleisthenes, 6th c. BC. Peisistratus, a relative of Solon, seized power. He took care of the economy of Athens - olive cultivation, viticulture, construction of a water supply system from 509 to 500, the legislator Cleisthenes proposed a law on ostracism (court of potsherds. Expulsion from the policy by decision of the assembly for 10 years for a threat to democracy)
The city of Athens was one of the largest and most highly developed settlements in Ancient Greece. And before the famous reforms of Solon, in this policy, as in many others, the dominant place was occupied by the nobility, which seized fertile lands, while the peasants had to put up with small plots of land in the mountains that could not produce enough crops.
The peasants depended on the nobility, they had to give away part of the crop they harvested. This caused conflicts between these estates, such a situation could end in an armed struggle. Then in 594 BC. it was decided to turn to a respected and educated representative of the nobility - Solon. He adopted a number of cardinal reforms, which contributed to the emergence and development of democracy in Athens.
Solon's reforms
First of all, he destroyed all the debt obligations of the peasants to the nobility and ordered the removal of debt stones from their plots. Thus, the peasants ceased to depend on the upper class. Solon freed all who were in long-term slavery, and even tried to free those Athenians who were redirected to other territories.
From then on, it was forbidden to take someone as a slave for debt.
Solon also carried out a number of reforms regarding the appointment of posts among the Athenians. The highest positions, as before, remained richer and more noble people, but from now on everyone else also had the opportunity to occupy some position - according to the amount of products that a citizen received from his land, the Athenians were divided into four ranks. A representative of each category could serve for the state, and hold a position determined for his category.
An important change was the newly introduced system of the people's assembly, at whose meetings laws began to be adopted and state affairs decided. Every Athenian could take part in the meeting. It is also impossible not to note the importance of the emergence of a people's court, the defining condition of which was that the Athenians of all categories were equal before the law.
It was Solon's reforms that laid the foundations of a democratic system in Athens, because the basis of democracy, first of all, is the power of the people.
But the peasants were also dissatisfied with the reforms, and to know, the conflicts between them continued to intensify. After the departure of Solon, the struggle between them resumed, and subsequently Athens had to endure the tightened tyranny of Peisistratus. However, he did not cancel Solon's reforms, but during his reign only his supporters were elected to public office. After him, power over Athens was in the hands of his sons, who turned out to be cruel and unjust rulers.
Reforms of Cleisthenes
The head of the supporters of democracy, Cleisthenes, came to power, and from 509 - 500 BC. carried out a number of democratic reforms. Significant changes were brought by the "judgment of skulls", in which the Athenians discussed those who threatened democracy in the polis. A fair vote was held, and each citizen wrote on the shard given to him the name of the one whom he considered a threat to the democratic order. The person who received the most votes was expelled from the policy of Athens for 10 years.
Athens in ancient Greece was a city-state. It was here that such concepts as “democracy” and “elected court” were born. This happened after the Athenians in 594 BC by direct vote Archon was elected at the People's Assembly. Or in other words, a person to whom both noble citizens and demos (common people) entrusted the management of the city - power. This man was the Athenian poet and politician Solon, an impoverished but wise descendant of a noble family.
Progenitor of judicial legislation
Solon was indeed wise. In a short time, he carried out a number of reforms (transformations in management) unprecedented in Ancient Greece, established new laws. All of them were carved on human-sized wooden tablets and displayed in the city square (this was the norm of ancient Greek official communication about major changes - like the Internet or the media today).
So, what did the archon appointed by the elective court do?
- He abolished debt slavery (before the nobility could sell into slavery the poor who could not pay off their debts).
- He returned the property of farmers, which was taken away for debts.
- Slaves-debtors were given back their freedom.
- Those slaves that were sold outside the city were redeemed at the expense of the state treasury and returned to their homeland.
- All the scales in the city have been brought to the same standard.
And Solon, chosen by the people, gave full power to the People's Assembly, in which all the inhabitants of Athens participated. Now, like he himself in his time, any financially secure resident of the policy could become an archon: both an aristocrat and a native of the people (demos). And in order not to show the difference between rich and poor, all the inhabitants of Athens began to be called citizens. This is how democracy was born - free citizens began to freely choose the government for a certain period of time (before Solon, power was inherited).
And not only archons. Almost all city officials were elected by popular vote. Was elected, i.e. was elected in Athens and the jury - helium.
The power of the people - unlimited possibilities
Heliea (electoral court) had almost unlimited influence on the public life of Athens. He guarded the very system of Athenian democracy and guarded the laws, prescribed in the constitution.
into it six thousand Athenians from any class were elected by annual lot: over 30 years of age and who have not had any misconduct in their life. Basically, these were already established fathers of families.
Why so many? First, to make judges difficult to bribe. Secondly, so that they can make the right decision by investigating. The elective court in Athens can be compared to today's police, court and prosecutor's office all rolled into one.
Before holding the first court session, all the elected judges took an oath to the people, pledging to make a decision according to conscience and law - without prejudice (despite personal sympathy and antipathy) and hatred. It is equally important to listen attentively to the accused himself and to the person who accused him. Never accept gifts - both personally and through their representatives.
The hearings were open to the people: everyone could influence the verdict by voting for this or that decision of the judges with black and white pebbles.
The elective court ruled not only on criminal or civil offences. Every Athenian could appeal to an elected court on the "wrong" laws adopted by the People's Assembly. As soon as this happened, the questionable law was suspended, the judges conducted an investigation. And if the law really contradicted democracy, its effect was terminated. The author who promoted it at the People's Assembly was severely punished. If it turned out that the complaint was unlawful, the complainant was punished. So the Athenians through an elected court could defend their rights. This was the highest mission of the elective court in Athens - the defender of democracy.
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Lesson topic: The birth of democracy in Athens.
Textbook: Vigasin A.A., Goder G.I., Sventsitskaya I.S. "History of the Ancient World", Grade 5. M: Enlightenment, 2012
Lesson type: lesson-research
The purpose of the lesson: the formation of students' ideas about the prerequisites for the emergence of democracy in Athens; using the examples of Solon's reforms, to form students' understanding of the forms of manifestation of democracy.
Lesson objectives:
Tutorials:
- o introduce students to the concept of "Democracy" and its first signs;
Repeat and summarize knowledge about the state structure of Athens and the position of the demos;
Formir o to develop the ability to determine the purpose of reading, to search for and highlight the necessary information (cognitive UUD);
To form the ability to plan educational cooperation, to master the monologue and dialogic form of speech (communicative UUD);
Know historical figures and their contribution to the development of the state;
Developing:
– develop group and independent work skills;
To be able to analyze, generalize, compare, highlight the main thing.
Educational:
Raise cognitive interest in the subject;
To educate a creative person who strives for self-realization
Organizing time
Teacher: Hello guys! Look at the screen, what do you see?
Children's answers: blank book.
Imagine that this book is your knowledge, and it is empty, because you do not know what we are going to talk about today. Our task is to fill it with the knowledge gained in the lesson, the theme of which is “The Birth of Democracy in Athens”.
Teacher: open notebooks. Write down the date and topic of the lesson.
How do you understand what "democracy" is?
Children's answers.
Teacher:in translation, "demos" is a simple people, and "kratos" is power. If we add these two concepts, then we get the "power of the people."Write down in a notebook.
Teacher:what is democracy? (Choice, power, freedom)
How did you choose the head girl in your class?
Teacher:How is the president elected in our country?
Children's answers: the people choose it.
Teacher:You see, children, democracy is closely connected with our society, with our country. We live in a democratic state. And it originated a very long time ago, inVIIin. BC e. in Ancient Greece. Are you curious to know how it was?
Teacher:so let's find out soon. Let's try to find out together what we need to do for this.
Three students are called to the board, who must choose the objectives of the lesson from the 6 proposed options. Goal options are provided to children in cut form.
How and under what conditions did democracy originate?
Who is the founder of democracy in Ancient Greece,
What was democracy.
Discuss with each other the topic of the lesson.
Wait for a call.
2.Updating knowledge.
Teacher:To begin with, let's remember the basic concepts that we will need in today's lesson. You have answer cards on your desks. I will ask you a question, and your task is to hold up the card with the correct answer.
What was the name of the council of the nobility in Athens? - Areopagus
What were the names of the 9 rulers who were part of the Areopagus? - archons
What were the rich and noble people in Athens called? - aristocrats
Teacher: great, you guys did a great job. Work with the diagram on the board. The entire population of Attica in the 7th century. BC. divided into free and slaves.
How did the inhabitants of Attica become slaves? ( Due to debt.)
To whom in Attica belonged the lands and the power and the court? (Z naty.)
Most of the demos were the poor. Some of them could get rich. For example, the son of a poor man loved to draw from childhood. His father gave it to the owner of a pottery workshop. The boy learned to paint clay vases, became an experienced draftsman, saved up money, opened his workshop, bought two slaves for menial work, became a famous artist. But as before, he belonged to the demos, and not to the nobility, and therefore could not become an archon. Why?
Children answer:h eminent families (aristocrats) were descended from gods, heroes and ancient kings. Noble families believed that from birth - by blood, by breed - they were given a special nobility of body and soul.
This arrangement created a number of problems in society:
1) lack of land;
2) debt slavery;
3) outrageousness of the nobility in administration and court.
What do you think, such a situation could suit the demos - the common people.
Children's answers A: No, it couldn't.
3. Learning new material .
Teacher: We remembered what problems the Athenian demos had. What do you think the unresolved issues could lead to?
Children's answers : The performance of the demos against the nobility.
Teacher: But how to solve these problems? Probably, it is necessary to find such a person who could solve all these problems, and such a person was in Attica, his name was Solon. Let's find out about this person by referring to the text of the textbook.
Questions to ask before reading the text:
1. Try to determine what qualities of Solon attracted people to him?
2. Why was he elected archon?
Reading the text - p. 137, 2nd paragraph.
Children indicate honesty, versatile knowledge, giftedness and talent of Solon.
In 594 BC. e. nobility and demos jointly elected archon Solon- Becoming archon, Solon began to develop and implement laws. In order to reconcile the nobility and the demos, he acted in such a way that both of them were satisfied. So, what changes (reforms) did Solon carry out.
Filling in the table.
Teacher: You have parts of one table on your tables, which you and I must assemble together. You have the name of the reform, and your task is to pick up the second part from the proposed pieces. To do this correctly, you will need to use the tutorial. We will work in groups, let's remember the rules of working in a group. 4-5 min. As you fill out the table, write down the laws in your notebook. Work with the textbook from 144p. 2 and s145p.3
Table "Laws of Solon 594 BC"
The essence of the law
Main content
Debt Forgiveness
Canceled debt stones. People who had a debt were forbidden to be made slaves, from now on they were responsible for their debt only with their property.
All debtor slaves were freed, and those sold overseas had to be found and returned home at the expense of the state treasury.
Elective Court Established
Judges were chosen from all the Athenians, regardless of their origin and property status, by lot.
The People's Assembly appeared
Anyone could become an archon rich demos. All Athenian citizens took part in the work of the people's assembly.
Discussion of the results of the work of each group.
When discussing group 1, ask the children
Now it was impossible to make slaves out of debtors, can this be called democracy?
Children's answers: Yes.
When discussing the work of group 2, ask the children using the “Inhabitants of Attica” scheme.
Can we say that Solon abolished slavery in Athens?
Children's answers: No, only the debtor slaves were gone, the foreign slaves remained.
Teacher: The fact that the inhabitants of Athens received freedom, can be considered a manifestation of democracy?
Children's answers: Yes.
When discussing the work of group No. 3, tell the children about the Athenian court and ask the children.
- Can the election of judges be a manifestation of democracy?
Children's answers: Yes.
Teacher: To what extent is it fairer than the previous court?
Draw the attention of the children to the extraction from the oath.
The oath given by the Athenians, elected judges, lies on the tables
(Extracts)
I will listen equally favorably to the accuser and the accused.
As a judge, I will not accept gifts, and no one will accept them on my behalf.”
Why is it so important for a judge to listen equally to both the accuser and the accused?
Everyone loves to receive gifts. Why were judges strictly forbidden to do this?
How do you think these rules apply today?
Children's answers: Yes.
Teacher: Yes, indeed, and today, guys, these rules are relevant. The judge must be fair, before passing his verdict, he must hear both sides. In our society, unfortunately, there is such a phenomenon as corruption, so the judge must be incorruptible.
When discussing the results of group 4, ask the children:
What is the "People's Assembly"
Children's answers: This is the body for solving all state issues.
Teacher: Now ordinary people from the people could take part in the "People's Assembly", can this be considered democracy?
Children's answers: Yes.
Teacher: Who took part in the "People's Assembly"?
Children's answers: Citizens.
Teacher: Who are citizens?
Children's answers: Free Athenians.
Teacher: Tell me, please, is the word citizen used in our lives today, and what does it mean?
Children's answers: A citizen is a person with rights and duties.
Teacher: Let's now name the manifestations of democracy in Athens.
The prohibition to take people into slavery,
Slaves-debtors became free,
The judges were chosen from all citizens Athens,
Wealthy demos could take part in government.
Again we return to the scheme of choice, power, freedom.
Teacher: Tell me, please, now the Athenian citizens have a choice, power, freedom?
Children's answers: Yes, now there is.
Teacher: In order for you to better remember the laws that Solon passed, I will distribute memos that you will paste into your notebooks and they will help you in preparing for your homework or test.
Memo "The Birth of Democracy in Athens"
Laws of Solon
Signs of the birth of democracy
Debt Forgiveness
prohibition to take people into slavery
Let go of all debtor slaves
debtor slaves became free
An elective court has been established.
judges were chosen from all citizens Athens
The People's Assembly appeared
Wealthy demos could take part in government
Here, guys, we got acquainted with the laws that Solon issued in Athens, and now I want to draw your attention to the drawing in the textbook on p. 144.
Work with a drawing dedicated to the cancellation of debts by Solon (p. 138).
Describe the drawing. Why do some Athenians rejoice and others resent? Who are these people?
Children's answers: These are slaves, they are glad that they got freedom. And the nobility is not happy with the fact that she lost her slaves.
Teacher: Did Solon satisfy all the inhabitants of Athens with his laws?
Children's answers: No.
Teacher: It turned out that Solon could not please either the demos or the nobility with his laws. Let's compare the changes that have taken place as a result of Solon's laws with the tasks facing the demos.
1. redistribution of land
2.debt slavery
3. excesses of the nobility in administration and court.
What problem remains unresolved?
Children's answers: Redistribution of the land.
Teacher: Why didn't Solon give the land to the people?
Children's answers: Because he was afraid of inner turmoil.
Teacher: Not pleasing anyone, Solon was forced to leave Athens, as if on commercial business and returned to his homeland only a few years later.
Anchoring
Teacher: So, it's time to fill the pages of our book with knowledge.
What is democracy - Democracy in Greek - People power . This form of government exists to this day in many countries of the world, including Russia.
Who is the founder of democracy in Ancient Greece
Children's answers: Solon.
What was democracy like?
2) debtor slaves became free,
3) judges were chosen from all citizens of Athens,
4) a new governing body appeared - the People's Assembly.
Why is the theme of the lesson “The Birth of Democracy”?
Children's answers: Because democracy has not yet been fully established, but has only just begun to manifest itself in the lives of citizens. The laws of Solon were laid down in Athens basics democracy .
Teacher: The main change after the adoption of the laws of Solon was that noble birth did not give an advantage in government. Rulers began to be elected from rich people, and all free Athenians, regardless of their property status, became judges by lot.
Homework:
Questions No. 1, 2 in writing
In the notebook, mark on the timeline the date of Solon's election to the archons.
Lesson 41
Lesson Objectives:
Tutorials:
consider the causes and course of the struggle of the demos with the aristocracy; based on sources to study the reforms of Solon and their significance for the further development of the state in Athens.
ensure the assimilation of the concepts of "democracy", "reforms";
Developing:
to bring students to an understanding of the causes and significance of the reforms of Solon;
continue the formation of skills on the basis of documentary sources and the text of the document to characterize events and their participants;
Educational:
stimulate the formation of a value attitude towards a democratic system of government;
to cultivate interest in history as a science; to understanding the connection of today's political processes with the distant past of mankind.
Lesson form: combined with elements of laboratory work.
Construction of the concept of democracy through a role-playing game (subjectivation procedure).
The work includes not just formal assimilation through reproductive perception, but also specially organized procedures for comprehension and reflection.
Educational activity only makes sense when there is a connection between individual norms (ideas about something, personal experience) of the participants in the activity that have arisen in a problem situation, into a single whole, into a system. This is possible only in the process of discussion and joint activities. This work is reflective.
Basic concepts and terms: demos, conflict, democracy, popular assembly, archon, areopagus, reform, citizens.
Equipment: scheme of the state structure of the Athenian society, workbook on a printed basis, handout "Solon's Reforms" - for three groups, traces (many)
During the classes.
1. Organizational moment children's emotional state
One unknown Greek named Herostratus wanted to become famous by any means and remain in the memory of people. For this, he committed a crime in 356 BC. Herostrat set fire to the beautiful temple of Artemis in Ephesus. This man left such a mark in history, thus becoming famous. Each person, whether he wants it or not, leaves traces in the history of the country. Someone leaves less noticeable traces, and someone can remain in people's memory for a long time.
Question:
1. What is the meaning of the word "trace"?
2. How else can you become famous? (doing good deeds ).
I hope that each of you today will try to become famous in the lesson with your good answers, knowledge of history, thereby leaving as many traces as possible in the history of the lesson, my teacher's history.
To see who left the biggest footprint, for each answer you will get your footprints, and at the end of the lesson we will see whose footprint was the most significant.
( For the correct answers, I give the guys tokens - “footprints”)
2. Survey:
1. Draw a diagram of the state structure of the Athenian state ( draws up a diagram without comment)
2. "My computer" - define the concept of demos, archon, areopagus. With the correct answer, a definition will appear on our cool “monitor”. If not, the bell will ring. (3 tracks)
3. Using the words: Middle Greece, demos, Attica, Areopagus, Athens, archons, polis, write a short story about the political development of Attica. ( 4 tracks)
4. Arrange in the correct sequence: Debt slavery, debt stone, bad plot, crop failure, primitive tools. What was the reason for such a situation? ( 3 tracks)
5. Who owned the power in the Athenian state? ( 1 track)
6. Where did the expression "draconian laws" come from? ( 5 tracks)
7. What does the catchphrase "draconian laws" mean?
During the classes:
1. Learning new material.
I want to start today's lesson with the words of the great historian Plutarch:
“All the common people were indebted to the rich: some cultivated the land, receiving 1/6 of the crop, others borrowed money from the rich on bail; their creditors had the right to enslave; while some remained slaves in their homeland, others were sold to a foreign land. Many were forced to sell even their own children, no law forbade this ... "
“The vast majority and, moreover, people of great physical strength gathered and persuaded each other not to remain indifferent spectators, but to choose one leader for themselves, a reliable person and release debtors who missed the deadline for payment, and redistribute the land and completely change the political system.”
There is a conflict.
Question:
1. What do you think conflict is?
A conflict is a clash, a serious disagreement, a dispute.
In confirmation of our words, let's look into Athens and listen to the conversation of two Greeks who came to the central square.
Dealer.
Aristocrat.
But in the shade of the gazebo, which in Greece is called a portico, a man is sitting. From his clothes we can see that this man is not rich and looks sad. Let's go and ask, what happened? Why are you so sad?
Free farmer.
Question:
1. Between what groups of the population could conflict arise? (demos and know)
2. Who did the demos consist of? (free farmers, townspeople)
3. What other large population group have we not named? (slaves)
To understand the causes of the conflict and ways out of it, I suggest that all students divide into 4 groups: slaves, free farmers, wealthy citizens, nobility.
(students work in groups and try to answer the questions posed)
What do you want?
Slaves: want to get a small plot of land to grow crops on it, sell it and ransom their children. And even a modicum of freedom.
Free farmers: they want no one to take away the land and take them into slavery. And more land.
Townspeople: we have money, we strive for power. We want to get into the Areopagus in order to rule and legislate.
Know: We want to crush the uprising. We want more power, more wealth and do not want to share with anyone.
So, you are ready to defend your interests.
Questions:
1. What are the two ways to resolve the conflict? ( peaceful and military)
What will you lose if you lose?
Slaves: we have nothing to lose.
Free farmers: we are losing crops on our lands, starvation awaits us. As a result of defeat, we lose land and freedom.
Townspeople: we fear that disturbances will interfere with our trade. We have already lost a lot of customers.
Know: we are few in the city and we can be killed.
The struggle was led by the small peasantry, who faced the threat of losing their land and becoming tenants on their own lands, or even falling into slavery. The nobility also has another enemy - a rather large layer of ignoble citizens who have become rich through trade and crafts and who want to receive the privileges of the nobility. As a result, an uprising breaks out in the country.
What did the rebels demand?
All other groups of the population rallied against the nobility. What did each population group require?
Assignment: c / t No. 18 p. 14
The military solution to the conflict did not lead to anything. The situation was heating up. Then they tried to resolve the conflict peacefully.
In 594 BC Solon, a wealthy citizen, was elected archon; it is to him that the main merit belongs in organizing negotiations between the warring parties and introducing into the life of the Athenians reforms (changes). Solon stated that the purpose of his reforms was to reconcile the warring parties. He became famous both as a statesman and as a poet. They say that when Solon became the elected head of the city, not having the strength to convince the townspeople that he was right in simple words, he began to read poetry to them, calling for unity. Captivated by the beauty and power of poetry, the Athenians agreed with him. Socrates understood that Athens was most harmed by internal strife between the rich and the poor. He issued laws that were written on wooden tablets and installed in the main square of Athens. Thanks to these laws, peace and order were established. For this, Solon was numbered among the 7 Greek sages. His name has become a household name. So they began to call statesmen who introduced wise laws in their country or simply ruled reasonably.
(distribution of the second group)
Guys, all of you will work with one training text p137 read paragraphs 2 and 3 , but get different tasks. Each group works on their part of the lesson. Everyone has their own task. The work is carried out within 5 minutes, after which we will jointly restore the laws of Solon.
1 group
They removed from the fields of Attica ... ______________________________________________
If the debtor failed to repay the debt, then it was forbidden ... ________________________________________
Slaves-debtors who found themselves in a foreign land ...
2 group
Archon could become ... ______________________________________________
To resolve important state affairs, they began to convene ... _______________________
It was attended by … ____________________
3 group
Judges were selected from ... _________________
regardless of … _________ and _____________
on … ___________________________________
Solon wrote about his laws as follows:
“I gave power to the people to the extent that they needed
He did not deprive him of honor, but he did not give him extra rights either.
I also took care of those who, with wealth and power,
He surpassed everyone - so that no one would disgrace them.
I stood between those and others, stretching my powerful shield over them.
And he forbade to defeat others unjustly.
Having stopped internecine wars, Solon demanded that his fellow citizens swear an oath for 10 years that his laws would not change, and he left his homeland. There are two versions why Solon left Athens. According to the first, he left on trading business, according to the second, Solon was forced to flee, because. dissatisfied with his laws.
Question:
Who and why were dissatisfied with the laws of Solon?
What was the significance of Solon's laws for Greece?
Only the townspeople were satisfied with the changes that had taken place, because they got the opportunity to participate in the government of the state, i.e. the people got power.
In Greek, demos means people and kratos means power. Add these two words, and you will get the basic concept on which we have been working throughout the lesson, and together with the Greeks, through struggle, through clashes and coordination of various interests, we came to the form of government that still exists. ( Democracy)
2.5 thousand years ago, the Greeks, headed by Solon, came up with a management system, the foundations of which have survived to this day. Solon paid especially much attention to ensuring that no one group of the population did not receive a decisive predominance, so that a balance was maintained between all.
Here is what Plutarch wrote about this: “Solon made up the council of the Areopagus from the annually replaced archons; he himself was a member of it, as a former archon. But seeing in the people daring plans and arrogance generated by the destruction of debts, he established a second council, choosing 100 people from each of the 4 districts. He instructed them beforehand to discuss matters before the people, and not to allow any case to be submitted to the people's assembly without a preliminary discussion. And he gave the Areopagus supervision over everything and the protection of laws: he hoped that the state, standing on two councils, as on anchors, was less prone to pitching and would bring more peace to the people. As we can see, many of the principles of democracy developed 25 centuries ago continue to operate in our time.
3. Consolidation of the material covered.
True False gamehand up)
Is it true that the order of government established by Solon was called democracy?
Is it true that democracy originated in Athens in the 6th century BC?
Is it true that Solon is considered the "father" of democracy?
Is it true that Solon lived in 776 BC?
Is it true that Solon abolished slavery altogether?
Summary of the lesson. So, guys, our lesson is nearing the end. Each of you today tried to become famous in the lesson with your good answers, knowledge of history, thereby leaving as many traces in history as possible.
Abramov Egor
Vasiliev Boris
Gorbov Alexander
Bayborodin Fedor
Boldareva Daria
Ivanenko Sergey
Molchanov Andrey
Novikov Dmitry
Petrova Polina
Pletneva Daria
Korolev Vasily
Korolev Daniel
Rybin Ivan
Shestirikova Anna
Dealer. I am a rich merchant. Look, my ships are loading. Porters fill them with amphoras with oil and wine, painted vessels. Look, right in front of us is a warehouse with goods. He's mine. I have a beautiful house in Athens, slaves. I want to rule Athens too! Why only you, aristocrats, judge. Do you elect nine rulers from your midst, sit on the council of elders? I also want to be a ruler and I can cope with these duties as well as you.
Aristocrat. You're richer, that's true, but so what! You can become rich, but you need to be born noble! Have you forgotten who your grandfather was? Let me remind you: he was a simple man. A day laborer and bent his back on my grandfather. And who your great-grandfather was, you probably don’t know it yourself. My ancestors are known throughout Attica. My grandfathers, and great-grandfathers, and great-great-grandfathers - all sat in the council of elders. And we are descended from the gods themselves. Don't you dare compare us! You are a simple person, and your ancestors were simple people. And all my ancestors were famous people. This is where I differ from you.
Free farmer. How can I not be sad. I own a small piece of land on a mountain slope. After all, the good lands in the valleys belong to the nobility. Every piece of bread is given to me by hard work. This year turned out to be especially lean, there was a strong heat, and in order to feed my family, I had to borrow grain from a noble and wealthy neighbor. So a debt stone appeared on my site. After that, I lost my rest and sleep. If I don’t repay my debt on time, they will take away my land. Then the end of my free life, I will turn into a slave. My wife and children will become slaves. The laws of Athens are not fair.
Middle Greece
demos
Attica
Areopagus
Athens
archons
Archon could become ... _____________________
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To resolve important state affairs, they began to convene ... _________________________
It was attended by ... ______________________
