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Slide captions:

1. The emergence of hoe farming. 2. Taming animals. 3. The emergence of crafts. 4.Kin and tribe. 5. Worldview.

Fill out the table and draw a conclusion: What was the main reason for the emergence of new sectors of the economy?

One day people noticed that the millet grains at the entrance to the cave sprouted. The women began to loosen the earth with a hoe and throw grains into the ground. This is how agriculture appeared.

In addition to the hoe, a stone ax and a sickle were used in farming. Using an ax, you cut down trees and bushes, then uprooted the stumps and burned everything. The ashes were mixed with the ground. It acted as fertilizer

The harvest was collected using a sickle made from bone. Stone blades were inserted into the sickle. The resulting grain was ground into flour, then it was mixed with water and the resulting mass was baked by the fire over coals.

At the same time, cattle breeding appeared. Men returning from hunting sometimes brought wounded animals or cubs. The first pet was a dog. Then pigs, goats, sheep and cows were domesticated. The emergence of agriculture and cattle breeding became possible because people had a surplus of food. Why? The economy gradually began to transform from an appropriating one into a producing one. Now people's well-being depended only on their labor.

With the development of the economy, people began to pay more attention to the manufacture of tools and household utensils. Since ancient times, people have woven goats from twigs and coated them with clay. The clay got wet if water got into the basket. One day, when the basket fell into the fire, the clay burned and became hard.

At the same time, weaving appeared. A simple loom was invented. Threads were made from flax, or spun from animal wool. People began to have linen and woolen clothes and they became more protected from bad weather.

Ancient people mastered technologies that were quite complex for that level. The slide shows a primitive drilling machine. With its help, people drilled holes in stone axes and then inserted the shaft into them.

Tribal community Tribal community Tribe Marriages elder elder Council of elders

For people, everything in nature was animated. The world, in their opinion, was inhabited by spirits. The most powerful spirits were called gods. If everything around is alive, then you can come to an agreement with everything - you just need to make a request to the gods - a prayer. Images of gods were called idols. To appease the gods, sacrifices were made to idols

Read also other articles in the section:
- Brief description of primitive society
- Primitive human herd
- Formation of the family
- Primitive Hunters

Agriculture of ancient people

About 13 thousand years ago, a climate similar to the modern one was established on earth. The glacier has retreated north. The tundra in Europe and Asia gave way to dense forests and steppe. Many lakes have turned into peat bogs. Huge animals of ice age became extinct.

With the retreat of the glacier and the appearance of richer and more diverse vegetation, the importance of plant foods in people's lives increases. In search of food, primitive people wandered through the forests and steppes, collecting the fruits of wild trees, berries, grains of wild cereals, tearing out tubers and bulbs of plants from the ground, and hunting. Searching, collecting and storing supplies of plant food was predominantly women's work.
Gradually, women learned not only to find useful wild plants, but also to cultivate some of them near settlements. They loosened the soil, threw grains into it, and removed weeds. To cultivate the soil, they usually used a pointed digging stick and a hoe. The hoe was made from wood, stone, bone, and deer antler. Early farming is called hoe farming. Hoe farming was predominantly the work of women. It provided the woman with honor and respect in her family. Women raised children and took care of the household equally with men. Sons always remained in the mother's clan, and kinship was passed on from mother to son.
A clan in which a woman had a leading role in the household is called maternal clan, and the relationships that developed between people during the period of the existence of maternal clans are called matriarchy.
In addition to the hoe, other agricultural tools appeared. A sickle was used to cut the ears. It was made of wood with sharp flint teeth. The grain was beaten out with wooden mallets and ground with two flat stones - a grain grater.
To store grain and prepare food from it, people needed dishes. Having stumbled upon clay soil, wet from rain, primitive people noticed that wet clay sticks and gets stuck, and then, drying in the sun, becomes hard and does not allow moisture to pass through. Man learned to sculpt rough vessels from clay, fire them in the sun, and subsequently in fire.

Agriculture ancient man arose in the valleys of large southern rivers about seven thousand years ago. Here there was loose soil, annually fertilized with silt, which settled on it during floods. The first agricultural tribes appeared here. In wooded areas, before cultivating the soil, it was necessary to clear the area of ​​trees and bushes. The soil of forested areas, which did not receive natural fertilizer, was quickly depleted. Ancient farmers of forested areas had to frequently change areas for crops, which required hard and persistent work.
Along with cereals, the most ancient farmers grew vegetables. Cabbage, carrots, and peas were developed by the ancient populations of Europe, and potatoes by the indigenous populations of America.
When agriculture became a permanent occupation from a casual occupation, the agricultural tribes led a settled life. Each clan settled in a separate village closer to the water.

Sometimes huts were built above the water: they drove logs into the bottom of a lake or river - piles, laid other logs on them - flooring, and built huts on the flooring. Remains of such pile settlements have been discovered in various European countries. The most ancient inhabitants of pile buildings used a polished axe, made pottery, and practiced agriculture.

Animal husbandry of ancient people

Sedentary life made it easier for people to transition to cattle breeding. Hunters have long domesticated some animals. The dog was the first to be domesticated. She accompanied the man on the hunt and guarded the camp. It was possible to tame other animals - pigs her, goats, bulls. Leaving the site, the hunters killed the animals. From the time the tribes settled down, people stopped killing captured young animals. They learned to use not only animal meat, but also their milk.

The domestication of animals gave man better food and clothing. People got wool and fluff. With the helpspindlesthey spun threads from wool and fluff, then wove woolen fabrics from them. Deer, bulls, and later horses began to be used for transporting heavy loads.

In the boundless steppes of Central Asia, South-Eastern Europe and North Africa, nomadic pastoral tribes appeared. They raised livestock and traded meat, wool and hides for bread with sedentary farmers. An exchange—trade—emerges. Special places appear where at a certain Time people gathered specifically for exchange.

Relations between nomadic pastoralists and sedentary farmers were often hostile. Nomads attacked and robbed the settled population. Farmers stole livestock from nomads. Cattle breeding develops from hunting and therefore, like hunting, is the main occupation of men. The cattle belong to the man, as does everything that can be obtained in exchange for the cattle. The importance of women's labor among tribes that have switched to cattle breeding recedes into the background compared to men's labor. Dominance in the clan and tribe passes to the man. The maternal line is replaced by the paternal line. Sons, who previously remained in the mother's clan, now enter the father's clan, become his relatives and can inherit his property.

The main features of the primitive communal system.

The history of human society, as established by the founders of Marxism-Leninism, goes through five stages, characterized by special relationships between people that arise in the course of production. These five stages are as follows: primitive communal system, slaveholding, feudal, capitalist and socialist.

The primitive communal system covered the longest period in human history. It existed for hundreds of thousands of years. Primitive society did not know private property. There was no inequality in this era. In order to withstand the harsh struggle for existence, people had to live and work together, and fairly share the booty they captured together.

Labor was crucial in the development of primitive society and man himself.Thanks to labor, man’s ancestors separated from the animal world, and man acquired the appearance that is characteristic of him now. Over hundreds of thousands of years, primitive people made many valuable inventions and discoveries. People learned to make fire, make tools and weapons from stone, bone, wood, sculpt and bake dishes from clay.

Man learned to cultivate the land and grew the healthy grains and vegetables that we use now; he tamed and subsequently domesticated animals, which provided him with food and clothing and facilitated movement.

The primitive communal system was possible when people had primitive tools of labor, which did not allow them to have surpluses and forced them to share everything equally.

The primitive communal system is collective labor, joint ownership of land, hunting and fishing grounds, the fruits of labor, equality of members of society, the absence of oppression of man by man.

Section II. ANCIENT EAST

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  TOPIC III. ANCIENT EGYPT
  • 
    LESSON 4. STATE MANAGEMENT AND CLASS STRUGGLE IN EGYPT
  • 
    LESSON 5. THE POWER AND DECLINE OF THE EGYPTIAN STATE
  • 
    LESSON7 . THE ORIGIN OF SCIENTIFIC KNOWLEDGE AND WRITING IN ANCIENT EGYPT
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  TOPIC IV. FORWARD ASIA IN ANCIENTITY
  • 
    LESSON 2. THE ANCIENT STATES OF THE INTERFLUTES AND THE BABYLONIAN KINGDOM
  • 
    LESSON 3. ANTERIOR ASIA IN THE FIRST HALF OF THE 1st MILLENNIUM B.C.
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  TOPIC V. ANCIENT INDIA
  • 
    LESSON 2. RELIGIOUS BELIEFS AND CULTURE OF ANCIENT INDIANS
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  TOPIC VI. ANCIENT CHINA

Section III. ANCIENT GREECE

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  TOPIC VII. GREECE IN ANCIENT TIMES
  • 
    LESSONS 2-4. MYTHS OF ANCIENT GREECE. HOMER'S POEM "ILLIADA" AND "ODYSSEY"
  • 
    LESSON 5. ACTIVITIES OF THE GREEKS AND THE ORIGIN OF CLASSES IN THE 11th-9th CENTURIES BC.
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  TOPIC VIII. ESTABLISHMENT OF THE SLAVE SYSTEM AND FORMATION OF CITY-STATES IN GREECE IN THE 8th-6th CENTURIES BC.
  • 
    LESSONS 1-2. FORMATION OF THE ATHENIAN SLAVE STATE
  • 
    LESSON 1. ATHENS UNDER THE DOMINATION OF THE ARISTOCRATES IN THE 8th-7th VIENNAS B.C.
  • 
    LESSON 3. SPARTAN SLAVE STATE IN THE 8th-6th CENTURIES BC.
  • 
    LESSON 4. FORMATION OF CITY-STATES IN GREECE AND ON THE SHORE OF THE MEDITERRANEAN AND BLACK SEA
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  TOPIC IX. THE DEVELOPMENT OF SLAVERY IN GREECE AND THE RISE OF ATHENS IN THE V CENTURY B.C.
  • 
    LESSONS 3-4. POWER AND WEALTH OF ATHENS IN THE MIDDLE OF THE V CENTURY BC. ATHENIAN SLAVE DEMOCRACY
  • 
    LESSON 3. POWER AND WEALTH OF ATHENS IN THE MIDDLE OF THE V CENTURY BC.
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  TOPIC X. THE FLOWERING OF GREEK CULTURE IN THE V-IV CENTURIES BC.
  • 
    LESSON 3. ARCHITECTURE, SCULPTURE AND PAINTING OF HELLAS IN THE V CENTURY BC.
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  TOPIC XI. FORMATION OF THE GREEK-MACEDONIAN STATES IN THE EASTERN MEDITERRANEAN
  • 
    SUMMARY-REPEATING LESSON UNDER THE SECTION "ANCIENT GREECE"

SECTION IV . ANCIENT ROME

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  TOPIC XII. FORMATION OF THE ROMAN REPUBLIC AND ITS CONQUEST OF ITALY
  • 
    LESSON 2. ROMAN ARISTOCRATIC REPUBLIC IN THE MIDDLE OF THE 3rd CENTURY BC.
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  TOPIC XIII. TRANSFORMATION OF THE ROMAN REPUBLIC INTO THE STRONGEST SLAVE-HOLDING POWER IN THE MEDITERRANEAN
  • 
    LESSON 1. THE STRUGGLE BETWEEN ROME AND CARTHAGE FOR DOMINANCE IN THE WESTERN MEDITERRANEAN
  • 
    LESSON 4. THE RUIN OF THE PEASANTS IN ITALY AND THEIR STRUGGLE FOR THE LAND
  • 
    LESSON 5. SLAVE UPRISING UNDER SPARTAK
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  TOPIC XIV. THE FALL OF THE REPUBLIC IN ROME, THE ROMAN EMPIRE DURING ITS POWER
  • 
    LESSON 2. THE ROMAN EMPIRE UNDER OCTAVIAN AUGUSTUS AND HIS SUCCESSORS
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  TOPIC XV. CULTURE AND LIFE OF ROME AT THE END OF THE REPUBLIC - THE BEGINNING OF THE EMPIRE
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  TOPIC XVI. THE DECAY AND DEATH OF THE ROMAN EMPIRE
  • 
    LESSON 1. THE BEGINNING OF THE DECLINE OF THE SLAVE ECONOMY AT THE END OF THE 2nd - IN THE 3rd CENTURY
  • 
    LESSON 2. THE WEAKENING OF THE EMPIRE IN THE 3rd CENTURY AND ITS STRENGTHENING UNDER THE EMPEROR DIOCLETIAN

MAIN PROBLEMS OF THE HISTORY OF THE ANCIENT WORLD IN THE SCHOOL COURSE

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  GEOGRAPHICAL ENVIRONMENT AND ITS INFLUENCE ON THE LIFE OF PEOPLE IN ANCIENTITY
• 
  THE EMERGENCE AND DEVELOPMENT OF WRITING, SCIENTIFIC KNOWLEDGE, ART

LESSON METHODOLOGICAL RECOMMENDATIONS Students receive a primary understanding of the history course studied in grade V and the types of historical sources. One of the main objectives of the lesson is to interest fifth-graders in the subject.

Lesson plan:

1. Repetition of the course “Episodic stories from the history of the USSR.”

2. Introduction to the textbook.

3. Characteristics of historical sources: written, material, ethno. graphic.
1. Exercise: “In fourth grade you got acquainted with the history of our Motherland. What events from her past do you remember most? What do you remember? Remember in what year these events took place.” A small conversation usually proceeds actively, the most prepared students give detailed answers. If the class is silent, supporting questions are acceptable: “What important event happened in 1380? In what year did the Great Patriotic War begin and end?” etc.

The teacher emphasizes: it is not enough to know the history of only your homeland. It is important to get acquainted with the history of other countries and peoples, with the history of all humanity. “We are starting to study the history of the whole world, in other words, to study world history,” he says. The concept of world history is new for fifth-graders; it is advisable to reveal it while working with a physical map of the hemispheres or a homemade map on the history of primitive society (see manual, Fig. 1).

Exercise : Show on the map and name the parts of the world. Experience shows that only some students are able to complete the task.

The teacher, accompanying his words with a show on the map, informs the students that this year they will learn about the life of the ancient peoples of Africa, Asia and Europe.

2. Students find the definition of the word “history” in the textbook: one of the students reads paragraphs 1, 3, 4 on page 6 aloud. Then the teacher asks: “What is the name of the first department of world history?”

Exercise : Find the table of contents (pages 3-5). The textbook is divided into four parts, or, in other words, into four sections. The names of the parts are in the largest letters on these pages. What are the names of the textbook sections? Already in this lesson, students remember the name of the first section of the course, which the teacher writes on the board ( On the board it is advisable to write down the names of sections (topics, lessons), new words, names, dates, so-called “memos”, homework, etc. Below in the manual only relatively complex cases of using the board are indicated). He explains that the word “primitive” means “most ancient” (students will learn a more precise definition in §2).

The teacher draws attention to the role of illustrations in the textbook: the pictures will help create an idea of ​​the life of people in ancient times. It is proposed to find, for example, color. rice. 1:

- You have not yet studied the life of primitive people, but after examining this drawing, you will already be able to answer some questions. Why could ancient people live only in hot countries?

“They had no clothes,” say the students.

- Explain your idea: in which countries could you live without clothes?

After listening to the students, the teacher asks:

- Is there other evidence that people could live only in hot countries? Look at the picture and say how people got food.

- They hunted and collected fruits. And in hot countries there are more fruits and berries than in northern ones.

- What tools do you see in the picture?

- Stones and sticks.

Complementing the answers, the teacher explains that not every stone and stick are tools. For example, a stone found somewhere on the bank of a river cannot be called a tool. But if primitive man gave a stone a certain shape, then such a stone turned into a tool.

When examining the picture, it is advisable to emphasize that the most ancient people lived on Earth two and a half million years ago, obtained food by gathering and hunting (this will be discussed in more detail in the next lesson).

3. The teacher suggests remembering how scientists learn about the life of ancient people. This issue was discussed in grade IV, so students are able to point out the role of excavations, name birch bark letters, inscriptions on stone and leather, etc.

The concept is revealed historical source.

The word "source" has several meanings. What does it mean in the sentence: “The guys saw a spring in the forest”? What does the same word mean in the expression “source of knowledge”? What can be called a source of knowledge? Give an example.

Students give different answers, but they understand the main thing - the word “source” can be used both literally and figuratively. The teacher explains that the ruins of ancient buildings, fragments of dishes, and various ancient inscriptions are sources of knowledge on history.

Fifth graders find in the textbook a definition of the concept of “written historical source” (p. 7). It is emphasized that the oldest written sources are about 5 thousand years old. An idea of ​​an ancient written source can be created with the help of the task: “Imagine that in the mountains you see an inscription carved on a rock (the teacher turns to the wall of the class, as if the wall is that rock, peers, “parsing” the text, and it seems to the students that they actually see the inscription): “I am the great king, the king of kings, I set out on a campaign to a neighboring country. I defeated the enemy army, killed 6 thousand soldiers, burned 20 cities, took 10 thousand men and women captive, stole horses, camels, and countless sheep. Whoever destroys this inscription, may the terrible gods punish him.” What will this written source tell scientists??

The real ancient inscription is very difficult to read. Why is it usually clear to students: the inscriptions are made in an unfamiliar language and in complex characters. The teacher adds that scientists have spent a lot of effort unraveling the ancient inscriptions. Most of them have already been read, some are yet to be solved ( The oldest Indian letter (mentioned in the textbook), the letter of Crete, the Etruscans, Easter Island, the peoples of America - the Mayans, Olmecs, etc. - have not been solved.).

The teacher notes that by studying written sources alone, it is impossible to find out how people lived in ancient times (the oldest inscriptions were made about 5 thousand years ago, and people have existed on Earth for two and a half million years).

The terms “archaeology” and “material sources” are explained. It is advisable to dwell on the role played by excavations: 1) ancient garbage pits; 2) ancient graves; 3) ancient cities.

1. Why dig up ancient garbage pits? Children find this funny. But any find, even the most insignificant, will tell the archaeologist a lot.

Exercise: In a garbage pit in an ancient village, archaeologists found many animal bones. Imagine yourself in the place of scientists: how would you study these bones in order to learn more about the activities of the village residents?

“Ask me questions,” the teacher suggests, “I will answer them. What do you want to know about bones?*" By completing the task, students become familiar with the methods of historical science and learn to reason.

Students. What animals did the bones belong to?

Teacher. Wild bulls, wild deer, wild boars. And also for pets: dogs, goats, pigs.

Students. Is it possible to find out when the animals were killed?

Teacher. About ten thousand years ago.

Students. Are there any traces of human processing of these bones? Are there any inscriptions on the bones?

Teacher. There are no such traces. No inscriptions were found either. If there are no other questions, answer what can be learned about the occupations of the village residents based on the findings.

Students. Ten thousand years ago people hunted deer, bulls, and wild boars here. They raised domestic animals: dogs, goats, pigs.

Teacher. How to find out which occupation was more developed: hunting or cattle breeding? What needs to be done for this?... Let's count which bones there were more. Let's say the bones of wild animals.

Students. This means that hunting was more developed.

Teacher. Not a single cow bone was found in the garbage pit. Explain this fact.

Students. Cows had not yet been domesticated by humans.

Teacher. Is there another explanation possible?

Students. Perhaps the villagers considered the cow a sacred animal and did not eat its meat.

2. Questions: For what purpose do archaeologists excavate graves? Why did ancient people put things in the grave that the deceased used during life? (Only a few students who are familiar with this material outside of school can answer.) It is useful to mention here that the ancient people believed in the afterlife of man. In the “land of the dead,” the deceased supposedly needs everything he used on earth. Therefore, in ancient graves, unlike garbage pits, intact objects are found: in the grave of a warrior - a sword and helmet, in the grave of a rich woman - beads, earrings and rings, in the grave of a poor man - a pot of food and tools.

3. The significance of excavations of an ancient city is revealed using one or two examples.

a) In ancient times there was a city of Nineveh (see § 17), located south of the Caucasus Mountains. One day Nineveh was besieged by enemy troops. For two years they could not take possession of the city. Finally, the enemies burst inside: cavalry rushed through the streets, swords sparkled and spears glittered. The winners took away the prisoners, took away everything that could be taken away: precious utensils, livestock, metal weapons. The robbed houses were set on fire. The city is empty. Nobody dared to settle

in the ashes, only the wind walked through the once noisy streets, It brought dust and sand and covered the city.

Explaining why ancient cities ended up underground, the teacher will draw attention to a subject familiar to students:

- The desk you are sitting at is clean, but if the classroom is not cleaned for a week, you can write your name on the desk with your finger. Now imagine what a layer of dust and sand covered the ruins of Nineveh over two and a half thousand years. She was all underground.

When archaeologists came to Nineveh, they discovered dilapidated brick walls, gates, houses and a royal palace. What can city excavations tell us about people’s lives? Historians are interested in the smallest details: were the streets wide or narrow, were they paved, what material were the walls of the houses made of, what did the royal palace and the houses of the residents look like. It is worth noting that during the excavations of Nineveh, not only material, but also the most valuable written sources were found - a library consisting of 20 thousand “books”.

b) The city of Pompeii, located in Italy, was covered with ash during the eruption of Mount Vesuvius about 2 thousand years ago (see page 221). The city perished without being plundered or damaged by fire. Scientists restored not only the external, but also the internal appearance of houses, workshops, baths, theaters and other buildings. Furniture, tools, works of painting and sculpture, and many household items are well preserved. (You can use either several transparencies from the series “The Ancient City of Pompeii” or color photographs of the XVI-XVIII textbook.)

Next, the teacher names another source of knowledge about ancient people. This is a study of the life of peoples who are far behind in their development (the photograph “At the Australians’ Hut” on page 9 is considered). The teacher talks, using a wall map, about one or two of these nationalities ( Among the most backward modern peoples are the Mrabri in Thailand, the Kuku in Sumatra and the Hadzapi in Tanzania. See: Hunters, gatherers, fishers. Ed. A. M. Reshetova. L., 1972, p. 8, 108, 144).

Today, a small Hadzapi tribe lives in East Africa. It knows neither agriculture nor cattle breeding. The Hadzapi get their food by hunting antelope, rhinoceroses and other animals, as well as collecting fruits and edible roots, bird eggs, and honey from wild bees. The Hadzapi do not know how to mine or process metals; they make tools from stone and wood, dishes from ostrich egg shells, and spoons from shells. They wear small leather aprons and sandals to protect them from the thorns of thorny bushes. Hadzapi wander in search of food; they hide in caves or small huts from bad weather.

At the end of the lesson, a conversation is possible on the question: “How do scientists learn about the life of ancient people?”

Homework. Textbook, pp. 6-10. Question 3 on page 9.

13. Fill out the outline map “The most ancient farming region.”

1. Color in the oldest farming area.
2. Write the names of the rivers - Nile, Euphrates, Tigris, Indus, Ganges.

14. Fill in the missing words.

Agriculture and cattle breeding originated in Western Asia more 11 thousand years ago .
The first pet is dog. Then people domesticated and tamed other animals, for example: cow, sheep, goat, pig .

15. Fill in the missing words.

A new craft - metalworking - appeared in Western Asia around 8 thousand years ago .
The first metal from which people learned to make tools was called copper .
Jewelry was made from metals such as gold, silver .

16. Solve the crossword puzzle “Primitive farmers and cattle breeders.”

If you solve the crossword puzzle correctly, then in the highlighted diagonal cells you will read the name of an activity that arose from gathering, providing people with plant food.

Attention! The correct answers are indicated in brackets.

Horizontally: 1. Metal from which primitive people made jewelry (gold). 2. A gift brought by primitive people to spirits and gods (sacrifice). 3. The first metal from which people learned to make tools (copper). 4. The request that people made to the gods and spirits (prayer). 5. Making linen and woolen fabric from threads (weaving). 6. An activity that arose from hunting, reliably providing people with meat food (cattle breeding). 7. Making threads from animal hair or plant fibers (spinning). 8. A plowing tool that replaced the hoe (plow). 9. An image of a spirit or god (usually made of wood, clay or stone) (idol). 10. Several tribal communities living in the same area (tribe).

Diagonal answer: Agriculture.

17. Find errors.

One student was a great inventor. He wrote an essay about the first farmers and cattle breeders. Here it is:

“The time of harvest has come. Relatives with sickles came out into the grain field. With their rough faces with flattened noses and heavy jaws protruding forward, they resembled monkeys.
Three women staged a competition to see whose sheaf would be larger. The youngest one won - her bunch of barley stalks with ears was the largest.
- It's not fair! - noted the leader of the clan community, a black-haired guy who was watching the work. “You have an iron sickle, but they have copper sickles.”
Here, in a paddock next to the field, sheep and goats bleated alarmingly. They broke the fence and ran into the forest. The wolves wouldn't eat them! How to return fugitives? There were no dogs in the village - in those days they had not yet been domesticated. But soon people became scared too. A herd of mammoths was moving straight towards the village. A little more and they will trample both the field and the huts. One of the relatives thought of setting the injury and brushwood on fire: the acrid smoke forced the mammoths to turn around, and they bypassed the village.”

There are no less than five historical errors in this essay. Find and describe them.

Home > Lesson

Lesson 1. Primitive farmers and

pastoralists. The emergence of agriculture and

cattle breeding

I. Test work. (The teacher reads out the questions, the students answer in writing, the test paper is written on the board) 1. When did man emerge from living nature? (About 3... years ago) 2. The continent where the remains of the first person were discovered...

A

F

R

AND

TO

A

3. What was the name of the first human team? S T A D O 4. How did the first man differ from animals?

U			l
AND											b
O					I		T.				A

5. Name the first tools: ..., ....... and... 6. The Stone Age is... 7. The first human occupations are ... and... 8. Appropriating economy is an economy in which a person.. 9. What period on Earth became a severe test for a person, but he survived thanks to the mastery of fire, the ability to sew clothes, build a home, and hunt?

L

E

D

N

AND

TO

ABOUT

IN

Y

Y

10. Serrated bone spearhead for fishing...

G

A

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P

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N

11. A hard stone that easily splits into plates with sharp edges...

TO

R

E

M

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N

b

13.Insert the missing words: A clan community is a collective... who lived and worked..., had... property (..., ..., ...). 14. Connect with arrows: homo habilis man of intelligence homo erektus – a skilled man homo sapiens a straight man mastered fire clans and tribes learned to make tools 15. Explain how you understood what kind of society is called primitive. II. New topic (During the explanation of a new topic, the teacher attaches cards with the following images to the board: hut, borders of the village, lake, forest near the village and beyond the lake, elder, dog, dog with hunters, wild boar, piglets, kids, woman with a sickle, grain grater , ears of barley and wheat, pottery, a loom and others) Teacher: Imagine that in front of you is a family village that lived in a hot southern country 10 thousand years ago. The houses are made of clay mixed with chopped straw from wild barley and wheat. The settlement is surrounded by a stone fence. There is a lake nearby, surrounded by bushes and trees, thickets of wild barley and wheat. Residents of the village hunted wild goats, pigs, deer, horses, and fished. Question: Remember what such a farm is called. (Appropriating) At the head of the clan community was elder . Assignment: Find in paragraph 4 §4 an explanation of who were called hundred-reishins. So, he was an elderly man, but still full of strength. He understood nature, animals and plants better than other members of the family. The elder could give valuable advice to everyone. A group of hunters approached him: “Tell me, elder, which forest should we go to hunt for wild boar: the nearest one, next to the village, or the farthest one beyond the lake?” The elder will look at the sky covered with clouds and say: “I went to the boar many times. At this time of year, when the leaves turn yellow, when it rains continuously, step into the distant forest - the one beyond the lake. There you will most likely find a boar’s den.” The hunters follow this advice and soon discover that the elder was right. The boys approached the elder, worried, interrupting each other: “Elder, we went out to the middle of the lake in a boat... I hit a fish with a harpoon, the boat almost capsized, I could barely hold the harpoon in my hands: I caught such a fish! I think we’ll surprise everyone! But the fish got off! What a shame! The elder laughs: “Show me your harpoon... Well, it’s clear: the notches on it are completely dull - that’s why the fish fell off. But don’t worry, go to the hut, take a new harpoon and try your luck on the lake again!” Here little children bring and show the elder mushrooms that they collected in the forest. “This mushroom is delicious. This one is also good for food... But this mushroom is bad, it will make your stomach ache.” However, the elder, with his vast experience, excellent observation and tenacious memory, not only gave advice. He himself took part in the hunt, led the hunters, was always in the most dangerous places, was brave and did not hide behind anyone’s back. For all this, the relatives respected the elder. They chose him themselves and trusted him in everything. Often while hunting, people noticed that dogs were chasing a wounded animal along with them. Sometimes dogs caught up with an exhausted animal before a person. The hunters who ran up finished him off, cut up the carcass, and the discarded entrails were devoured by the dogs. Wild dogs also ran up to the village itself, digging in the garbage, barking warning of the approach of other predators. The dog became the first domestic animal; it helped man on the hunt. Now, when going hunting, village residents took dogs with them. They found the boar's den. The hunters killed the beast and brought the little piglets home. Thanks to the bow and arrows, people had more meat, so there was no need to eat piglets right away; they began to keep them behind a fence. They did the same with the captured goats. Living near people, the animals got used to them. Gradually, people tamed pigs, goats, sheep, cows, and horses. This is how cattle breeding arose. Notebook entry: Hunting - cattle breeding When men went hunting, women were engaged in gathering. They cut ears of wild barley and wheat with knives consisting of small and sharp flint plates inserted into bone or horn. Task: Pay attention to fig. at the top of page 19. Name the tool shown. Women brought grains to the village and ground them on ses noterkas, which consisted of two flat stones. In the place where the grain was crushed, the next year ears grew. For a long time people did not pay attention to this. But one day the women made a wonderful discovery. They realized that grain thrown into the ground germinates and produces an ear, which, when cut, can produce many grains. This is how agriculture arose. The most ancient settlements of farmers arose in Western Asia (these are the lands of Turkey, Iran, Iraq, Palestine). In other areas; The first farmers grew other useful plants such as beans and corn in Central America, potatoes in South America, bananas and sugar cane in India, millet and rice in China. Gathering - farming. Questions: -Read the title of the first paragraph §4. Why did the first primitive agriculture receive such a name? -What natural conditions were necessary for the practice of grain farming? (Warm climate, abundance of moisture, soft soil) -Read the third paragraph n.l §4 and explain why the initially established farming system was called fire sweeping? -What changes have occurred in people’s lives since the advent; agriculture and cattle breeding? (With the advent of these occupations, people’s lives no longer depended on luck in hunting and finding plants. They began producing bread, vegetables, meat, leather, wool, and horn. People’s lives improved.) Teacher: The appropriating economy was replaced by a producing economy. Entry in notebooks: A producing economy is an economy in which a person himself produced everything that was necessary for him to live, was engaged in agriculture and cattle breeding. Running such a farm was not easy; it required a lot of effort: clearing a field for sowing with a stone ax, loosening the soil with a wooden hoe, harvesting a ripe crop with a bone sickle. People could not cope alone; such work could only be done by a large team. Relations in the clan community became more and more united. Assignment (if you have time): Read §4, paragraph 3, name what other activities the person has mastered? (Learned how to make dishes, weave, drill and grind.) Homework: 1) Read §4. 2) Answer questions No. 1-3 on p. 22. 3) Learn the concept of “productive economy”. 4) ^Imagine that you have visited the ancestral village of farmers and cattle breeders. Describe all their activities, including the names of their tools in your story. Lesson 9. Ancient Egypt. State on the banks of the Nile Teacher: Time from the 3rd millennium BC. to the middle of the 5th century AD is called the history of the ancient Mirz. 4--1-*--I- thousand L AD history of the ancient world Ancient Greece (see page 111) Ancient Rome (see page 201) Ancient East: - Egypt (see page 31) - Babylon (see page 66) - China (see page 101 ) - India (see page 93) Assignment: Read the introduction to the section “Ancient East” on page 32. Teacher: While reading, we came across the concept of “state”, this is a form of organization of human society that replaced the neighboring community , tribal relations. On the board: FAMILY HERD COMMUNITY NEIGHBORHOOD COMMUNITY STATE “State” can be confused with the concept of “country”. On the board: State F country. But that's not true. A country is a locality, a part of the surface of the globe, a space, an expanse. Is a country big or...? Mountain or...? Hot or...? For example, what do we mean when we say “the country of Egypt”? This is the area where the Nile River flows from the first cataract to the sea, its banks, delta, mountain cliffs on the border with the desert. The country of Egypt exists today and existed before the emergence of the state. What is this? The concept of “state” is associated with the concept of “power”. Power is the ability and opportunity to have a decisive influence on the behavior, thoughts and feelings of other people. Questions: 1) Did power exist before the emergence of the state? Who was in charge of it? (Under the conditions of the clan system, the community members resolved all issues together, control over the implementation of these decisions was carried out by the elders, the leader. The power of the leader was elective, based on authority, respect, recognition of the merits of the leader from the members of the clan.) 2) How is power different? king, ruler of the state, from the power of the leader? The king received his power by inheritance from his father, not always possessing the necessary knowledge, skills, abilities, experience, and wisdom. Therefore, power had to be maintained by force with the help of troops; the king’s instructions and orders were carried out by officials - people who were in the service of the state. 3) Why did the leaders and elders not need to use force? Remember one of the signs of a primitive society. (There was no oppression, no one forced anyone to work. Everyone did it in order to survive. The leader managed the affairs of the tribe, relying on customs and traditions, following which was an important condition for survival.) Teacher: So, in the above sense The state is a power that needs to use force. However, this power performs important functions for society: - unites the population living in a certain territory to resolve common affairs; - regulates the relationship between people, managers and managed. ^ Question: How to distinguish the state from other forms of organization of human society? (Based on MA on p. 32, students can identify the following features of a state: 1. The head of the state is the king. 2. The power of the king is inherited. 3. The state has its own territory. 4. City states were surrounded by a fortress wall. Question: Why? 5. The king lived in the city (capital), there was a treasury 6. With the advent of the state, writing arose. It contributed to the strengthening of the king’s power (recording laws and orders), preserving and increasing his wealth (i.e. property). Property is property the owner of which can dispose of it at his own discretion (donate, sell, etc.) 7. The state arises when inequality appears (i.e. rich, free and poor, slaves). 8. The state arises where agriculture becomes the main occupation. (The state organizes public works related to farming. The emergence of surpluses and their appropriation by those who administer them leads to inequality and the emergence of a special apparatus of power - the state) Teacher: So, the first states arose where people first switched to agriculture . Question: What natural conditions do you think are necessary for this? On the board: moisture -^--- floods of the Nile sun<;--- экватор почва *z.--- ivi Одно из государств возникло в северо-восточной Африке, на берегах реки Нил. Обратите внимание на карту в учебнике на стр. 31. Здесь располагалась страна Египет от первого порога Нила до его впа-дения в Средиземное море. Жизнь была возможна только по берегам Нила, от воды и до горных обрывов. А в некоторых местах скаль! вплотную подступают к Нилу (приблизительно 12-15 км). Обратите внимание, как располагается эта страна по отноше-нию к экватору. Вопрос: О чем это говори В июле в Египте очень жарко. Беспощадно палит солнце (до +50° С). От зноя почва ссыхается, покрывается трещинами, становится твердой, как камень. В таких условиях реки мелеют. С Нилом же происходит нечто странное и непонятное. Вода в нем все прибывает и прибывает. Нил выходит из берегов. Начинается разлив. Водой покрывается весь Египет. Вода стоит до ноября, затем река постепенно входит б свои берега. Земля хорошо пропитывается влагой, а на ее поверхности остается плодородный слой ила. За тысячи лет благодаря разливам Нила образовался толстый слой жирного чер-нозема. Древние греки называли эту страну Дар Нила. Вопрос: Как вы думаете, почему? Правы ли были они? Свою землю египтяне называли Кемет, т.е. «черная», в отли-чие or желтых или красных песков пустыни, окружавших долину Ни-ла. Другое название страны и ее столицы было Xem-Kaa-Птах, от которого произошло слово «Египет». Если бы мы спросили древнего египтянина, отчего каждый год Нил выходит из берегов, то он ответил бы: «Слушайте, я расскажу об этом. Вы уже знаете, что на Ниле есть пороги. За первым порогом на-ходится охраняемая священным змеем пещера, в которой сидит речной бог Хапи. В его руках два сосуда с водой. Бог Хапи наклоняет сосуды то больше, то меньше. Летом он сильнее наклоняет сосуды, вода льет из них потоками и попадает в Нил. Река вздувается, выходит из бере-гов и заливает всю страну... Без разливов Нила не было бы жизни на его берегах. Поэтому мы поем благодарственные песни доброму богу: «Слава тебе, Нил, идущий, чтобы Египет оживить!» Вопрос: А каковы действительные причины разливов Нила? Откуда же берется столько воды? Ведь Нил течет тысячи километ-ров по ужасающей из пустынь, не имея ни одного притока. Дождей в долине Нила почти не бывает. Попробуйте найти ответ в учебнике в §J, м.2, а&э.). - Почему эти причины не были известны египтянам? - О Ниле египтяне сложили гимны. Прочитайте один из них в учебнике на стр. 34. Набожные египтяне издавна причисляли Нил-Хапи к сонму богов. Его изображали в виде тучного мужчины с отвислыми сосками, жирным, в складках, перепоясанным животом, в сандалиях, что счита-лось символом богатства. На голове у него был надет венок из водяных растений. 1^ногие города носили его имя. Его называли «отцом богов». - Прочитайте п.2 §6 и докажите, что в Египте сложились все условия, благоприятные для земледелия. Учитель: Земледелие не сразу стало главным занятием егип-тян. В Египте, зажатом с двух сторон пустынями, «готовых» полей бы-ло мало. Непроходимые топи покрывали большую часть страны. В не-которых местах при разливах вода застаивалась, заболачивалась. Над болотами вились тучи насекомых, укусы которых вызывали лихорадку. От болот шли зловонные испарения, они кишели ядовитыми змеями. Трясина засасывала людей и скот. Многие "поколения египтян вели борьбу с болотами: стоя по колено в гниющей воде, египтяне рыли ка-навы, в которые собиралась вода. Ее отводили в Нил. А жаркое афри-канское солнце осушало почву. Вопрос: С чем же приходилось бороться египтянам? Берега Нила покрыты высоким тростником - в 2-3 человече-ских роста - непроходимые заросли папируса. Ценных пород дерева в Египте не было. Из папируса делали хижины, обмазывая их глиной, а также лодки. Из тонких побегов па-пируса плели коврики, на которых спали. Молодые побеги папируса употребляли в пишу. Позже из этого тростника изготовляли материал для письма. Итак, папирус, несомненно, был полезным растением. Но и он приносил немало хлопот: заросли папируса занимали слишком много места, необ-ходимого для урожая; в зарослях прятались хищники, нападавшие на людей. На доске: болота, папирус, засуха (Эти слова учитель выпи-сывает поочередно по ходу изложения материала) Египтяне - жители страны - боялись песчаных и каменистых пустынь. Там пылало раскаленное солнце, не было воды, путники из-немогали от жажды. Один египтянин заблудился в пустыне, чудом спасся и потом рассказывал: «Задыхался я, горло мое горело, и сказал я: «Это вкус смерти!» 50 дней в году со стороны пустыни дули ветры-суховеи, несущие раскаленный песок и пыль. Песок скрипит на зубах, пыль проникает в складки одежды, воспаляются глаза. От жары и от-сутствия влаги гибнут растения. Вопрос: С чем Dice еще приходилось бороться древним егип-тянам? Учитель (при наличии времени): Давайте совершим путеше-ствие в Древний Египет и побываем в гостях у: земледельца -1 вариант §7 п.2; ремесленника-II вариант §7 п.2. Задание: Прочитайте §7 п.2, 4 и составьте краткий рас-сказ. К тонксьму подвешивали на веревке длинный, в пять-шесть локтей, со-суд из холста или обожженной глины. Крестьянин тянул веревку вниз, чтобы наполнить сосуд, затем вверх, чтобы поднять его. Он выливал воду в желоб и все начинал сначала. В каждом саду был хотя бы небольшой виноградник. Из вино-града делали вино, которое хранили в специальных оплетенных кув-шинах. Сборщики винограда руками срывали его, не прибегая к но-жам, наполняли корзины. Весь виноград собирали в большой чан (см. в учебнике рис. на стр.36). С двух сторон чана, друг против друга, стояли два шеста с развилкой на концах. Они поддерживали перекладину, с которой свисали пять-шесть веревок. Когда чан заполнялся, виноделы забирались в него и, держась за веревки, может быть, потому, что дно чана не было плоским, с усердием давили виноград ногами. Сок выте-кал через два или три отверстия в большие чаши. Затем сок переливали в кувшины и оставляли бродить. Когда брожение заканчивалось, вино переливали в другие кувшины с узким горлом, которое запечатывали гипсом. У египтян было много животных, часть из которых они приру-чили первыми, например, гуся и утку, быка, осла, козу, антилопу, а также сокола (знатные египтяне очень любили соколиную охоту). Верблюдов в Африке в древности не было. Лошадь попала в Египет поздно. Египет славился своими мастерами: каменотесами, рудокопа-ми, резчиками по камню и дереву, точильщиками каменных ваз, юве-лирами и гранильщиками, оружейниками, столярами и плотниками, мастерами по изготовлению колесниц и кораблестроителями, кожев-никами и ткачами. Природа в изобилии предоставляла ремесленникам материал: известняк, кварцит, песчаник, гранит (трех сортов - розовый, серый и черный), медь и олово, золото и серебро, бирюзу и малахит. Египтяне отличались чистоплотностью и очень заботились о чистоте тела, одежды и своих жилищ. Египтяне мылись несколько раз в день: утром, до и после каждой трапезы. Египтяне носили набедренные повязки и украшения: на запя-стье - один или" множество браслетов, на пальце - кольцо, на шее -нагрудное ожерелье из 5-6-ти рядов бус. Сандалии были известны с глубокой древности, но египтяне берегли их. Земледельцы, к примеру, отправляясь по делам, несли сандалии в руках или подвязывали их к концу палки. Они обувались на месте. Сандалии плели из папируса, кожи р даже делали из золота. Некоторые египтяне ходили в прямых, доходящих до щиколо-ток платьях на бретельках, без всяких украшений. Но большинство предпочитало этой одежде гофрированное льняное платье - тунику. Египтяне ели мясо (прежде всего знатные), рыбу, лук и чеснок, огурцы, арбузы и дыни, а также виноград, финики, фиги. Молоко счи-талось настоящим лакомством. Из муки выпекали разнообразные хле-бобулочные изделия с добавлением в тесто меда, молока, яиц, разных фруктов, масла и тому подобное. Национальным напитком египтян было пиво. Его пили повсю-ду - дома, в поле, в харчевнях. Пиво делали из ячменя или пшеницы и фиников. Также ценили вино. Домашнее задание: 1) Прочитайте §6 п. 1-2, §7 п.2-4. 2) Ответьте на вопросы №1-2 к §6 на стр.35 и №1 к §7 на стр. 39. 3) Составьте рассказ о том, как трудились строители, гор-шечники, кожевники. Используйте иллюстрации учебника на стр. 38-39 или от имени земледельца о том, как прошел его день. 4) Выпишите в тетрадь новые понятия и выучите их.