Slide 1
Lesson from the world around us
New times - the triumph of Europe
Slide 2
Answers to questions from the game “Is this true?” 1. + 2. + 3. - 4. + 5. - 6. + 7. - 8. +
Grading standards: “5” – no errors “4” – 1-2 errors “3” – 3-4 errors
Slide 3
Why was the New Age called new?
Versions: rights Anyuta; Ilyusha is right; both are right.
Slide 4
Slide 5
Research work on the topic “Technical achievements of the modern era”
Goryunova A., Chupov D., Medvedev I., Gabulov R., Shpartenko S., Serdyukov N., Makarova V., Zelyuk D., Karavaeva N., Novikova M., Bogdanova D., Masakova A.
Municipal educational institution"Average secondary school No. 2 with in-depth study English language» Sosnovy Bor
Slide 6
Purpose of the work: Studying the technical achievements of the modern era
Objectives of the work: Study the technical achievements of the era. Determine who are the authors of these inventions. Identify how the invention has benefited humanity. To form an idea about these inventions among the children in the class during the lesson.
Slide 7
Photo
William Henry Talbot
Joseph Nicéphore Niepce
Louis Jacques Mande Daguerre
Slide 8
After the creation of the first wheeled steam ship, the Claremont (1807), by the American inventor Robert Fulton, sails began to be replaced by the steam engine. Despite many disadvantages, steamships had a significant advantage: their speed did not depend on the direction and strength of the wind. Slowly but surely, steamboats replaced sailboats. In terms of cargo transportation volume, sailing ships gave way to steamships in the early 90s. XIX century
Slide 10
Airplane. Aviation (from Latin - “bird”) appeared at the beginning of the twentieth century. At first, airplanes—aircraft heavier than air—were looked at as a curious curiosity; they were more of a fashion fad than a common means of transportation. The first successful flight in a motorized aircraft was made by the Americans in 1903. Their aircraft flew 37 meters in 12 seconds.
Slide 11
Slide 12
IVAN FYODOROV
In Russia, the first printing house was founded in 1563 by Ivan Fedorov. In 1564, he and his colleague Peter Mstislavets published the first Russian printed book.
Slide 13
PRINTING PRESS
Like other inventions, printing did not arise out of nowhere. The first to combine all these devices into one was the German master Johannes Gutenberg. It was a printing press!
Slide 14
Morse Samuel Finley Breeze (1791-1872)
Morse Samuel Finley Breeze is an American artist and inventor. In 1837 he invented an electro-mechanical telegraph apparatus. In 1838, he developed an uneven code in which each letter or character is represented by a combination of short (dots) and long (dash) electrical signals, flashes of light or sounds.
Slide 15
The Morse apparatus is the most famous among various telegraph systems and, until recently, was the most widespread. Although this device was conceived by Samuel Morse, and the first successful results with it were obtained already in 1837, it was only in 1844 that it was improved (by Alfred Weil) so much that it could be applied to business.
Telegraph.
Slide 16
Morse code.
The most famous signal in the world is the SOS signal for rescue. It is designated as follows: …---…
Slide 17
Slide 18
The inventor of the telephone, Alexander Graham Bell (1847-1922), was a philologist by his main specialty. He was born in the Scottish city of Edinburgh. The 70s of the 19th century were a time of rapid development of the telegraph. Tuning fork is a technical device, a sound source that serves as a standard for pitch when tuning musical instruments and in singing.
Slide 19
Alexander Bell received a patent for the invention of the telephone on March 7, 1876. In 1877 Western Union began producing telephones without Bell's permission. At the end of 1879 Western Union entered into an agreement with Bell. The Bell Company was created. With the money he received, Bell founded the A. Volta Institute in Washington.
Slide 20
Telescope
Galileo made his first telescope in such a way that one lens was convex and one was concave. Then Galileo began to grind glasses and experiment with them. But even having achieved success in grinding, he received only one suitable glass for every sixty unsuitable ones.
Slide 21
A month after his first success, Galileo made a telescope with tenfold magnification. Constantly improving his telescope and improving its lenses, Galileo achieved 30-fold magnification. Astronomical observations have now become possible.
Slide 22
light bulb
It was created by Thomas Edison (1847 -1931)
Slide 23
Slide 24
A.V. Levenguk
Anthony Van Leeuwenhoek was born on October 24, 1623 in the Dutch city of Delft. Dutch naturalist, one of the founders of scientific microscopy. Having made lenses with 150-300x magnification, he first observed and sketched (publications since 1673) a number of protozoa, bacteria, red blood cells and their movement in capillaries.
Slide 25
Microscope
MICROSCOPE - an optical instrument with one or more lenses for obtaining magnified images of objects not visible to the naked eye. Microscopes can be simple or complex. A simple microscope is a single lens system. A simple microscope can be considered an ordinary magnifying glass. A compound microscope (often called simply a microscope) is a combination of two simple ones.
Slide 26
James Nesmith (1808-1890) created in 1839. an unusually powerful steam hammer that made a real revolution in metallurgical production.
In 1841, a steam hammer of the Nesmith system was built in France and used at the factories of the Schneider and Co. joint-stock company in Creusot.
In 1842, J. Nesmith created a steam hammer at his factory in Manchester. Since then, steam hammers have been rapidly introduced at enterprises in many countries around the world.
Slide 27
On July 25, 1814, the locomotive of the English inventor George Stephenson (1781-1848) was carrying 30 tons of cargo in 8 cars along a narrow-gauge railway at a speed of 6.4 km per hour.
In 1823, Stephenson founded the first steam locomotive plant.
In 1825 the first one started to operate railway from Stocktan to Darlington, and in 1830 - a public railway line between the industrial centers of Liverpool and Manchester.
Slide 28
Balloon
The hot air balloon was built and first launched into the sky by the Montgolfier brothers - Joser (1740 - 1810) and Jacques (1745 - 1799). At first the brothers decided to fill the balloon with water vapor, but it turned out to be too heavy. Then Montgolfier began to use the smoke generated by burning wool and straw.
Slide 29
Slide 32
Presentation (slides No. 5-No. 31) was prepared by a group of students of grade 4 “B” of the MBOU “Secondary school No. 2 with in-depth study of the English language” in Sosnovy Bor, Leningrad region under the guidance of a teacher primary classes MBOU "Secondary school No. 2 with in-depth study of the English language" Sosnovy Bor, Leningrad region Kuzmik S.V. (slides No. 1-No. 4, No. 32-34)
Slide 33
Electronic resources used:
Portrait of Joseph Nicéphore Niepce [Electronic resource]. – Access mode: http://img0.liveinternet.ru/images/attach/c/1/56/137/56137805_Joseph_Nic_233phore_Ni_233pce.jpg Photo portrait of William Henry Talbot [Electronic resource]. – Access mode: http://dic.academic.ru/pictures/enc_colier/ph08856.jpg Portrait of Louis Jacques Mande Daguerre [Electronic resource]. – Access mode: http://prophotos.ru/data/articles/0000/3102/13867/thumb_400.jpg The first wheeled steam ship “Clermont [Electronic resource]. – Access mode: http://www.veneportaal.ee/mg/02/11021103.JPG First plane [Electronic resource]. – Access mode: http://www.aerospaceweb.org/question/history/top10/wright-flyer.jpg First aircraft [Electronic resource]. – Access mode: http://www.e-reading-lib.org/illustrations/82/82117-i010-001-244026306.jpg The first car in the world (1885, authors Gottlieb Daimler, Karl Benz) [Electronic resource] . – Access mode: http://cache.zr.ru/wpfiles/uploads/2007/06/82625.jpg Monument to the first printer Ivan Fedorov [Electronic resource]. – Access mode: http://static.vmurmanske.ru/serverdata/events_info/2084/imgFull.jpg Johann Gutenberg’s printing press [Electronic resource]. – Access mode: http://www.bochkavpechatleniy.com/data/photo/42273/200px-printing_machine_of_johanes_gutenbrg1.jpg Photo portrait of Morse Samuel Finley Breeze [Electronic resource]. – Access mode: http://img-fotki.yandex.ru/get/5605/e675xa.9d/0_57da6_93f36995_XL Morse code [Electronic resource]. – Access mode: http://uploadimages.org.ua/uploads/posts/2011-02/1297172182_18dd8bcc5055c880a1984225677.jpg Phone of Alexander Graham Bell [Electronic resource]. – Access mode: http://si.wsj.net/public/resources/images/PJ-AX490_PHONEs_G_20101013192523.jpg Photo portrait of Alexander Graham Bell [Electronic resource]. – Access mode: http://data2.collectionscanada.gc.ca/ap/c/c008355.jpg
Slide 34
Portrait of Galileo [Electronic resource]. – Access mode: http://upload.wikimedia.org/wikipedia/commons/c/cc/Galileo.arp.300pix.jpg Galileo’s Spyglass [Electronic resource]. – Access mode: http://readmas.ru/wp-content/filesall/teleskop-400x610.jpg Photo portrait of Thomas Edison [Electronic resource]. – Access mode: http://blogs-images.forbes.com/glennllopis/files/2011/03/300px-Thomas_Alva_Edison_k.jpg Edison’s phonograph [Electronic resource]. – Access mode: http://abel.hive.no/trumpet/arban/edison/Edison_Phonograph.jpg Portrait of A.V. Levenguk [Electronic resource]. – Access mode: http://vanin.21306s09.edusite.ru/images/p12_levenguk.jpg Microscope by A.V. Levenguk [Electronic resource]. – Access mode: http://dic.academic.ru/pictures/wiki/files/67/Compound_Microscope_1876.JPG Steam hammer of the Nesmith system [Electronic resource]. – Access mode: http://sbiblio.com/biblio/archive/shuhardin_tehnika/images/08_clip_image014.jpg The first steam locomotive of the English inventor George Stephenson [Electronic resource]. – Access mode: http://bse.sci-lib.com/pictures/17/01/255211951.jpg Portrait of the Montgolfier brothers [Electronic resource]. – Access mode: http://webdiscover.ru/uploads/comments/x_1311601690.jpg Hot Air Balloon of the Montgolfier Brothers [Electronic resource]. – Access mode: http://s46.radikal.ru/i112/1104/f9/f1c0f4745b10.jpg The first launch of a manned balloon [Electronic resource]. – Access mode: http://www.hemi.nsu.ru/paris1783.jpg Modern balloon[Electronic resource]. – Access mode: http://dream-wall.ru/upload/dreams/Vozdushnyiy_shar.jpg
Lesson about the world around us in 4th grade
Subject. New times are the triumph of Europe.
Target: formation of competence in the field of independent cognitive and research activities.
Tasks: give an idea of the modern era,
teach to distinguish the era of the New Time from other eras, teach
find in modern life phenomena, discoveries, achievements,
preserved from the modern era;
develop the ability to work with various information, plan and control your activities, analyze, summarize, classify, work in a team;
develop speech, memory and spatial imagination;
create conditions for the development of interest in learning, in general, in history, physics, chemistry and geography, in particular, for the purpose of continuity with the secondary level;
create conditions for relieving psychophysical stress.
Equipment: a) for students: textbook " The world around us. Man and humanity" A.A. Vakhrushev; tables for compiling a background summary on the topic; cards - answer forms for answering questions in the game.
b) for the teacher: Microsoft Office Power Point presentation “Technical achievements of the modern era”; card with a picture of a sailing ship.
Lesson plan.
I. Statement of the problem: why was the New Time called new?
II. Versions of children, updating of knowledge.
III. Finding a solution to a problem (discovering new knowledge).
1. The emergence of Western civilization.
2. Protection research work"Technical achievements of the era
New times."
IV. Expressing a solution to a problem.
Application of new knowledge.
Homework.
Lesson summary.
Reflection.
Progress of the lesson.
I. Organizational moment.
-Guys, today we have guests at our lesson on the world around us - teachers from our school. Turn to face them, say hello, see how friendly they are. Let's mentally wish them to relax in our lesson.
-Guys, are you ready for the lesson?
I count on you, friends!
We are a good friendly class,
Everything will work out for us!
(We repeat the last two lines all together.)
II. Lesson topic message.
- “There is nothing better in the world than travel,” as the famous one once exclaimed French writer Jules Verne.
-We continue our journey through the pages of human history.
III. Updating knowledge.
1. Game “Is this true?”
-In order for our journey to be successful, we need
bring into system our knowledge about the studied historical eras.
-I propose to do this in the form of a game “Is this true?” At their desks
you see sheets numbered from one to eight. If you agree with my statement, put a “+” sign, if you disagree, put a “-” sign.
1. The history of the primitive world is the longest in the history of mankind. (+)
2. The primitive world is called the “childhood of humanity.” (+)
3. Primitive morality: you cannot do evil to all people, regardless of what kind and tribe they are. (-)
4. The ancient world – the era of the birth of the first civilizations.(+)
5. B Ancient Greece in 74 BC there was a slave revolt under
leadership of Spartak.(-)
6.The Middle Ages are called the time of knights and castles. (+)
7. In the Middle Ages, most people lived in cities. (-)
8. In the Middle Ages, the main characteristic by which people divided people into friends and foes was faith.(+)
-Exchange your sheets with your desk neighbor and check his work
ratings.
Slide No. 1.
-Raise your hand those who received a rating of “5”, “4”. Well done. I recommend that everyone who has not yet earned such grades carefully read the textbook material on topics No. 10 – 12 at their leisure.
IV. Statement of the problem.
-What periods of history were we talking about?
-Look at the “Timeline” on p. 46 of the textbook.
-What historical era replaces the Middle Ages?
-What associations do you have when you hear the word “new”?
(1. First created or made, appeared or emerged recently, replacing the former, newly discovered. 2. Insufficiently familiar, little known.)
Working with the textbook.
-And here’s how the heroes of our textbook, Anyuta and Ilyusha, discussed this topic.
-Open the textbook on p.68. The dialogue is being read...
-What contradiction did you notice in their conversation?
-What is the question?
Slide number 2.
Why was the New Age called new?
-We will solve this problem in class.
-What assumptions can you make about the lesson problem?
Slide No. 2 (click)
Versions:
Anyuta's rights;
Ilyusha is right;
both are right.
V. Finding a solution to the problem (discovery of new knowledge).
1. The emergence of Western civilization. Modern times are an era of great technical achievements.
-Let's test our assumptions. The textbook will help us with this.
-Look at the pictures on p. 69 “Technical achievements of the New Age
time." The guys who will tell you about these and other inventions
conducted research on this topic.
-As they speak, you can capture the most important
information on their sheets in the table. This reference summary will help
you better prepare for the next lesson on the topic “New Time”.
Slide number 3.
Name of invention
(Speech by the guys defending their research work)
-What discoveries have been made? (Children list: photography, steamship, airplane, car, printing press, telegraph, telescope, light bulb, phonograph, microscope, steam locomotive, balloon)
-What changed in people's lives with the advent of these inventions? (Children express their assumptions. If someone is sick, you can quickly inform the doctor about it and get the person to the hospital faster. People have more opportunities to communicate, learn new, useful things. Humanity has become stronger. Life has become easier and more convenient.)
-We will check the assumption using the textbook; on pp. 68-69 we will get acquainted with a fragment of the article “New Society, New Orders”. (One student reads 1 paragraph of text aloud.)
-What name did the new society that arose on the spot receive? medieval Europe? (Western world.)
-Read the next paragraph of the text yourself, think about what else we don’t know about the modern era? (People’s ideas about nature have changed. Scientists have proven that the Earth is spherical and revolves around the Sun.)
-So, we found out that the New Age is the era of the emergence of a new society, the era of great technical achievements, the era of the appearance of new objects that make people's lives easier.
Physical education minute.
(Perform dance movements to the music, repeating after the soloists.)
2. Modern times - the era of great geographical discoveries.
-How has the number of people in Europe changed? (Children express their assumptions. Increased.)
-Let's turn to the textbook. Read the next 2 sentences.
-What would you suggest as a way out of this situation if you lived in the modern era? (Children express their guesses.)
-In Wikipedia - online - encyclopedia - Modern times are called the era of great geographical discoveries.
-One of these discoveries was made by the man who will be discussed in the poem:
Unlucky sailor
Sailed west, but nothing
He didn't reach the ground
I have scolded my compass more than once.
He sailed stubbornly to India,
Having avoided the posts of the nimble,
Get some gold, silver,
Don't give it to anyone.
Well, he finally arrived
To the lands where the people are creators
He called them Indians
Just didn't hit the mark.
-Who was this unlucky sailor who set off in search of a new route to India?
-What was his discovery? (Children express their guesses.)
-What does our textbook tell us about this? Read it. (Read the next 2 sentences.)
-You can learn more about Columbus and his journey from the books that are in our school library. (I show books.)
-What do you think the enterprising Europeans did? (Children express their guesses.)
-It’s absolutely true, “After some time, America was settled by Europeans,” it is written in our textbook.
-And not only America. What other parts of the world suffered the same fate?
-Find the answer in the textbook by reading the remaining sentences.
-Look at the map on p. 70 of the textbook.
-What states were formed in America? (Canada, Mexico, Brazil, Argentina.)
-So what solution did the Europeans find to solve the problem of land shortage? (Find and populate new lands.)
(I hang on the board a card with an image of a sailing ship - a symbol of the settlement of Europeans on the planet. I show an image of the Titanic and a reproduction of a painting by Aivazovsky.)
-Thus, we can conclude that the New Age is the era of great geographical discoveries, which allowed Europeans to expand the boundaries of Western civilization by settling around the planet.
-I suggest returning to our versions. Who was right? (Ilyusha, because he believed that many new things were invented in this era.)
Slide No. 2 (by click)
Versions:
Anyuta's rights;
Ilyusha is right;
both are right.
-Who was right? (Ilyusha, because he believed that many new things were invented in this era.)
-How would you add to its definition? (Modern times are the era of the emergence of a new society, the era of great technical achievements, the era of the appearance of new objects that make people’s lives easier; the era of great geographical discoveries, which were accompanied by the discovery of new lands.)
VI. Application of new knowledge.
-Let's check how well you remember what you heard in class. Please contact workbook. We complete task 1 of the required level on p. 46 independently. We signal completion by standing up.
-Speak out the resulting text.
-Complete the following program level task, working in pairs. If your work is ready, raise your hand.
-What achievements of the New Age are we using now? Read it.
VII. Homework.
-At home you will continue to work on assignments on the topic. I offer tasks to choose from: No. 1 (maximum level), where your notes will be useful, No. 2 (program level), No. 3 (required and program level).
VIII. Lesson summary.
-Epochs replace each other: the Primordial world is followed by the Ancient World, followed by the Middle Ages, and then comes the New Time.
-What idea do you have about the modern era? (This is the era of the emergence of a new society, the era of great technical achievements, the era of the appearance of new objects that make people’s lives easier; the era of great geographical discoveries, which were accompanied by the discovery of new lands.)
-You can glean interesting information about this era from the Schoolchild's Encyclopedic Dictionary, which is located in the classroom library.
-Have you ever felt a desire to live in such a society?
IX. Reflection.
-Think about how today’s lesson went, whether it was useful to you, whether everything was clear and interesting. Try to reflect your emotions on the blank person’s face.
-Show how you feel. (Show drawings.)
Thanks for the lesson.
Application
Last name, first name _____________
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Mark ________
Name of invention
Concept “ New story”appeared in European science in the 15th – 16th centuries, during the Renaissance. Humanists of that time began to divide history into 3 eras: ancient, middle and modern. Offensive New era” they associated with the development of secularism, i.e. not church ideology, science and culture, with the struggle for the liberation of man and society from dictatorship catholic church, with the revival of the cult of antiquity.
In Western European historical science division of history into ancient (before the fall of the Western Roman Empire in 476), medieval (before the fall of the Western Roman Empire in 1453). Byzantine Empire- Second Rome) and new (modern) is traditional and has been preserved to this day. Modern times are inextricably linked with the affirmation of “bourgeois industrial progress.”
Recently, many historians have been inclined to believe that such phenomena as the great geographical discoveries, the Reformation and humanism, the scientific revolution, which gave impetus to the emergence of the bourgeoisie, cannot be artificially separated from bourgeois civilization. Therefore, it is more appropriate to consider the end of the 15th - beginning of the 16th century as the border between the Middle Ages and modern times: the earlier modern time, when capitalism was just emerging and existed as one of the ways of life.
The era of primitive accumulation of capital, the emergence and development of manufacturing production marked the advent of a new time. Europe is becoming the center of the progressive development of humanity, the formation of new political institutions, the center of a new ideology and culture.
Thus, the New Age is the era that laid the foundations of the modern civilization in which we now live.
A decisive break with the Middle Ages and the prevailing feudal order was marked by the bourgeois revolutions in Holland (late 16th century) and England (mid-17th century), which eventually transformed these countries into leading European powers.
The transition from feudalism to capitalism occupies a significant historical era, which can be called transitional; during the XVII-XVIII centuries, the prerequisites were laid for the transformation of traditional medieval (agrarian) civilization into the industrial era.
It is difficult to determine the boundary separating one era from another. For many historians, the border between the Middle Ages and the Modern Age is the English bourgeois revolution of 1640, during which the old political system was destroyed and a free path opened for the development of capitalism. But the decline of the Middle Ages began much earlier - from the 15th century. It is no coincidence that this time is called the era of the great breakthrough. XV century became a turning point in relations with other civilizations. For a long time, the agrarian West lived a relatively closed life; connections with the East and Russia were limited mainly to trade.
In the 15th century, the situation changed completely: Europe began to develop rapidly. The flourishing of trade created an urgent need for precious stones. Merchants and travelers were attracted by stories about the untold riches and wonders of the East. By this time, European navigators had already accumulated quite a lot of experience in navigation, so long and difficult expeditions became quite possible. Geographical discoveries pushed the boundaries of Western civilization and expanded the horizons of Europeans. Rapidly growing scientific knowledge broke the usual picture of the world. Trade routes now ran across the oceans, connecting continents. Thus, thanks to the Great Geographical Discoveries, the foundations were created for the formation of a global civilization.
In the 15th century the foundations of bourgeois production began to be laid, a new social type, represented by a businessman, an entrepreneur. Historians call this era the stage of transition to modern times or early modern times, because even then the foundations of modern Western European civilization were being laid. Dramatic changes swept through all areas of Western European civilization. The very pace of her life became different: patriarchal medieval slowness began to recede into the past. Trade has now connected entire continents. Trade centers shifted: the Mediterranean Sea began to lose its former importance, giving way to Holland, and later to England. New sales markets gave a powerful impetus to the development of industry and trade, and ultimately to the formation of capitalist relations.
The influx of gold caused a price revolution. Has become more complicated financial system and banking. In the 15th century The first trading exchanges appeared (Venice, Florence), and in the 18th century. Almost every trading city had its own stock exchange. In the sixteenth century. Special buildings began to be built for them: in London - in 1554, in Hamburg - in 1558, in Paris - in 1563, where trade and monetary transactions were carried out. Already from the 16th century. in Europe there were not only private, but also state-owned banks, which first arose in Genoa and Barcelona. In the 17th century The Amsterdam and English State Banks are created.
State banks provided large loans to merchants, industrialists, entrepreneurs, and other states at high interest rates. At the beginning of the seventeenth century. Joint-stock companies emerge in England and the Netherlands. All this contributed and favored bourgeois progress in the future.
In preparing this work, materials from the site http://www.studentu.ru were used
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Sections: Primary school
Class: 4
- To form in students primary ideas about the era of the New Time (time period, development of technology, features of the structure of society, changes in morality); teach to find in modern life phenomena, achievements and discoveries that have been preserved from the modern era; learn to work with a map.
- Develop thinking, attention, the ability to listen to the answers of your comrades, develop analytical skills and abilities, and independent work skills.
- Develop (educate) in children moral qualities(learn to explain whether you agree or not with the ideas about good and evil that prevailed in the modern era).
Lesson progress
1. Organizational moment.
2. Warm up (repetition).
(During the warm-up, students stand near their seats, each student has three cards with the letters A B C in their hands)
(The teacher reads the question and offers three possible answers to it. Each student raises a card with the letter that, in his opinion, corresponds to the correct answer.)
1. The ancient world is the time of appearance:
A) The first people
B) First civilizations
B) The first villages
2. The Egyptian state arose on the banks of the river:
A) Euphrates
B) Ganges
B) Neil
3. The Middle Ages are the time:
A) Between the Primitive World and the Ancient World
B) Between the Ancient World and Modern Times
B) Between the Primitive World and Modern Times
4. In Medieval states, the majority of the population lived:
A) In cities
B) In caves
B) In villages
5. This word originally meant “horseman”:
A) Barbarian
B) Troubadour
B) Knight
6. In what year did the crusading knights recapture the holy city of Jerusalem from the Arabs:
A) 999
B) 1099
B) 1199
3. Checking homework.
(each student has a card with questions on his desk; a few minutes are given to answer the questions; after which the teacher collects the cards for checking)
Questions to check your homework:
- List civilizations Ancient world.
- Why did the Middle Ages get such a name?
- What branches did Christianity divide into in the Middle Ages?
- List the achievements of the Middle Ages.
4. Lesson topic (new topic).
– Our “journey” through eras World history continues. Open the textbook (A.A. Vakhrushev, D.D. Danilov “The world around us. Grade 4. Part 2. Man and humanity”) on page 46. Look at the “timeline”. What is the name of the next “stop”? (an era that scientists called the Modern Age) How many centuries does this era cover? List these centuries.
– Open page 68 and read the topic of our lesson. ( New time - the triumph of Europe) Guys, how do you understand the word “triumph”?
A celebration is a large celebration on the occasion of an event.
Celebration is a feeling of joy, satisfaction on some occasion.
Triumph is a victory, the complete success of someone or something.
– What meaning of the word suits the topic of the lesson? Why do you think the New Age was called “new”?
– Read the dialogue between the characters in the textbook and formulate an answer.
– Consider the map on pages 70–71 of the textbook. How have the borders of civilized countries changed in modern times compared to the Middle Ages? (expanded and covered all continents) Using a map and symbols, determine which lands were inhabited by immigrants from Europe? (in the Middle Ages, Europe occupied a small territory. In the modern era, Europeans settled Australia, Northern and South America, southern Africa, conquered the countries of the East and Africa) So why did the expression “triumph of Europe” appear in the title of the lesson topic?
Selective reading (testing children's understanding of what they read):
– Where did most of the citizens live?
– What did they call the new society?
– What have scientists proven in modern times?
– What did the invention of new medicines for terrible diseases give to Europeans?
– What is famous for the year 1492? (the teacher hangs an illustration on the board)
– Which states subjugated many lands and peoples?
5. Physical education break.
6. Lesson topic (continued).
– Look at the pictures “Technical achievements in the modern era” on page 69. Name particularly significant inventions.
(The teacher can show additional illustrations depicting the first telephone, the first light bulb, the first airplanes and steam locomotives)
(This lesson assumes that there will be short and short presentations by pre-prepared students with messages about the invention of the telephone, light bulb, photography, airplane, etc.)
– What changed in people’s lives with the advent of these inventions? (human capabilities have expanded, life has become easier and more convenient)
– As the inhabitants of the Western world mastered distant lands, the attitude of people towards each other also changed. On page 73, use the picture to remember the old order of the Middle Ages. (society was divided into groups with different rights and responsibilities, a person’s fate depended on the family he was born into, in the state everything depended on the will of the sovereign) Compare with the form of social organization that emerged in Europe.
– Now let’s read part of the paragraph entitled “All people are brothers!” (pp.72–73).
– There were two ways to transition from the old order to the new.
Revolution is a revolution in the life of society, which leads to the destruction of obsolete social and political system and transfers power into the hands of the advanced class.
Transformation is changing something in a different, better way.
7. Homework.
– New times are interesting not only for their technical achievements, revolutions and transformations, but also for their architectural symbols. On pp. 70–71, look at their images. Find information about Eiffel Tower, Big Ben, Moscow Kremlin, Taj Mahal. Read the textbook paragraph.
8. Independent work in a notebook.
(Workbook for the textbook)
pp. 46–47 No. 1, page 48 No. 2.
(Front check)
9. Lesson summary.
– Name the era following the Middle Ages.
– Why was the New Age called “new”?
– What achievements of the modern era do we still use today?
Lesson summary of the world around us,
spent in the 4th “1st” grade of school No. 93
teacher Chibitko Alexey Sergeevich
Topic: “NEW TIMES – THE TRIUMPH OF EUROPE”
Lesson type: Introduction of new knowledge
Program: “School 2100”
Textbook: Vakhrushev A.A., Danilov D.D., The world around us. 4th grade In 2 parts. Part 2. 4th ed., revised. – M.: Balass, 2012. – 128 p., ill. ( Educational system"School 2100")
Target: Find out why the New Time was called new?
Tasks:
Educational:
Improve reading skills.
Form the integrity of the picture of the world.
Continue exploring the geographic map of the world.
Give an idea of the modern era
Teach to distinguish the modern era from other eras
Find in modern life phenomena, discoveries, achievements that have been preserved from the modern era.
Educational:
Develop the ability to work with various information, plan and control your activities, and analyze them.
To develop speech, memory, thinking, imagination in students.
Educators:
Cultivate an interest in literature.
Cultivate interest in environment
Cultivate a friendly attitude towards people
Lesson equipment :
For the teacher: Textbook, presentation.
For students: Textbook, pencil case, cards.
Lesson Plan
25 MINUTES“River of Time”
5 min
Geographical discoveries
10 min
Physical education just a minute
1 min
Mechanical engineering and technology creation
10 min
VI .
Summing up the lesson
4 min
VII.
2 min
VIII.
Org. Moment
1 min
Lesson progress
I. Org. moment.
U: Hello guys, my name is Alexey Sergeevich. Today I will guide you about the world around you. Check your readiness for the lesson. You should have textbooks, a pencil case and notebooks on your desks. We sit down (in columns).
1. Checking homework.
U: For your homework, you were asked to write a short essay on what was new in the Middle Ages.
And so, who wants to come to the board and tell us. But, not just read, but prove your judgments or material, why you think so, or how you know.
D: (reading)
W: What new did you learn?
D:...
W: Do you think this was an innovation for the people of that time? Why?
D:….
2. Report the topic of the lesson.
U:Guys, look at the screen. Here are words - phrases. Read them.
D: Knight, Catholic Europe, Icon, writing, medieval India.
U: In what century did the creation or appearance of these phrases and objects take place?
D: Middle Ages
U: Why?
D:….
U: Each state had its own Revolution. Someone discovered new ways to cure terrible diseases, as in India. Or someone began to create a written language, like we have in Rus'.
Who can tell us what a revolution really is?
D:...
U: Yes, a revolution is a radical transformation in any area of human activity.
But humanity did not stop there. Every year people discovered something new. What is no longer interesting for us now, but for them it was an innovation.
The 15th century arrived, and humanity achieved a lot with a big leap. And this century has already been called “New Time”.
Let's open page 118 and find out what question the authors of the textbook ask us. Read it.
D: Why was the New Time called new?
U: Today we need to figure out why historians called this century the New Time.
To do this, you and I will work today in pairs. Do the work in consultation with each other.
3. Studying new material.
U: Guys, before we start getting acquainted with the New Time. Who can give their guess as to why it was called that?
D: Creation of new equipment, discovery of a new continent.
T: Remember your guesses, at the end of the lesson we will see whether you are right or wrong.
Open the textbook on page 68, read our lesson topic.
D: New time – the triumph of Europe
W: Guys, how do you understand the word “triumph”?
D:...
U: Look at the slide and read to yourself what a celebration is.
D:
A celebration is a large celebration on the occasion of an event.
Celebration is a feeling of joy, satisfaction on some occasion.
Triumph is a victory, the complete success of someone or something.
D:….
U:During the lesson we will try to find the answer in the textbook.
Open the textbook on page 68. Read the dialogue between the characters in the textbook to yourself. Whoever reads it will sit up straight.
T: Read it to the whole class.
D:...
U: Who do you think is right in this situation, Ilya or Anyuta? Why?
D:….
W: Why did Anyuta incorrectly explain the era?
D:...
U: What can we extract from this text for ourselves? Why did historians call this century “New Time”?
D: At this time, humanity moved forward and began to create technology, telephones, and steam locomotives.
U: Open page 46. We look at the “river of time.” What eras have you studied so far?
D: Primitive world, Ancient world, Middle Ages.
T: What era comes after the Middle Ages?
D: New time.
U: Who can tell us from what century to what century the era of modern times lasts?
D: From the 15th to the (early) 20th century.
U: The new era was called 6 centuries, from the 15th to the 20th century. Look at the screen, I have a picture of the “River of Time” of the New Age.
We are going on a journey through the New Time.
And let's beginWe are from the Great Geographical Discoveries.
W: Guys, who can tell us whether people always knew that the earth was round?
D: No
U: I’ll give you the first onetask. You work in pairs.You have a blank A4 sheet of paper on your tables, in pairs you must draw how, in your opinion, people imagined the Earth in the Middle Ages. Think about why you decided this, you must protect your drawing. I'll give you 3 minutes.
D: (draw)
U: Time is up. (I call three couples) Tell us about your drawing, why do you think that this is how they represented the Earth?
D: (telling)
U: Guys, now exchange your drawings (pair changes with pair) and evaluate them.
D: (evaluate)
U: Ferdinand Magellan's proof in modern times confirmed that the Earth is round.
In 1519, five ships sail from Seville to circumnavigate globe. Ferdinand Magellan was absolutely unsure of the happy ending of the voyage, because the idea of the spherical shape of the Earth was just an assumption. But the journey ended successfully - it was proven that the Earth is round.
(I show his route on the map)
U: Exercise. Find on your tables a map like the one on my slide. And write the names of only those continents near which Magellan sailed. I'll give you 2 minutes.
D: (perform)
U: So, which couple will name from which continent Magellan began his journey?
D: Europe
U: The next continent he sailed near was this?
D: Africa, Australia, South. America.
U: Raise your hand, who completed the task, who signed all the continents.
D: (raises hand)
T: Let’s open the textbook on page 70-71. Look at the map. And also open page 62-63, look there too for the map that you have already studied. Tell me, what is the difference between a map of the Middle Ages and a map of the New Age?
D: New continents were discovered, and they also received their names. There were more peoples and more lands conquered by Europe.
U: The beginning of modern times in geography served as the beginning of the Europeans continuing their journey from Europe to India.
In a very short period (end - beginning), European sailors circumnavigated, paved sea route c, discovered a new continent - and circumnavigated the world.
U: Assignment Now find a map of our Earth, and use a pencil to plot the route from Europe to India. Think about the route the sailors took to discover India. Let me remind you that they started the route from Europe. Let me remind you that the route of the ships is shown as a dotted line on the map..(on the board)
D: (perform)
U: Let's check. Raise your hand who got the same? Why did you decide that sailors would sail this way?
D: (answer)
U: Let's look at the map in the textbook (70-71). Think about how the boundaries of civilizations have changed? Have they started expanding?
D: Yes, the boundaries have become larger.
U: Why?
D: They began to conquer new lands.
T: Name the lands that were inhabited by immigrants from Europe. Look, these people are depicted as a man with a shovel.
D: (speaking)
W: Why are they so populated, why didn’t they stay in Europe?
D: Europe has become crowded.
T: Look at the slide. Find such a card in your place. This is a map of the geographical knowledge of the Portuguese at the turn of the XV and XVI.Exercise Look, sign which continents are not on the map, what did the Portuguese not already know?
D: (perform)
U: And so, for one continent, tell us what is missing on the map.
D: Rus', Australia, China, Japan, part of America.
U: What continents have they already discovered?
D: Africa, Europe...
U: Why, what told you?
D:….
___________________________________________________________________
Physical education minute
.(put your head in your hands and imagine something)
____________________________________________________________________
U: Now guess the riddle, who are we talking about?
Unlucky sailor
Sailed west, but nothing
He didn't reach the ground
I have scolded my compass more than once.
He sailed stubbornly to India,
Having avoided the posts of the nimble,
Get some gold, silver,
Don't give it to anyone.
Well, he finally arrived
To the lands where the people are the creator
He called them Indians
Just didn't hit the mark.
D: Christopher Columbus
W: Who knows what this man is famous for?
D: He discovered America.
W: It is noteworthy that it is the discovery of America () that is considered to be the symbolic end of the Middle Ages and the beginning of the New Age.
U: Assignment
I have such an encyclopedia about great travelers, where there is a little story about Columbus.
Read the first paragraph to us.
D: (reading)
T: Read the second paragraph.
D: (reading)
W: Guys, is this how Columbus wanted to discover America?
D: No
W: What did Columbus want to discover?
D: The Path to India
W: Why do you think Columbus needed India?
D: To open a new area, to supply new food, to expand horizons, peace.
These travels would have become impossible without the main subjects: the invention and creation of a ship capable of traveling vast distances on the high seas. Interestingly, the first of these inventions was made long before the advent of modern times.
So, the compass was invented back in
U: Now we will learn how in modern times technology was improved and new industries were created.
And so, look, someone has small cards with numbers on their tables, and on the back there is text.
There is the first number on the screen, which pair has the first number?
Read to us, what new discovery did you make in modern times? What will you talk about now?
D: Printing press
It turned out to be one of the most important innovations of that time. He is considered the inventor of printing. Around 2000 he built his own.
W: What kind of device do you have?
D: Sewing machine
In the 16th century, the first sewing machine appeared during the industrial changes of the 1850s, and it was a miracle that a machine could do such hard work.
(Locomotive)
A steam locomotive that was invented by Richard Evans and Oliver in 1803.
(Bike)
Bicycle - In 1816, Baron Karl von Drais from Germany, invented a model of a bicycle with a handlebar attached to the front wheel. He called his invention "Design". It consisted of two wheels of the same size, and the driver sat between the two wheels, but this model did not have pedals, and you had to move forward with your feet, moving the bicycle forward.
(Airplane)
The aircraft was created in France in 1843. But due to a lack of power, man made his first airplane flight in 1904.
This is a photograph of the first aircraft in Russia.
(Incandescent)
A Belgian invents the carbon incandescent lamp
(Telephone)
The very first telephone in the world was invented in 1875 in Boston. Two scientists Alexander Bell and Thomas Waston.
W: Think about how many things people have created in modern times, what do you think, how did society perceive this, did they immediately start using such a new device, or was there some kind of fear? Why?
D: ...
U: The New Age did not pass quietly. At this time there were a lot of wars for land, for expanding their borders.
The famous revolution of that time was the Great French Revolution, under the control of Napoleon Bonaparte. This revolution had a motto - Freedom, equality, fraternity.
T: Read the text in the textbook on page 72. (All people are brothers!)
D: (reading)
T: In what year did the Great French Revolution begin?
D: 1789.
W: What did the fighters for the new order in France say? What was the slogan?
D: All people are brothers, regardless of origin, place of residence and faith.
W: How do you understand this slogan?
D: Any person, no matter what nationality he is, can live, work, study in any country.
(IF WE MAKE SUCCESS)
U: We open the workbooks on the village ...... Assignment No. ....
You need to continue the sentences, that is, fill in the missing words.
U : Page…. Number 2.
(On the board there is a clue 1. Columbus discovered America 1492 2. Second world war 1939 – 1945 3. The Great French Revolution 1789)
You need to find in what century this happened, and write this century in a rectangle in your notebooks in Roman numerals.
And also emphasize what event happened in the modern era.
4. Summing up.
Oral test for knowledge of the text.
U: How does the Modern Age differ from the Primitive World, the Ancient World and the Middle Ages?
D: The creation of technology, the discovery of continents.
U: What technology, what continent and who discovered it?
D:...
W: You and I have learned a lot about the modern era. Now try to explain, draw a conclusion in your own words, what the New Age is.
D: The era of great technical achievements that are still used by humanity today.
U: Look in the textbook on page 73, the conclusion is written there. Read it to us
D: (reading)
W: Do our conclusions agree? if not, what didn't we say?
D: Yes\No.
5. Homework.
Creative task
For the next lesson you need to come up with and draw an emblem of the New Age.
Grade
For excellent work in class, I rate the following students as excellent. (names) They answered questions and carefully completed tasks.
7. Org. end
U:This concludes our lesson. You worked very well: diligently, amicably. Getting ready for the next lesson.
Goodbye!
