The ancient world, the birth of the first civilizations, presentation. "The Ancient World - the Birth of the First Civilizations." Lesson on the world around us (4th grade). Reviewing what was learned in the previous lesson
1. Insert the missing words into the text.
era Ancient world is the birth of the first civilizations . The first began to appear cities. To organize and protect the lives of different people, it was necessary have laws, maintain an army, collect taxes . This is how they appeared states .
Continue the sentences.
People began to depend less on nature, as they learned to make tools from gland. Another important invention of this time was wheel. We still use many achievements of the Ancient world, for example: ability to handle and use fire for cooking and heating the home.
Determine and write in the table which of the ancient civilizations the given illustrations belong to. Using additional literature, fill in the second column of the table (draw or describe other features of civilizations).
2. Write in the crossword puzzle the names of ancient civilizations that are the inventors of the following achievements:
1. Alphabet of vowels and consonants (Hellas).
2. A calendar in which the year is 365 days (Egypt)
.
3. Familiar images of numbers from 0 to 9 (India)
.
4. Silk fabrics (China)
.
5. Latin language (Rome)
.
Add the word “Interfluve” to the crossword puzzle in any suitable place and write down the inventions of this civilization
6. First writing (cuneiform)
3. “Use Roman numerals to mark on the “river of time” (p. 31) the centuries of the Ancient World. Mark the years of the following events:
- 776 BC - the first Olympic Games in history;
- 74 BC - slave uprising led by Spartacus.
- These inventions of the ancient world influenced the development of mankind. Come up with a symbol that you understand for each invention and draw it in a frame, and then on the “river of time” in the right place.
The appearance of iron tools (end of the 2nd millennium BC)
Invention of the wheel (turn of the 3rd-2nd millennium BC) 
4. Complete the tasks on the contour map (see pages 84-85).
- Draw the border of the civilized world.
- Color the territories of civilizations of the Ancient World with different colors
Write in which parts of the world the civilizations of the Ancient World are located.
Africa. Asia. Europe
Emphasize the civilization that occupied a large area.
- The world of primitive tribes
- World of Ancient Civilizations
Come up with symbolic images of architectural monuments of the Ancient World (see pp. 54-55 of the textbook). Place them on the territories of those civilizations where these structures were built.
5. Look carefully at the pictures. What do you think ancient people would have done? Draw or write a continuation of this story from the moral point of view of the Ancient World.
Most likely, the inhabitants of the Ancient world would have caught a captured stranger and turned him into a slave. They believed that people of other cultures are not civilized people, that they are savages. Therefore, they were sure that they could only be slaves.
Continue the sentence.
Position (opinion) I wouldn't want to be treated the same way
Argument(s) because I am a free civilized person and I need to be treated as an equal person
.
Think about what you, a person of the 21st century, would do in a similar situation. Draw or write a continuation of this story from the point of view of a modern person.
In the modern world, in such a situation, you need to contact the police so that the thief is detained and the suitcase is returned to the tourist. In modern society, the law applies to all people equally. It doesn’t matter whether it’s a visitor or one of our own, in any case he is under the protection of the law.
Draw a conclusion.
Position (opinion) I believe that modern people must treat all people with respect, regardless of their nationality, race or religion.
Argument(s) because then people will be able to travel around the world and not fear for their safety.
Civilization Primitive society
Where did primitive people live? (In the caves)
Was it convenient to live like this? (No, why?
What did people start building? (At home)
Could one person build a house for himself? (No)
What did people do? (They united and worked together)
What was the name of the place where there were several dwellings? (Village)
Could strangers settle with these people in this village? (No, why? (Joint work, the fight against predators, the development of coherent speech united people more closely with each other)
What did people who lived in the same village and worked together create? (Childbirth) Why? (Only an entire clan was able to engage in agriculture and cattle breeding. The harvest collected in the field belonged to the entire clan)
And if several clans lived in one area, what were they called? (Tribe)
Who managed all the affairs of the tribe? (Council of Elders)
Guys, how did we learn about the life of primitive society: how did they live, what did they do? (Based on rock paintings, on found objects, on epics and legends that have come down to us)
This is the beginning of the development of the culture of human society.
Will society develop if tribes do not exchange the products of their labor? (No, why?
Already in the 4th millennium BC, most people led a sedentary lifestyle: this made it convenient to engage in crafts, agriculture, and cattle breeding. The tribes exchanged the products of their labor with each other and, moreover, a convenient waterway facilitated the exchange of goods.
The first...(cities) began to appear among small villages.
In the city, among the people there were some richer and some poorer; people had to be somehow organized, their lives protected, taxes collected.
A new force has emerged that is charged with governing society—the state.
What else do you think is an important condition for the development of civilization? (Writing)
Why did the need for writing arise, would they continue to work on the rocks, tell epics and legends? (It was necessary to write laws protecting the rights of people, calculate taxes, remember the best time for sowing and harvesting). To convey these messages and others, oral stories were not enough, and it was difficult to retain everything in memory.
This is how they appeared first civilizations.
Working from drawings (page 61)
Open the textbook on page 65, study the legend.
What is indicated on the map with a thick red line?
What's beyond?
In which hemisphere did the first civilizations arise? (In the eastern)
In what parts of the world did ancient civilizations arise?
What is the climate like in these areas where the first civilizations arose?
What is marked with different colors?
What civilizations are located in Europe?
What are the civilizations of the Ancient East?
Where exactly was each ancient civilization located?
Look at the illustrations along the edges of the map.
What is this? Compare them. What can you say?
Maybe you've read something about these architectural monuments?
How did one civilization differ from another?
Check (collective) by groups:
What civilizations have you read about? (Ancient China)
Look at the illustrations, maybe they will help you.
So what is civilization? Another meaning of this word? (A country with its own special culture)
Let's turn to the dictionary and check our assumption.
What is rich in the era of the Ancient World?
Time of existence of the era of the Ancient World?
(From the third millennium BC to the 4th century AD)
Solve the crossword puzzle, write down the names of ancient civilizations (During the check - on the civilization board: Egypt, ...).
Let's return to our question that was posed at the beginning of the lesson. Who can answer? (They are the first technical and cultural achievements that brought people to a civilized society).
- At the end of the lesson I want to read the words of the writer Rudols Its: “Human labor and talent, the passion and intelligence of hundreds of generations have come into our existence from the past. Take away from us what our ancestors did, and cities and factories will be wiped off the face of the earth, and darkness will fall on the earth.
The great quality of a progressive person is not to forget the past and be grateful to those who went ahead!”
Sections: Primary School
Class: 4
- To explain the world along the lines" - to teach how to distinguish eras of world history from each other - using the example of the Ancient World. This skill can be developed through:
- chronological framework (3 thousand BC and 4th century AD);
- changes in the state of the art;
- structure of society.
- Along the line of “defining your attitude to the world” - teach to explain the importance of the inventions of the Ancient World for modern civilization.
Equipment: hourglass, calendar with the names of the months, numbers, letters of the alphabet, textbook p. 53-56, workbook p. 36.38
During the classes
1. Class organization.
Teacher: Hello, guys, I’m glad to see you, as well as the guests who came to our lesson. Let's welcome them. Look at each other, smile. Sit down.
2. Report the topic of the lesson.
Teacher: Today I invite you to continue a fascinating journey through the pages of world history.
Tell me, where did we go in the last lesson?
Children : In the primitive world. (Slide 2)
Teacher: What interesting things did you learn about this era?
Open the textbook on p.46, look at the “River of Time”. In what era do you think we will make our journey today?
Children: In the era of the Ancient World.
Teacher: what era is this?
Children: Second.
Teacher: Who can determine the time period of the era of the Ancient World?
Children: XXX century. BC. - 4th century AD (writes on the board)
Teacher: We will travel to the second era of humanity. And the topic of the lesson is “The Ancient World - the Birth of the First Civilizations” (written on the board), (Slide 3)
Teacher: Our journey will be accompanied by the Muse of history - Clio. (Clio, a high school student, enters)
You are Clio, the Muse of history. You help remember that a person can achieve a lot, help you find your purpose. You clearly understand what you want and “infect” others with your confidence. A scroll of parchment and a tablet are your favorite attributes. With their help, you keep a chronicle of achievements and successes, and in moments of uncertainty, you remind us that everything will work out for us. So be our muse today!
I don't like verbiage
And I admit the work.
Here is everyone I always share with
Historians care.
If you are ready to name yourself,
And show your knowledge
I will definitely note this
And I will be obliged to give the order.
(for correct answers, Clio presents the children with orders in the form of the letter U)
3. Statement of the problem.
Teacher: Guys, look at the set of objects that I brought to class.
Do we use these items in the modern world?
Children: Yes, all the time.
Teacher: Do you think any of these objects are ancient or are they all modern?
Children: All ancient. All are modern. Some are ancient, some are modern.
Teacher: We got three versions. What is the question?
Children: Which one of us is right?
Teacher: Do you think the people of the Ancient world could have invented something?
Children: Yes, they could.
Teacher: Would you like to know what kind of inventions these were and whether they exist in the modern world?
Teacher: What is the main question in class today?
Children: What achievements of the Ancient World do we still use today? (written on the board)
4. Updating knowledge.
Teacher: What do we use the clock, calendar, letters, numbers for?
Teacher: Let's remember what the Ancient World is?
Children: The Second Epoch of World History.
Teacher: Could the calendar, letters, numbers appear in the primitive world?
Children: No, because... The alphabet is needed for writing, and primitive people did not know writing.
Teacher: What do we need to know to answer the main question of the lesson?
Children: Which of these objects could have appeared in the era of the Ancient World?
Teacher: What knowledge do we lack for this? Do we know anything about the era of the Ancient World?
Children: No.
Teacher: So we need to find out how the era of the Ancient World differs from the Primitive World?
Let's put our answers in the table "We know. We don't know" (Slide 4)
5. Finding a solution. Discovery of new knowledge.
Teacher: Let's answer the first question. How does the era of the Ancient World differ from the era of the Primitive World?
Let's read the topic of the lesson again. What interesting thing did you notice in the title of the lesson topic? Do you understand all the words?
Can you define the word "civilization"?
It’s difficult, then let’s figure it out together.
Open the textbook on p.53. There is a drawing below. "The transition from primitive society to civilization."
Looking at this drawing diagram, try to compose a story according to this plan. (Slide 5)
1. Where did people of primitive society and civilization live?
2. Who controlled the people?
3. How were messages and knowledge transmitted?
(work in groups) Answers are listened to.
Teacher: Try to name the main features that distinguish civilizations from primitive society?
Children: Cities, states, and writing appear.
Teacher: What is the shape of the pink line?
Children: In the shape of a step.
Teacher: Try to give a definition, finish the phrase.
Civilization is:::::::a stage of human development. (Slide 6)
Let's check our assumption with the textbook. Read p.53, paragraph 2, out loud.
So what is civilization?
Children: A new, higher stage of human development. (Slide 7)
Teacher: So, in the era of the ancient world, cities, states, writing appeared (Slide 8,9). These are the main signs of civilization.
Teacher: Look at the map p. 54-55. (Slide 10)
What is indicated on the map by the wide pink line?
Children: The border of the civilized world.
Teacher: What is beyond this boundary?
Children: The world of primitive people.
Teacher: Which world was more extensive - the world of primitive tribes or the world of ancient civilizations?
Children: The world of primitive tribes is broader.
Teacher: What conclusion can we draw?
Children: Two worlds existed on the planet at the same time.
Teacher: write in the “We don’t know” column under the first question
Teacher: But the word "civilization" has another definition. Do you want to know which one?
Let's turn again to the map. pp. 54-55 (Slide 12)
Look at the symbols on the map. What is marked with different colors on the map?
Children: Ancient civilizations.
Teacher: What civilizations are located in Europe?
Children: Ancient Rome, Ancient Greece.
Teacher: Name the civilizations of the Ancient East?
Children: Ancient Egypt, Mesopotamia, Ancient China, Ancient India.
Teacher: Where exactly was each ancient civilization located? Pay attention to the banks of which rivers and seas?
Children: The civilizations of Ancient Europe were located along the shores of the Mediterranean Sea, and the civilizations of the Ancient East were located along the banks of large rivers: the Nile, Tigris, Euphrates, Indus, Yellow River and Yangtze.
Teacher: Now we will do the work in groups. Look at the illustrations that are placed around the map. You will need to write down on a piece of paper the name of the civilization and the architectural monument for which it became famous.
Who is faster?
Let's see who's ready?
Teacher: Are the architectural structures similar to each other? Why?
Children: No, everyone is different, because different countries, different cultures.
Teacher: - Compare the clothes of people of different Ancient civilizations. What can you say about clothes? (Slide 13,14)
Children: clothes are also different.
Teacher: Compare the writing. What conclusion can you draw? (Slide 15,16)
Children: Each country has its own written language.
Teacher: We compared with you architectural structures, clothing, and writing. So what conclusion can you come to?
Children: Each civilization had its own special culture.
Teacher: So what is civilization? Let's try to give a second definition to this concept. Finish the sentence.
Civilizations are different::::::::..with their own special::::::..(Slide 17)
Teacher: let’s check our assumption using the textbook p. 53, paragraph 3.
Were we right? (Yes) (Slide 18)
We write down the second definition in the “We don’t know” column.
Physical exercise.
Teacher: let's now play the game "Loto" (work in pairs)
In front of you is a sheet of paper divided into two columns. There is an envelope containing phrases from two definitions of the new concept "Civilization". Your task is to correctly arrange these definitions into the correct column. Let's get to work. Let's check (Slide 20)
Teacher: Which question in the “We don’t know” column have we not answered yet? (Slide 21)
Children: Which of the presented objects appeared in the era of the ancient world?
Teacher: We can find the answer on p. 56. Review the table. "Inventions of civilizations of the Ancient World"
What objects really came to us from the Ancient world? (the teacher adds:
Ancient Egypt. The Egyptians were the first to create a calendar in which a typical year consists of 365 days. .
Ancient Mesopotamia. Standing on top of the temples, people studied the starry sky, the movement of the Moon and the Sun. It was they who first divided the earth's day into 24 hours, an hour into 60 minutes, and a minute into 60 seconds. . This is how the time counting system we use today was created.
Ancient India. Scientists were the first to create signs to represent the numbers we use: 0,1,2:::9.
Ancient China. The masters of Ancient China became famous throughout the world for their light and elegant silk fabrics. For many centuries they kept the method of making them secret.
Ancient Greece - Hellas. In its coastal trading cities, an alphabet of vowels and consonants first appeared. Most modern alphabets are based on it.
Ancient Rome. The language of the Romans - Latin (Latin language) was known in all its possessions. We now use Latin words: church, university, empire, calendar, etc. In our calendars, the names of the months come from the names of Roman gods or emperors (March - the god Mars, July - Julius Caesar).
Teacher: But in the era of the ancient world, technology also developed. Pay attention to p.57.
Compare the technical capabilities of people in the ancient world and the primitive world. p50 and p. 57.
What can you say?
Children: In the ancient world, an iron ax, a wheel, and sailing and rowing ships appeared.
Teacher: What technical achievements of the ancient world helped people move long distances?
Children: Chariots, sailing and rowing ships.
Teacher: Sailing on sailing and rowing ships, one could make long voyages and not be afraid of overseas travel. Troops on war chariots could travel long distances and suddenly attack the enemy. If we compare the tools of labor, then in the ancient world an iron ax appears. It took a whole day to cut down a tree with a stone axe, but with an iron ax it could be done in a few minutes.
Thus, technological achievements in the ancient world rose to a higher level of development.
Teacher: Let's return to our table. (Slide 21)
Have we answered the second question?
Teacher: So, we write in question
Teacher: Let's read the main question of the lesson. Have we received a complete answer to this? Prove it.
Teacher: Modern people know not only the achievements of the civilizations of the Ancient World, but also remember the events of those distant times.
Let's read the article in the textbook on options. 1st century - p.56, 2nd paragraph, 2nd century - p.56, 3rd paragraph.
What events made Ancient Greece famous?
Children: Olympic Games. (Slide 23)
Teacher: Are we holding the Olympic Games? Who knows when the Winter Olympic Games will be held in Russia?
Children: In Sochi 2014 (Slide 24)
Teacher: What happened in Ancient Rome?
Children: Slave revolt led by Spartacus. (Slide 25)
Teacher: All of you have probably heard the name of the sports team “Spartak”? Now you know where this name came from. (Slide 26)
Let's return to the main question.
6. Application of knowledge.
Teacher: Let's do the work in the notebook p. 38 No. 2.
Complete the crossword yourself.
Let's check (Slide 27)
Next task No. 1 p.36.
Having completed this task, we can summarize our lesson.
7. Lesson summary.
Teacher: Did we find answers to the main question of the lesson?
What interesting things did you learn in the lesson?
Other children are awarded “Historical Expert” certificates.
“Human labor and talent, the passion and intelligence of hundreds of generations have come into our existence from the past. Take away from us what our ancestors did, and cities and factories will be wiped off the face of the earth, and darkness will fall on the earth.
The great quality of a progressive person is not to forget the past and to be grateful to those who went ahead."
8. Homework
Prepare reports about architectural monuments that interest you. Complete two tasks in your notebook to choose from.
+ [Read the topic of the lesson]
Lesson topic: “The Ancient World - the Birth of the First Civilizations”
What interesting thing did you notice in the title of the lesson topic? Do you understand all the words? (We don’t know what civilization is)
Vocabulary work (reading a new word in parts and together, observing the emphasis). A sign with a new word is hung on a magnetic board.
civilization civilization
Can you define the word "civilization"? Open the textbook on p.53. There is a drawing below. "The transition from primitive society to civilization." Looking at this diagram, try to compose a story according to plan.
Plan.
1. Where did people of primitive society and civilization live?
2. Who controlled the people?
3. How were messages and knowledge transmitted?
You will work in groups.
Work in groups on cards.
Card No. 1
People of primitive society lived in ……………. .
The people were governed by the elder ………….. .
Messages and knowledge were transmitted to …………….. .
Card No. 2
People of civilization lived in ………………. .
People were controlled by ………….. .
Messages and knowledge were transmitted using …………. .
The answers are listened to.
Let's read the topic of the lesson again.
How does the era of the Ancient World differ from the era of the Primitive World? (Cities, states, writing appear)
On the board under the question a sign is placed “cities, states, writing appear”
Guys, look, what is the shape of the pink line? (Shaped like a step)Teacher: Try to give a definition, complete the phrase.
Civilization is……a stage of human development.
Let's check our assumption with the textbook. Read p.53, paragraph 2. Find the definition of civilization. (New, higher stage of human development)
So, in the era of the ancient world, cities, states, and writing appeared. These are the main signs of civilization.
On the deska sign appears under the first question
+ But the word "civilization" has another definition.
Open the textbook on pp. 54-55, let's look at the map.
Look at the symbols on the map.
What is marked with different colors on the map? (Ancient civilizations)
+ What civilizations are located in Europe? (Ancient Rome, Ancient Greece)+ What are the civilizations of the Ancient East?( Ancient Egypt, Mesopotamia, Ancient China, Ancient India)
+ note, Where exactly was each ancient civilization located? (along the banks of rivers, seas)
+ The civilizations of Ancient Europe were located along the shores of the Mediterranean Sea, and the civilizations of the Ancient East were located along the banks of large rivers: the Nile, Tigris, Euphrates, Indus, Yellow River and Yangtze.
Look at the illustrations that are placed around the map. Name the civilizations and architectural monuments for which they became famous.
+ Are the architectural structures similar to each other? Why? (No, everyone is different, because different countries, different cultures)
+ Compare the clothes of people of different Ancient civilizations. What can you say about the clothes? Why? (No, everyone is different, because different countries, different cultures)+ Compare writing. What can you conclude?( Each country has its own writing system. Different countries, different culture).
We compared with you architectural structures, clothing, and writing. So what conclusion can you come to? (Each civilization had its own special culture)+ So what is civilization? Let's try to give a second definition to this concept. Finish the sentence.Civilizations are different……..with their own special…….
Teacher:Let's check our assumption in the textbook p.53, paragraph 3.
On the deskunder the first question a sign appears withsecond definition.
Guys, what question did we answer?(What is the difference between the era of the Ancient World and the era of the Primitive World?)
+ What question do we still need to answer? (Which of the presented objects appeared in the era of the ancient world?)+ We can find the answer on p.56. Review the table. "Inventions of civilizations of the Ancient World."
+ But in the era of the ancient world, technology also developed. Pay attention to the figure “Inventions of Civilizations of the Ancient World” on p. 57.
What did people invent in the ancient world? (The iron ax, wheel, sailing and rowing ships appear in the Ancient World)+ What technical achievements of the ancient world helped people move long distances?( Chariots, sailing and rowing ships)+ Sailing on sailing and rowing ships, it was possible to make long voyages and travels. Troops on war chariots could travel long distances and suddenly attack the enemy. The appearance of the iron ax made people's work easier. It took a whole day to cut down a tree with a stone axe, but with an iron ax it could be done in a few minutes. Thus, technological achievements in the ancient world rose to a higher level of development.+ What question did we answer?( Yes) Under the question “Which of the presented objects appeared in the era of the ancient world?” a sign appears
Read the topic of the lesson. What questions did we answer today?
How does the era of the Ancient World differ from the era of the Primitive World?
Read the topic of the lesson again.
Do you understand all the words?
What word do you not understand? (civilization)
To find out what civilization is, open the textbook on page 53. Read paragraph 2.
Civilization is the emergence of the first cities, settlements of artisans, traders and rulers, and the emergence of the state.
Below there is a drawing “The transition from primitive society to civilization.”
- Now you will work in pairs.
Looking at this diagram, try to write a story.
That is name the main features by which civilizations differ from primitive societies. (examination)
So, in the era of the Ancient World, cities, states, and writing appeared. These are the main signs of civilization.
Physical education minute
Let's look at the map p.55-54
What is indicated on the map by the wide pink line?
What is beyond this boundary?
Which world is more extensive - the world of primitive tribes or the world of ancient civilizations?
What is marked with different colors on the map?
What civilizations are located in Europe?
What are the civilizations of the Ancient East?
Where exactly was each ancient civilization located?
Row assignment:
1. look at the map and compare architectural monuments
2. look at the map and compare the writing of different countries (picture on the board)
3. look at the map and compare clothes from different countries (on the interactive board)
Draw a conclusion
Suggestive questions:
Are the architectural structures similar to each other?
Compare the clothes of people of different Ancient civilizations.
What can you say about the clothes?
Compare writing
- What can be concluded?
We compared with you architectural monuments, clothing, and writing. And what conclusion did you come to?
Let's try to give a second definition to the word “civilization”.
Let's check p.53 (3rd paragraph)
Now let's find out what objects really came to us from the Ancient World?
- Ancient Egypt -The Egyptians were the first to create a calendar in which a normal year consists of 365 days.
Ancient Mesopotamia.Standing on top of the temples, people studied the starry sky, the movement of the Moon and the Sun. It was they who first divided the day into 24 hours, an hour into 60 minutes, and a minute into 60 seconds. This is how the time counting system we now use was created.
Ancient India.Scientists were the first to create signs to designate the numbers we use 0,1,2...9.
Ancient China.The masters of Ancient China became famous throughout the world for their light, elegant fabrics. For many centuries they kept the method of making them secret.
Ancient Greece - Hellas.In its coastal trading cities, an alphabet of vowels and consonants first appeared. Most modern alphabets are based on it.
Ancient Rome.The language of the Romans - Latin was known in all his possessions. We now use Latin words: church, university, empire, calendar, etc. In our calendars, the names of the months come from the names of Roman gods or emperors (March - the god Mars, July - Julius Caesar)
But in the era of the ancient world, technology also developed. Pay attention to p.57.
Compare the technical capabilities of people in the ancient world and the primitive world.c 50 and c. 57.
What can you say?
In the ancient world, an iron ax, a wheel, and sailing and rowing ships appeared.
What technical achievements of the ancient world helped people move long distances?
Sailing on sailing and rowing ships, it was possible to make long voyages and not be afraid of overseas travel. Troops on war chariots could travel long distances and suddenly attack the enemy. If we compare the tools of labor, then in the ancient world an iron ax appears. It took a whole day to cut down a tree with a stone axe, but with an iron ax it could be done in a few minutes.
Thus, technological achievements in the ancient world rose to a higher level of development.
Turn the page, read the text.
Answer the question: what was considered good and what was evil in the era of the Ancient World?
