Why Macedonian conquered the Persian state. Why did Alexander the Great destroy Persepolis?

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

Lesson 47

Objectives: 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; 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

1. What class interests did he express? What were the goals and aspirations of this class?

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

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

4. What results did his activity have? Rate them.

During the classes

I. Organizing time

II. Update 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 King Philip of Macedonia 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

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.

2. Work with the class. Problem solving.

Task 1. They say that there were cities in Macedonia, 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!”)

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

III. Transition to study new topic

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?

III. Exploring a new topic

Plan

1. Victory of the troops of Alexander the Great.

2. The death of the Persian kingdom.

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

S. 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 (north and south)

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. The teacher's story.

Assignment for children: from the teacher's story, 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 the conquered nationalities, 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, Tsar 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, to 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. Hot hand-to-hand combat began to boil. 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.

3. Independent work 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.

3. Conversation on what has been read.

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.)

1. 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.

1. 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 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: 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 Heracles, 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 circulated 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 king 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.

pp.138-139.

Lesson 48

Objectives: 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 century. BC e.".

During the classes

I. Organizational moment

II. Updating the basic knowledge of students on the topic

"The Campaign of Alexander the Great to the East"

1. Preparation of an oral answer on card No. 38.

o CARD #38

o Prepare a detailed answer to the question: “Why Alexander

o Macedonian was able to conquer the Persian state?

o To do this, remember:

o Why was the army of Alexander the Great stronger than the army of the Persians?

o What did the Persian state want to know?

o Why did many peoples of the Persian state welcome Alexander of Macedon as a liberator?

o What role did Alexander the Great personally play in this campaign?

o What states did Alexander the Great conquer? Use the map.

o Draw a conclusion.

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.

1. Individual work (5-6 people, in writing on leaflets). Test13.

2. Work with the class. The solution of the problem.

Homer's poem "The Iliad" accompanied Alexander the Great on 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.)

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

II. 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 implementation 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.

IV. Exploring a new topic

OPTION 1

Plan

1. In the Alexandrian port.

2. On the streets and squares of the city.

On the board: the topic of the lesson.

1. Work on the map.

A) S. 199 Vigasina.

What color indicates the states into which the power of Alexander the Great broke up? (Brown - Macedonia, orange - Syria, yellow - Egypt.)

B) S. 200 Vigasina or p. 211 Mikhailovsky.

What objects can be distinguished on the territory of the city of Alexandria? (This is My, gymnasium, theater, stadium, hippodrome, lighthouse, royal palace, port.)

1. Working with a historical document.

Strabo. Geography. XVII, 7-9

In Alexandria, on the contrary, the Nile, filling up with the beginning of summer, fills the lake, preventing the formation of marshes, which could produce harmful fumes. At the same time, the trade winds blow there at the same time, thanks to which the Alexandrians spend the summer very pleasantly ... The whole city is intersected by streets convenient for riding horses and carriages; the two widest streets, about a hundred feet, intersect one another at right angles. The city has the most beautiful public sanctuaries and royal palaces, covering a fourth or even a third of the entire space occupied by the city. Indeed, each of the kings tried to add some decoration to public monuments and at the same time each of them built a special palace for himself, increasing the number that existed before him ... All palaces are connected to each other, to the harbor and to everything that outside of the latter. Part of the royal buildings is also the Musey, which contains a place for festivities, a meeting room and a large room where the dining room of scientists belonging to the Musey is located. This college enjoys state support and has a priest, the head of My soy, who was once appointed by kings, and now by Caesar. Another branch of the royal palace is the so-called Sema, a room for the royal tombs and for Alexander ... The corpse of Alexander Ptolemy moved to Alexandria, buried him in the place where he lies now, although not in the same coffin; the current coffin is glass, and Ptolemy put it in gold ... In front of the large harbor at the entrance to it, on the right side, there is an island and the Pharos tower, on the other side - underwater rocks and Cape Lochiada with the royal castle. On the left side, for those entering the harbor, there are the inner royal dwellings, which connect with Cape Lochiada, in which there are many different living rooms and gardens ...

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

M., 1987. S. 171-172.

3. Conversation on questions to the document.

Was there a special plan for the development of the city? (Yes, there was, since the streets intersect at right angles.)

What buildings existed in the city? (These are the palaces of the kings, which are interconnected, sanctuaries where all the inhabitants of the city could go.)

What is a Musei (or Museum)? (These are scientific and educational institutions, a library and a place where scientists lived and worked.)

On what means did scientists exist? (They had a salary that they received from the state.)

What part of the royal palace was called the tomb? (This is the part where the kings were buried, including Alexander the Great.)

OPTION 2. CREATIVE TASK

The teacher, having previously asked the students to familiarize themselves with the materials of the paragraph, suggests writing an essay “Was the power of Alexander the Great doomed to collapse?” (the essay is designed for 30 minutes, students are allowed to use textbooks and notes).

V. Consolidation of the studied material

Why did Alexander the Great build the city of Alexandria similar to Greek cities? (Probably, he understood the importance of the culture of the ancient Greeks, so he tried to learn the best from them.)

The word "fara" comes from the name of an island near Alexandria. What is the connection between car headlights and the island's name? (A lighthouse was built on the island, which illuminated the way for the ships, the headlights illuminate the path for the car.)

Why are the Musaeum of Alexandria and the museums of our day called by the same word? (Because the museum is a kind of source of information, human knowledge.)

VI. Summing up the lesson

Additional material

Library of Alexandria

The House of the Muses - a museum in Alexandria - had a huge library, the fame of which spread throughout the world. Up to 500,000 books were stored here. There were books in Greek, Latin and other languages ​​on various branches of science and literature: poems, historical, medical, mathematical, philosophical works. All over the world Egyptian kings collected books for their libraries.

The ancient book was not like ours at all. It was written on sheets of papyrus. When the author (or scribe) finished a sheet, another one was glued to it, resulting in a long column. There were books a hundred or more meters long! The end of such a book was attached to a rod (a stick made of wood, metal, bone) and the book was rolled up into a scroll. It was not very convenient to read such a book, it was necessary to unwind it gradually. Ancient people never wrote or read at a table or at a desk. Low tables were for eating, and people wrote and read either holding a bundle on their knees or standing behind a high music stand, similar to the one at which the conductor stands today in the orchestra.

The finished book was tied with a string, and if it was a valuable book, it was placed in a wooden tube-case. In ancient times, there was no cardboard, it was replaced by parchment, on which they began to write from the 2nd century BC. BC e.

What is parchment? This is a thin, well-dressed skin of young cattle. The skins of kids, camels, lambs, donkeys, piglets were cleaned of hair and subcutaneous fat, polished and polished, whitewashed, stretched and cut into sheets of the correct shape. Papyrus only grew in Egypt, while parchment could be made anywhere. They say that when the king of Egypt forbade the export of papyrus from the country, in the Kingdom of Pergamon (Asia Minor) they began to make writing material from the skins of cattle, and this material was therefore called parchment. Good parchment resembles thin and dense translucent cardboard of the same thickness as a postcard or the cover of a student notebook. It is enough to look at the pioneer drum to see the parchment. But now they no longer write on parchment, they beat the drummer's sticks into it.

The Egyptians first made bookcases from parchment, but then they realized that parchment was stronger than papyrus and could be written on both sides. You can clean off the old text (for this, a porous and very light stone was used - pumice, which replaced our gum in ancient times) and write on the sheet again. Scientists can study even completely invisible to the eye and scraped text between the lines of a new letter in special complex ways. This allowed scientists to learn a lot about the life of ancient people, about their literature and science.

The parchment book was also rolled up into a scroll. Much later, they began to bend a sheet of parchment in half or four times and, thus obtaining a notebook (from the Greek notebook - a quarter, that is, one fourth of a sheet), they sewed it together with threads. The result was a book similar to ours.

Ancient Greece. Book for reading. JL, 1958.

pp. 332-333.

Lesson 49 Ancient Greece(control-generalizing lesson in the form of the game "Brain Ring")

Objectives: systematization of students' knowledge of the history of Ancient Greece; continue the formation of skills to work with a historical map, think logically, draw conclusions, generalize, express one's point of view; on the example of the history of Ancient Greece, its culture, continue to educate children in a sense of beauty, in the course of the game - a sense of camaraderie, duty, respect for their friends.

Equipment: map "Ancient Greece (until the middle of the 5th century BC)", painting "Battle of Salamis", image of the Trojan horse, Prometheus.

Information for the teacher

This lesson can be conducted in different versions (at the choice of the teacher). The first option is the Brain Ring game, the second option is a test. Both options are given below.

During the classes

OPTION 1. GAME LESSON

I. Organizational moment

The task for students: to repeat the history of ancient Greece.

II. Playing the game

1. Preliminary preparation for the game: the class is divided into five teams in advance.

2. Rules of the game.

1. Each team must take part in the game at least once.

2. The captain of the team monitors the activity of the players, manages the discussion of the issue, makes a choice - to whom to answer on behalf of the team.

3. The correct answer - 10 points, the answer with inaccuracies - 5 points, the addition of commands - 3 points.

4. For a hint, 1 point is deducted from the team, the question is replaced.

5. For the 1st place, the participants of the game are marked "5", for the 2nd and "III" - "4".

The opposing teams are selected by lot and occupy the playing tables in the center. During the game, for the answers, the players receive tokens with points. By the number of points, the winner of the round is selected, who chooses an opponent.

First tour

1. Name and show on the map three parts of Greece. (South, Middle, North.)

2. What were the main sources of slavery in Ancient Greece? (Captivity, piracy, self-reproduction, debt - before Solon's reforms.)

3. Who in ancient Greece was called the father of history? (Herodota.)

Second round

1. The Golden Fleece, the dragon, Jason, the Argonauts, Medea - do these words speak of a real or mythical event in the history of Ancient Greece? (The myth of the Argonauts.)

2. What is the name of the area in the ancient Greek city where trade is conducted? (Agora.)

3. Task on the board - cards with dates are attached to the time line.

594 BC e. 490 BC e. 480 BC e. 776 CE e.

Who can name more historical events by dates related to the history of Ancient Greece? (594 BC - Solon's reforms, 490 BC - Battle of Marathon, 480 BC - Battle of Salamis, 776 AD - Olympic Games.)

Third round

1. An image of a horse is posted on the board. Attention to the screen! Question: How can the image of this animal be connected with the history of Ancient Greece? (Trojan war, capture of Troy.)

2. Determine, on the basis of an excerpt from a conversation between a father and son, in which Greek state it could have happened: “I would be nice if I listened to your complaints,” the father said, pushing his son away. “I ought to rip you out for letting some helot tie you up.” This is a shame not only for you, but also for me, your father. Steal, but don't get caught!" What was the purpose of education in this state? (Sparta, the goal is to educate a warrior.)

3. Task on the board - cards are posted. ■

o city-state

o helots o demos o comedy o colony o aristocrat

Whose team will give more definitions of these terms.

Fourth round

1. Who could be a participant in the Olympic Games? (Greeks, except women and slaves.)

3. Task on the board - cards are posted.

Fifth round

1. Task on the board - the card shows grapes and a vessel for wine.

Which of the gods of Ancient Greece may belong to these items? (to Dionysus)

2. One Athenian, bringing news of the victory to his associates, exclaimed: “Rejoice, Athenians, we have won!” - and died. To which battle of the Greco-Persian wars can this expression be attributed? In what year did it happen? (Battle of Marathon, 490 BC)

3. How did the ancient Greeks call their homeland? (Hellas.)

Sixth round

1. The task on the board is an image of a trireme and a picture of the Battle of Salamis.

A fragment of what battle from the Greco-Persian wars is depicted here? (Battle of Salamis.)

1. The task on the board is a card with the image of Prometheus chained to a rock.

What myth is this picture dedicated to? Why did the Greeks revere the hero of this myth? (Prometheus brought fire to people.)

1. What are vessels with a narrow neck and two handles called? (Amphora.)

Seventh round

1. In which state of Ancient Greece was a woman revered for her inability to cook? (In Sparta.)

2. What did the ancient Greeks call themselves? (Hellenes.)

3. What was the name of the form of government in Athens? (Democracy.)

Eighth round

1. The sculptor Phidias in ancient times was called the "father of the gods." What works of Phidias do you know? (Statues of Zeus, Athens.)

2. How many days did the Olympic Games last? (Five.)

3. What does the word "tragedy" mean? (Song of the goats.)

Ninth round (solve the problem)

1. Based on what finds can archaeologists confidently say (determine) that there was an ancient state in the excavation area? (Shackles in which slaves were led, burial places of people with a different number of things.)

2. The ancient Greeks had the god of fire and forges Hephaestus, the goddess of agriculture Demeter, the patron of trade Hermes. What precise conclusions can be drawn from these facts? (By the names of the gods, one can learn about the occupations and implementation of the religion of the ancient Greeks.)

3. Spartan houses always had strong locks on the doors. In the houses of the helots, the Spartans not only forbade locks, but also removed the handles from the doors. What were the reasons for this difference? (The Spartan boys were poorly fed, they themselves had to earn their own food; the Spartan youths hid during the day, killed strong helots at night, fearing their uprising.)

Additional questions

1. Where is Greece located? (On the Balkan Peninsula.)

2. Which of the ancient Greek scientists expressed the brilliant idea that the whole world consists of the smallest particles - atoms? (Democratic)

3. What vases were called black-figure? (There is a black image on a red background.)

OPTION 2

I. Organizational moment

II. Conducting a test14

III. Summing up the lesson

Homework: prepare a report on the activities and life of the inhabitants of Rome (1 student

cuneiform? What features did it have? 3) What did the books look like in Ancient Mesopotamia? 4) Where did the ancient alphabet originate? Why is it much less signs than in cuneiform and writing of the ancient Egyptians? 5) What is the name and where was the first part of the Bible written? Which of the ten commandments given to Moses according to the biblical account do you find most important? 6) In which country did they first mint a coin? What advantages did the use of mont in trade give? 7) What ancient countries were part of the Persian state under Darius the First?

Isse. A light sword hung from his belt. A scarlet cloak of ancient work, a gift from the Rhodians, was thrown over his shoulders - Alexander put it on only when he went into battle. As always before the battle, the king made a speech. And when he saw that the army was ready for battle, that it was impatiently waiting for his command, Alexander mounted his horse, waved his hand, and the army, waiting for this moment, rushed to the attack. The cavalry galloped. The phalanx, shaking the ground, ran towards the Persians. The Macedonians fell on them with their whole mass, suddenly. It was a storm, an element, an uncontrollable squall. The first ranks of the Persian front immediately broke, its chain broke. Alexander instantly built his cavalry detachment of the Eters in a wedge and, at the head of this wedge, with a furious cry, crashed into the thick of the Persian army. Alexander rushed to Darius. Darius moved elephants against the Macedonians. Elephants, with their trunks up, ran forward with a roar, trampling and knocking down everyone who came under their feet. From above, from the turrets attached to their backs, Persian warriors rained arrows and darts. But the lightly armed Macedonian infantry soon stopped this attack. The wounded elephants fled with a roar, disobeying their masters. Then a multitude of scythed chariots rolled down on the Macedonians, their high wheels glittering menacingly with long sharp knives. Ready for this, the Macedonians speared the horses, which, beside themselves with pain, raced, disobeying the charioteers. The charioteers, struck in the face by Macedonian arrows, let go of the reins from their hands and fell from the chariots. Where it was not possible to stop the enraged horses, the Macedonian ranks parted, and the chariots raced further to the rear. There, the Macedonian grooms grabbed the horses by the bridle and took them to them along with the chariots. But when these chariots managed to crash into the thick of the army, many wounded and crippled people remained. In a furious battle, victory leaned one way, then the other. There were moments when the Macedonians lost heart, seeing before them a huge mass of Persian troops, and were ready to falter and break the ranks. But Alexander, who changed several horses in battle, kept pace everywhere: he encouraged his soldiers with a cry, and a reproach, and with his example, his fearlessness. A hand-to-hand slash began, they fought with swords and spears. The Bactrian detachments managed to break through the Macedonian front. But, finding themselves in the rear of the Macedonians, they immediately rushed to rob their rich convoy, forgetting about the battle. Meanwhile, Alexander, seeing that where the Bactrians stood, the Persian army thinned out, broke through these weakened ranks. He almost got surrounded, but the loyal Agrian horsemen hit the Persians, who surrounded the king. Here both systems were mixed - both Persian and Macedonian. Now two kings stood in battle against each other: Darius on a chariot, Alexander on horseback, both surrounded by their pick troops. The Persians desperately defended their king, but Alexander made his way to him stubbornly, stubbornly, unrestrainedly. He already saw the face of Darius, saw how it was distorted in horror ... Iss repeats again, the Persian soldiers fall around him again, and the horses in his royal chariot begin to rear up ... Alexander is getting closer to Darius. And behind Alexander's back, his terrible phalanx presses ... The end! End! Darius' nerves could not stand it - he grabbed an akinak to commit suicide. But the hope of being saved stopped his hand. He threw away the dagger and again, as at Issus, he was the first to turn the chariot and drive the horses. The king ran - the army also ran; none of the military leaders took command. The army broke up into detachments, into tribes that were powerless in the face of Alexander's tightly knit army.

In what battle did Alexander the Great finally defeat the Persian kingdom?

What city did Alexander the Great make his capital after conquering Asia?

2) Why is the letter created in Mesopotamia called cuneiform? What features did it have?
3) What did the books look like in Ancient Mesopotamia?
4) Where did the ancient alphabet originate? Why is it much less signs than in cuneiform and writing of the ancient Egyptians?
5) What is the name and where was the first part of the Bible written? Which of the ten commandments given to Moses according to the biblical account do you find most important?
6) In which country did they first mint a coin? What advantages did the use of mont in trade give? 7) What ancient countries were part of the Persian state under Darius the First?

Macedonian made his capital after the conquest of Asia?

answer: +1 detailed: +2 with a picture: +3 excerpt from the book: +4 wonderful: +5

200 years before the campaigns of Alexander the Great, Persia was considered the most invincible country in the world. She successfully conquered countries in turn, destroyed cities and had hundreds of thousands of prisoners, the number of which increased after each battle. That is why most historians have a logical question why Alexander the Great was able to conquer the Persian state. There are many answers to this question, among which are frankly mystical, logical and fully substantiated by historical documents.

Persia mighty and weak

If we begin to consider the reasons why Alexander the Great was able to conquer the Persian state, then we should immediately focus on time - 200 years have passed since the time of a powerful country with a huge army. During this war, not Xerxes, but Darius III, ruled, the soldiers had little experience, and the main goal of the government was two actions:

collection of taxes from subordinate lands;

repulsing the attacks of smaller neighbors.

To strengths included a large army, a large number of fortified castles and huge reserves of gold that were taken from all over the world. King Darius III was a very proud commander, and his army consisted of well-armed infantry and heavy cavalry, which terrified most opponents. In addition, a special place was occupied by Greek mercenaries.

Campaigning

Precisely visibility strong army and became the first reason why the Persians lost all the key battles in turn. Among the most significant mistakes of the commanders of the once mighty empire are:

Granik. The army was grouped in only one section of the coast, thanks to which the cavalry of the still inexperienced Alexander surrounded and destroyed the defenders without any problems. The Greek mercenaries were not even allowed to enter the battlefield, after which they were also killed.

Rock of Sogdiana. The defenders in the mountain fortress did not expect that a detachment of soldiers without weapons would climb the rocks, which is why the day before they made fun of the besiegers instead of preparing all possible options. In the morning, a surprise awaited them in the form of a crowd of military men looking from above, after which the surrender took place without a fight.

Gaugamela. Darius III kept his army in full uniform all night, because he was afraid of an attack from the Macedonians, and the latter slept at that time. As a result, the meeting with a ratio of 20 to 1 ended with the victory of a small army that slept well.

Considering all the factors described above, there is no longer any doubt why Alexander the Great was able to conquer the Persian state. Such an end to the campaigns was logical and natural for a young and talented commander, while the time of the old empire and its relevance had long been exhausted.

Most historians agree that several criteria served as the reasons for the victory at once: the genius of the commander and the use of military science as a science, as well as the unpreparedness and relaxation of the armies of the Persian Empire.

Several decades before Alexander's campaign, the balance of power in Greece and Persia changed. The Achaemenid Empire was weakening, but remained a major military power and continued to control the Greek states in Asia Minor. Macedonia, as a result of the efforts of energetic kings and, especially, Philip II, from a minor backward kingdom, became the strongest state in the Balkans.

Imposed on the Greeks in 386 B.C. The "Tsar's peace" became a major national humiliation and aroused hatred for the Persians. He returned the Greeks of Asia Minor under the rule of Persia, and Artaxerxes II himself became an arbitrator in interstate relations.

In the IV century BC. The kings of Persia returned the Greek cities of Asia Minor under their control and interfered in the internal affairs of Balkan Greece. In Greece, the ideas of opposing Greeks and barbarians (representatives of other peoples) and pan-Hellenism, the political unification of Hellas, became popular. Ideas of a pan-Greek military campaign against Persia were expressed. In the 380s BC. the idea of ​​the campaign was put forward by the orator Isocrates. AT different years he saw different states as leaders of the campaign, finally stopping at Philip II. Xenophon in the Cyropaedia wrote that the modern Persians had become weak and called for a campaign against them.

In the 340s BC. the pro-Macedonian Greeks looked to Philip as the new leader of all of Greece. In the 340s BC. he expanded the possessions of Macedonia and conquered the lands in the Hellespont region. This caused displeasure in Persia. In 340 BC. Asia Minor satraps sent mercenaries, money, food and weapons to the Greek city of Perinth, and thus prevented Philip from capturing it.

After the battle of Chaeronea, Philip II created a pan-Greek Union of Corinth and proclaimed its goal a campaign against Persia. A year later, the Macedonian corps of the commander Parmenion entered Asia Minor. The goal was proclaimed the liberation of the Greeks of Asia Minor. After the tragic death of Philip II, the corps was withdrawn.

Alexander the Great's invasion of the Persian Empire

In 334 BC. Alexander the Great landed in Asia Minor with an army. Near the Hellespont on the Granik River, he won the first victory over the Persians. Phrygia and Lydia surrendered to Alexander without a fight. After that, he moved along the coast of Asia Minor to deprive the Persians of ports in the Aegean Sea. Greek cities went over to his side. Only Miletus and Halicarnassus had to storm. In the liberated Greek policies, he established a democratic form of government.

In 333 BC. Alexander completed the conquest of Asia Minor and entered Cilicia. There he was met with his army by the king of Persia, Darius III. Alexander defeated him at the Battle of Issus.

After the victory in Cilicia, Alexander moved to Syria. Damascus and most of the Phoenician cities surrendered to him without a fight. After a tense siege, the Macedonians took largest city Phoenicians Tire and Arab Gaza. Alexander created a strong fleet of Cypriot and Phoenician ships.

In 332 B.C. The Macedonian army entered Egypt. The satrap of this country surrendered without a fight. In Egypt, Alexander was crowned with a double crown according to local customs and proclaimed pharaoh. He was called the son of the god Amun. On the Mediterranean coast, the king founded the city of Alexandria.

A year later, Alexander with the army returned to Syria. In autumn he met new army Darius III at Gaugamela. The Macedonians were again victorious. Darius II withdrew to Media I with the remnants of the troops. The satrap of Babylonia surrendered its capital to the Macedonians without a fight. After entering Babylon, Alexander occupied Elam and Persis.

In 330 B.C. the conqueror continued to pursue Darius, who retreated from Media to Eastern Iran. The king of Persia was gathering a new army from the eastern provinces. The satrap of Bactria Bess killed Darius III and named himself the next king under the throne name of Artaxerxes. In 329 BC. Alexander occupied Bactria and executed the captured Bessus. Bactria and Sogdiana were subjugated by 327 BC.

Alexander's policy in Persia

Alexander tried to create an empire where Persian traditions were preserved. He made Babylon the capital. Returning from the eastern campaign, the king married the daughters of Darius III and Artaxerxes III. Alexander organized the marriages of his associates with Persian women from noble families. A year before his death in Susa, he arranged a grand wedding of the Greek-Macedonian elite with the daughters of Persian families.

The Macedonian conqueror attracted noble Persians to his court. After Gaugamel, the satrap of Babylonia, Mazey, surrendered the capital of the governorship without a fight. Alexander retained this post for him. The fate of Mazey became an example for other Persians. Later, the king of Macedon honorably met Ariobarzanes, who remained loyal to Darius III to the end and refused to join Bessus when he overthrew the king.

Persian lands after the conquest

Alexander's campaign changed the history of the region. The Achaemenid Empire was replaced by several states founded by the king's associates. The Seleucid Empire, centered on Babylon, inherited some of the traditions of the Persian Empire. In this state there was a division into satrapies, which were territorially different from the Persian ones. Babylonia, the center of the Achaemenid Empire, became the center of a new state of conquerors.