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ANCIENT SPARTA
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Sparta is the main city of Laconia, on the right bank of the Eurotas River, between the Aenus River (the left tributary of the Eurotas) and the Thiasa (the right tributary of the same river), also a state whose capital was Sparta. According to legend, Sparta was the capital of a significant state even before the Dorians invaded the Peloponnese, when Laconia was allegedly inhabited by the Achaeans. Here reigned Agamemnon's brother, Menelaus, who played such a prominent role in the Trojan War.
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MAP OF ANCIENT SPARTA
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The city of Sparta stood on the Eurotas River. The territory of the state around 1000 BC. e. was conquered by the Dorians, who turned some of the former Achaean inhabitants into perieks (politically powerless, but civilly free), and some into helots (state slaves); The Dorians themselves constituted the dominant class of the Spartiates. In the 9th century BC. e. the legislation of Lycurgus made Sparta a strong military state, which conquered Messenia in two wars and acquired hegemony over the Peloponnese and even dominance throughout Ancient Greece until the period of the Greco-Persian Wars.
Territory of Ancient Sparta
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LACONIA
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It is difficult to say to which tribe the ancient population of Laconia belonged, when and under what conditions the Dorians settled it, and what kind of relationship was established between them and the former population. What is certain is that if the Spartan state was formed thanks to conquest, then we can trace the consequences only of relatively later conquests, through which Sparta expanded at the expense of its closest neighbors. It is very likely that Ephorus testifies that after the so-called Dorian invasion, Laconia did not constitute one state, but split into several (according to Ephorus - 6) states that were in alliance with each other. The center of one of them was Sparta.
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The name of the state comes from the city founded in the 10th century. BC. on the left bank of the river. Ephrot. In foreign relations, Sparta was called Lacedaemon. Apparently, in the archaic era, before the beginning of the 7th century. BC e., the Spartan community was in the stage of military democracy and developed like other Dorian tribal entities. Each of its three phyla had its own basileia, people's assembly, and Council of Elders. The indigenous population, the Achaeans, came under the rule of the Spartans. The top local residents found a common language with the tribal nobility of the Spartans and entered the community of winners. 5 areas have appeared. Spartan villages from the residence of tribal communities turned into a kind of small administrative centers.
State formation
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Sparta in the 7th century. BC. The shortage of fertile land began to be felt especially noticeably. Wars began to capture Messinia, located in the center of the peninsula. As a result of the 2 Messenian wars, a very vast territory with a large population came under the rule of Sparta. 200 thousand helot slaves and 32 thousand perieks lived here. There were only 10 thousand Spartans - male warriors. Wars, robbery of enslaved people enriched the nobility of Sparta, discord began among the community, aristocrats began to ignore previous customs and traditions; facts of lawlessness and arbitrariness have assumed widespread proportions. The Spartans in Messenia enslaved the population, the majority of whom belonged to the Dorian people; the victors and the vanquished spoke the same language and had the same religion.
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The reforms that are traditionally attributed to Lycurgus date back to the first half of the 7th century. BC e. In a short time, Lycurgus established exemplary order, saved the people from unrest and turmoil; legends attribute to him the creation of such laws of Spartan society, which were striking in their stability. Foreigners were amazed by the public peace, security, unquestioning submission of the younger to the elders, the law-abiding nature of the Spartans, their lack of verbosity, and their hostile secrecy in state affairs. They were surprised at the Spartans’ commitment to military pursuits and athletic exercises, their isolation, and indifference to science and art. For some reason, the rulers sought to completely isolate the state and their fellow citizens from communication with other peoples.
Political system
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According to the reforms, all Spartans conscripted into the militia were allocated plots of land (cleres). In Laconia and Messenia there were about 10 thousand of them. Kler was considered an inalienable, hereditary possession, and since the land was considered the property of the state, the plot could not be sold, donated, or registered as an inheritance. The sizes of the plots were the same for everyone, thereby establishing the economic basis of the “community of equals.” The plots were cultivated by helots, whose duty was to support the Spartan and his family.
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The Spartans had absolute power over the helots, but at the same time created for them some conditions of material interest. Many scholars classified them as slaves. The Spartans did not interfere in the economic affairs of their helots, but the latter were responsible with their lives for the untimely payment of rent or taxes in kind. Helots could not be released or sold outside the state. Clairs and helots were considered communal-state property. This form economically and legally strengthened the “community of equals” and completed the transformation of the polis from a community into a slave state, taking into account the specifics of Sparta. The way of life of the demos, its traditions and customs became law.
Sections: Biology
Target: To introduce students to the biocenotic level of life on Earth.
Tasks:
- Educational: to form in students an idea of biogeocenosis, its structure and essential components;
- Developmental: develop and consolidate skills in working with books and other sources of information;
- Educational: formation of a caring attitude towards nature, understanding of the need for its protection.
Equipment: tables on general biology, information cards for each desk, photographic materials arranged in the form of a photo exhibition (various biocenoses are presented: forest, steppe, reservoirs).
If you have a multimedia installation, you can use slide material.
Lesson type: learning new material. The class can be divided into two groups, for example “Theoreticians” and “Practicians”.
During the classes
Organizing time:
motivating students to learn new material, explaining the objectives of the lesson:
Today in class we will continue to study material on the basics of ecology. Our task: using your knowledge about environmental factors, find out what biocenosis and biogeocenosis are, what is the difference between these concepts, what are their main characteristics. Learn to assess the quality of biogeocenoses and predict their development. Find out what factors can influence the replacement of one biogeocenosis by another, and thus have a negative impact on the existence of the entire biosphere.
Learning new material:
1) Updating knowledge (10 min.)
- What are environmental factors? (Conditions that influence the existence and geographic distribution (dispersal) of living beings).
- Look at the table and name the two main groups of environmental factors (abiotic and biotic factors). What do these names mean? (factors of inanimate and living nature).
Environmental factors (Table No. 1.)
3. Teacher: We will now do a short training exercise on identifying environmental factors. I will read an excerpt from N. Sladkov’s book “The Multi-Colored Land,” in which we will talk about the taiga (Green Land), and you will also need to write down all the familiar environmental factors in two columns. (text is distributed to students on their desks)
Green land(Taiga)
Taiga is the largest forest on earth. Kingdom of prickly needles. Pines, firs, cedars and spruces. Heavy hum of green peaks. The sad creaking of moss-covered trunks. Damp, gloomy, dull. It smells like prey and taiga water. The inverted roots, like bears, reared up and spread their shaggy paws.
No bright flowers, no colorful butterflies. You can't see the birds, you can't hear the animals. Everyone is hiding and hiding. Only a cautious shadow will slip into the thicket. A branch touched by someone will tremble, grass crushed by someone will straighten out. And again silence and solitude.
The path is carved out by animal paws and hooves. It is difficult for a person to follow an animal path. My feet either sink in the moss or slide on elastic pine needles. Knotty dead trees cling to clothes, spruce paws hit the face. And the black hollows of old aspens are watching you, like someone’s eyes.
It’s good to look at the green taiga from the mountain.
There are light pine forests there. There are dark spots of spruce forests. Blue meanders of rivers. Black burning, smelling of smoke. Yellow swamps. And blue, foggy, endless distances. The largest forest on earth. Taiga.
An example of students filling out a table after listening to the text:
Environmental factors Table No. 2
2) Study of a new topic (basic concepts: biocenosis, ecosystem) – 10 min.
Teacher: The first concepts we will get acquainted with today are biocenosis (community) and biogeocenosis (ecosystem).
The term “biocenosis” was first introduced into science in 1877 by K. Moebius.
Students are given the task:
- Read the text in the textbook on page 245 “The concept of community and ecosystem”;
- Find the definition of the terms: biocenosis (community), biogeocenosis (ecosystem);
- Find these terms in the information map (see Attachment).
Frontal conversation for the exercise “Colorful Earth”, table No. 2:
– Do you think the natural area presented in the story is a community of living organisms or not? Prove your point.
– Is the taiga mentioned in the story a biocenosis or a biogeocenosis? Prove your point.
– What is the difference in the concepts of “biocenosis” and “biogeocenosis”?
Conclusion:(written in notebook)
Biocenosis – is a biosystem, which is a collection of populations of various species of plants, animals and microorganisms inhabiting a certain territory, and biogeocenosis is a biocenosis that is in stable connection with factors of inanimate nature.
| BIOCENOSIS = PLANTS + MICROORGANISMS + SINGLE TERRITORY (BIOTOPE) |
| BIOGEOCENOSIS = BIOCENOSIS + ABIOTIC ENVIRONMENTAL FACTORS |
3) Structure of biogeocenosis. Main characteristics of biogeocenosis. - 5 minutes.
The diagram “Structure of biogeocenosis” is sketched in a notebook:
Teacher: Each biogeocenosis is characterized by a number of indications that determine its quality (stability). Get acquainted with the main characteristics of biogeocenosis according to table No. 3 “Main characteristics of biogeocenosis”
Main characteristics of biogeocenosis Table No. 3
A biocenosis in which there is a sufficiently large variety of species, clearly formed phytocenoses, sufficient biological productivity and preserving these qualities for a sufficiently long time can be considered high-quality (stable).
4) The main functional groups of organisms in the community. Edifiers – 10 min.
Teacher: All communities consist of a collection of organisms that are interconnected mainly by food connections. The diversity of food types leads to the emergence of close relationships in the community. The existence of different groups of organisms without each other becomes impossible. In order to understand how these connections are realized, it is necessary to have an idea of the types of nutrition of organisms. Therefore, let's look at the diagram “Types of nutrition of organisms” and compare it with the textbook text on page 246 “Functional groups of organisms in a community.”
Students work with the diagram.
Teacher(continues the story): A special place in biocenoses is occupied by species that are capable of influencing the living conditions of others; they are called edifiers, or habitat-forming species. In a spruce forest, for example, the environment-forming agent is spruce, in a raised bog - sphagnum mosses, in the steppe - grasses: feather grass and fescue, etc.Sometimes animals act as environment-formers. For example, marmots and gophers, by creating a system of underground passages and burrows, change the composition of the steppe flora, soil moisture, and topography. Jays are birds that feed on acorns and nuts (including pine). The bird hides its reserves for the winter, but forgets about its burials and in the spring young cedars, oaks, and walnut bushes sprout. You can also give many other examples: termites with their buildings, locusts, Colorado potato beetles, beavers blocking rivers, etc.
Frontal conversation:
– Why doesn't the marten settle in the birch forest? (The main food of the marten is squirrel. Squirrels settle where there are nuts (cones), for example, in a cedar forest. There are no cones in a birch forest, which means there will be no squirrels with the marten).
– On a small stream flowing from a spring, a family of beavers settled in a fir forest. Will the appearance of beavers affect the structure of the fir forest biocenosis? How? What will happen to the area in 3-5 years?
– Try to give your own examples of plants or animals - edifiers
Conclusion:
- Food chains are the basis of any biogeocenosis.
- Animals and plant organisms can act as edifiers (species-formers).
5) Consolidation (5-7 min.)
1. Solving problem problems in groups:
A) A section of coniferous forest burned down, where the edificator was fir, but there were Siberian pine and larch. The cause of the fire was lightning. Conditions: humid, north slope. What biocenosis will take the place of the burned one in 10-15 years? What tree species can become species-forming? Justify your answer (the correct answer is aspen).
B) A man on the mountainside cut down a birch grove and built a ski slope. Conditions: dry, southern slope. Which biocenosis will take the place of the previous one in 1-2 years? What plant can become a speciator? Justify your answer (the correct answer is cereals, plantain)
2. For weak students a test task is proposed (see. application).
Homework:
Task: fill out the table.
Development of biogeocenosis
Summing up the lesson (1-2 min.)
Brief conclusions about the work done, a list of grades received during the lesson with brief comments, a brief perspective on the work for the next lesson.
MBOU "Cheremshansky Lyceum"
Cheremshansky municipal district of the Republic of Tatarstan.
Development of a lesson for biology teacher of the highest qualification category Kh.G. Gumerov.
Topic: “Biogeocenosis as a special level of life organization.”
Lesson objectives:
Expand and deepen knowledge about supraorganismal levels of organization of matter;
To form the essence of the concept of “biogeocenosis”, “biocenosis”, “biotope”;
Show the tiered structure of biocenoses, the capacity of the biotope;
Characterize the structural elements, basic processes and organization of the biogeocenotic level of life;
To form a conviction in the need to preserve the diversity of biogeocenoses.
Means of education: tables “Biogeocenosis of an oak forest”, “Biogeocenosis of a meadow”, museum of nature, indoor plants of different natural zones.
Lesson type: combined.
Methods: reproductive, partially search,
During the classes.
I. Updating knowledge about communities, about the diversity of communities on Earth. On the formation of communities depending on climate.
Questions and assignments.
1. What is a natural community? (A set of plants, animals, fungi, microorganisms adapted to living conditions in a certain territory and influencing each other.)
2. What examples of natural communities can you give? (Forest, steppe, desert, river.)
3. Point out the relationship between living organisms and climatic conditions. (Adaptation of living organisms to cold, drought, seasonal natural phenomena, i.e. to climate).
II. Learning new material.
1. The concept of biogeocenosis as a structural component of the biosphere. Functional connection of living matter with inanimate nature. The cycle of substances in nature. (Conversation using tables).
2. Working with the term “biogeocenosis” is an open living system, evolutionarily formed from different types of microorganisms, plants and animals, jointly populating certain habitats.
Working with a dictionary of basic concepts p. 210, the term “biogeocenosis”.
3. Structural elements of biocenosis: biotope, biocenosis.
4. Teacher's story about the biotope.
Biotope is a certain territory with its characteristic abiotic environmental factors (climate, soil).
5. Biocenosis - a set of populations of different species.
Forest biocenosis “Museum of Nature” - conversation using museum exhibits:
What plants are presented in the museum? (Birch, aspen, linden, oak, ...).
How did plants develop adaptations for living together?
(Fierceness, attitude towards light).
– Describe the importance of tiered arrangement for the life of plants and animals in biogeocenoses.
What animals are associated with the forest biocenosis? (elk, wild boar, lynx, fox, woodpecker, owl...).
In what form do all species exist in nature? (in the form of populations).
6 Conversation identifying the features of the forest biocenosis.
What makes up the living population of a biocenosis?
What are the three main functional groups that the biocenosis is divided into?
(producers, consumers, decomposers).
What is the role of each group of organisms?
Environmental groups(give examples)
| Group name | Examples of living organisms |
| Producers | |
| 1st order consumers | |
| Consumers of the 2nd order | |
| Decomposers |
What does the relationship between organisms lead to? (sustainability,
integrity, unity and circulation of substances).
7. Biogeocenoses - similarities and differences.
Work in groups.
Determine the main types of organisms of the meadow biocenosis (water meadow) and compare with the main types of organisms of the forest biocenosis.
Determine the features of the meadow biotope and identify their differences from the forest biotope.
8. Reflection. Summing up the results of group work. Compare the results. What is the difference between biogeocenoses?
9. Working with the textbook. Features of the biogenotic standard of living. Studying the text of the textbook, students give examples and reveal the most important processes characterizing biogeocenosis:
The circulation of substances and the flow of energy, ensuring self-regulation and stability of the biosystem, its organization,
Production of biomass that supports the existence of species,
Distribution of multiple populations in space and time,
The complexity of the structure due to the wide variety of species
Regulation of the number of species and the associated maintenance of the dynamic stability of the biosystem as an integrity,
The stability of connections and dependencies between species and with the environment based on food, spatial, environment-forming relationships between species and energy.
10. The significance of the biogeocenotic level.
The diversity of biogeocenoses, their history and duration of existence, reflecting the evolution of the biosphere. Strategy for the biogeocenotic standard of living: active use of the entire diversity of living environments on Earth in creating favorable conditions for the development and prosperity of living organisms. (Problem presentation and discussion with students about the strategy of biogeocenotic standard of living, drawing conclusions.)
III. Consolidation of knowledge about biogeocenosis as a supraorganismal system; about the structural elements, basic processes and organization of the biogeocenotic level; about the significance of this level and its preservation. Completing tasks No. 1-6 in the workbook.
IV.Questions for control:
1. What is a biotope, biocenosis, biogeocenosis?
2. What are the main functional groups that the biocenosis is divided into?
3. The role of producers, consumers, decomposers in the cycle of substances.
4. What processes occur at the biogeocenotic level?
5. What are the features of the organization of the biogeocenotic level of life in nature?
6. Explain why biogeocenoses are called multi-species supraorganismal biosystems.
7. Compare the biogeocenotic level of organization of living matter with the biosphere level.
8. What is the main strategy of life of the biogeocenotic level of life in nature?
V. Homework: study pp. 76-78 of the textbook. Complete tasks No. 7-9 in the workbook.
Lesson “Biogeocenosis as a biosystem and ecosystem”Lesson type: combined
Lesson type: independent work using instruction cards
Tasks:
- to form knowledge about natural communities - biosystems, the concept of biocenosis and ecosystem;
- continue to develop the concept of the biogeocenotic level of life organization;
Material and technical support of the lesson: instructional cards, cards with “third wheel” tasks,CD“Biological encyclopedic dictionary”, additional literature, computer, projector, tables on the topic.
Lesson plan:
1. Motivation and stimulation. Target setting.
3. Studying new material.
4. Consolidation of the studied material
5. Homework.
DURING THE CLASSES
1 . Class organization.
In the last lesson, we studied the features of the biogeocenotic level, its structural elements and basic processes. Today you will get acquainted with the relationships between organisms and the environment, learn more about biogeocenosis, and meet scientists. Today you will do all this on your own. Today you are researchers. And so that you don’t go astray, I will give you instruction cards.
2. Updating students' knowledge.
First, let's do a warm-up.
1) Game "Third Man":
- wood lice - bronze - wood lice
- linden – chanterelle – maple
- weevil – platypus – flycatcher
- linden – ladybug – falcon
2) Draw in the form of a diagram or equation the relationship between concepts such asbiotope, biocenosis, biogeocenosis (performed by one student at the blackboard).
3) Is it possible for ecosystems to exist in which the living part is represented by only two groups - producers and decomposers?
3. Learning new material .
Students receive instruction cards and begin to work.
Instruction card
1. Read the textbook text about natural communities on page 79.
1.1. Compare the concepts of natural community and biogeocenosis
1.2. What ensures the stable nature of biogeocenoses (give examples known to you)?
2. Read the text of the textbook about the doctrine of biogeocenosis on pages 79-80.
2.1. What organisms participate in the biological cycle of substances?
2.2. Fill out the “Cycle of Substances” diagram
2.3. How do the substance cycles of each biogeocenosis influence the overall global cycle of substances and the flow of energy in the biosphere?
3. Read the textbook text about ecosystem teaching on pages 80-81.
3.1. Compare the definitions of biogeocenosis and ecosystem.
4. Write a short report about scientists V.N. Sukachev and A. Tensley using the additional literature provided.
4. Consolidation of the studied material.
Survey of work results
5. Homework. Paragraph 17. Questions 2-4.
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