Detailed lesson plans contain all the necessary material for conducting full-fledged lessons on the history of the Ancient World in the 5th grade of general education schools, designed for teachers working on the textbooks of A.A. Vigasina, G.I. Godera, I.S. Sventsitskaya (M.: Enlightenment), F.A. Mikhailovsky (M.: Russian word). The manual is completely autonomous, contains various additional materials for the teacher, a large number of game tasks. The publication is supplemented with new options for conducting lessons, excerpts from historical documents. The book will be useful for both beginners and teachers with experience.
LESSON DEVELOPMENT FOR TEXTBOOKS A.A. VIGASINA, G.I. GODERA, I.S. SVENTSITSKAYA AND F.A. MIKHAILOVSKY
THEMATIC PLANNING OF TRAINING MATERIAL
Section I. Life of primitive people (8 hours)
Introduction to the history of the ancient world.
Ancient people.
Tribal communities of hunters and gatherers.
The emergence of art and religious beliefs.
The emergence of agriculture and animal husbandry.
The emergence of inequality and nobility.
Counting years in history.
Section I. Ancient East (20 hours)
State on the banks of the Nile.
How farmers and artisans lived in Egypt.
The Life of an Egyptian Noble.
Military campaigns of the pharaohs.
Religion of the ancient Egyptians.
Culture of Ancient Egypt.
Ancient Mesopotamia.
Babylonian king Hammurabi and his laws.
Phoenician sailors.
Bible stories.
Kingdom of David and Solomon.
Assyrian state.
Persian Empire of the "King of Kings".
Nature and people of ancient India.
Indian castes.
Chinese sage Confucius.
The first ruler of a unified China.
Section III. Ancient Greece (21h)
Greeks and Cretans.
Mycenae and Troy.
Homer's Iliad and Odyssey.
Religion of the ancient Greeks.
The farmers of Attica are losing land and freedom.
The birth of democracy in Athens.
Ancient Sparta.
Founding of Greek colonies.
Olympic Games in antiquity.
Greek victory over Persians at the Battle of Marathon.
Persian invasion of Hellas.
In the harbors of the Athenian port of Piraeus.
In the city of the goddess Athena.
Culture of Ancient Greece.
Athenian democracy under Pericles.
The cities of Hellas are subject to Macedonia.
Campaign of Alexander the Great to the East.
In ancient Alexandria of Egypt.
Journey through Ancient Greece.
Section IV. Ancient Rome (18h)
Ancient Rome.
Roman conquest of Italy.
The second war of Rome with Carthage (218-201 BC).
The establishment of the dominance of Rome throughout the Mediterranean in the II century. BC e.
Slavery in Ancient Rome.
The land law of the Gracchi brothers.
Rise of Spartacus.
Unanimity of Caesar.
Establishment of an empire in Rome.
Neighbors of the Roman Empire in the first centuries of our era.
In Rome under the emperor Nero.
The first Christians and their teachings.
Life in the Roman Empire.
Roman Empire under Diocletian and Constantine.
Capture of Rome by the Goths.
Seven wonders of the world.
SECTION I. LIFE OF PRIMARY PEOPLE
Lesson 1
Goals: to interest in educational material, to create in students primary ideas about history as a science; ensure the assimilation of the concepts of "historical source", "World or General History"; to promote the understanding that the history of the Ancient World is part of the Universal History; continue the formation of skills to work with the reference apparatus of the book.
Equipment: map of the world, textbook Vigasina A.A., Godera G.I., Sventsitskaya I.S. "History of the Ancient World" or Mikhailovsky F.A. "Ancient world history".
Information for the teacher
Memo when working with a historical map
Getting started with the map, you need to familiarize yourself with its symbols, with the so-called legend - a sign at the edge of the map. It is an important support in the actions with the card. In order to make the map speak, consider the symbols presented in the legend, coloring and read the captions. After that, you can easily find what you need on the map. She will tell you about the borders of the state, about the national composition of the population, about cities, popular movements, about the largest battles during the war, about partisan movements, etc.
Pay attention to the conventionality of signs and their disproportion with the scale of the map. For example, one or two horsemen denote a whole army, crossed swords are the most important events.
When working with a historical map, you can rely on the knowledge of cartography acquired in the lessons of natural history and geography; a map as an image of the Earth's surface; reading a map with the help of a legend, drawing up country characteristics from a map, etc.
From class to class, maps become more complex, rich in symbols, and working with them becomes more complicated.
Showing geographical and historical objects on the wall map should be standing on the right side.
For a better understanding and memorization of the location of geographical and historical objects on the map, the work must be organized so that the display is carried out both on the modern political map of the world and on the historical map.
During the classes
I. Organizational moment I. Studying a new topic
Plan
What does the history of the ancient world study?
How do scientists learn about the life of people in the distant past?
On the desk:lesson topic, new words: archeology, historical
source, history, General history.
Independent work of students with a textbook.
Teacher's story .
So, in the lessons of the history of the Ancient World, we will get acquainted with the life of primitive people in the history of the most ancient civilizations of Egypt, Western Asia, India, China, Greece and Rome. We will learn how the first Olympic Games were held, who Spartacus and Alexander the Great were, where gunpowder and porcelain were first invented, chess appeared ...
We will get detailed information about all this by studying n from the textbook. But how do real scientists learn about people's lives and the distant past?
Independent work of students with the text of the textbook (p. 6 of Vigasin's textbook, p. 6-7 of Mikhailovsky's textbook).
Reading conversation .
What else gives scientists information about people's lives in the past? (Inscriptions on stone and clay, old books, famous buildings that allow one to judge the skill of their creators.)
What is the name of the science that studies material monuments
stories? (This is the science of archeology.)
How does an archaeological expedition work?
Teacher's story .
Before starting the work of an archaeological expedition, its members study the literature of the area where the research is supposed to be. Then they look for the monument itself. Quite often, it opens by accident, especially during earthworks, sometimes with natural erosion of the soil. The first field stage of the work of archaeologists is reconnaissance, when a complete survey of the area is carried out, all monuments are entered on the map-plan with conventional archaeological designations; at the same time, a preliminary survey of the main object is carried out, including measurement, collection of lifting material and pitting (the pit is a pit 1 x 1), that is, carrying out small earthworks.
Many interesting monuments were discovered by archaeologists with the help of aerial photography. These are the Etruscan city of Spina, ancient roads and places of Roman military camps in the Syrian desert... Sometimes aerial photography reveals archaeological sites that are under water at a depth of up to 7 m. This is how the sweat structures of the Phoenician city of Tara, which was flooded by the waters of the Mediterranean Sea, were discovered.
At the end of exploration, excavations begin. Layer by layer archaeologists remove the soil. Each such layer, it is called a stock, is approximately 18-20 cm. This is slightly less than a shovel blade. In order for the work to be successful, archaeologists break the monument into sections (excavations). The material collected during the excavations is sent to the institute, where it is cleaned, restored and studied.
Elmanova N.S., Savicheva E.M. Encyclopedic Dictionary of a Young Historian. M., 1994. S. 34-35.
Working with new terms (in writing in notebooks ).
Archeology - a science that studies history from the material remains of ancient people.
Historical source - it is a monument of history that gives information about the life of people in the distant past.
Story - a science that studies the past and present of mankind.
Consolidation of the studied material
Summing up the lesson
What new did you learn at the lesson today?
What does the history of the ancient world study? (How ancient people appeared on Earth, how they lived, what inventions they came up with, what states were the first on Earth, what peoples created them, what were the achievements of people in ancient times.)
What does archeology study? (Material monuments of history.)
What is a historical source? (This is what gives us information about people's lives.)
What does history study? (History is a science that studies the life of people. Therefore, in the next lesson we will begin to get acquainted with how the most ancient people lived.)
Homework: read Introduction on p. 6 of Vigasin's textbook or on p. 5-7 of the Mikhailovsky textbook; prepare a detailed answer to the question: "How do scientists learn about people's lives in the past?"; Goder G.I. Workbook on the history of the Ancient World (issue 1), assignment No. 1.
Additional material
How are archaeological sites found?
In the vicinity of the village of Tarasovo, 30 km from Sarapul, on the banks of the Kama River, on a high mountain, oil workers drilled a well and from it a trench was laid across the entire cape for an oil pipeline. One of the workers digging the trench drew attention to the strange green objects that he threw out of the trench along with the earth, and the human bones of the skull, legs, pelvis, lying around in some places without any order. Turning out to be an inquisitive person, he was not too lazy and called the Sarapul Museum. Kolya immediately went to Tarasovo. It was deep autumn, slush, mud, but the rain helped to some extent - it exposed the discarded bones and things scattered virtually along the entire length of the trench. Everything he could, he collected, packed and brought.
Yes, there is no doubt, this is a burial ground. Judging by the material, the Cheganda-Mazunin period.
Remarkable discovery!
Goldina R.D. Silhouettes of melted centuries. Izhevsk,
1996. S. 127-128.
Lesson 2
Goals: to bring students to the understanding that the ability to breastfeed put the most ancient people in a more advantageous position compared to the rest of the animal world, helped to survive; continue the formation of skills to retell the content of the text of the textbook, work with it, a historical map and illustrations; correctly use and explain historical terms.
Equipment: a map of the world, atlases on the history of the Ancient World, a table illustrating the theory of the origin of man from a monkey, a plaster copy of the head of an ancient man (taken from the biology room). *
During the classes
I. Organizational moment
Information for the teacher
Since, in the course of the history of the Ancient World, the teacher continues to work on developing students' skills to speak competently and beautifully, it is advisable at each lesson to ask students to give detailed, detailed answers to one or two main questions of homework in front of their classmates. For better preparation of this task, the teacher can prepare a special card in which the question itself will be formulated and a detailed plan for answering it is given. The question is asked to the whole class, and one of the students will prepare for it and answer it. Having voiced the task, it is necessary to give the student time to prepare it. While the student is preparing, the teacher and the class organize other forms of checking homework.
II. Updating the basic knowledge of students on the topic "What does the history of the Ancient World study?"
Preparation of an oral answer on the card № 1.
Sample student response
In order to find out how people lived in the distant past, you need to use the finds of archaeologists. Archaeologists are scientists who restore history from material monuments. Before leaving for excavations, they study the literature of the area where the research is supposed to be. Then they conduct reconnaissance of this area. After that, they begin excavations. They dig with shovels, removing thin layers of earth. The collected material is processed and studied. Findings of archaeologists are material monuments of history or historical sources.
Frontal conversation with the class on questions .
Define the concept of "World or General History". (The past of the peoples of the whole world from ancient times to the present day is called General History.)
What is the name of the first part of world history? (Ancient world history.)
What does the history of the ancient world study? (The history of the Ancient World studies the life of primitive people, the civilizations of Egypt, India, China, Greece and Rome.)
Detailed response of the student on the card No. 1, checking the completion of task No. 1 in workbooks.
Move to a new topic
So, we found out that with the help of archeology and other historical sources, scientists receive scientific information about the life of people in the distant past. With an acquaintance with the life of primitive people, we will begin the study of the history of the Ancient World.
All-Russian Internet competition for teachers for the best methodological development of the introductory lesson "Introduction to the subject".
Introduction to the history of the ancient world.
Thing: story.
Class: 5.
Lesson type: lesson learning new material.
The purpose of the lesson: to form in students an idea about the study of a new systematic course of history, to interest the subject.
Lesson objectives:
educational:
Ensure the assimilation of the concepts of "historical source", "World or General History";
To promote the understanding that history is a science, that the history of the Ancient World is part of the Universal History;
Tell about historical sources and their types;
developing:
To form the ability to analyze, generalize and draw conclusions;
educational:
Formation of motivation for the study of history, interest in the subject.
Lesson plan:
1. Organizing time.
2. Learning new material.
3. Fixing the topic.
4. Reflection.
DURING THE CLASSES
I. Organizational moment.
Teacher's word. Today we begin to study a new subject - history. The story tells where and when people lived, how their work transformed the Earth, how and why their life gradually changed and how it became what we know it now.
II. Learning new material.
History as a science.
Introduction to the structure of the textbook
What does the history of the ancient world study?
How do scientists learn about the life of people in the distant past?
HISTORY AS A SCIENCE.
Teacher's word:
There are no fictions in history. History is science. It tells what scientists have learned about the life of the peoples who inhabited earlier and inhabit the Earth at the present time. Science is what gives us knowledge, experience, teaches.
Write in notebook:
The science that studies the life and activities of people in the past is called history.
Teacher's word:
At school, you will learn a lot about the glorious history of your homeland and the history of other countries. The history of the peoples of the whole world from ancient times to the present day is called universal or world history. In the 5th grade you will study its first part - the history of the Ancient World.
ACQUAINTANCE WITH THE STRUCTURE OF THE TEXTBOOK.
Teacher's word:
In order to better understand the main issues of our topic, let's get acquainted with the textbook, according to which we will study, and complete the tasks that are written on the board.
Tasks on the board:
How is the text of the textbook divided, the title of the chapters? (acquaintance with the table of contents);
Independent work of students with a textbook. Oral student responses.
WHAT DOES THE HISTORY OF THE ANCIENT WORLD STUDY?
Teacher's story:
The history of the ancient world is the first part of universal history. After reading the title of the chapters of the textbook, you can answer the question, what does the history of the Ancient World study? In the lessons of the history of the Ancient World, we will get acquainted with the life of primitive people, the history of the most ancient civilizations of Egypt, Western Asia, India, China, Greece and Rome. We will learn how the first Olympic Games were held, who Spartacus and Alexander the Great were, where gunpowder and porcelain were first invented, chess appeared.
Write in notebook:
The history of the Ancient World is a science that studies the distant past of people, countries, peoples.
We will get detailed information about all this by studying our textbook. But how do real scientists recognize the lives of people in the distant past?
HOW DO SCIENTISTS LEARN ABOUT THE LIFE OF PEOPLE IN THE DISTANT PAST?
Independent work of students with the text of the textbook (p. 8).
Reading session:
What gives information about people's lives in the past?
What is the name of the science that studies material monuments of history?
How does an archaeological expedition work?
What are historical sources? Their types?
Teacher's word:
Like any science, history has its own material for study, which are historical sources.
Write in notebook:
Historical sources - anything that gives us information about the past.
The teacher draws a table on the board, students in notebooks.
SOURCES
Oral Verbal Written
Exercise. Determine the type of historical source: a book, the tomb of the ruler of Egypt, shards of broken dishes, inscriptions carved on stone, a legend about the ancient Greek gods, tools, coins.
III. Fixing the topic
Teacher. Ask questions to the class:
1. What does history study?
2. What did we learn in the lesson?
3. What did we write in the notebook?
IV. Reflection in the form of an individual written survey.
| REMEMBERED…. |
| LEARNED…. |
| DIFFICULT…. |
Homework:
- The creative task is to draw different types of historical sources.
- Read pages in textbook 6-8.
Bibliography:
Textbook: General History. Ancient world history. Grade 5 A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya; ed. A.A. Iskenderov; M.: "Enlightenment"
Araslanova O.V., Solovyov K.A., Universal lesson developments on the history of the Ancient World: Grade 5. M.: VAKO.
F.P. Korovkin. Ancient world history. Textbook for grade 5. Moscow: Enlightenment.
Pourochnye developments on the General History. History of the Ancient World Grade 5. To the textbook A.A. Vigasina. WAKO publishing house.
Teacher: Blinova Lidia Vladimirovna.
Lesson type: lesson learning new material.
The purpose of the lesson: to prepare students for the study of a systematic course of history, to interest the subject.
Lesson objectives:
educational:
To create students' ideas about history as a science;
Introduce students to the timeline
Tell about historical sources and auxiliary historical disciplines;
developing:
To form the ability to analyze, generalize and draw conclusions;
educational:
Formation of motivation for the study of history.
Equipment:
A computer;
multimedia board or projector;
Textbook: A.A. Vigasin, G.I. Goder, I.S. Sventsitsky "History of the Ancient World". M., 2012;
Download:
Preview:
An introductory lesson on the history of the ancient world
Lesson type : lesson learning new material.
The purpose of the lesson: to prepare students for the study of a systematic course of history, to interest the subject.
Lesson objectives:
educational:
To create students' ideas about history as a science;
Introduce students to the timeline
Tell about historical sources and auxiliary historical disciplines;
developing:
To form the ability to analyze, generalize and draw conclusions;
educational:
Formation of motivation for the study of history.
Equipment:
A computer;
multimedia board or projector;
Textbook: A.A. Vigasin, G.I. Goder, I.S. Sventsitsky "History of the Ancient World". M., 2012;
The globe.
Lesson plan.
I. Learning new material.
1. What is history.
2. What does the history of the Ancient World tell about.
3. Historical sources.
4. How the textbook works.
II. Consolidation of what has been learned.
During the classes
I. Learning new material
Slide 1 (lesson topic). Presentation
Slide 2 ( goals and objectives of the lesson)
1. What is history
The lesson begins with an introduction by the teacher:
Today we begin to study a new subject "History". This word is familiar to you. The word "history" has many meanings. The world, the state, and every person have their own “history”. We are beginning to study history as a science.Question for students:If history is a science, what does it study?
Based on what has been said, the teacher concludes:
History is the science of the past, descriptions and understanding of the past.
Notebook entry: History studies the past of human society, the life and activities of people in the past.
History is divided into world and domestic.
Question for students:What does world history study, and what about domestic history?
The teacher summarizes the answers:
World history studies the history of all peoples of the world, and domestic history studies the history of our country.
Let's remember the memorable and heroic events of our history?
Slides 3-6
Sample answers: Battle on the Ice, Battle of Kulikovo, battles of the Great Patriotic War.
Notebook entry:
History is a very important science, it needs to be studied in order to better understand the events that are happening to us today.
Slide 7
The great Russian historian V.O. Klyuchevsky said: "A people that does not remember its past has no future."
Guys, what do you think he was talking about?
Summarizing the answers, the teacher concludes:
History must be taught in order to understand people, other peoples, in order to understand one's place, and perhaps even one's destiny in the world, in order to learn from the mistakes of others and not repeat them.
2. What the history of the ancient world tells about
Question: What do you think the word ancient means?
Sample answers: ancient, old.
Writing in a notebook: The history of the Ancient World is a science that studies the distant past of people, countries, peoples.
The history of the ancient world is the first part of universal history.
3. Historical sources
Like any science, history has its own material for study, which are historical sources.
Slide 8-11
The teacher draws a table on the board, students in notebooks.
Historical sources are anything that gives us information about the past.
Q: How do people find historical sources?
slide 12
The teacher summarizes the students' answers: One of the ways to obtain sources is through archaeological excavations.
Archeology is a science that studies material historical sources and reconstructs the past of human society from them.
slide 13
History is patronized by the muse, her name is Clio. Literally, the name Clio means - "Giving glory."
Questions for conversation: What object is Clio holding in his hands? ( Scroll) . What does this mean? (All human affairs are remembered and recorded. It depends on a person how he will go down in history - with glory, or ingloriously).
4. How the textbook works
Familiarity with the structure of the textbook. The teacher tells that the textbook consists of chapters and paragraphs. On page 3. Get acquainted with the conventions.
II. Consolidation of what was learned in the lesson
Tasks:
1. Divide the sources on the slides into two groups: material and written. (Slides 14-22)
1. History is our common memory. We all remember what happened a year ago, last week or yesterday. Everyone has their own memory. It's scary to even imagine what will happen if we forget our past! We will become completely helpless and perish. After all, our knowledge and experience are stored in memory. There is a special memory. It belongs not to a single person, but to all people together. You probably know that in the years our country was at war with Nazi Germany. But you were born much later. How do you know about this? From the history. History is the memory of all mankind about its past.
2. What does history study? Imagine that the fossilized bones of an ancient beast that lived on earth as much as fifty thousand years ago are found - a mammoth. Will this discovery be of interest to historians? No. After all, nothing can be learned about the life of ancient people from these bones. However, if mammoth bones are found near the ashes of an ancient fire, if they are broken and burned, then the animal has become the prey of primitive hunters. And this is important for scientists - historians. After all, such a find tells about the past of mankind. Remember: history does not study any antiquity, not any past, but only that which is connected with people. Historians study those times in which people lived on Earth, then from three million years ago to yesterday.
3. Why do we need a story. The ignorant sometimes ask: "What is the use of history? Who needs it? Here, different sciences and technology bring people a lot of benefits, create new things, machines. And historians waste time studying long-forgotten times. Why?" This is not true. Nobody argues: it is impossible to live without different sciences and technology. But already thousands of years ago, our wise ancestors understood: the past must not be forgotten, it is necessary to pass on experience and knowledge to their descendants. This is what history does. It shows what mistakes were made in the past and teaches you not to repeat them in the future. Remember: history teaches you to correctly, intelligently reason and understand everything that is happening in the world. A person who knows history loves the Motherland and respects the peoples. Remember: history brings up worthy people, creators of a better life and its defenders. Historians have nothing against people who believe in God. However, they cannot agree with religious fictions when knowledge about past centuries is distorted. Remember: historical knowledge eliminates delusions without offending the deluded people. History opens up a wonderful world of art, teaches us to understand the beauty of ancient vases, paintings and sculptures.
4. History fights for truth and justice. In some countries extremely cruel people seized power. They executed and imprisoned those who fought against their cruel rule. Historians aroused particular malice among such rulers. Scientists were arrested, their students were persecuted, books were burned at the stake. From what? The fact is that such rulers need very obedient workers, teachers, soldiers. The lords dream that people, like mechanical robots, obediently carry out any command, believe any lie. And a real scientist-historian tells the truth. He answers questions honestly and hates cheating. Remember: history does not stand apart from life. She teaches people how to get justice. By studying the past, people learn to understand the present and improve the future.
1. About your supplies. A worker in a factory, a peasant in a field, an engineer in a laboratory, and an astronaut on a starship use different tools and devices. Your work is study. Here, too, you can not do without the right tools. On the table there should be only what is needed in the history lesson and nothing more: - a textbook and a workbook on history, - a pen and pencils of different colors, - a diary - a textbook - an reader (if necessary) - contour maps ..
1. About your supplies. For a young historian, it is very important that the notebook be in perfect order. It should be wrapped and signed as the teacher says. Start work in a notebook from the date. Don't forget the margins. Do not make any unnecessary drawings and extraneous notes. At the end of the notebook, you can leave 1-2 pages for a dictionary of unfamiliar words and notes. Never rip sheets out of your notebook! For this, the diligent student has a draft. Remember: history, like all knowledge, does not tolerate sloppiness.
2. Save time. When going to school, check if everything is in place, if you have forgotten anything. After all, if you ask each other for a forgotten thing in the lesson, there will be noise and precious time will be lost. Every minute must be saved. Be sure to answer with a diary and notebook. Without the permission of the teacher, do not prompt or supplement the answer of a friend. No need to bother anyone with an unsolicited hint. Learn to listen to others and speak. Your answer must be clear. If you are standing near a map or table, stand with your right side towards them. When pointing with a pointer, hold it in your right hand so that your back does not obscure what you are showing. Remember: the teacher uses every minute you save to tell and show something interesting.
3. About clear and correct speech. Often schoolchildren complain: I know about this, but I don’t know how to tell. Very bad! You need to build your speech in such a way that the story is not only unmistakable, but also fascinating, so that you are listened to with interest. Already a long time ago, people understood how important it is to speak correctly, and even created a whole science of making speeches. Are there any rules of speech for a young historian? It's not a secret, here they are: -Speak simply and clearly. If you have learned a new word somewhere but don't understand what it means, ask your teacher. Do not use words without knowing their meaning. - Be brief. Do not litter your message with unnecessary words that prevent you from being understood. Emphasize with intonation the most important thing that listeners should pay attention to. - Speak coherently. Each sentence in your speech should be related to what you said before and what you will say next. Do not jump from one question to another, take your time. But don't delay the answer. - Speak accurately. Always call people by their names, cities by their names. Try not to use the words he and this instead, so as not to cause confusion.
4. Reasoning rules. When you have set a goal for yourself and started work, do not be distracted and see it through to the end. First, memorize everything you read in books or heard in class. Write down the most important things, collect illustrations and, with the permission of the teacher, put them in notebooks. Constantly seek and accumulate new knowledge. Second, draw your own conclusions. The young historian should have his own opinion about everything he has learned. Third, don't keep your findings a secret. Discuss them with your comrades, talk about your thoughts. Argue with someone you think is wrong. After all, the old proverb says that truth is born in disputes. Only even in the most heated disputes, be polite and do not offend the interlocutor!
1. Flip through the textbook and see what sections and stories it is made up of. Pay attention to which parts each story is divided into. 2. How is this textbook different from other textbooks you use at school and at home? How is he similar to them? 5. Questions and tasks.
2. Oral history in primitive times. But primitive people did not know how to write. The history of the ancestors could be explained to the youth only orally. The children of the ancient hunters memorized long songs, danced, looked at the drawings on the walls of the caves. Primitive people believed that the earth was created by the gods, that the gods populated the land with animals, and the water with fish. And then, as if from animals, fish and birds, people originated. In hunting dances, young men imitated the habits of animals, which they considered their ancestors. The songs sang about the long-standing exploits of heroes, hunters and warriors, about glorious leaders. These were interesting and captivating stories. Some of the ancient tales and legends have come down to our days and are very dear to modern man. Oral histories were forgotten and distorted over time. True memories were replaced by fictions about gods and monsters. Therefore, remember: primitive tales cannot be called real historical knowledge.
3. History recorded in antiquity. Millennia have passed. Letters were invented, writing appeared. The most important events began to be recorded so that they would not be forgotten. Peoples began to remember their own past better. The father of historical science is called the ancient Greek writer Herodotus. He lived 2500 years ago, traveled to almost all countries known to him, described their nature and peoples. Herodotus called his work: History. Then there were other books about the past. They began to be collected and whole libraries were formed. In the city of Alexandria, for example, there was a repository with tens of thousands of writings. Herodotus. Not everyone in antiquity could learn to read and write. For women, this was considered optional. The children of poor peasants did not study. After all, studies required money to pay teachers, free time for classes. And the children of ordinary workers from morning to evening helped their parents in their work. Only rich and educated people wrote and read historical writings.
4. Historical knowledge in modern times. The situation changed when people learned to print books in thousands of pieces on machine tools. Books became much cheaper, not very rich people began to buy them. The first serious historical works in our country, published in printed form, were the works of M.V. Lomonosov. M.V. Lomonosov. Only competent and educated people can manage complex equipment. Therefore, schools, institutes and universities arose in different countries. There they studied not only technology, mathematics, chemistry, but also history, literature, and art. Scientists made important discoveries, wrote great historical works. The governments of various states spared no expense in studying the past; they understood how much history was needed. At that time, such outstanding historians as N.M. Karamzin, V.O. Klyuchevsky, S.M. Soloviev N.M. Karamzin, V.O. Klyuchevsky, S.M. Soloviev and many others.
5. The study of history in our country after 1917. Unfortunately, the fate of science in our country turned out to be difficult. In October 1917, the Bolshevik Party came to power. It was headed by V.I. Lenin. The war has begun. Homeland suffered famine and devastation. Many historians, fearing for their lives, went abroad. Then I.V. Stalin was at the head of the Bolshevik Party and our state. He believed that he could handle science as he pleased. Stalin gave historians instructions and instructions on how they should work. Most often this led to misconceptions and errors. And those who dared to object and defend the truth were punished and sent to prison. Lenin and Stalin. Vintage poster Lenin and Stalin. Vintage poster
5. The study of history in our country after 1917. Any book written by a historian should have praised the wisdom of the party and its leaders - Lenin and Stalin. Soviet historical science experienced the most difficult years. The Great Patriotic War dealt a heavy blow to historical knowledge (). Professors, students, teachers left their favorite work and defended their homeland with weapons in their hands. Many died heroically in battle. In 1956, after Stalin's death, his deeds were condemned. Scientists were freed and returned to their favorite work. But for another thirty years historical knowledge could not develop to its full potential. Scientists were not allowed to work on many very important questions. Thousands of documents were inaccessible to scientists. Of course, even at that time, historians worked tirelessly, but they did ten times less than they could. Cover of a textbook published in 1959
In the years our country was divided into parts. The country was made backward and impoverished. Factories stopped. Empty fields. Weakened and reduced the army. Schools and science were brought to a complete decline - including the deterioration of the study of history. As you can see, those of you who want to become historians will choose for themselves the most interesting, but also the most difficult profession. Before you - a lot of work. Perhaps you will be able to restore the mighty Fatherland within its former borders and return it to its former greatness. Perhaps it is you who will become the founders of a new domestic science, the science of the 21st century, including history! Vintage poster
The work of a historian is very exciting and difficult. He not only restores the past, but also tells others about the past. It all starts with the study of documents and the restoration of things created by the ancestors. As a mighty river flows from the waters of thousands of springs and springs, so our knowledge of the past is merged with knowledge from thousands of historical sources. Remember: a historical source is everything that was created by our ancestors and that can tell their lives. An ancient sword found in the ground, an ancient manuscript, an old coin, a documentary - all these are historical sources. Historians study them and seem to be transported into the past. Scholars have divided the historical sources into groups: 1. What are the historical sources?
Historical sources Archaeological - these are things that are found under water, land Written - chronicles, letters, documents, books. Oral - legends, proverbs, obsolete words Visual - these are drawings, maps, photographs, slides, movies and videos. Sound recordings - gramophone records, tape recordings,
Some of these sources have been around for a long time. Others, such as films and videos, are recent. Some are created with the help of technology, others - manually. But everyone keeps the memory of the past. What historical sources do these images refer to? Codex. Rock drawing ancient utensils and weapons
2. Museums and archives. There are large museums in the capitals of different states. There are many of them in Moscow. Each region has a regional museum of local lore. The word "museum" in ancient times denoted the place where the goddesses of art - the muses - supposedly lived. The best paintings and decorations, statues and vases were collected there. Later, various antiques began to be stored in museums. The most famous museum in our country is the Hermitage in St. Petersburg. The French Louvre Museum is world famous. Remember: museums are places where historical sources are stored, shown to everyone, and studied. There are literary museums where the memory of some famous writer or poet is kept, for example, A.S. Pushkin. In the Museum of Technology you can see machine tools, machines, devices and cars. The weapons museum contains weapons from different countries and peoples. All things stored in museum halls are very valuable for scientists. In the hall of one of the local history museums of our country.
2. Museums and archives. Museum things are called exhibits. The exhibits need careful care. If a thing starts to collapse, museum workers restore it. This work is called restoration. Written documents should also be stored in special rooms - archives. They maintain the same temperature and humidity. Archivists monitor the safety of written sources and protect them so that ancient manuscripts and books do not deteriorate. Exhibition at the Louvre Museum exhibits
3. Personal collections. Many guys arrange "home museums", collect collections of old coins, books, envelopes or other things. Collecting is a very useful thing, but there are rules here too: 1. First, decide what exactly you will collect. Do not try to collect all the old things in a row, otherwise you will just get confused. 2. Collections are valued not by quantity, but by the quality of what they collect. Sometimes one rare item is worth hundreds of common ones. 3. The collection enriches not the owner's wallet, but the mind. A real collector, having obtained a rare thing, will definitely find out everything about it and tell others. The Gatherer is a real connoisseur, he can help anyone who asks for advice.
4. Questions and tasks. 1. What is a historical source? What sources do you know? 2. Tell us about the work of museums and archives. Visit the regional museum of local lore and prepare a story about what you saw. 3. Why are school museums created? Is there a museum at your school? If the museum has not yet been created, how would you like it to be? 4. Why collect personal collections?
1. Archeology Archeology is the study of fossil antiquities. Mankind has lived on Earth for about three million years. And writing has been used for only five thousand years. Therefore, nothing can be learned about the most ancient times from written sources. Only the study of archaeological sources can help here. The word archeology is made up of two Greek words: arche and logos. (Find out what they mean in the dictionary at the end of the textbook or in the World History Dictionary for Schoolchildren.) Remember: archeology is the historical knowledge of traces of human life found underground and under water. For a very long time, people have noticed that strange stone points, rusty knives, and beads are sometimes found in the ground. The finds were explained simply: they said, by God's will, these things fell out of thunderclouds. In fact, of course, these items are made by the hands of ancestors. But how did the ancient things get under the soil? How did you end up at the bottom of the sea?
1. Archeology Archaeological monuments. Sometimes poorly educated people believe that archaeologists are interested in gold and jewelry. Completely wrong! The scientific value of a thing is not measured by what it is made of - silver or clay. The main thing is that she could tell more about her ancient creators and owners. Often for an archaeologist, a shard of a clay jug is more expensive than gold ingots. Archaeologists seek knowledge, not wealth. Scientists explore the ruins of cities and fortresses, settlements and individual houses, look for the remains of temples, towers, study graves, caves, craftsmen's workshops, mines and mines, canals and roads, treasures. All these are archaeological sources, or archaeological monuments of the past. Archaeological monuments in our country were not previously studied, but ravaged and robbed. For example, Siberians tore apart ancient graves - kurgans, in order to get jewelry, melt it down and sell it. Everything else was considered unnecessary trash, ruthlessly broken and thrown away. By order of Emperor Peter the Great, the destruction and looting of ancient monuments was stopped. The first scientific excavations began.
1. Archeology Archaeological monuments in any cultural society are national wealth. They are protected by law. Remember: damage to archaeological sites is punished as a serious crime. Unauthorized excavations and appropriation of found things are strictly prohibited. Exploration and excavation can only be carried out by those who have been given permission to do so. archaeological finds. What do you think is shown here? archaeological finds. What do you think is shown here?
Rules of exploration and excavation. 1. Archeology To find out where to excavate, you must first conduct reconnaissance and find archaeological sites. Attentive and experienced archaeologists go hiking along the rivers and lakes, observe and talk with the locals. When archaeological sites are discovered, a map-plan of future excavations is drawn up. A scout-archaeologist must be hardy and skillful, know the compass, camera, map perfectly. Pilots sometimes help archaeologists. Aerial photography is often carried out from a great height. Photographs show dark streaks where ancient ruined walls, canals, or roads were. But nothing can be seen from the surface of the earth! From aerial photographs, divers are looking for sunken ships and settlements at the bottom of the seas and lakes. Excavations are carried out carefully, the earth is removed with shovels, trying to dig in thin layers - no more than 5 centimeters. When the first finds appear, archaeologists take special knives and brushes and carefully clear things away. Their work is very accurate and precise. Everything found is immediately carefully packaged. Sometimes they even sift the ground so that not a single small find is lost.
2. Ethnography. In order to know the past better, historians turn to various branches of knowledge - "helpers" for help. One such branch is ethnography. (Using the dictionary at the end of the textbook, translate this word.) Remember: ethnography describes the life, way of life and customs of different peoples. Scientists go on expeditions and record folk songs, fairy tales, proverbs there. They also study dance, patterns on clothes and carpets, dishes, housing, handicrafts and much more. Ethnographers are interested in how ancient customs and folk art have survived to this day. A representative of the Maori people living in New Zealand. Ethnographer's drawing
2. Ethnography. Some tribes of the Earth still live, as in ancient times: South American Indians, Evenks, Australians, Africans. By carefully observing their lives, ethnographers help historians imagine how our distant ancestors lived. The outstanding Russian ethnographer of the last century N.N.Miklukho-Maclay devoted his whole life to the study of the Papuan tribes. The Papuans called him "the kind white man from the moon". He wrote a big book about how the inhabitants of the jungle hunt, work in the field, build huts, celebrate holidays. N.N. Miklukho-Maclay proved that the backward tribes, although they live a primitive life, have a rich culture, are hospitable and honest. N. N. Miklukho-Maclay () 2. Anthropology. People didn't always look like they do now. Our ancestors were animals and over millions of years turned into people! And, of course, they have changed a lot. By studying the fossilized bones of our ancient ancestors, scientists find out how humanization took place. Remember: the science of history, which studies how and why people changed in the past and what people look like now, is called anthropology. Restored M.M. Gerasimov on a petrified skull the appearance of a primitive boy who died many thousands of years ago
2. Anthropology. The remains of people can tell a lot. Especially important for scientists are the bones of the head. Scientists have even learned to restore the faces of long-dead people from the skulls. The Soviet scientist M.M. Gerasimov studied long and hard how skeletons and skulls are arranged. He established that there are no exactly identical skeletons. The bones of men are different from the bones of women, the skeleton of a European is different from that of an Asian, the skull of a young man is different from the skull of an old man. And an experienced anthropologist immediately sees these differences. By the teeth it is possible to establish what the ancient man ate, by the bones of the arms and legs - what he was ill with and when he died. The skull suggests what the disappeared eyes, lips, hair were like. Gradually anthropologists restore full portraits of ancestors. It looked like a woman who lived on the territory of our country three and a half thousand years ago. Restored by anthropologists
3. Numismatics. Two thousand seven hundred years ago, metal money first appeared in the ancient world. They depicted stars, plants, weapons, animals. But most often on the front side were the names and portraits of the rulers. In the ancient Roman state, money was minted only in the temple of the goddess Moneta. That is why metal money is still called coins. Money is the most important historical source. They are studied by a special science - numismatics. Coins were sometimes minted in honor of great military victories and important events. If historians establish that many coins were made at some time, then it can be assumed that then people lived well and carried on a brisk trade. If the coins, on the contrary, were hidden in secluded places, then hard times were coming. Ancient coins discovered near the modern city of Belgorod-Dnestrovsky
4. Heraldry. In ancient times, many noble people had coats of arms - special drawings that told about the nobility of the family and the exploits of their ancestors. There is a branch of history that studies ancient coats of arms and seals that have survived to this day and learns a lot about their owners. This science is called heraldry Coat of arms and flag of our country in 1900
