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Lydia or Aegina? Two Accounts of the First Coins worksheet preview

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Lydia or Aegina? Two Accounts of the First Coins

Grade 6 economics: compare Herodotus and Ephorus on who made the first coins, check them against coin finds, and trace how coins spread along trade routes.

Grade 6Social StudiesInteractive · Printable

Aligned toECO.6.2

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 C3 Framework standard
  • Printable answer key
  • 11 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
Social Studies
Question types
Fill in the blank, Multiple choice, Sorting, Short answer

About this worksheet

What students practice

  • Students explain the problems of barter and weighed metal that coins helped solve.
  • Students source and corroborate two ancient accounts of the first coins using a table of finds.
  • Students trace how coins and the idea of minting spread along trade routes and through conquest.

How to use

Read the column together, then have partners compare the two accounts and the table before each student writes the final claim.

Curriculum

C3 Framework standard covered

ECO.6.2

Explain barter, the invention of coins and money, and how ancient trade routes moved goods and ideas.

Preview

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Name Date

Lydia or Aegina? Two Accounts of the First Coins

Compare two ancient accounts and the coins archaeologists have found to explain barter, money and trade routes.

Before coins

Read the newsletter column. Then answer the questions.

Mystery of the Month: Who Made the First Coins?

1Welcome back to the Tri-County Coin Club newsletter. This month's mystery comes from ancient Greece: who made the very first coins? Two ancient writers give different answers. Before you judge them, here is how people paid for things before coins.

2For thousands of years, most people traded by barter, swapping one good for another. Many also counted value in cattle. In Homer's Iliad, a Greek poem composed about 700 BCE, one warrior trades his gold armor, worth 100 oxen, for another's bronze armor, worth only 9 oxen. An ox makes a handy measure of value for something large. For a jar of olive oil or a pair of sandals, it is far less handy.

3Traders in Egypt, Mesopotamia and Greece also paid with metal: rings, bars and scraps of silver or bronze, weighed on a scale for every sale. Later Greeks remembered that iron roasting spits had once been handed over as payment. Their small coin, the obol, took its name from the Greek word for a spit, and the drachma, a larger coin, meant a handful.

4A coin is different. It is a piece of metal of a set weight, stamped with a mark by a ruler or a city that stands behind its value. Once coins existed, they traveled with traders. Greek cities around the Aegean Sea began to stamp their own, each with its own symbol: a sea turtle for Aegina, an island trading city near Athens, and an owl for Athens. After Persia conquered Lydia in 546 BCE, Persian kings began minting gold coins of their own. Greek traders carried coins to Greek colonies in Italy, Sicily and around the Black Sea, and those cities soon minted coins too.

5Far to the east, people in China made bronze coins shaped like small spades and knives in some of the same centuries. Historians think China came up with coins on its own.

1.
Use paragraph 2.

In the Iliad, the gold armor was worth   more oxen than the bronze armor.

2.
A farmer in Homer's time wants a jar of olive oil worth much less than an ox. What problem does he face if oxen are his measure of value?
  • A. An ox was worth too little to buy any oil.
  • B. Oil had to be weighed on a scale to be traded.
  • C. The oil seller wants coins stamped by a king.
  • D. An ox cannot be split to pay a small amount.

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