The Peloponnesian War entered the history of ancient Greece as the largest conflict between Athens and Sparta. Drawn into the war were many policies that were part of each of the two unions. The confrontation lasted for 27 years and turned out to be disastrous for the entire Greek people.

Causes of the conflict

Between Sparta and Athens, irreconcilable differences have long reigned. Mainly, they were due to the different form of statehood of these large ancient policies.

• Democracy reigned in Athens. In the 5th century, this policy reached its peak: sculpture, architecture, science, literature of Athens served as a model for all of Greece.
• The state system of Sparta, on the contrary, was a slave-owning oligarchic republic, which was headed by two kings. Power in Sparta was hereditary, and the council of elders included representatives of the most noble and powerful families.

The contradictions between the two sides were aggravated by the belonging of the townspeople to different nationalities: the Athenians and almost all of their allies were Ionians, in turn, the Spartans and their like-minded people were Dorians.

Rice. 1. Athens.

The largest states formed around themselves alliances of policies in which a similar political system dominated. Sparta led the Peloponnesian Union, and Athens - the Delian.

Conflict between the two sides was inevitable, and a number of reasons contributed to this:

• The growing expansion of democracy, which caused serious concern in Sparta.
• The desire of Athens to establish its power throughout Hellas.
• Confrontation between Sparta and Athens for supremacy in Greece and the Mediterranean.
• The intervention of Persia in the relations of the two alliances with the aim of further sowing enmity between them.

Tensions between the states grew more and more, and in 431 BC. e. escalated into a military conflict.

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Rice. 2. Ancient Sparta.

The course of hostilities

Traditionally, the Peloponnesian War is divided into two major periods:

• Archidamov's War - got its name in honor of Archidamus II - the Spartan king. The Spartans made regular military raids into Attica, while Athens concentrated all its forces on the sea, controlling the coast of the Peloponnese. The end date of this period was 421 BC. e., when the Treaty of Nikiev was signed.
• Ionian War - the final stage of the Peloponnesian War. The peace treaty was violated by the resumption of military conflict in the Peloponnese. In 415 BC. e. the Athenians sent their forces to attack Syracuse, but they were completely defeated. The defeat of Athens led to the final stage of the war. Sparta, having received significant financial assistance from Persia, was able to build a powerful fleet and support policies dependent on Athens. Thus, the rulers of Sparta were able to thoroughly undermine the power of the Athenian state and deprive it of superiority in the Aegean. The destruction of the Athenian fleet in 405 BC put an end to this war, and the next year Athens was forced to capitulate.

Table “Events of the Peloponnesian War”

Defeated Athens ceased to exist as a maritime power, giving her entire fleet to Sparta. In the Greek world, Sparta passed the leadership positions, and in Athens the oligarchic regime of "thirty tyrants" was established.

Rice. 3. End of the Peloponnesian War.

The war, which lasted 27 years, fundamentally changed the political situation in Greece. Despite the fact that formally the two largest policies took part in it, in fact many other cities of Hellas were drawn into this protracted conflict.

A direct consequence of the Peloponnesian War was the complete ruin of households and general poverty in the territory of the warring states, the growth of social tension and frequent civil wars.

What have we learned?

When studying the topic “Peloponnesian War” in the 5th grade history program, we learned briefly about the Peloponnesian War. We learned what served as the prerequisites for the start of a major military conflict, how it developed, who won. Having become acquainted with the contents of the report, we found out what were the consequences of the Peloponnesian War not only for Athens and Sparta, but for the whole of Greece.

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Classwork Theme of the lesson: The struggle for dominance over the Mediterranean. Lesson plan: Greco-Persian wars Peloponnesian wars IV-V centuries BC. Rise of Macedonia. Conquests of Alexander the Great

Greco-Persian Wars (BC) Reason: aggressive policy of Persia.

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Peloponnesian Wars (BC) Reason: dissatisfaction of the city-states of Greece with the hegemony of Athens.

Peloponnesian Wars (BC) Reason: dissatisfaction of the city-states of Greece with the hegemony of Athens. Results: Defeat of Sparta Weakening of all Greek city-states Undermining the influence of Athens

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Lesson of the history of the Ancient World in 5 "B" class
Theme: Peloponnesian War
Target:
Subject Results:
- mastery of basic historical knowledge, the formation of ideas about the causes and the beginning of the Peloponnesian War.
- development of skills to search, analyze, compare information.
Personal results:
- formation of a responsible attitude to learning, readiness and ability of students for self-development and self-education based on motivation for learning and cognition, conscious choice and building an individual educational trajectory of education.
- the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture.
-formation of communicative competence in communication and cooperation with peers.
Metasubject results:
- the ability to independently determine the goals of their learning, set and formulate new tasks for themselves in learning and cognitive activity. Develop the motives and interests of their cognitive activity.
- the ability to independently plan ways to achieve the goal, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems;
- the ability to correlate their actions with the planned results, to control their activities in the process of achieving the result.
Basic terms: Peloponnesian war, Nikiev world.
Equipment: textbook "History of the Ancient World" by F. Mikhailovsky, workbooks, pens, pencils.
Type of lesson: lesson of educational activity (group work).
Explanatory note:
Before the start of the lesson, it is necessary to distribute students into groups, distribute badges with signed roles, put on desks (shifted for group work) the criteria for assessing subject and meta-subject results, the rules for working in a group. remind students that for the lesson we need a textbook, pens, pencils, a workbook and a diary.
During the classes:
Lesson stages
Teacher activity
Student activities

1.Org. moment
- greets students
- marks the attendance of students
Today at the lesson we will work with you the whole lesson in a group. (Slide 1)
- greet teachers
- set up for work

2. goal setting
Please see what topic we will study today, the textbook will help us with this. Who will help me?
We open notebooks and write down the topic of the lesson "Peloponnesian War". (slide 2)
Before you set the goal of our lesson, I suggest you get acquainted with the questions for today's lesson. (slide 3)
??? What policies of Ancient Greece have we already met? (Sparta, Athens)
??? What unions led these two policies? (The Peloponnesian Union - led by Sparta, the Athenian Maritime Union - led by Athena).
??? In which policy did they adhere to a democratic system, in which oligarchic? (Athens - democratic, Sparta - oligarchic (power of the few).
??? How did the inhabitants of these policies treat each other? (The Athenians despised and ridiculed the Spartans for a way of life different from the Athenian: common dinners, inability to speak beautifully, neglect of sciences, physical exercises).
After reading the questions, think about and formulate the objectives of our lesson.
- find out who were the opponents in the Peloponnesian War;
- find out what kind of system, democratic or oligarchic, existed in these policies;
- find out why they fought, the reason;
- find out how the war ended.

When I was preparing for the lesson, I also formulated goals, please take a look and compare your goals with mine. Were we able to set our goals in accordance with the topic of the lesson. (slide 4)
- familiarization with the topic of the lesson
- write down the date and topic of the lesson
-think about the answers to the questions

In accordance with the questions formulate the objectives of the lesson

Get acquainted with the goals of the teacher, respond

3.planning
We know the topic, we have defined the goals. To what stage are we moving on?
The next step is planning:
What will we do with you?
Approximate plan (students dictate, teacher writes on the board)
1. Actualization of basic knowledge.
2. Let's listen to the teacher.
3. Read paragraph 32 of the textbook, find answers in accordance with the goals.
4.Summarize the results of our work.
-answer, planning.

4.implementation of the plan
To recall previously learned material. I suggest you solve the test, you have 3 minutes to solve the test.







Before we evaluate your work, I remind you that the criteria for evaluating subject and meta-subject results are on your desk. Refresh them. Today I planned to evaluate the work of group number 3. I invite your group to the board. On the blank side of the board, write your answers.
I suggest you compare your answers with the standard. Evaluate your work on the test, at what level did you do it? Transfer your level to the mark (set to the whole group). Guys, do you agree with the group's self-assessment?

And now I invite you to evaluate your work in the group. How did you cope with the role you played today?
At what level did you manage to cope with your role?
Transfer your level to the mark (set individually for each member of the group). Guys, do you agree with the group's self-assessment?
We put the final mark in the journal by adding the marks and dividing its sum by two, for completing the test and fulfilling our role in the group.
Are we going to put this mark in the journal?
If you do not agree, do not want to put a mark in the journal, then get ready for the next lesson, I will ask you again.

We are proceeding to the next point of our plan and we are still working in a group, today I have prepared for you a fragment of a film about one of the commanders of the Peloponnesian War. Your task, after viewing a fragment of the film, is to analyze according to the plan (see Slide) the life and work of a historical figure.
I suggest you return to the goals of our lesson, what goal did we manage to achieve?

The next stage of our lesson is to read paragraph 32 of the textbook and search for answers in accordance with our goals. We do not forget that we work in a group, and in the course of your work, you can record information in a textbook (neatly, with a simple pencil) or in a notebook. You have 7 minutes to work.
The group that finishes first raises their hands. If you need my help, raise your hand.
The time is up, I invite the group that managed the earliest to submit their answers, in accordance with the goals. (listens to student answers)

Let's move on to the next point of our plan, summarizing. I invite you to the board (Kolomoets Anna). Hears the answer.

Take the test in a group

Group 3 goes to the board to defend their answer.

Compare the solved test with the standard, evaluate the subject results

Students in the class agree or disagree with the assessment.
- Conduct a self-assessment of how they coped with the work in the group.

Listen to the teacher's story

Analyze the performance of the work on the objectives of the lesson
- work with the text of the paragraph in accordance with the goals set for the lesson

Summarize the results of their work in the lesson, whether it was possible to implement all the points of the plan, in accordance with the goals left.

5.reflection
In order to determine your (internal state) today in the lesson, I suggest you complete the sentences:
I liked that
I learned to do (do)
I managed
I did not understand anything
New knowledge will be useful to me on
- conduct reflection

6.homework
Repeat item 32, complete the tasks in the printed notebook.
-record d / z

test:
1) What sources of slavery prevailed in Athens after Solon's reforms? Choose the correct answer from the suggested sources:
a) debt b) by birth; c) war; d) maritime piracy.
2) Least of all the labor of slaves was used in:
a) quarries; b) craft workshop; c) mines; d) agriculture.
3) What were the main sources of Athens' wealth? Choose the correct answer.
a) trade duty, international trade with other countries, trade with their colonies;
b) trade in products of developed agriculture and animal husbandry: grain, milk, cheese, meat.
test:
1) What sources of slavery prevailed in Athens after Solon's reforms? Choose the correct answer from the suggested sources:
a) debt b) by birth; c) war; d) maritime piracy.
2) Least of all the labor of slaves was used in:
a) quarries; b) craft workshop; c) mines; d) agriculture.
3) What were the main sources of Athens' wealth? Choose the correct answer.
a) trade duty, international trade with other countries, trade with their colonies;
b) trade in products of developed agriculture and animal husbandry: grain, milk, cheese, meat.
test:
1) What sources of slavery prevailed in Athens after Solon's reforms? Choose the correct answer from the suggested sources:
a) debt b) by birth; c) war; d) maritime piracy.
2) Least of all the labor of slaves was used in:
a) quarries; b) craft workshop; c) mines; d) agriculture.
3) What were the main sources of Athens' wealth? Choose the correct answer.
a) trade duty, international trade with other countries, trade with their colonies;
b) trade in products of developed agriculture and animal husbandry: grain, milk, cheese, meat.
test:
1) What sources of slavery prevailed in Athens after Solon's reforms? Choose the correct answer from the suggested sources:
a) debt b) by birth; c) war; d) maritime piracy.
2) Least of all the labor of slaves was used in:
a) quarries; b) craft workshop; c) mines; d) agriculture.
3) What were the main sources of Athens' wealth? Choose the correct answer.
a) trade duty, international trade with other countries, trade with their colonies;
b) trade in products of developed agriculture and animal husbandry: grain, milk, cheese, meat.
test:
1) What sources of slavery prevailed in Athens after Solon's reforms? Choose the correct answer from the suggested sources:
a) debt b) by birth; c) war; d) maritime piracy.
2) Least of all the labor of slaves was used in:
a) quarries; b) craft workshop; c) mines; d) agriculture.
3) What were the main sources of Athens' wealth? Choose the correct answer.
a) trade duty, international trade with other countries, trade with their colonies;
b) trade in products of developed agriculture and animal husbandry: grain, milk, cheese, meat.

According to him they said "Greece would not have endured the second Alcibiades"

When Alcibiades was a boy, he wrestled on the sand with a comrade. Comrade won. Alcibiades bit him on the arm. "You bite like a woman," said the comrade. Alcibiades replied: "No, like a lion."
He grew up in the house of Pericles. One day, for some reason, he came to Pericles, he said: "Don't interfere, I'm thinking about how I can report to the people." Alcibiades replied: "Wouldn't it be better to think about how not to report to anyone at all?"
He studied with Socrates, and Socrates told him: "If you owned Europe and the gods forbade you to go to Asia, you would leave everything and go to Asia." Alcibiades devotedly loved Socrates, once in battle he saved his life; however, the words of those sophists who said: home, homeland, gods, all this is conditional, all “by agreement” sunk deeper into his soul; “by nature” is only the right of the strong and the right of the cunning.
So he grew up handsome, smart, carefree, accustomed to giving himself free rein in everything and ready for anything, just to be the first, in good or in bad anyway. He had a handsome dog, he cut off this dog's tail; everyone was indignant, and he said: "Let them be outraged by this, and not by something else." Once, on a bet, he slapped the richest man in Athens, an old harmless fat man, for no reason, and the next morning he came to him, threw off his cloak and gave him a whip. He was moved, forgave him and even married his daughter to him.
This Alcibiades resumed the war that ruined Athens.
He wanted to excel in the war. There was peace with Sparta. Then he proposed to the people's assembly to declare war on Syracuse, those Sicilian Syracuse, from where Sparta and her allies received their bread. The plan was great. In Athens, a fleet of one and a half hundred ships was equipped, a select army was ready for landing, Alcibiades was appointed commander and with him two senior commanders, cautious Nicias and ardent Lamachus. Everywhere they only talked about the Sicilian campaign; the name of Alcibiades was on everyone's lips.
The louder the glory, the stronger the envy. The enemies of Alcibiades decided to destroy him. In Athens, at the crossroads, there were stone pillars with the head of Hermes, the patron saint of roads. On the night of a month before the campaign, these pillars suddenly turned out to be broken and mutilated by no one knows who. Rumors immediately spread that this was done by Alcibiades, a well-known atheist. Alcibiades appeared before the people's assembly and demanded an open trial. He was told: “Time is precious; postpone until the end of the campaign. And the fleet set off under the yoke of an evil omen.
The Athenians had already entered Sicily, had already occupied the first cities, when suddenly an order came from Athens to Alcibiades to return and stand trial. He realized that everything was already ready for his death. He decided to run. He was asked: "Do you not believe in the motherland, Alcibiades?" He replied: "Where it is about life and death, I will not believe my own mother either." He was told that he had been sentenced to death in absentia. He cried out, "I'll show them that I'm alive!"
He appeared directly to yesterday's enemy in Sparta and said: "Until now, I have done you more harm than anyone else, now I will bring you benefit more than anyone else." He advised us to do three things: send help to the Sicilians; send an army to Attica not by raid, but in such a way as to occupy a fortress there and threaten Athens all the time; send a fleet to Ionia and recapture their allies from the Athenians. He sailed with the fleet.
The Sicilian campaign of the Athenians without Alcibiades ended in disaster. For a whole year they besieged Syracuse in vain, and then they were repulsed, surrounded and laid down their arms. The generals were executed, seven thousand prisoners were sent to Syracuse hard labor in the quarries, and then those who survived were sold into slavery. Even experienced Sicilian slave owners were ashamed to own slaves from those Athens, which was reputed to be "the school of all Greece." Some were set free for teaching the Sicilians new songs from the last tragedies of Euripides.
Alcibiades remembered: there is no faith anywhere for a traitor. He was alert and he was right. The Spartan fleet was ordered to kill him. He found out about this and fled to the third owner in Persia. Those who knew him marveled at how he knew how to change both appearance and way of life: in Athens he talked with Socrates, in Sparta he slept on sackcloth and ate black stew, in Sardis he was pampered and luxurious in such a way that even the Persians were surprised. In Sardis, the Persian satrap ruled, with a keen eye watching how his enemies, Athenians and Spartans, exterminate each other. Both were exhausted by the war, and both shamelessly asked to help them with money from the bottomless Persian treasuries, and he answered with handouts and promises, and Alcibiades was his adviser.
Finally, the hour has come: in Athens, internecine struggle broke out. One of the parties called on Alcibiades for help, he led the fleet and sailed along the coast of Asia Minor, winning back for the Athenians those cities that he had recently won back for the Spartans. Having won six victories, he came to Athens under red sails, with ships loaded with booty. The people rejoiced, the old people with tears in their eyes showed him to the children. He was given the unprecedented title of "commander autocrat"; he became, as it were, a tyrant by the will of the people. His dreams came true, but he did not delude himself: he knew that people's love is changeable.
And so it happened. Once, in his youth, Alcibiades spoke to the people, and in his bosom he had a thrush just bought; the thrush flew away, one sailor from the crowd caught it and returned Alcibiades. Alcibiades was a broad-minded man: having become an autocratic commander, he found that sailor and took him with him to the fleet as his assistant. Having gone away once to collect tribute, he ordered him only one thing: in no case should he accept battle. He immediately accepted the fight and, of course, was defeated. Alcibiades, returning, immediately called the enemies to a new battle, but they evaded. What would follow next, Alcibiades knew in advance. Without waiting to be declared an enemy of the people, he abandoned the army and fleet, took refuge in a fortified estate near the Hellespont and lived there among the Thracians, drinking, having fun on horseback and from a distance watching the last battles of the war.
The penultimate battle was at Lesvos. In a short interval between two storms, two fleets came together. The Athenians threw everything into the battle: noble horsemen, accustomed to abhor sea labor, and slaves, who were promised freedom for this battle, sat next to the oars. The Athenians won, but the storm scattered the ships of the victors, many people died. This was considered the wrath of the gods. Instead of rewards, victorious military leaders were brought to trial. All were executed; Socrates alone voted against the execution.
The last battle was on the Hellespont, at Egospotam Goat River, not far from the estate of Alcibiades. He saw that the Athenians had chosen an uncomfortable place for parking: no water, no housing, the soldiers had to disperse far along the coast. Alcibiades rode up to the camp on horseback and warned the commanders of the danger. They answered him: "You are an enemy of the people, take care of yourself." Turning his horse, he said: "If not for this insult, in ten days you would have been victorious with me." Ten days passed, and the Athenians were defeated: the Spartans struck by surprise and captured all the ships almost without a fight. It was the end. Athens surrendered, tore down the city fortifications, disbanded the people's assembly, the city began to be ruled by "thirty tyrants" led by cruel Critias, massacres began. It was said that more people died in a year of the reign of the "thirty" than in ten years of war.
Alcibiades remembered that it was even more difficult for him to expect good from the Spartans than from the Athenians. He abandoned his Thracian home and took refuge again in Persia. He knew that the people in Athens again bitterly regretted his exile and saw in him their last hope. But the Spartans knew it too. A convincing request was sent to the Persian satrap: to save the winners from a dangerous person. The house where Alcibiades lived was surrounded and set on fire. Alcibiades threw carpets and dresses into the fire and escaped from the house with a sword in his hands. The assassins did not dare to approach him, they shot him from a distance with bows. Thus perished the one about whom they said: "Greece would not have endured a second Alcibiades."

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Text content of presentation slides: Lesson topic: Peloponnesian War02/05/2015 What policies of Ancient Greece have we already met? What unions headed these two policies? In which policy did they adhere to a democratic system, in which oligarchic? How did the inhabitants of these policies treat each other? The objectives of the lesson: - to find out who were the opponents in the Peloponnesian War; - to find out what kind of system, democratic or oligarchic, existed in these policies; - to find out why they fought, the reason; - to find out how the war ended. Let's compare the answers 1) - b, c, d, 2) - d 3) - a “Greece would not have endured the second Alcibiades ...” A reminder for characterizing and evaluating a historical figure1. Remember or establish (according to the textbook): when and in what country he lived and acted; his goals, plans; by what means did he achieve the goal.2. Describe his appearance and character. What personal qualities helped him to go to the goal (and what hindered)? What do you appreciate in his character that you do not approve of? 3. List the main results of its activities (what goals have been achieved).4. Establish (according to his deeds, deeds), in whose interests he acted.5. Evaluate the activity of an outstanding person (to whom it was useful, beneficial; did it help to strengthen the state, develop the country, improve the situation of the masses, develop culture).6. Express your attitude or disapproval; how do you feel about the means by which he achieved the goal; What character traits would you like to emulate?
Continue the sentences .. I liked what ... I learned to do (perform) ... I succeeded ... I did not understand anything ... New knowledge will be useful to me on ... Homework: Repeat item 32, complete the tasks in a printed notebook.

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