How did Alexander the Great conquer Persia? The campaign of Alexander the Great and the collapse of the Achaemenid Empire Why the Macedonian was able to conquer the Persian state

Plutarch. Alexander

IV .. Even in childhood, his abstinence was revealed: being in everything else frantic and unrestrained, he was indifferent to bodily joys and indulged in them very moderately; the ambition of Alexander led to the fact that his way of thinking was serious and sublime beyond his age. He did not love all glory and looked for it anywhere, as Philip did, who, like a sophist, boasted of his eloquence and immortalized the victories of his chariots at Olympia with images on coins. Once, when Alexander, who was noted for his quick legs, was asked by those close to him if he would like to compete in running at the Olympic Games, he replied: “Yes, if kings are my rivals!” In general, Alexander, apparently,

Lesson 46 201

did not like athletes: he organized many competitions of tragic poets, flutists, kyfareds and rhapsodists, as well as various hunting competitions and stick fights, but showed no interest in fisticuffs or pancratia and did not assign awards to their participants.

V. When, in the absence of Philip, the ambassadors of the Persian king arrived in Macedonia, Alexander, without being at a loss, received them cordially; he so subdued the ambassadors with his friendliness and the fact that he did not ask a single childish or insignificant question, but asked about the length of the roads, about the ways of traveling into the depths of Persia, about the king himself - what he is like in the fight against enemies, and also about what forces and the power of the Persians, that they were not a little surprised and came to the conclusion that the illustrious abilities of Philip fade before the greatness of the plans and aspirations of this boy.

VIII. It seems to me that Aristotle inspired the love of healing Alexander more than anyone else. The king was interested not only in the abstract side of this science, but, as can be concluded from his letters, he came to the aid of sick friends, prescribing various methods of treatment and a treatment regimen.

Krushkol Yu. S. Reader on the history of the ancient world.

M., 1987. S. 163-164, 165. The teacher can supplement the information received with additional material.

OPTION 2. CREATIVE TASK

The teacher, having previously asked the students to familiarize themselves with the materials of the paragraph, suggests writing an essay “Why did Macedonia conquer the Greek policies?” (The essay is designed for 20 minutes, students are allowed to use textbooks and notes.)

Every year the estates and workshops of slave owners in Greece grew. More and more accumulated among the rich Hellenes "talking cattle." The hour has come when the slaves have turned into a terrible destructive force.

- Why did slaves become dangerous for slave owners?(They could revolt against the slave owners. They could take the side of the Macedonian army, so they were dangerous for the slave owners.)

Summing up the lesson

Lesson 47

Goals: to acquaint students with the eastern campaign of the Greek-Macedonian troops; to bring students to an understanding of the reasons for the death of the Persian kingdom and the formation of the power of Alexander the Great; to continue the formation of skills to work with a historical map, on the basis of the text of a textbook and a document, characterize the participants in historical events, evaluate their activities.

Equipment: map "Ancient Greece in the 5th century. BC e.".

Information for the teacher

Based on the requirements of the program in history lessons, children should learn to characterize and evaluate the activities of participants in historical events. Therefore, in this lesson it is advisable to introduce students to a special memo that will help them in this. Moreover, the material of the lesson (the activities of Alexander the Great) allows you to do this.

Memo for evaluating a statesman

What class interests did he represent? What were the goals and aspirations of this class?

What personal qualities did he have? To what extent were they suitable for solving the set goals?

What means did you use to achieve your goal? Rate them.

What were the results of his activities? Rate them.

During the classes

Organizing time

Updating the basic knowledge of students on the topic "The cities of Hellas are subject to Macedonia"

1. Preparation of an oral answer on card No. 37.

Sample student response

In the middle of the IV century. BC e. at the head of the Macedonian kingdom stood the smart and energetic king Philip. He created a powerful and strong army, which consisted of cavalry and infantry. Each infantryman had a six-meter spear. In battle, the first six rows laid spears on the shoulders of those in front. The last ranks of the phalanx turned to face the enemy. Then the phalanx "bristled" and was impregnable. Philip's army had siege towers. With such a strong army, Philip was able to conquer Hellas, as the Greek policies fought among themselves. Each of them wanted to be at the head of Hellas. In addition, Philip could bribe and quarrel opponents among themselves. Thus, as a result of the above reasons, Macedonia was able to conquer Greece.

Class work. Problem solving.

Task 1. They say that in Macedonia there were cities, but there were no policies. What does this mean and is it true? (Polis is a city republic. There was no city self-government in the Macedonian kingdom, there were only royal fortresses and the capital Pella.)

Task 2. Why did not a single city of Hellas manage to unite the whole country under its rule, while the Macedonians managed to do this? (Philip of Macedon had 5-10 times more military forces than Athens or Thebes, but much less than the combined military resources of the policies of Hellas. However, Philip was a king and could gather all his forces together, and the Greeks were too jealous of each other and did not want Philip, unlike Xerxes, was well versed in Roman wisdom: “Divide and conquer!”)

The student's oral answer on card No. 37 and the response of classmates to it (for the recall plan, see lesson No. 10).

So, we found out that under the onslaught of a strong Macedonian army, Greece lost its independence. After the death of Philip, his son Alexander became the head of state. He continued the work of his father, carried out a campaign to the East. The powerful power of the Persians collapsed under the blows of the Macedonian army. Why? This is what we will learn in today's lesson.

Why was Alexander the Great able to conquer the Persian state?

Exploring a new topic

Plan,

Victory of the troops of Alexander the Great.

The death of the Persian kingdom.

On the desk:topic of the lesson, new words: p. Granik, Iss, Parmenion,

With. Gaugamela.

1. Work on a historical map (p. 194 Vigasina or p. 206

Mikhailovsky).

Remember how parts of the world are located on the map.

What color is the Kingdom of Macedonia on the map? (Brown.)

What color is the Persian kingdom? (Green.)

In what states known to us did Alexander the Great make his campaigns? (To Egypt, Phoenicia, Mesopotamia, Babylon, India.)

In what part of the world are most of these countries located? (In the east.)

What major cities were founded by Alexander the Great in the conquered territories? (These were cities with the name Alexandria, in honor of Alexander the Great, more than 20 of them were founded (in some sources, the figure is more than 30. Encyclopedia for Children. Volume 1. M .: Avanta +, 2000. S. 138.).)

What strait separates Europe from Asia? (Dardanelles.)

2. Teacher's story .

Task for children: from the teacher's story to understand and write down the reasons for the fall of the Persian state.

In the spring of 334 BC. e. hundreds of ships transported the infantry and cavalry of the Macedonian king Alexander across a narrow strait to the coast of Asia Minor. From here, Alexander began his campaign in the heart of the huge Persian state.

The young king had a few troops. Only 30,000 selected and battle-hardened infantry, 5,000 horsemen, a fleet of 160 ships. The convoy carried stone fighting vehicles and formidable battering rams to break the walls of enemy fortresses.

The Persian empire stretched from the Indus River to the Mediterranean Sea. The peoples of Egypt, Assyria, and Phoenicia have long suffered from the power of the Persians, dreamed of throwing off the hated yoke of the oppressors of the Persians.

The Persian army was huge. The best part of it was the royal guard and detachments of mercenaries of different nationalities. The satraps robbed and ruined the local population. An army made up of

people of conquered peoples, was poorly trained and could not withstand difficult campaigns. The Persian nobility continuously fought for power, the country was tormented by uprisings, coups and civil wars.

Alexander's opponent, King Darius III, was a weak, indecisive man and mediocre commander.

Upon learning of Alexander's crossing of the Helespont, the satraps of Asia Minor gathered a large army. They had about 20,000 horsemen and 20,000 Greek mercenaries. One of the commanders, the Greek Memnon, an experienced commander, advised to avoid battle, retreating, devastate the country so that Alexander could not find shelter anywhere. But they did not listen to him. The Persians took up a position on the right bank of the small mountain river Granik.

A fierce battle took place here. A hot hand-to-hand fight broke out. Alexander's victory was complete. The dominion of the Persians in Asia Minor fell.

In the city of Gordia, the ancient capital of Phrygia, Alexander's army stopped for the winter. Here Alexander was shown the famous chariot that belonged to King Gordias. A knot was made on it from the belts with which the drawbar was attached. There was an ancient prediction that whoever unties the knot will take over Asia. Alexander made an attempt to untie the knot, but to no avail. However, he did not lose his head: drawing his sword, he broke the knot in half with one blow. But the conquest of Asia was still far away.

Independent work of students with the text of the textbook.

Find out what major battles Alexander was able to win

Macedonian during the military campaign to the East.

Reading session.

Where is the city of Iss? (On the Mediterranean coast.)

How did the Macedonians manage to break into the city of Tire? (They used battering rams and throwing machines. They destroyed the walls and captured the city.)

Why did the Egyptians welcome Alexander as a liberator? (They are tired of the power of the Persians, of their claims.)

What new character traits appeared in Alexander the Great? (He was intoxicated with victories, agreed that his priests declared him a god.)

What city did Alexander found in the Nile Delta? (City of Alexandria, on the island of Pharos.)

What major battle did Alexander win in Mesopotamia? (Battle near the village of Gaugamela.)

Consolidation of the studied material

Conversation on questions .

Why was Alexander the Great able to conquer the Persian state?

Answers:

a) The Persian army consisted of mercenaries, and they could fail at any moment, they were not interested in the results of military operations.

b) The nobility of the Persian state fought for power, the country was restless, so such a state is easier to conquer.

c) The peoples conquered and tired of the power of the Persians could take the side of the Macedonian army, as they wanted to free themselves from the yoke of the satraps.

d) The military talent of Alexander the Great played an important role in the defeat of the army of the Persian state.

Evaluation of the personality of Alexander the Great (use the memo).

Summing up the lesson

Lesson 47 (lesson game)

To conduct the lesson, you should first give the students the task to read the required paragraph.

I. Game

The class is divided into two groups: "Persians" and "Greeks". Representatives of these groups should defend the advantages of the version of absolutism that was implemented in their country. At the same time, they should proceed not from the positions of today, but from the worldview attitudes of the 4th century. BC e. During the discussion, the teacher fills out a table on the blackboard, which the students are invited to transfer to their notebooks.

	Persia	Greece
Political system	Despotism	Politic cities
Economy	Economic life is completely subordinate to the king	Society of Landowners
	Regular	Citizens' Militia
	Zoroastrianism	Polytheism

II. Summing up the lesson

During the campaigns of Alexander, two civilizations collided, which had very different foundations from each other. The empire of Alexander contributed greatly to their synthesis.

Homework: read § 42 Vigasin or § 36 Mikhailovsky; prepare a detailed answer to the question: “Why was Alexander the Great able to conquer the Persian state?”; workbook (issue 2), assignment No. 52 (p. 37); for the curious: how could 40,000 Macedonians defeat 200,000 Persians at Gaugamela?

Additional material

Death of Alexander the Great

In 324 BC. e. Alexander began to prepare for new campaigns. But the king did not have time to complete what he started. 23 June 323 BC e. Alexander the Great, the ruler of half the world, died in Babylon of a fever, without realizing all his plans. The coffin with the body of Alexander was taken to his part of the possessions by the ruler of Egypt, Ptolemy Lag, who made Alexander a god - the patron of his kind. The mother of Alexander the Great, Olympias, having learned that her son had been lying without burial for a long time, grieved and said: “Child, you aspired to the share of the celestials, now you are denied even what all people on earth receive - in the grave.” Ptolemy sent the body of Alexander in a barrel of honey to Alexandria, where he buried it. His unexpected and mysterious death at the age of thirty-three took everyone by surprise. It is said that when the generals asked the dying king to whom he destined the throne, Alexander replied: "To the most worthy."

A long memory has remained for centuries from Alexander the Great. And the reason for this is not his power, which fell apart immediately after the death of the king. Nor was he the founder of a new dynasty: his two sons, Alexander and Hercules, died young in bloody strife. His youth and the ease with which he conquered half the world caused admiration and envy. How many future great commanders repeated the words of Alexander: "20 years - and nothing for immortality!"

Caesar thought with admiration of the amazing fate of Alexander the Great. Napoleon and Suvorov read books about his campaigns. How many legends went around the world and how many eastern rulers derived their family from Iskander the Two-horned (as Alexander was called in the East).

And let the Spartans, whom the tsar forced to venerate himself as an Olympian, mockingly declared: “Imagine Alexander, if he so wants, call himself a god,” he nevertheless became one. He became the idol of young minds, the embodiment of good luck, an exciting legend and amazing pain for contemporaries and descendants.

Encyclopedia for children. Volume 1. M .: Avanta +, 2000.

Lesson 48

Goals: to bring students to an understanding of the reasons for the death of the Persian kingdom and the formation of the power of Alexander the Great, to acquaint them with the spread of Greek culture in the countries of the Ancient East; continue the formation of skills to correctly show historical objects on the map, work with the text of the textbook and its illustrations, and compose a story.

Equipment: Map of the Conquests of Alexander the Great in the 4th c. BC e.".

During the classes

Organizing time

Updating the basic knowledge of students on the topic

"The Campaign of Alexander the Great to the East"

Preparation of an oral answer on card No. 38.

Sample student response

The Persian army consisted of mercenaries, and they could fail at any moment, they were not interested in the results of military operations. The nobility of the Persian state fought for power, the country was restless, so such a state is easier to conquer. The peoples conquered and tired of the power of the Persians could take the side of the Macedonian army, as they wanted to free themselves from the yoke of the satraps. The military talent of Alexander the Great played an important role in the defeat of the army of the Persian state. Alexander the Great conquered the following states: Egypt, Phoenicia, Mesopotamia, Babylon, India.

Individual work (5-6 people, written on pieces of paper). Test 13.

Class work. The solution of the problem.

Homer's poem "Iliad" accompanied Alexander the Great in all campaigns. He kept the book under his pillow along with the dagger. The king believed that the study of the Iliad was a good means for cultivating military prowess. Was Alexander right? (Alexander the Great was right, since the poem is dedicated to the Trojan War, about one of its heroes, Achilles. The Greeks won this war, which is probably why Alexander carried this poem with him.)

The student's oral answer on card No. 38 and the response of classmates to it (for the recall plan, see lesson No. 10).

Transition to the study of a new topic

Immediately after Alexander the Great died, his commanders began to divide the lands that were part of his state. At the beginning of the III century. BC e. the power of Alexander the Great broke up into many states. The most important of them were: Egyptian, Macedonian and Syrian. Even during the period of his military campaigns, Alexander founded new cities in the conquered territories. The names of the cities bore his name. One of the most beautiful cities in the Eastern Mediterranean was the capital of the Egyptian kingdom of Alexandria. In many ways, this city was like the cities of Greece. Why?

Let's get acquainted with the sights of the city of Alexandria.

Lesson methodical development to textbook A.I. Kravchenko "Social studies" Grade 9 - M .: ...
Textbooks on the discipline "physical culture"
textbooks
work with new textbook at school and at home. Textbook written in accordance with ... .... Physical education: 5 - 7 grade. Textbook Vilensky Mikhail Publisher: Prosveshchenie Series... The main section of the book - lesson lessonsdevelopment, which correspond to the real move...
Lesson planning for music lessons in the first grade of a four-year elementary school
Lesson
which was proposed in lessondevelopments. Grade 1” in the subject... 52 See Lessons in elementary school. lessondevelopment. 1 class. Music. - M., Primary ... . lessondevelopment. 1 class. - M., 2002. P.123. 68 See: Phonochrestomathy to textbook-notebooks...

How did Alexander the Great (356-323 BC) manage to accomplish the impossible in a few years - to create the greatest empire of the ancient world? There are many answers to this question, and over time there are more and more hypotheses, assumptions and theories. The Munich Archaeological Assembly dedicated the exhibition "Alexander the Great - Ruler of the World" to the personality of the ancient commander, examining the phenomenon of Alexander from a biographical point of view. The exhibition consists of ten parts and shows the life path of the ruler and commander, starting from his youth at the Macedonian court in Pele and ending with the mythological image that developed after death - the image of the eternally young hero, the great leader, whom many were inclined to deify.

For this exhibition, the gallery in Rosenheim (Lokschuppen Rosenheim) collected 450 exhibits from German and European collections, which give an idea of the conditions in which Alexander the Great and his army found themselves during campaigns to the east. The catalog of the exhibition, in addition to describing the exhibits, gives a brief overview of the points of view that exist in modern scientific circles, from which one can single out ten reasons why Alexander became truly Great.

Origin

Alexander was the son of the Macedonian king Philip II and the daughter of the Epirus king Olympias. His father, who initially ascended the throne as the guardian of his young nephew, was a talented military leader and cautious politician who managed to strengthen Macedonia and make it the center of Hellas. Alexander's mother, the power-hungry and despotic Olympias, had a great influence on his childhood. On both paternal and maternal lines, Alexander was a descendant of Hercules and Perseus, the greatest heroes of ancient Greek myths. They became an example for him.

Upbringing

Despite the fact that, in addition to Olympias, Philip II had other wives, Alexander received an upbringing worthy of the heir to the throne. Together with his friends from aristocratic families, he studied with Aristotle, who at that time was not as well known as later. In addition, Philip II took his son with him on campaigns. In the battle of Chaeronea (338 BC) against the combined army of the Greek city-states, Alexander commanded the cavalry, whose charge secured the victory for the Macedonians.

Army

When Philip II was killed in 336, his troops were in Asia Minor to repulse the Persian army. More than two decades of military campaigns of Philip II made his army an impressive force: six regiments of heavy infantry - 9,000 soldiers armed with long spears; 3000 hypaspists, also with long spears, but more maneuverable; 6,000 lightly armed warriors; 1200 hetairoi (heavy cavalry), guards and 600 scouts. In addition, the army of Philip II included 7,000 Greek hoplites, many mercenaries and several thousand horsemen.

Commander Talent

Alexander was exactly the man who was able to properly dispose of this army. The huge, clumsy Persian army had no chance against the Macedonians. During the Battle of Gaugamela, Alexander, discovering that the Persians had covered the battlefield with spikes against the cavalry, made a tactical maneuver that forced the enemy army to split up, after which the Macedonian cavalry, avoiding the spikes, attacked the position of the Persian king. In addition, Alexander could trust his commanders and his army, which followed him to the ends of the world.

Pragmatism

However, it was not the army that made Alexander the Great the ruler of the world, but, above all, his politics. His power was based not on dogmas, but on a sober analysis of the existing conditions and on the search for practical solutions. It was guided by practical considerations that Alexander adopted much of the management system of the Persian Empire.

First of all, Alexander refused to turn Asia into a province of the Macedonian-Greek empire. Instead, he brought the local nobility closer to his court, which he provided with places in the army and government. Unlike his predecessors, Alexander treated the inhabitants of the conquered lands not as a conqueror, but as the legitimate ruler of their state, respecting their traditions.

Ruthlessness

Whether Alexander was magnanimous only by calculation or not, however, in relation to those who resisted him, he was ruthless. When, shortly after his accession to the throne, Thebes and Athens rebelled against him, Alexander not only destroyed the armies of these cities, but also wiped Thebes off the face of the earth. The Phoenician city of Tyre, which was located on a rocky island and was considered impregnable, refused to submit, but after a seven-month siege, it was taken and then destroyed.

The general Parmenion and his son Philotas were executed. Alexander killed his friend Clitus, who saved his life during the battle on the Granik River, with his own hands, because he opposed the borrowing of Eastern customs. Some consider the return of the Macedonian army through the deserts of Gedrosia, which cost the lives of 45 thousand soldiers, a punishment for the rebellion on the banks of Hypas.

City building

Alexander founded more than twenty cities in the territory from Egypt to India, they were settled by veterans and local residents. These cities were to become not only strongholds for the army, but also centers of Greek culture. Alexandria of Egypt was the most famous of them - one of the centers of trade and science of the ancient world. This and other cities founded by Alexander became a kind of link between East and West.

Development of sciences

Like Napoleon two millennia after him, Alexander kept a large staff of scientists with him. Thus, his campaign also became a large-scale expedition, the purpose of which was to reach the ends of the world. In order to lay a route from the Indus to the Euphrates, entire fleets were built. Scientists and philosophers explored and described Asia. The court chronicler Callisthenes, Aristotle's great-nephew, made sure that the world learned about the discoveries made during the campaign. However, Callisthenes ultimately fell out of favor because he resisted the introduction of Persian customs at court (namely, the tradition of prostrating before the ruler), was subsequently executed for his alleged participation in the conspiracy.

deification

After founding the city in the Nile Delta, Alexander visited the Siwa oasis in the desert, where the oracle of the god Amun greeted him, calling him "the son of a deity", which befitted him as the new ruler of Egypt. This fact only strengthened his conviction to follow the path of Hercules. In addition, as the ruler of a vast empire, Alexander was automatically ranked among the cult figures. In the cities he founded, he was also honored on a par with the gods. The literally superhuman desire to unite Europe and Asia, which took possession of him in the last months of his life, suggests that in the end he himself perceived himself more as an almost divine person than as a mere mortal.

Pursuit

"Passionate desire" - ancient authors wrote when they tried to characterize the motive of Alexander the Great. In fact, it was an all-consuming desire that made him imitate the heroes of antiquity, especially Achilles. Alexander wanted to prove that he is one of these heroes, but not in legends, but in reality. He took a fortress in northern Iran only because it was said that Hercules had failed in his siege. From the Indus, he wanted to reach the Ganges in order to reach the borders of the lands developed by people there. His troops were ready to capture the Arabian Peninsula, followed by Carthage, but the death of the great commander prevented these plans from being realized. However, "passionate desire" still helped Alexander to fulfill his dream: no one else created such a huge empire.

Lesson 47

UUD: Using the map and its legend,tell about the military events of the campaign of Alexander the Great to the East.

characterize the situation in the East, which contributed to the victories of Alexander the Great.

L.:Evaluate actions of A. Macedonian, his opponents.

Equipment: map "Ancient Greece in the 5th century. BC e.".

Information for the teacher

Memo for evaluating a statesman

What class interests did he represent? What were the goals and aspirations of this class?

What personal qualities did he have? To what extent were they suitable for solving the set goals?

What means did you use to achieve your goal? Rate them.

What were the results of his activities? Rate them.

During the classes

Organizing time

Updating of basic knowledge students on the topic "Cities of Hellas are subject to Macedonia"

1. Preparation of an oral answer on card No. 37.

CARD #37

Read the question carefully and prepare a detailed answer to it:

Why did Greece lose its independence? To do this, remember:

What was the army of Macedonian king Philip armed with?

Why did the Greeks live unfriendly and fought among themselves?

What gave Philip's tactics to quarrel opponents? Make a conclusion.

Sample student response

Class work. Problem solving.

Task 1. They say that in Macedonia there were cities, but there were no policies. What does this mean and is it true? (Polis is a city republic. There was no city self-government in the Macedonian kingdom, there were only royal fortresses and the capital Pella.)

Task 2. Why did not a single city of Hellas manage to unite the whole country under its rule, while the Macedonians managed to do this? (Philip of Macedon had 5-10 times more military forces than Athens or Thebes, but much less than the combined military resources of the policies of Hellas. However, Philip was a king and could gather all his forces together, and the Greeks were too jealous of each other and did not want Philip, unlike Xerxes, was well versed in Roman wisdom: “Divide and conquer!”)

Student's oral answer on card No. 37

Transition to the study of a new topic

Exploring a new topic

Plan,

First victories.

From the battle of Issus to the founding of Alexandria of Egypt.

The death of the Persian kingdom.

Alexander's goal is to conquer the world.

On the desk: topic of the lesson, new words: R. Granik, Iss, Parmenion, p. Gaugamela.

1. Work on a historical map (p. 204)

1). Remember how parts of the world are located on the map.

north

south

2). What color is the Kingdom of Macedonia marked on the map?

3). What color indicates the Persian kingdom?

four). In what states known to us did Alexander the Great make his campaigns?(To Egypt, Phoenicia, Mesopotamia, Babylon, India.)

5). In what part of the world are most of these states located?(In the east.)

6). What were the most important cities founded by Alexander the Great in the conquered territories? (These were cities with the name Alexandria, in honor of Alexander the Great, more than 20 of them were founded).

7). What strait separates Europe from Asia?(Dardanelles.)

2 . Teacher's story .

Task for children: from the teacher's story to understand and write down the reasons for the fall of the Persian state.

The young king had a few troops. A total of 30,000 selected and battle-hardened infantry, 5,000 horsemen, a fleet of 160 ships. The convoy carried stone fighting vehicles and formidable battering rams to break the walls of enemy fortresses.

The Persian army was huge. The best part of it was the royal guard and detachments of mercenaries of different nationalities. The satraps robbed and ruined the local population. An army made up of

Alexander's opponent, King Darius III, was a weak, indecisive man and mediocre commander.

A fierce battle took place here. A hot hand-to-hand fight broke out. Alexander's victory was complete. The dominion of the Persians in Asia Minor fell.

Independent work of students with the text of the textbook.

Find out what major battles Alexander was able to winMacedonian during the military campaign to the East.

Reading session.

Where is the city of Iss?(On the Mediterranean coast.)

How did the Macedonians manage to break into the city of Tire? (They used battering rams and throwing machines. They destroyed the walls and captured the city.)

Why did the Egyptians welcome Alexander as a liberator?(They are tired of the power of the Persians, of their claims.)

What new character traits appeared in Alexander the Great?(He was intoxicated with victories, agreed that his priests declared him a god.)

What city did Alexander found in the Nile Delta?(The city of Alexandria, on the island of Pharos. What major battle did Alexander win in Mesopotamia?(Battle near the village of Gaugamela.)

Consolidation of the studied material

Conversation on questions .

Why was Alexander the Great able to conquer the Persian state?

Answers:

a) The Persian army consisted of mercenaries, and they could fail at any moment, they were not interested in the results of military operations.

b) The nobility of the Persian state fought for power, the country was restless, so such a state is easier to conquer.

c) The peoples conquered and tired of the power of the Persians could take the side of the Macedonian army, as they wanted to free themselves from the yoke of the satraps.

d) The military talent of Alexander the Great played an important role in the defeat of the army of the Persian state.

Evaluation of the personality of Alexander the Great (use the memo).

VI . Summing up the lesson

During the campaigns of Alexander, two civilizations collided, which had very different foundations from each other. The empire of Alexander contributed greatly to their synthesis.

Homework: read § 42; prepare a detailed answer to the question: "Why was Alexander the Great able to conquer the Persian state?".

Additional material

Death of Alexander the Great

Encyclopedia for children. Volume 1. M .: Avanta +, 2000.

pp.138-139.

Literature:

1.A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya. Ancient world history. M. Enlightenment. 2013

2.O.V. Araslanova and K.A. Solovyov.lessondevelopments in the history of the ancient world.

Lesson type: combined.
The purpose of the lesson: Students must figure out why Alexander the Great was able to conquer the Persian empire.

Lesson objectives:

Educational objective: To acquaint students with the eastern campaign of the Greek-Macedonian troops. To bring students to an understanding of the reasons for the death of the Persian kingdom and the formation of the power of Alexander the Great.
Developing task: To continue the formation of skills to work with a historical map, on the basis of a textbook test and documents, characterize the participants in historical events, evaluate their activities.
Educational task: Assess the legitimacy of the actions of Alexander the Great towards the conquered peoples. Cultivate a sense of respect and compassion.

Educational equipment:

Map of the Conquests of Alexander the Great in the 4th century BC. e. ";

Historical source, table;

Multimedia.

During the classes.
1.Org. moment.
2. Actualization of basic knowledge on the topic: "The cities of Hellas are subject to Macedonia."
Frontal conversation with students:
- Macedonia is located on ______________________.

In the middle of the 4th century BC. e. Macedonian king was _____________.

Reasons for the conquest of Greece by Macedonia:

one.___________; (The Greeks fought among themselves, this weakened the country.)

2.___________; (Philip created a strong, powerful army.)

3.___________; (Philip's ability to quarrel opponents.)

3. Transition to the study of a new topic.

Task for students: Why was Alexander able to conquer the Persian state?

4. Studying a new topic.
Plan.

Victory of the troops of Alexander the Great.
The death of the Persian kingdom.

On the board - the topic of the lesson, new words: p. Granik, Iss, Parmenion, p. Gaugamela.

Student's report about Alexander the Great.

Map work.

- Remember how parts of the world are located on the map?

Teacher's story:

3rd slide. Alexander's campaigns to the East.

Task for children: In the process of the story, the table is filled in (date, battle and the result of the campaigns of Alexander the Great) and the map - the movement of the troops of Alexander the Great.

Spring 334 BC e. forever remained a memorable date in the history of Hellas. It is associated with the beginning of a campaign in Asia Minor, when the Macedonian fleet on 160 ships crossed the Hellespont - the current Dardanelles between the Mediterranean and Marmara seas. Every Greek in those days knew that the name keeps the memory of the beautiful royal daughter Gela, the granddaughter of the lord of the winds Eol, who, fleeing from the machinations of the evil stepmother, drowned in these waters while crossing. Having reached the middle of the Hellespont (translated as "the sea of Gella"), Alexander made a libation from a golden cup, sacrificing a bull to the god Poseidon and female sea deities - the Nereids.

In ancient times, they said that the shore opposite is the gate of Asia. There were possessions of the Persians that were to be conquered in order to avenge the devastation of Hellas during the Greco-Persian wars, repeating the feat of the army that took the city of Troy in Asia Minor.

Alexander the Great felt his involvement in the great past of Hellas, since Achilles, the famous hero of the Homeric poem, was considered his maternal ancestor. The head of the Macedonian army considered himself the heir to his glory. The fate of the mythical hero and the real person really turned out to be similar. Both were distinguished by immeasurable courage and emotionality, were quick-tempered. Both passed away young, at the height of their fame.

In Troy, Alexander made a sacrifice to the goddess Athena, the patroness of the Greeks in the Trojan War, and also, following ancient customs, 2 anointed his body and competed naked with friends in running around the monument, ”then, laying a wreath at the grave of Achilles, he said that he considers him lucky. After all, this hero during his lifetime had a devoted friend, and after his death - a great herald of his glory.

The Persian army stood on the opposite bank, ready to prevent the crossing of the Macedonian army by all means. This position was very advantageous, and even the experienced commander Philip 2 - Parmenion - doubted his success. When Alexander decided to immediately start the battle, they argued. Parmenion reminded the king that, according to custom, the Macedonians never started battles at this time, since they considered this month unlucky.

I order to change the name of the month, - exclaimed Alexander.

Then Parmenion pointed out that it was necessary to wait for the next morning, since at night the Persians would be forced to change positions: they would not spend the night on a steep bank. And at dawn, the more disciplined Macedonians would be able to line up faster than the enemy and gain an advantage.

I will be ashamed in front of the Hellespont if, having calmly crossed this wide sea strait, I am afraid of some river, the king answered and led the troops into battle.

5th slide.

Under a hail of arrows, overcoming a fast current and a high steep bank, the Macedonian cavalry entered the battle. In the battle, Alexander was surrounded by enemies, and the commander of the Persians cut off the crest of his helmet with a saber blow. Then he raised his blade again. Death seemed inevitable. But at that moment, Alexander's friend, Clitus, nicknamed the Black, arrived in time and pierced the enemy with a spear. The battle ended in victory for the Macedonians.

- The table is filled.

His exodus opened the way for Alexander to the richest cities of Asia Minor. Ephaestus, the largest commercial and military port of this region, belonged to their number. In Ephaestus is the temple of the goddess Artemis (4th century BC), one of the seven wonders of the world.

For the most part, the Greek cities of Asia Minor met Alexander as a liberator. At Ephesus, the Macedonians entered without a fight. The mercenaries who fought on the side of the Persians left the city, as they did not dare to defend the fortress, whose population was on the side of the enemy, hastily leaving on the ship.

From Ephaestus, the path of Alexander the Great lay to Mileyet, the mastery of which resolved the long-standing dispute between Hellas and Persia about dominance at sea and ensured the successful advancement of ground forces. It was possible not to fear for the sea communication with Macedonia and at the same time control the situation in Greece, where Alexander's opponents were ready to revolt at the first opportunity.

In Mileyet there was a strong influence of citizens who wanted to remain loyal to the Persian king Darius. Alexander took the city by storm, and the population surrendered to the mercy of the conqueror. The news of the victorious capture of Miletus, which had 80 subsidiary colonial cities, was to spread throughout the Greek world, the authority of the young king asserted.

The Persian king Darius the Third did not yet understand what a terrible threat hung over his kingdom. He considered Alexander a youth who needed to be taught a lesson. With a large army, Darius moved towards the conqueror. Both troops met near the city of Issa.

7th slide.

In 333, the battle of the city of Issus.

Independent work of students with the text of the textbook, & 42 st.191.
8th slide.

Reading session:

Who led the attack of the Macedonian army?

The number of Persian and Macedonian troops?

What booty did the Macedonians capture?

Why did the army of Alexander the Great win?

- The table is filled.
9th slide.

Alexander did not pursue Darius; Phenicia was his further target.

The word "Phoenicians" in Greek means "reddish", or more precisely, "coloring in crimson".

Why did the Greeks call the locals that way?

(Answer: They discovered the secret of purple dye, which was obtained from shellfish found in local waters, and traded purple fabrics throughout the Mediterranean.)

The Phoenicians were hostile to the Greeks: local merchants competed (competed) with Greek merchants. Their wealthiest city, Tyre, decided to resist the Macedonian forces. The inhabitants of Tyre did not fight for Darius, but for their freedom. Tire was located on an impregnable rocky island and surrounded by powerful walls. More than six months lasted his siege from land and sea.

10th slide.

Alexander managed to surround the city with ships, on which rams and throwing machines were installed.

One student's post about throwing machines.
11th slide.

The walls of the fortifications were destroyed. The Macedonians broke into the city.

12th slide.

They plundered and set fire to Tire. The once beautiful city was reduced to ruins and ashes. Courageous defenders were killed, about 30 thousand inhabitants of the city were sold into slavery. With his cruelty, Alexander equaled the worst tyrants.

- The table is filled.

13th slide.

These days Alexander received a letter from Darius. Admitting his defeat, he agreed to cede half of his empire. The commander of Alexander the Great Parmenion, learning about this, exclaimed:

If I were Alexander, I would agree!

And I would agree if I were not Alexander. The answer to Darius will be different: I do not need half the kingdom, my destiny is power over the world.
Wellness "five minutes"!
14th slide.

Egypt surrendered to Alexander without a fight. The Egyptian priests declared him a god and the son of the sun god, as was customary for the pharaohs. Alexander accepted the decision of the priests with favor - he no longer had enough kinship with Achilles: the conquered peoples had to believe that God had come to their country and he needed to be unconditionally obeyed. Even in the Greek cities, he sent messengers demanding that the people's assemblies recognize him as a god.

- The table is filled.
15th slide.

In Egypt, Alexander had a dream: a venerable gray-haired old man, standing next to him, read the following lines of Homer:

“In the noisy wide sea there is an island lying opposite Egypt; it is called to us by the inhabitants of Pharos .... "

Waking up, the king and god went to the seashore, to the area opposite Pharos. Here, its architects, having no chalk for marking, drew a plan of the city, scattering flour directly on the ground. Then, however, the birds flew in and ate everything. Alexander was saddened, considering this a bad omen, but the soothsayers explained that the new city would flourish and feed people from different countries. And so it happened: both before and after, Egypt was the main exporter of grain in the ancient world.

16th slide.

The city is named after Alexander the Great. Here he proved himself not only as a talented commander, but also as an architect. He himself marked out the places of future squares, streets and temples. There was also one of the seven wonders of the world, the Pharos Lighthouse.

In 331 BC. e. a campaign began in the Persian lands proper. The army marched for four months. Finally, having crossed the waters of the Euphrates and the Tigris, it ended up at the village of Gaugamela, where the Persians were waiting for the battle. This name in the local dialect means “Camel House”, since one of the ancient kings, escaping on a one-humped camel, placed it here and assigned income from several villages for its maintenance.
17th slide.

Reproduction of the battle.

Students work with a historical source, read.
18th slide and 19th slide.

Assignment: I use the “Battle of Gaugamela” scheme, tell about the battle itself.

Answer the question: What is common between the battles of Issus and Gaugamela.

- The table is filled.
20th slide.

Shortly after the defeat at Gaugamela, Darius 3 was killed by his entourage. Alexander's army approached Babylon. Babylon met Alexander as a liberator. The commander was struck by the gigantic ruins of the main temple of the city - in the Bible it is called the Tower of Babel. This temple was destroyed by the Persian king Xerxes.

21st slide.

After Babylon, Alexander took possession of the ancient capital of the Persians, the city of Persepolis. In honor of the victory, a feast was arranged in the royal palace. The Athenian Thais, a friend of the commander Ptolemy, offered to set fire to the palace of Xerxes, who had once set fire to Athens: let people remember that the women who accompanied Alexander were better able to take revenge on the Persians than the leaders of the army and navy. Alexander with a wreath on his head and a torch in his hand went ahead of everyone. The palace was on fire. The king quickly changed his mind and ordered to put out the fire, but it was already impossible to do this.

22nd slide.

The Macedonians moved to the eastern regions of the Persian kingdom, but met with stubborn resistance from local tribes. Between the Amu Darya and Syr Darya in Sogdiana and Bactria in the rear of Alexander in 329-328. BC e. there was an uprising of the Sogdian and Scythian tribes under the leadership of the Sogdian Spitamen. Near Samarkand, the Macedonians were pressed on all sides and fled to a small island in the river. Here the Scythians and the riders of Spitamen surrounded them and shot them with bows: only a few managed to return to their own.

Alexander continued his march to the east.

23rd slide.

Task for students:

View the slides and think about why the army of Alexander the Great did not continue his journey to the east.

Work with the textbook. & 42 Art. 194.

The last battle of Alexander the Great, the battle with Por at the Hydaspes.

- Students complete the table.
The return journey began in 326 BC. e. and passed in very difficult conditions. Returning to Susa, the Macedonian king married the daughter of Darius Stateira. Arriving in Ecbatana, the king began to visit the theater and various holidays. Next was Babylon, where it ended in 325 BC. e. ten year trip. This city became the capital of the empire of Alexander the Great. Here he lived for two years, gradually becoming superstitious. He began to believe in predictions and surrounded himself with soothsayers.

At the same time, he began to actively organize the management of his state, to prepare for a new campaign - to the West. Alexander was going to conquer Carthage in North Africa, Sicily and Italy.

24th slide.

But Alexander suddenly fell ill. In the "Diaries" that were kept at court, it is said about Alexander's illness that on the 18th day of the month Alexander felt chills, and on the 28th day he died of a severe fever.

- Students complete the table.
25th slide.

Immediately after the death of Alexander the Great, his commanders began to fight among themselves. They seized regions and cities from each other, accelerating the disintegration of a single power, which was held mainly by the will and personality of its creator.

26th slide.

The power of Alexander the Great broke up into three kingdoms: Macedonian, Egyptian and Syrian.

5. Consolidation of what was learned in the lesson.
27th slide.

Table.

the date	Developments	Result
334	Battle of the Granicus	Opened the way to Asia Minor, to the Greek cities under Persian rule
333	Battle of Issus	Part of the Persian army was destroyed, Syria, Phoenicia and Egypt were cut off from the power of Darius
332	Siege and capture of Tyre	Subordinate Mediterranean basin
332-331	Subjugation of Egypt	Supply of food to Greece and other regions of the Macedonian state was provided
331	Battle of Gaugamela	The military forces of Darius 3 are completely broken.
329	War in Bactria and Sogdia	The last pockets of resistance in Persia are crushed
327	War in India. Battle with Por at the Hydaspes.	Extreme exhaustion of the forces of the Macedonian army
323	Death of Alexander the Great	The beginning of the collapse of the great power created in the process of conquest - the empire of Alexander the Great.

Task for students:

Using the map "Conquests of Alexander the Great" and the table in notebooks, name the reasons for the conquest of the Persian state by Alexander the Great.

Answer:

The nobility of the Persian state fought for power, the country was restless, so such a state is easier to conquer.
The peoples conquered and tired of the power of the Persians could take the side of the Macedonian army, as they wanted to free themselves from the yoke of the satraps.
The military talent of Alexander the Great played an important role in the defeat of the army of the Persian state.

6. The result of the lesson.

The significance of the eastern campaign of Alexander the Great was extremely great. It contributed to the convergence of the economy and culture of the West and East. On the ruins of the empire of Alexander the Great, a new Hellenistic world arose, where the rich cultures of Asia and Europe began to interact for the first time.

Homework:

Read & 42.
Goder G. I. Workbook on the history of the Ancient World. Issue 2. - M., 2002. Art. 37, assignment No. 52.
Message on the topic: "Faros Lighthouse".

Literature:

Butromeev V. N. “World history in faces. From Homer to Einstein. - M., 2002.
Botvinnik M. N., Rabinovich M. B. "Famous Greeks and Romans (according to Plutarch's Comparative Lives)". - M., 2000.
Volobuev V. O. "History of the Ancient World in Artistic and Historical Images". - Reader, - M., 1978.

Why Alexander the Great destroyed Persepolis

And after two and a half thousand years the ruins Persepolis remind us of the time when the world empire of the Persians stretched from the Danube to the Indus and from the Central Asian steppes to the Nile. Coming to power Darius ordered (about 515 BC) to lay the new capital Persepolis on the Marv-Dasht plateau specifically for royal ceremonies. The city was built about eighty kilometers from Shiraz in the heart of Fars (ancient Parsa) - and was intended to become the personification of the fabulous wealth of Ancient Persia.

For almost sixty years, Babylonian brickmakers and Ionian masons, Median and Egyptian craftsmen worked on the construction of Persepolis, which for two centuries became the symbol of the Achaemenid empire embodied in stone. This huge city covered an area of almost one hundred and twenty-five thousand square meters and was surrounded by an impregnable city wall, the gates of which were guarded by statues of winged bulls. The city housed palaces, harems, stables, barracks and a giant treasury. All the buildings of the royal residence were raised on a bulk terrace, to which a wide open staircase led.

The stone and palace buildings of Darius are square in plan; all buildings are laid out according to a single rectangular coordinate system and are interconnected by open areas and gates. Palaces of Darius and Xerxes, the throne room, the vaults of which were supported by a hundred huge columns, the main gate and the treasury are among the most impressive monuments of Persepolis, which, although in ruins, has survived to this day, having survived all the sharp turns in history. The throne room (apadana) is one of the most luxurious buildings in Persepolis; the inscriptions announcing its creation are made of gold and silver. The magnificent “gates of all countries”, which were also called Propylaea of Xerxes. This building consisted of four columns and was decorated with figures of two-headed bulls and fabulous creatures, over whose heads it was written in ancient Persian, Elamite and Babylonian that this gate was built by the great kings Darius I and Xerxes I. No less majestic were erected in the center " the gates of the kings”, the magnificent bas-reliefs of which depict a fight between lions (a lion in Persia is a symbol of righteous power) and bulls (a symbol of evil and untruth).

A wide street between two high blank walls led to military gate(which were never completed), opening the entrance to the Military Square, where there is a hall, the roof of which was supported by thirty-two wooden columns placed on round stone bases.

One of the most perfect buildings of Persepolis - the residence of Darius Tashtara; because of the brilliantly polished stones, it is often called the "Mirror Palace". Darius ruled the country for thirty-six years and considered himself the ruler of the world, "the king of kings." On one of the pylons of the city gates, he ordered to depict himself: the king kills a terrible fairy-tale monster with a lion's head and a scorpion's tail - the embodiment of evil. The successor to the glory of Darius Xerxes was the heir to his power and wealth, and also quite successfully led conquest campaigns. In 480 BC, he captured Athens and destroyed the Acropolis. In the rich and glorious Persepolis, this next victory of the Persians was widely celebrated, not suspecting that history had a long memory and that the wind that sowed would reap a whirlwind.

One hundred and fifty years later, in 330 BC, the great commander Alexander the Great, having conquered Persepolis, burned to the ground this defeated capital of the Persian kingdom. It was revenge for the Athenian Acropolis once destroyed by the Persians. The remains of majestic buildings, columns and stone sculptures, speaking of the "eternal" glory of the Persian kings, were buried under hundreds of tons of ash and ash, and only thanks to this have survived to this day.

From the book The Newest Book of Facts. Volume 3 [Physics, chemistry and technology. History and archeology. Miscellaneous] author Kondrashov Anatoly Pavlovich

Why did the Babylonian king Nebuchadnezzar II end Judah and destroy Jerusalem? Having captured Jerusalem in 597 BC, the Babylonian king Nebuchadnezzar II did not liquidate the kingdom of Judah, but limited himself to placing a new king, Zedekiah, on the throne,

From the book The Complete Encyclopedia of Our Delusions author

From The Complete Illustrated Encyclopedia of Our Delusions [with transparent pictures] author Mazurkevich Sergey Alexandrovich

Alexander the Great. The diagnosis was made. On all the sculptural images, the head of the great commander is slightly turned to the right, and his chin is peculiarly raised. Until now, it was believed that the ancient sculptors thereby sought to convey the inner world, pride and

From the book of 100 great geographical discoveries author Balandin Rudolf Konstantinovich

THE TRAVELER-GENERAL (Alexander the Great) Alexander the Great was glorified by his victorious battles and conquests. At the same time, he was the largest explorer of antiquity. His military enterprises widely deployed the borders of the ecumene for the Greeks. Becoming after

From the book Myths of the Finno-Ugric peoples author Petrukhin Vladimir Yakovlevich

From the book of 100 great commanders of antiquity author Shishov Alexey Vasilievich

From the book The Complete Illustrated Encyclopedia of Our Delusions [with illustrations] author Mazurkevich Sergey Alexandrovich

From the book Aphorisms author Ermishin Oleg

Alexander the Great (Alexander the Great) (356-323 BC) king of Macedonia, commander everything else make him feel

From the book All Monarchs of the World: Greece. Rome. Byzantium author Ryzhov Konstantin Vladislavovich

ALEXANDER III THE MACEDONIAN King of Macedonia in 336-323. BC Son of Philip II and Princess Olympias of Epirus. Genus. in 356 B.C. Died June 13, 323 B.C. F: 1) Roxana; 2) Statira. According to Plutarch, Alexander, even as a teenager, showed a rare common sense: frantic and

From the book Great Soviet Encyclopedia (AL) of the author TSB

From the book 100 great weddings author Skuratovskaya Mariana Vadimovna

Alexander the Great and Roxanne 327 BC Alexander the Great - one of the greatest rulers and conquerors in history - married, unlike many of his contemporaries, out of great love. Moreover, he married not according to the Greek, but according to the Persian custom. On a prisoner

From the book The Cabinet of Dr. Libido. Volume I (A - B) author Sosnovsky Alexander Vasilievich

From the book Big Dictionary of Quotes and Popular Expressions author

ALEXANDER THE MACEDONIAN (Alexander the Great) (356–323 BC), king of Macedonia, commander 141 * I owe Philip that I live, and Aristotle that I live with dignity. Given by Plutarch ("Alexander", 8). ? Plut., 2:120. Philip II of Macedon is the father of Alexander, Aristotle is his

From the book World History in Sayings and Quotes author Dushenko Konstantin Vasilievich

ALEXANDER THE MACEDONIAN (Alexander the Great) (356–323 BC), king of Macedonia, commander41* I owe Philip that I live, and Aristotle that I live with dignity. Quoted by Plutarch (Alexander, 8). ? Plut.-94, 2:120. Philip II of Macedon - father of Alexander, Aristotle - his mentor

From the book Thoughts, aphorisms and jokes of famous men author Dushenko Konstantin Vasilievich

Alexander the MACEDONIAN (356-323 BC), King Alexander of Macedonia said that sleep and intimacy with a woman more than anything else make him feel like a mortal, since fatigue and voluptuousness stem from the same weakness of human nature. (According to Plutarch.) * *

From the book Thoughts and sayings of the ancients, indicating the source author Dushenko Konstantin Vasilievich

ALEXANDER THE MACEDONI Nothing is more slavish than luxury and bliss, and nothing is more regal than work. (Plutarch. "Alexander", 40) (128, p. 143) Alexander said that sleep and intimacy with a woman more than anything else make him feel like a mortal, since fatigue and

Textbooks on the discipline "physical culture"

Lesson planning for music lessons in the first grade of a four-year elementary school

Read also