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Lesson topic: " Athenian democracy under Pericles"

Goals:
Introduce ancient democracy; show the positive and negative features of Athenian democracy, which was the world's first experience of a state based on democracy; develop the ability to work with textbook text and historical documents, compare and analyze primary sources, summarize facts and formulate conclusions, and argue your point of view; using the example of Pericles’ activities to cultivate feelings of citizenship, patriotism, and justice.
Planned results: subject
: master holistic ideas about Athenian democracy; apply conceptual apparatus historical knowledge and the benefits of historical analysis to reveal the essence of the phenomena of the period of Athenian democracy;
meta-subject UUD
: independently organize educational interaction in a group; determine your own attitude to the phenomena of modern life; form your point of view; listen and hear each other; independently discover and formulate educational problem; choose means of achieving the goal from those proposed, and also look for them yourself; analyze, compare, classify and summarize facts and phenomena;
personal UUD:
gain motivation to learn new material; comprehend the experience of a democratic system in Athens.
Equipment:
projector, multimedia presentation, fragment from the feature film “Republic of Shkid” and the popular science film “Pericles”, handouts for group work, project on the topic “Pericles the Man and the Politician”
Lesson type
: a lesson in discovering new knowledge.
During the classes.

Organizing time.

Motivational-target stage.

Call stage
Today in class you will be doing research work - conducting research. To do this, you will have to act as a scientist-historian-researcher. The work of a scientist is complex, but interesting and exciting. After all, scientists solve mysteries, look for answers to questions, and solve problems. Scientists face problems at every step.
Your first problem.
- After watching an excerpt from the film, determine:
- What phenomenon of social life will you explore?
It is already familiar to you, but by doing research, you will increase your knowledge in this area. Watch an excerpt from the film "Republic of Shkid". Before watching the film, the teacher’s introductory words: “The abbreviation SHKID stands for school-community (boarding school) named after Dostoevsky. The film tells about the events of the 20s that take place in a school for difficult-to-educate teenagers. The school director decides to turn the boarding school into a small state with its own anthem, coat of arms, and its own laws of government. It was decided to name the created state “Shkid”. In order to determine the area of ​​your research based on the film, you need to watch the film through the eyes of a scientist, i.e., a person who knows scientific concepts, knows how to analyze and draw conclusions.
---Watching a movie. - What phenomenon of social life do you have to research? The students' answer is democracy. Teacher: Democracy is to be explored. The idea of ​​democracy-rule of the people came from time immemorial.
- In which state?
Ancient world did the people, just like we do now, elect officials and thus actively participate in governing the state? In order for your research to be successful, let’s pay attention to the concepts with which you will operate.
. Slide (aristocrats, demos, labels, citizens,

archons, areopagus, tyrant, strategist
) - students explain concepts by passing the baton to each other. -
Let's remember and find out
historical figures Ancient Greece, which we have already discussed Slide
(Aristophanes, Sophocles, Solon, Themistocles, Miltiades, Pericles)

- About whom
wasn't discussed in class? (about Pericles) - But we are well acquainted with the activities of all the other heroes, in particular Solon.
- Let's remember
What contribution did Solon make to the history of Ancient Greece?
Exercise
performed by a student at the blackboard. A scheme is being drawn up “Management of the Athenian polis before Solon’s reforms and after Solon’s reforms”
- Exercise
whole class - Group historical figures in pairs, choosing a criterion by which they can be combined. Every couple should have something in common, something they have in common. Pericles, unknown to us, will also find a mate
.

Slide (Aristophanes-Sophocles-plays for the theater, Themistocles-Miltiades-strategists, Solon-

Pericles)

-Pericles
ended up paired with Solon and this is no coincidence. -
What a contribution
weight of Solon in the history of Ancient Greece?
Checking the assignment at the board (diagram).

- What unites Solon and Pericles? (Democracy)

- exercise-
Formulate the topic of our research lesson.
Athenian democracy under Pericles. Slide.

- What
would you like to learn in class? What questions should I find answers to?
Slide
-lesson plan.
III.

Work on the topic of the lesson. Stage of comprehension (development of meaning)

First of all, let’s get acquainted with the main character of those distant years, Pericles, and we will do this by listening to a project on the topic: “Pericles the Man and the Politician”
Task slide
class on the project: 1) Date of election of Pericles as 1st strategist 2) Arguments in favor of nominating Pericles as a candidate for strategist. 443 BC Pericles was elected 1st strategist.
- What
is this a century? For several lessons now we have been studying Athens in the 5th century BC. -
What
do we know about Athens 5th century BC? (The period of rise, the heyday of the power of Athens) But this is not the only characteristic of the Athenian polis, this period of time. There are 2 opposing points of view on the situation in Athens in the 5th century BC
. Slide

1 point of view belongs to modern historians
: 5th century BC - “golden age of Athenian democracy” - or “age of Pericles”. Historian A Bonnar writes “Athenian democracy represented the most complete implementation of democracy that the ancient world had ever known” -
How do you understand the point of view of modern historians? (5
in BC, the time when Athenian democracy reached its highest peak, and this was manifested in the fact that all Athenian citizens participated in the government of the state “Age of Pericles” - since the leader of democracy was Pericles, it was to him that the credit belonged to the fact that Athenian democracy reached its peak)
2 points of view belong to a contemporary of Pericles, Thucydides.
He described the situation in Athens in the 5th century BC: “In name democracy, but in reality the rule of the first man
» Slide

- How are you
Do you understand the words of Thucydides? (In words there is democracy, but in reality there is no democracy at all, it is not the people who rule the state, but the first strategist in the person of Pericles, who has unlimited power)
- Who is right?
(Maybe modern historians are mistaken, because they were not witnesses to those distant years, and Thucydides is right, because he is a contemporary of Pericles. Or maybe Thucydides was an enemy of Pericles and slandered him, gave a distorted assessment of the situation in Athens in the 5th century BC.)
Exercise
-You have to solve the problem, and to do this, act as historians-researchers. By analyzing sources, you will collect facts about the situation in Athens in the 5th century BC and enter them into a fishbone diagram
. Slide

All students are given sheets with the diagram.

1st document
studied as an example with the whole class.
Side.
An important written historical source has fallen into your hands - a work of literature, the tragedy of Aeschylus “The Persians”. Aeschylus was a contemporary of Pericles. The tragedy is not based on mythological story, and the historical one is the crushing defeat of the Persian king Xerxes in the naval battle of Salamis. Aeschylus not only describes the battle, but
and compares Greece and Persia. Being historians, you know a lot about the Persians. In particular, how was the Persian state governed? - What was the power of Darius 1? Knowing these facts, you pay attention to such lines of the tragedy...
, Slide 10
“Who is the master of the Athenians? “They are not slaves to mortals, they are not subject to anyone” - What does this answer mean for you, as historians?
1) there are no kings (we write
this fact is included in the diagram) - Who ruled Athens under Pericles? (Refer to the textbook document, p. 193. Find the lines in the document that contain the answer to this question. - all citizens participated in government) - Where did the Athenians gather to resolve state issues?
2) the People's Assembly meets
(we record this fact in the diagram) We are looking for answers to the questions in paragraph 1 of the textbook on the following questions: -How often did the People’s Assembly meet? -Who took part in it
? Slide 10-scheme
composition of the people's assembly To the clarified issues
assignment
to check what you have learned. - imagine that you, as specialists, are asked to explain the plot of the picture contemporary artist"People's Assembly in Athens"
Slide 11, textbook p.
-Who does the guard kick out of the people's meeting? -Why did you decide so? - Imagine that we found ourselves in Athens in the 5th century BC and I, a citizen of Athens, decided to visit the People’s Assembly. What would happen? - Who else, besides metics, women did not have the right to attend the People's Assembly? - let’s summarize: we found out that in Athens in the 5th century BC1) there were no kings 2) a national assembly was convened
, But
in order to solve the problem that faces you, just establishing the existence of a national assembly is not enough
.
- In which Greek polis was a national assembly convened, but it could not be called democratic? - What do we need to find out next to solve the problem? 1) Did the people's assembly have supreme power? Or was power in the hands of one man - Pericles? 2) What reforms does Pericles carry out? 3) What rights and freedoms did the citizens of Athens enjoy or were they completely deprived of?

Working in groups.

1st group-
Studying documents, he is looking for an answer to the question: Did the People's Assembly have supreme power?
2nd group-
By studying the documents, he finds out what reforms Pericles is carrying out and what are their consequences?
3rd group-
Analyzing the evidence of contemporaries, he finds out what rights and freedoms did Athenian citizens enjoy or did not have them at all? In the group, each student completes a common task, and then a report is heard. Before each group reports, class
receives the task:

- What fact did the group establish?
about the situation in Athens and
write it down in the diagram.

1st group - fact, the supreme power in Athens belonged to the People's Assembly.

Generalization of the teacher after the report 1st group: We turn to the diagram that is on the board.
Before Pericles, the main support of the existing order was the Areopagus. It consisted of older, experienced people belonging to the wealthy class. Areopg monitored the observance of order, execution of laws and decisions of people's assemblies.
Slide.
Pericles deprived the Areopagus of all powers and transferred his functions to the People's Assembly, i.e. supreme power in Athens began to belong to the People's Assembly. The people became the source of power
. Write it down in the diagram: The people are the source of power.

2nd group - fact, a law on payment for elective positions has been adopted; equality of citizens

Teacher's summary:
At the suggestion of Pericles, the Athenians passed a law on the payment of elective positions. For the first time, the poor had the opportunity to actually participate in government. All citizens have equal rights. Everyone, regardless of financial status, could participate in government, which was the ideal of true democracy. Each citizen held one or another position throughout his life
3rd gr.-fact, the right of citizens to freely express their opinions. Right to criticize

officials. Report of officials to the people.

Teacher's summary:
Taking the position was an honor, but not only that. It was also an even greater responsibility. During the one-year service, the official was under the direct control of the people. The people could remove him from office early, i.e.
there was a responsibility of the authorities to the people - write this fact down in the diagram

We return to the project, listen to the end and answer questions: Slide with

question

- Who did Pericles care about - the welfare of the entire people or personal well-being?

So, you have collected a lot of facts about the situation in Athens in the 5th century BC. Let's sum it up

the result of your research.

- What have we learned about Athens in the 5th century BC? -students name the facts they wrote down in

scheme.

- Who is right when assessing the situation in Athens, modern historians or

A contemporary of Pericles, Thucydides?

- What can we say about Athenian democracy under Pericles? Slide with filled

scheme.

Teacher's summary: 5th century BC - “the golden age of Athenian democracy.”
In no other country in the ancient world did such a large number of people participate in government as in Athens under Pericles.
"The Age of Pericles" -
t the leader of democracy was Pericles. He was awarded this honor because he strengthened democracy, and under him it reached its greatest flowering. Pericles means “surrounded by glory” in Greek. Indeed, there was no person in Athens who was listened to as he was. But this was not tyranny. He was the first of ten elected strategists. Every year he relinquished power and reported to the people, as required by law, and every year the people's assembly elected him anew. Pericles ruled not by force, but by word. Plutarch was right when he wrote:
Slide

“For the most part, he led the people with conviction and instruction, so that the people

I wanted the same thing."
It was only when Pericles died that the Athenians realized what a wonderful leader they had lost. The authority of Pericles and his enemies were recognized.
Exercise-
We will now listen to the conversation between Pericles’ friends, which they are having at the bedside of the dying Pericles, but the conversation is suddenly interrupted. Guess what were the last words of Pericles spoken by him during his lifetime?
Include an excerpt from the film “Pericles”, after hearing the students’ versions, watch it until

ends with the words of Pericles.

Teacher
: The idea of ​​democracy - the idea of ​​democracy arose in ancient times, passed through the centuries and established itself in many countries of the world. But Athenian democracy should not be overestimated; we cannot call it exemplary and ideal.
Group task: Identify the shortcomings of democracy in Athens from documents.

10th grade - studies statistics data

2nd group - works with the document “The Athenian philosopher Socrates”

3rd group - studies a specific historical fact

Hear a report from each group

1st group - citizens - minority of the population of Athens

The 2nd group was always able to freely express their opinions.

3rd grade - imperfect election system (the position could be taken by an unworthy person)

Teacher: Despite its shortcomings, Athenian democracy played a huge role in

history of mankind. The principles of democracy developed 25 centuries ago

relevant and important today

-Which? Slide with the principles of democracy.

IV. Reinforcing the material learned

Stage 3 - Reflection

The last task
which you must decide, being scientific researchers: -You need to check the lyrics of the song “The Greeks lived in the fifth century” for historical errors. -Find in the text facts that correspond to reality, and facts that distort historical reality.
Group work
. Each group checks their verse of the song.
Homework:
p 40., draw up a diagram of “Government of Athens under Pericles”, project of Pericles, his friends and enemies”
Evaluate the work in class (while leaving the office): - those who have expanded their knowledge have become better

understand the story, glues a white bean onto an amphora attached to the board. Who is nothing

found out - black bean.

Group task No. 1

Material for study ---- paragraph 40, paragraph 1. paragraph 2-4

Make a diagram: “Issues resolved by the People’s Assembly”, inserting

omissions in the sentence.

1)
People's Assembly…………………..for a period of 1 year………………. ……………………………. The most important position was ………………………………………………………………………………. . - How were the strategists chosen? (oral response) - What functions did the first strategist perform? (oral response)
2)
The meeting announced………………………..and approved peaceful……………………………. . - How? (oral response)
3
) The meeting accepted…………………………….. . -Who could propose a law for voting? (oral response) - How were they received? (oral response)

4
) The meeting ordered …………………………….
5
) The meeting approved…………………………….. …………………………….
2.

Draw a conclusion from the diagram by answering the question and filling in the blanks.

offer.

Question: Did the People's Assembly in Athens have supreme power or not?

Conclusion: The most important issues related to state governance were resolved

by the Athenians on………………………………………….., therefore the supreme power in

Athens belonged
……………………………………. ………………………………..
Tasks of the second group.

Study the documents, find out which law was adopted at the suggestion of Pericles, and

what were its consequences.

1st student 1 document
Pericles said:
“The people must be completely independent of the influence of the rich, they must

to be free from poverty, want and worries in order to be able

engage in government affairs
through participation in court cases, meetings State Duma, acquire knowledge, education and experience"
Question to the document:

TO
What is Pericles' point of view on the question of whether a poor person should have the right and opportunity to participate in government or is it only the right and opportunity of rich people?

Pericles believed that a poor man is the same as a rich man…………………. was

…………..the right and opportunity to participate in government.

Question ---Did the poor people of Athens have the opportunity to participate in

government? Why? – (oral response)
But participation in government required a lot of time. Not all Athenians could come to the meeting of the national assembly and court. The poor had to work to earn money to live. Pericles thought this was wrong. He wanted even the poorest citizens to participate in government, and he found a way to achieve this.
2nd student
2nd document. "The Athenian Polity" by Aristotle. “First of all, the people receive a salary for ordinary meetings of a drachma, and for the main thing - nine obols. Then the courts receive three obols; further, the members of the Council receive five obols, and those of them who bear additional responsibilities are given four obols for food, then the archon receives one drachma per day.”
At the suggestion of Pericles, a law was passed according to which citizens elected

money from the treasury began to be paid for the position.

Question to the document:
What did Aristotle say Pericles did to give the poor the opportunity to participate in government?
Answer (continue sentence
Aristotle writes about how people are for participating in

meetings, court, Council of Five Hundred began to receive ………………..
.
We have established the following fact:

Under Pericles, ………………….. was adopted, according to which citizens, ………………… on

position became …………………… ………………………….

Consequences of the law

This led to the fact that any citizen, both rich and...................................., noble

and ……..................could take up the position. Thus ………citizens became

participate in government.

Group 3 tasks

What rights did the citizens of Athens have?

Analyze the evidence of Pericles' contemporaries and make

conclusions-

1st student

One contemporary of Pericles wrote: “In the National Assembly, everyone, standing up,

gives advice, expresses his opinion, whether he is a carpenter, a coppersmith, a shoemaker,

merchant, shipowner, rich,
poor, noble, rootless." After the discussion, citizens voted. For the proposed solution they threw white pebble, and against - black.
Question to the document:
What rights did the citizens of Athens have?

Answer(fill in the blanks in the sentence)-

From the document we established that Athenian citizens had the right………………

express………………………..

2nd student

Document No. 2 textbook p. 192 1st paragraph (case in the People's Assembly)

Questions about the document---
1. Did the Athenians or not have the right to freely criticize the officials of the state, even the most important ones, namely the first strategist? Support your answer with evidence from the document.
Answer (fill in the blanks in the sentence) The Athenians…………….right

freely criticize government officials,

even…………………

State the fact from the document orally.
2. Should the first strategist report to the People's Assembly on the work done or not?
Answer (fill in the blanks in the sentence)

The incident in the People's Assembly also shows that the First

strategist, resigning his powers……………….was

……………………….before the People’s Assembly about what has been done

work.

Group 1 tasks

Analyze the statistics and name the disadvantage of the Athens

democracy.

Total
lived in Athens ----
200 thousand people

Citizens
there were only
-------30-40 thousand

Question about statistics data (answer orally)
---Who made up the majority of the population of Athens? (Citizens or non-citizens?)
Answer - (continue sentence)

She governed the state………………. part of the population, since participants

The People's Assembly could only be ……………………, and their

was………………………….

Question:(

answer this question orally)
Who, besides immigrants, did not have the right to hold a position or be a participant in the People's Assembly?
Group 3 tasks

Find out the flaw in Athenian democracy from the fact.

Fact------
There were many positions in Athens. Usually, several citizens sought to occupy the same position - judge, or tax collector, or market supervisor. Which of them should be preferred? They drew lots: whoever gets the white bean is considered the chosen one.
Question
-
What is the disadvantage of this system of elections, elections by

drawing lots? Could an incapable, unworthy person take the position?

Human?

Answer this question orally.

Group 2 tasks

Find the flaw in Athenian democracy by examining the document on page 194

"The Athenian philosopher Socrates"

Questions about the document
----
1.
Was it always possible to speak your mind freely in Athens?
2.
What verdict did the court give to Socrates, who expressed his own special view of the structure of the world?
Answer these questions orally

1st verse

The Greeks lived in the 5th century

The people were wise.

They believed in God and in democracy.

And at the general meeting

By all accounts

They chose Pericles over the aristocracy.

2nd verse

Everyone raised their hands in unison,

There is no need to doubt here.

He was a very educated man

He was an excellent speaker

I didn't spend my money in vain

He erected statues and temples.

3rd verse

Has been slandered many times

Citizens were not executed at the same time,

Loved justice and law,

And for fifteen years in a row,

Elected, they say

He was the very first democrat.

Pericles stood firmly for the benefits of the townspeople, artisans, merchants, and sailors who created the strength of Athens. Opponents tried to accuse him of embezzling the treasury and oppressing his allies. The matter came to a large secret vote, in which the people had to decide who should be removed from the city, Pericles, or his chief accuser, Thucydides. The majority wrote the name of the enemy Pericles (in 442).

After this ostracism, Pericles took such a position that no one dared to resist him. From year to year he was chosen as one of the military commanders (strategists), and in dangerous circumstances he was appointed unlimited strategist of the entire fleet and army. And most importantly, everything was done according to the advice and instructions of Pericles, which he presented in the national assembly. Athens has not had one head of state like the current president of the republic; Pericles was the first minister, the first and exclusive adviser of the Athenian people (in Greek, demagogue, i.e. leader of the people). Pericles was compared to the tyrant Pisistratus and expressed as follows: in Athens, in appearance, there is the rule of the people, but in reality it is the power of the first citizen. Many did not like and were afraid of this self-contained, proud, always serious and immersed in business person. There was an accusation among pious people that Pericles denied the power of the people's gods; pointed to his closeness with scientists who expressed new views on the universe, among other things with Anaxagoras, who decided to assert that the sun is not a living deity, but a huge hot stone and that the world is controlled by the great power of Reason.

Since the time of Themistocles, Athens was much stronger and richer than all Greek cities. But Athens had many enemies: the old trading city of Corinth, whose markets were destroyed by the Athenians; Sparta, which before the Persian invasion was considered the first city in Greece; most of the coastal Greeks, considered to be in alliance with Athens, but dissatisfied with the fact that they became tributaries of Athens; finally, the Persians, who lost due to the Athenians greek cities Asia Minor. Individually, none of the opponents could cope with Athens; but together they could crush the Athenian power.

First, Corinth raised Sparta against Athens. It was not difficult to find a reason. The Spartans stood up for a small city neighboring Attica, which the Athenians had forbidden to transport goods to Athens. The matter was unimportant at first glance, and many understood that the Spartans were looking for an opportunity to declare war.

Only a general meeting of the people could decide how to respond to the Spartans' demand. But before gathering all the people, the matter was discussed in the Council of Five Hundred Commissioners from villages and city districts. The council went into various small details and details of every matter that cannot be discussed in a large meeting of several thousand people. He decided how things should be reported to the people. The council also kept an account of the treasury's income and expenses; he was informed of all the important news that came from different parts of the state.

When the Council decided to delegate the matter to the entire people, the citizens gathered in a large room, similar to an open theater with stone ledges. They started, as always, with a sacrifice and pronounced a curse on anyone who would try to deceive the people. Only under clear skies could the meeting take place. Thunderstorms, eclipses, and even simple rain were considered a bad sign from the gods; then it was necessary to disband the people. When everyone sat down, the messenger announced a matter that had already been considered by the Council, which was to be decided by the people.

Every citizen, unless something bad was noticed about him, could say what he thought. The one who wanted to speak climbed to a raised platform in the middle and put a wreath on his head while speaking. But whoever decided to speak in a large meeting had to achieve great skill: he had to be able to both interest and convince listeners. Among them there were many uneducated people; but, having attended meetings, they were accustomed to listen long and carefully to speeches and discuss the arguments presented.

In our case, several people said that it was better to give in to the demands of the Spartans and not challenge them to an open quarrel. The Spartans could always cross the isthmus and devastate Attica; the Athenians cannot deal with them in the open field. Others objected that giving in to the Spartans would be a shame for Athens: the Spartans would agree to new, more difficult demands, and they would still have to fight with them. Both sides in the meeting spoke for a long time and did not argue with each other; Most of the people remained undecided and waited for what Pericles would say.

Pericles had already discussed the matter with his friends and supporters; they in turn spoke among their acquaintances and influenced many in favor of the same opinion. Everyone who was used to getting together and agreeing in advance agreed on what to vote for. But nevertheless, Pericles managed to convince many who hesitated with his speech in the assembly. He said that there was nothing to be afraid of the war with the Spartans: the enemies had neither ships nor money; they are powerless at sea. Let them devastate Attica. After all, it is not people who serve the earth, but the earth who serves people. The Athenians can all lock themselves within the walls of the main city and harbor. With their ships they will cause a lot of harm to enemy shores and force their opponents to sue for peace.

After this speech, no one wanted to talk anymore. Those who disagreed with Pericles might have noticed that it would no longer be possible to win the rest over to their side. It was time to go to the votes; in order not to waste time on answers, they forced us to raise our hands in favor of one or the other opinion. The commanders asked who was in favor of concession to the Spartans. Mostly landowners and peasants raised their hands, who were afraid of the destruction of the land if the Spartans came; the raised hands were counted. Then they asked who was against concession to the Spartans and, therefore, in favor of war with them. Industrialists, merchants, sailors, and most city residents raised their hands. They were also counted, and it turned out that there were many more of them than the first (approximately 4,000 versus 2,000). According to the opinion that prevailed, the popular assembly decided to give the Spartans a stern response and prepare for war.

In the 5th century BC. e. There were no kings or nobles in Athens. The Athenians believed that any citizen - rich or poor, noble or ignorant - was capable of participating in government. Power in Athens belonged to the demos. The famous leader of the Athenian demos for several decades was Pericles.

Background

The foundations of democracy (from the Greek demos - “people” and kratos - “power”, i.e. “power of the people”) in Greece in the 6th century. laid down the laws of Solon (see “The Birth of Democracy in Athens”).

Democracy reached its greatest flourishing in Athens in the 5th century. BC. Any man who had reached the age of 20 could participate in government (however, women and slaves could not participate in government).

The rise of Athens began after the victory over the Persians (see “Persian invasion of Hellas”).

Legislature

People's Assembly: the entire adult male population (citizens only) could participate, meeting 3-4 times a month. They were engaged in solving government issues. By open voting, the people's assembly elected 10 strategists. By secret ballot, the assembly adopted laws, decisions to declare war, etc. Council of Five Hundred: it included citizens over 30 years of age, elected by lot for a year. Council members met daily and received salaries. Council decisions were submitted for discussion to the People's Assembly.

Executive power

Officials (except strategoi) were elected by lot for a year. Under Pericles, remuneration for magistrates was introduced, so now any citizen could occupy this or that position, regardless of property status.

Judicial branch

Jury court (helieya), to which 6 thousand people at least 30 years old were elected every 5-6 years.

Events

443 BC - Pericles was first elected as first strategos. He held this position for 15 years. This was the most important position in the state. The first strategist was a military leader and directed foreign policy.

431-404 BC. - The Peloponnesian War between Sparta and Athens, in which most Greek city-states were drawn. Ended in the defeat of Athens.

Participants

Pericles - Athenian political figure and military leader. Under him, Athenian democracy flourished. He initiated the construction of buildings and temples using public money.

Anaxagoras - philosopher, teacher of Pericles. He was forced to leave Athens due to accusations of atheism.

Phidias - a sculptor, supervised the work on the sculptural design of the Parthenon on the Acropolis.

Citizens - native Athenians, both of whose parents were citizens, had the right to participate in government.

Migrants (meteks) are strangers who live in a different city than the one in which they were born. They paid a tax for the right to live in Athens and had no political rights.

Slaves were residents who had no rights.

Conclusion

The end of the Peloponnesian War and the victory of Sparta brought peace for a short time. Due to dissatisfaction with the supremacy of Sparta, internecine wars began again between the Greek city-states, which led to the weakening of Greek cities.

Meanwhile, the Macedonian kingdom - a state in the north of the Balkan Peninsula - became increasingly stronger.

Athenian democracy under Pericles

The main body of power in Athens was the People's Assembly. The Assembly was attended by citizens, only men from the age of twenty. To resolve government affairs, they met 3-4 times a month on a gentle hill in the western part of the city. Craftsmen and traders, rowers and boatmen of Piraeus, as well as farmers came, unless agricultural work was in full swing. Rich merchants and landowners came.

The People's Assembly elected by show of hands ten strategists for a period of one year. The position of first strategos was the most important in Athens. He led the army and navy, and was in charge of Athens' relations with other states. Fifteen times, starting in 443 BC. e., the Assembly elected Pericles (Fig. 1) as the first strategist.

By secret ballot - by casting white or black stones - the Assembly declared war, approved peace treaties, and adopted laws. Any citizen could make his own proposal in the Assembly (for example, to accept new law). However, they did not vote immediately: the Council of Five Hundred had to discuss the proposal. Only at one of the following Meetings were citizens informed of the results of the discussion. Moreover, regardless of whether the Council of Five Hundred approved the proposal made or not, it was put to a vote.

The assembly managed the treasury and approved the expenses of the strategists. Once Pericles himself was accused of huge expenses. Indeed, at his suggestion, magnificent temples, porticos and statues were erected in Athens. The enemies of Pericles, the noble Athenians, raised a cry in the Assembly, accusing the first strategist of ineptly wasting huge amounts of money. If the Assembly had not approved the expenses, Pericles would have been put on trial. However, he was an experienced speaker (An orator is a person who knows how to make speeches and convince listeners.) and knew how to speak with demos. “Do citizens find that they have actually spent more than is necessary?” - asked Pericles. "Yes Yes! Too much!" - voices rang out. “If this is so,” continued Pericles, “then I will return every last drachma to the treasury. And then I will order to write on all buildings: “Erected by Pericles at his own expense.” But the demos, as Pericles foresaw, did not want to cede to him the glory of erecting the Parthenon and other remarkable buildings. “No, we don’t want to! Nothing would be spared to decorate Athens!” - the citizens made a noise and approved Pericles’ report.

Public service was paid for from the treasury. In Athens, in addition to strategists, there were many positions. Usually, several citizens sought to occupy the same position - a judge, or a tax collector, or a market supervisor. Which of them should be preferred? They drew lots: whoever gets the white bean is considered the chosen one. (Beans are the fruits of plants, such as beans.)

Occupying positions was honorable. And initially there was no payment for this. Therefore, the poorest citizens avoided drawing lots. They had no time for serving the state: they would be able to earn a living. However, Pericles sought to ensure that all citizens participated in government and in the courts. Therefore, at his suggestion, a law was passed according to which citizens elected to office began to be paid money from the treasury for each working day. This money should have been enough to buy bread, vegetables, and fish for a small family. For the first time in history, payment for the performance of elected positions was introduced.

Pericles' entire life was devoted to state affairs. The Athenians joked that in the city he knew only those streets that led from his house to the People's Assembly and the Council of Five Hundred. The first strategist received an excellent education. The famous scientist Anaxagoras was his teacher and friend. Anaxagoras studied natural phenomena and believed that the Sun and Moon were not gods, but huge hot stones. Among Pericles’ friends was the creator of Antigone, Sophocles, the creator of magnificent statues, Phidias, and the “father of history,” Herodotus, who described the Greco-Persian wars. All these people gathered for learned debates and conversations in the house of the first strategist and his wife Aspasia, one of the most educated women in Hellas.

Pericles' friends also helped him in government affairs. He entrusted Phidias with supervising the construction of temples and statues on the Acropolis. Sophocles participated, no longer as a poet, but as a warrior, in sea campaigns. Herodotus, at the suggestion of Pericles, sailed with other Athenians to Italy to found a colony there.

However, Pericles had not only supporters, but also enemies from the nobility. They slandered him and his friends and accused them of crimes. Anaxagoras was to be tried because he did not believe in the gods. Fearing for the fate of the scientist, Pericles helped Anaxagoras leave Athens without waiting for trial. Phidias was accused of concealing gold during the creation of the statue of Athena in the Parthenon. To justify himself, Phidias had to remove the golden clothes from the statue of Athena. They weighed her and made sure of the old master’s honesty.

Under Pericles, Athenian democracy reached its peak. Athens was the most powerful state in Hellas.

Bibliography

1. A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya. Ancient world history. 5th grade - M.: Education, 2006.
2. Nemirovsky A.I. A book to read on the history of the ancient world. - M.: Education, 1991.

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Lesson objectives:

• Educational: to form an idea of ​​the development of democracy in Athens during the reign of Pericles, the reasons for its flourishing and the features of its functioning.
• Developmental: to develop the ability to work with historical sources and visual information, formulate simple conclusions.
• Educating: discuss with students the strong and weak sides democracy as a political regime using the example of life in Athens under Pericles.

Lesson equipment:

• Lesson worksheet with tasks to reinforce the material
• Handout – fragments from the speech of Pericles, recorded by Thucydides, and an excerpt from “The Athenian Polity” by an unknown author (5th century BC)
• Slideshow “Athenian Democracy. V century BC.".

During the classes

Board design:

1. Slideshow screen in the center of the board
2. Homework (hidden from students) on the right wing of the board
3. During the lesson, the date will be written on the right wing of the board - the election of Pericles as the first strategist (443 BC) and the topic of the lesson (Athenian democracy).

Sample of a completed lesson worksheet:

The structure of Athenian democracy during the time of Pericles. V century BC.

Determine whose competence the following matters will be:

Legend:

A - People's Assembly

B – chief strategist

B - Council of Five Hundred

D – Army

E – civil servants

Supporters and opponents of democracy

Handout for analysis:

Rule of People

Excerpt from Pericles' speech

Since our city is governed not by a handful of people, but by the majority of the people, our political system is called rule of the people. In private (personal) affairs, everyone enjoys the same rights under the law. As for state affairs, everyone is nominated for honorary state positions according to his merit, since he has distinguished himself in some way, not by virtue of belonging to a certain class, but because of personal valor.

Citizens, despite the fact that everyone is busy with their craft, are also well versed in politics. After all, we alone recognize a person who is not engaged in public activities as an ill-intentioned citizen, a useless layman.

Athenian polity

I don't approve political system the Athenians for the reason that they chose such an order so that the common people would live better than the noble ones. They deprive the nobles of civil honor, take away their property, expel them from their possessions and kill them, and support the common ones.

In every land best element is an opponent of democracy, because the best people very rarely allow disorder and injustice, but they try most carefully to observe noble principles, while the people have the greatest ignorance, indiscipline and baseness. Indeed, ordinary people are driven to shameful deeds rather by poverty, lack of education and ignorance - qualities that some have due to lack of funds.

1. Indicate what advantages the rule of the people (democracy) had in Athens.
2. Determine what shortcomings, from the point of view of the author of the second text, democracy had.
3. Enter the answers to points 1 and 2 in the table on the lesson worksheet.
4. For whom can democracy be considered a fair order?

Literature

1. Apparovich N.I. and others. Didactic task cards on the history of the ancient world. 5th grade. – M.: GENZHER, 1999.
2. Araslanova O.V., Soloviev K.A. Universal lesson developments on the history of the Ancient World. – M.: VAKO, 2009.
3. Atlas of the Ancient World. (CD)
4. Vigasin A.A., Goder G.I., Sventsitskaya I.S. History of the ancient world: Textbook. for 5th grade. – M.: Education, 1996.
5. Goder G.I. Toolkit on the history of the Ancient World. 5th grade. – M.: Education, 2009.
6. Story. 5th grade. Multimedia manual of a new type. Enlightenment, 2002.
7. Kryuchkina N.B. Didactic games, tests, riddles on the history of the ancient world. - M.: TC Sfera, 2003.
8. Thematic control in history. Ancient world. – M.: Intellect-Center, 1999.
9. Tsvetkova G.A. Didactic materials on the history of the Ancient World. 5th grade. - M.: VLADOS, 2004.
10. Shevchenko N.I. A collection of problem-developmental assignments for the courses “History of the Ancient World” and “History of the Middle Ages.” – M.: ARKTI, 2002.

Athenian democracy is considered the most developed, most complete and most perfect form of the democratic system of ancient states. The golden age of Athenian democracy was the century from the mid-5th to the mid-4th century. BC e. The formation of the system of political bodies of Athenian democracy was the result of a long historical period, starting with the reforms of Solon. In the Greek city-states (and Athens is one of the classic examples here), the basis of the entire socio-economic and political organization was the collective of citizens, which together formed the ancient community. The civil collective did not constitute the entire population of a particular polis, in particular Athens. In addition to citizens, Athenian society included metics, numerous slaves, who together made up more than half of the total population. However, the Athenian polis system relied on the citizen and was created primarily for the Athenian citizen. A Greek citizen is a person endowed with certain inalienable rights that form the basis of his life.

A full-fledged Athenian citizen could be a resident of Attica, both of whose parents had civil rights, and his name was entered in special list, conducted in demes - the lowest administrative units of Attica. The lists included boys and girls upon reaching the age of 18 after a thorough check by a special commission. Young people included in the civil lists of demos gathered from all over Attica in the Piraeus region and here for a year they were trained and received a certain education under the guidance of special teachers - sophronists, chosen from among the most respected Athenians. Under their leadership, young men (they were called ephebes) learned fencing, archery, javelin throwing, handling throwing weapons, and physical exercises. Much attention was paid to the moral education of young people.

Thus, the education and preparation of ephebes for the performance of civil duties were considered an important state matter and were under the close supervision of the People's Assembly and the authorities.

By the age of 20, the ephebe completed the mandatory course of military educational training and became a full citizen. Civil rights included a set of both certain rights and responsibilities. The most significant rights of a citizen were the right to freedom and personal independence from any other person, the right to a plot of land on the policy territory and economic assistance from the state in case of financial difficulties, the right to bear arms and serve in the militia, the right to participate in state affairs , i.e. participation in the People's Assembly, Council, elected bodies, the right to honor and protect domestic gods, to participate in public celebrations, to protect and patronize Athenian laws.

A kind of continuation of these rights was the formation of the duties of a citizen: he was obliged to take care of his property and work on the land, come to the aid of the policy in emergency circumstances, defend his native policy from enemies in arms, obey the laws and elected authorities, take an active part in social life, to honor the gods of our fathers. The ideal of the Athenian full citizen was a free man with land plot and having a certain income, a physically developed person who has received a certain upbringing.

1. The leader of the Athenian democracy, Pericles. After the Greco-Persian wars, Athens began to flourish. At this time, they were led by Pericles. In 443 BC. e. The Athenians elected him for the first time to the highest position in their polis. He was then re-elected 15 more times.

Historians say that Pericles was an outstanding statesman and patriot. He was famous as a wonderful speaker. Eloquence (the ability to speak correctly and convincingly) was very important quality for a politician. After all, then there were no newspapers, no radio, no television. To achieve success, it was necessary to convince the people's assembly that he was right. For the power of words, contemporaries called Pericles the Olympian, comparing him with Zeus.

Pericles devoted all his strength and all his time to caring for Athens and its citizens. He was honest and unselfish. “Although he made the city... the greatest and richest, although he surpassed many kings and tyrants in power,” wrote the historian Plutarch, “he did not increase his fortune by a single drachma (drachma - Athenian coin) compared to what his father left him ".

Pericles made several changes to the administration of the policy and to the rights of citizens. Thus, he continued the reforms of Solon and Cleisthenes. Under Pericles, democracy finally emerged in Athens.

2. People's Assembly. The main governing body was the people's assembly (geleya). All citizens took part in it. A citizen was considered a man who had reached the age of 20 and whose mother and father were both Athenians. The people's assembly met 3-4 times a month and usually took place in the city center on Pnyx Hill. At the meeting, all the main issues of the life of the city-state were decided and new laws were adopted.

Any citizen had the right to express his opinion on the issue under discussion. One contemporary wrote: “Everyone, standing up, gives advice, be it a carpenter, coppersmith, shoemaker, merchant, shipowner, rich, poor, noble, rootless.” After the discussion, citizens voted. They threw a white pebble for the proposed solution, and a black one against it.

3. Council 500 and Areopagus.

The council consisted of 500 people, 50 from each of the 10 Athenian phyla. Each member of the Council was elected by lot from several candidates, which excluded the possibility of bribery or any pressure from above. Equal representation from each phylum ensured the interests of the population living there. The most important tasks of the Council of 500 were organizing the work of people's assemblies and performing their functions during breaks between meetings. First of all, the agenda of the meetings was prepared, drafts of possible decisions (including draft peace treaties), the budget, issues of supplying food and military equipment were discussed, and the legality of the election of officials and their orders was checked. The council oversaw the construction of warships and the construction of public buildings. The Council of 500 was composed of all ranks of Athenian citizenship. Members of the Council were elected for one year, re-election was allowed after several years, so that each year the Council was renewed anew.

Along with the Council of 500, there was also the Council of the Areopagus in the system of Athenian democracy. The Areopagus is one of the oldest government bodies in Athens, its traces go back to the 9th-8th centuries. BC e., to the council of tribal rulers. The Areopagus, unlike the Council of 500, was an aristocratic body. It consisted of several dozen members (perhaps up to 60-70 people), co-opted (rather than elected by the people) mainly from among the Athenian aristocrats for life terms (a member of the Areopagus required “good upbringing,” which implied aristocratic origin).

Areopagus in the V-IV centuries. BC e. became one of the courts - it tried cases of premeditated murders, arson, and violations of religious precepts. The Areopagus also had to monitor the state of morals and the protection of paternal foundations.

3. Officials. The People's Assembly elected numerous officials of the polis (we could call them officials). After a year they reported to the meeting. Those who performed poorly were punished, most often they paid a fine. Officials dealt with various issues: they monitored the flow of money into the treasury, compliance with laws and rules of trade in the market, cleanliness on the streets, etc.

City governance was carried out with the help of elected magistrates and special officials. The Council of 500, in turn, directly controlled their activities. The highest magistrates in Athens were the colleges of archons and strategos. The College of Nine Archons was one of the oldest government bodies, dating back to the 8th century. BC e. The competence of the archons was quite broad: the year was named after the first archon, the archons had influence on military affairs, controlled the most important religious ceremonies and festivals, determined the procedure for considering numerous court cases, both private and public, including the granting of civil rights or accusations of overthrowing the state building.

One of the most authoritative government colleges in Athens was the college of 10 strategoi. The strategists headed the military organization of the Athenian state, recruited troops, commanded them during military operations, and headed garrisons.

In the management of military affairs, the strategists were also assisted by other elected officials: 10 taxiarchs who commanded the hoplite contingents, 2 hipparchs - cavalry commanders, 10 phylarchs - commanders of smaller cavalry detachments. For all these military positions, citizens were selected who showed an aptitude for military affairs and received special training. They were elected by open vote, while all civil positions were appointed by lot. An open vote was supposed to eliminate the risk of choosing a person incompetent or incapable of command for a responsible military position.

The custodians of the entire state treasury were 10 treasurers of the goddess Athena; the main concern of the 10 flights was control over revenues to the treasury (from leasing state property to receiving taxes and other revenues); 10 apodects noted in the lists all receipts into the treasury and gave the amounts due to officials; 10 logisticians regularly checked the financial statements of officials.

In Athens there were also many different colleges of magistrates, the main functions of which were to organize the management of intracity life. 10 astynomes monitored the sanitary condition of the city, 10 agoranoms monitored compliance with the rules of market trade, 10 metronomes were responsible for the correctness of weights and measures, 10 sitophilaks, grain overseers, constantly monitored the prices of bread (the importance of this board is evidenced by the fact that in the middle IV century BC, the number of its members increased from 10 to 35: 20 monitored the grain trade in Athens, and 15 in Piraeus.) Police functions, including supervision of prisons, executions and other sentences, were carried out by board of 11 members. At their disposal was a detachment of 300 state slaves armed with bows, who were called Scythian archers.

4. Judgment(helium). The court played a major role in the life of Athens. All citizens over 30 years of age could participate in its work. 6 thousand judges were elected annually, but they usually did not all sit together. Separate commissions were created for different cases. The judges did not know in advance which commission they would sit on. This eliminated the possibility of bribery. It was possible to be elected to the heliasts several times, which led to the accumulation of experience in the conduct of legal cases among the heliasts, increasing their professionalism and competence in decisions. Helium trials were conducted jointly with the relevant magistrates. An archon, strategist or member of some other board presided over a meeting of one chamber or another, conducted a preliminary investigation, which improved the trial procedure and introduced the necessary order into it. There were no public prosecutors or specialist defense lawyers in Athens.

In addition to various court cases, helia was entrusted with the responsible task of protecting the entire system of Athenian democracy (“complaint against illegality”).

Another protective measure of the democratic system was a system of constant and strict reporting of almost all Athenian officials. Before leaving his post after a year's performance of duties, each magistrate reported either to the People's Assembly, or to the Council of 500, or to special commissions and, in the event of discovered abuses, was brought to the strictest responsibility.

5. Introduction of payment. Participation in government required a lot of time from citizens. Not all Athenians could come to meetings of the national assembly and court, or be officials. The poor had to constantly work: peasants - to cultivate their land, artisans - to work in the workshop. Every time the question arose for them: go to a meeting today or earn money for a living? Pericles thought this was wrong. He wanted even the poorest citizens to participate in government, and he found a way to achieve this.

As ancient authors say, at his suggestion the state began to pay judges. When they met, they received enough money to live for one day. Then they introduced payment for some positions. Later they began to pay those who came to the meeting of the national assembly. Thanks to this, even the poorest citizens had a real opportunity to participate in government. Pericles also achieved the establishment of pensions for orphans and disabled people.

In no other Greek state did the people have as many rights as in Athens. But these were minority rights. In total, approximately 200 thousand people lived in Attica, but there were only 30-40 thousand citizens. Women citizens could not participate in government. To the ancient Greeks, the idea that a woman could come to a national assembly seemed simply ridiculous. Free people who moved to Athens from other cities, much less slaves, had no political rights.

In order to somewhat smooth out the differences in property among citizens, a system of duties - liturgies - was developed in Athens. The system of liturgies was organized in such a way that the mass of the poor citizenry, listening to a choir, watching an athletic competition, or being on a ship equipped with rich people, would personally feel a certain unity of the civil collective, where rich citizens at least partially share their income with the low-income part of the citizenry.

6. Construction in Athens under Pericles. Pericles did not want ordinary citizens to turn into beggars living at the expense of the state. Therefore, at his suggestion, temples, public buildings, and fortifications were built in the city. Athens has become the most beautiful city in Greece.

Construction provided jobs to many citizens. People of various professions were employed at construction sites - from loaders and donkey drivers to skilled sculptors and architects. The Athenians mastered new types of craft. Gradually, many of them became good specialists.

7. Military strength of Athens. Pericles did a lot to strengthen the power of his city. He saw the main strength of Athens in the fleet. Every year for eight months the fleet sailed throughout the Mediterranean Sea. The sailors were also paid money at this time.

The Athenian fleet destroyed the pirates. The time has come for the heyday of maritime trade. The Athens port of Piraeus has become a major trade center. Sometimes up to 400 ships gathered here. The Athenians had great benefits from trade.

Under Pericles, the construction of walls from Athens to Piraeus was completed (they were called the Long Walls). Piraeus was crowded and noisy. Trade deals were concluded here, large quantities of goods were sold and bought.

8. Slaves. A significant part of the inhabitants of Athens were slaves. “Everyone has slaves,” argued one of the writers. “We are free, because we live by the labor of slaves,” echoed the famous speaker. Slaves worked in the fields, in workshops, and in citizens' homes. The biggest use of slaves was in the silver mines, where they worked day and night.

The main source of slaves was war. Many slaves were already born in the master's house. There were few Greeks among the slaves, because those captured were usually ransomed by relatives. Basically, slaves were brought from other countries - Thrace, the Northern Black Sea region and Asia Minor. There were several famous slave markets in Greece. On the first day of each month, slaves were traded in the Athenian agora. The slave climbed onto the platform, and the herald praised his virtues in order to increase the price. The slave had absolutely no rights. He had neither property nor family. They did not see him as a person, he was called a talking instrument. Sometimes slaves ran away from their owners. Those caught were beaten with whips and the inscription was burned on their foreheads: “Hold me. I’m running away.”