Tongue Twisters

Presentation of the ancient world, the birth of the first civilizations. Pediatric development. Emphasize the civilization that occupied a large area

Otter Anna Aleksandrovna

Primary school teacher

Khabarovsk region, Khabarovsk city

Subject. The ancient world – the birth of the first civilizations.

Brief summary:

The main didactic task of the lesson is the “discovery” of new knowledge through the search and research activities of students.

To make the lesson lively, exciting and emotional, the lesson uses: ICT, group forms of work, problem situations.

The class is divided into 4 groups and each group fills out a support diagram. This form of work helps to activate students’ cognitive activity and develop the ability to discuss and make a collective decision. In the process of such work, the children read, discuss and systematize a large amount of educational material, the study of which is allocated only 2 lessons. An important stage of the entire work is the public performance of each group. The children learn to present the product of their intellectual activity.

During the work, there is a change in activity: frontal conversation, watching a video, independent reading, discussion, filling out support diagrams. During the lesson there is 1 physical minute, but during group work the children can move around within the group.

Subject. The ancient world – the birth of the first civilizations.

Municipal budgetary educational institution Lyceum "RITM"

Primary school teacher

Item. The world

Class. 4, secondary school.

The purpose of the lesson. Creating conditions for highlighting differences from other eras of the Ancient World through the search and research activities of students.

Lesson type. A lesson in discovering new knowledge.

UMC. "School 2100"

Teaching aids.

1. “The world around us” (“Man and humanity”) Vakhrusheva A.A., Danilova D.D., Kuznetsova S.S., Sizova E.V., Tyrina S.V. 4th grade, part 2.

2. Workbook “The World Around You” (“Man and Humanity”) by Kharitonova N.V., Sizova E.V., Stoika E.I. 4th grade

3. Support diagrams on sheets A-5

Necessary equipment and materials: ICT (projector, computer, screen), whiteboard.

This lesson is a continuation of the topic “Man and the past of humanity.”

Lesson summary

The purpose of the lesson

Creating conditions for highlighting differences from other eras of the Ancient World through the search and research activities of students.

Lesson objectives for the teacher

1. Teach to distinguish the era of the Ancient World from other eras.

2. Learn to find in modern life phenomena, discoveries and achievements that have been preserved since the times of the Ancient World.

3. Create an atmosphere of joint creative search and cooperation in the classroom.

4. Train the ability to record the steps of educational activities and follow the rules of working in groups.

Lesson objectives for students

1. “Discovery” of new knowledge through the formulation of an educational problem and the search for its solution.

2. Create support diagrams for systematizing the material.

3. Create conditions for the development of such basic personality qualities as reflexivity, responsibility for one’s own choices and the results of one’s activities.

Expected results

Subject: knowledge of the main differences of the era of the Ancient World.

Communication: developing the ability to work in groups.

Regulatory: show responsibility for your own choices and the results of your activities.

Personal: mobility, independence.

Cognitive: the ability to reflect on one’s activities.

Required equipment and materials:

ICT (projector, computer, screen), blackboard, textbook “The World Around You” (“Man and Humanity”) Vakhrusheva A.A., Danilova D.D., Kuznetsova S.S., Sizova E.V., Tyrina S. IN. 4th grade, part 2., workbook “The world around us” (“Man and humanity”) Kharitonova N.V., Sizova E.V., Stoika E.I. 4th grade

Detailed lesson summary

Lesson Plan

Lesson steps

Teacher activities

Student activities

1.Introductory part

I. Class organization. Motivation for learning activities

Goal: developing the ability to reflect on one’s activities

Teacher: Look at the board and choose your lesson plan:

I'll be attentive

I will be diligent

I will be hardworking

I'll be friendly

I will be active

I will be successful

Teacher: At the end of the lesson you will say whether you completed it or failed. Let's get to work.

Setting for activity.

Getting started

II. Updating of reference knowledge

Goal: repetition and updating of students’ knowledge on the previous topic.

What science are we studying?

What is history?

How many eras is history divided into? (for 6 eras: more than 2 million years ago, the primitive world, the Middle Ages, modern times, modern times)

What era have we already studied? (primitive world)

What signs of this era have we identified?

Check D/z: workbook p. 32 No. 1.

How did humans differ from animals in primitive society?

Check D/z: workbook p. 33 No. 2.

Working with a contour map.

Check D/z: workbook p. 34 No. 4.

Is the behavior of modern people similar to the behavior of people in primitive society?

Check D/z: workbook pp. 34 - 35.

Checking the notebooks of the children of option I.

Organization of student work, monitoring

Frontal conversation

2. Main part

III. Formulation of the problem.

Target: Creating conditions for a problem situation to arise.

The teacher offers the children a set of objects: an hourglass, a calendar (the names of the 12 months should be clearly visible), letters of the alphabet, numbers from 0 to 9.

Teacher: Do we use all these items in the modern world?

Children: Yes. Constantly.

Teacher: Do you think any of these objects are ancient, or are they all modern?

The children make suggestions that the teacher can write on the board.

Teacher: What question arises?

Children: Which of these objects could have appeared in the era of the Ancient World?

Teacher: What knowledge do we lack for this?

Children: We know nothing about the era of the Ancient World.

Result: Formulate the topic of the lesson.

Lesson topic: The ancient world - the birth of the first civilizations.

Statement of the problem, providing the necessary assistance to students.

Research

IV. “Discovery” of new knowledge by children.

Goal: acquaintance with new material and systematization of it into diagrams - supports.

1. The teacher invites the children to watch the video film “The Ancient World” to “immerse” themselves in the topic.

Goal: formation of a primary “picture” of the ancient world.

2. Independent work in groups with presentation in class.

Goal: developing the ability to work in groups, to show responsibility for one’s own choices and the results of one’s activities.

Teacher: You divided into groups before the lesson, and now decide on the roles.

Commander

Analyst

Artist

Speaker

Teacher: What are the rules for working in a group: listen to your friend, let everyone speak, learn to negotiate.

The guys receive support diagrams for working in groups.

1 group. Dispersal of civilizations.

Hemispheres are glued on sheets A-3.

Tasks on the card:

Color the outline map using the tutorial on p. 54-55.

Where did the first civilizations arise?

in which hemisphere

in what parts of the world,

near what rivers

what climate?

prepare a story about the settlement of the first civilizations.

2nd group. Civilizations of ancient Europe.

A diagram is pasted on sheets A-3.

Tasks on the card:

fill out the diagram using the textbook on p. 54-55.

prepare a story about groups of ancient civilizations.

3rd group. Achievements and inventions.

Tasks on the card:

sign the drawings using the textbook on p. 54 - 57 and paste on sheet A-3.

prepare a story about the achievements and inventions of ancient civilizations.

4th group. Features of morality.

Tasks on the card:

prepare a role-based reading of an excerpt from a textbook p. 58-59.

Talk about the morality of people of the first civilizations.

Regulatory

“Discovery” of new knowledge by children.

Fizminutka

V. Physical exercise.

Raise your hands up as many times as the century from which the Middle Ages began.

Sit down as many times as the modern era is worth.

Bow your head as many times as there are parts in the modern era

Regulatory

3. Conclusion

VI. Primary consolidation.

Purpose: oral communication according to the support diagram.

The speakers of each group speak to the class, and all the children make notes in their workbooks.

Controlling,

providing necessary assistance to students.

Practical work

4. Reflection.

VI I. Lesson summary:

Target: develop the ability to reflect on one’s activities

Teacher: Let's go back to the main question of the lesson. What achievements are still in use today?

What is the most interesting thing you remember in the era of the Ancient World?

Teacher: At the beginning of the lesson, you chose your lesson setting:

I'll be attentive

I will be diligent

I will be hardworking

I'll be friendly

I will be active

I will be successful

Teacher: Tell me if the installation was completed or if it failed. Take the corresponding color and glue it onto the rays of the sun-success. The installation can be replaced.

Who in our class is more attentive and friendly?

This is the result of your work in class.

Regulatory, organizational.

Analytical

VI II. Homework

Workbook pp. 36-37 No. 1. P. 39 No. 4.

Planning

Independent work

Introspection

When planning the lesson, the age characteristics of the students were taken into account. Children in 4th grade can already read the text of the textbook on their own, highlight the main points and fill out supporting diagrams.

This lesson is a continuation of the topic “Man and the past of humanity.” He is 2 in this topic. At the beginning of the lesson, students’ knowledge about the previous era “Primitive World” is updated.

This is a lesson in discovering new knowledge. This lesson uses: ICT tools, group work, problem situations, “discovery” of new knowledge through the formulation of an educational problem and the search for its solution.

High performance of students was achieved due to interest, high cognitive activity and an optimal combination of group work with a large volume of studied material.

A friendly psychological atmosphere was maintained during the lesson. The guys communicated very productively in groups. The “product” of their analytical activity was support diagrams.

We managed to fully implement all the assigned tasks.

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Slide captions:

The ancient world - the birth of the first civilizations Do we use a calendar, hourglass, numbers, alphabet in the modern world?

In the modern world, do we use a calendar, hourglass, numbers, alphabet?
Which of the above do you think are ancient objects?
What is the Ancient World?
Could a clock, calendar, letters, numbers appear in a primitive society?

What objects could have appeared in the era of the Ancient World?

What objects could have appeared in the era of the Ancient World?
What knowledge do we lack?

Civilization is a new, higher stage of human development, different countries with their own special culture

The main signs of civilization:

State (king, taxes, army)
Cities
Writing

Ancient Rome Ancient Greece

Ancient Egypt

Mesopotamia

Ancient China

Ancient India

Ancient Rome

Ancient Rome is located on the Apennine Peninsula. The capital is the city of Rome, founded in 753 BC. on the banks of the Tiber River by the twins Romulus and Remus, sons of the Vestal Virgin Rhea Silvia and the god of war Mars.

The city was founded on the top of the Capitoline Hill, where administrative buildings subsequently appeared: the Senate, the Tribune. The Romans were brilliant builders and architects. Rome was built according to an ideal layout. Open squares alternated with straight avenues and streets that intersected at right angles; the squares were decorated with statues.

There are many interesting events in the history of Rome: the life of Gaius Julius Caesar, the uprising of Spartacus, the Punic Wars

Ancient Rome They invented the water mill, Tironian marks (in the modern sense - shorthand), concrete; and the Romans’ habit of salting greens led to the formation of the word “salad.”

Multi-story houses.

Multi-storey buildings appeared in Rome not at all because of a good life. The problem of overpopulation was already familiar in those distant times. The only way out of the situation was high-rise buildings that were rented out. The poor lived under the very roof. They had to climb right up to the roof using an external staircase that started right on the street. These apartments were so low and cramped that it was only possible to walk through the rooms while bending over.

Ancient Rome Sewerage. Sewage was constantly washed away through an inclined pipe with water from a nearby thermal source. This was the first full-fledged sewer system, also known as the “Cloaca,” the diameter of the main tunnels of which reached 7 meters.

Double-glazed windows.

Of course, glass was not invented by the ancient Romans. But it was they who brought window craft to perfection. The world's first regular window design measuring 1 x 1.7 m was located under the vault of the changing room of the baths in Pompeii and consisted of a bronze frame with frosted glass. At the same time, the inhabitants of Ancient Rome realized that the main part of the warm air escapes through the window, and if you place two glasses, one behind the other with a distance of five centimeters, then the house becomes much warmer.

Ancient Rome Triumphal arches are also a Roman architectural innovation, possibly borrowed from the Etruscans. Arches were built for various reasons - both in honor of victories and as a sign of the consecration of new cities. However, their primary meaning is associated with triumph - a solemn procession in honor of victory over the enemy. Passing through the arch, the emperor returned to his hometown in a new capacity. The arch was the border between one's own and another's.

Egypt is an ancient state that existed in the Lower Nile Valley.

The territory of Egypt was a narrow ribbon of fertile soil stretching along the banks of the Nile. On both sides the valley was bordered by mountain ranges.

At first the country was divided into Upper and Lower Egypt.

The ancient Egyptians grew barley, wheat, grapes, figs and dates, and raised large and small livestock.

In 3 thousand BC. The royal power was significantly strengthened and strengthened. This was reflected in the most famous monuments of Ancient Egypt - the pyramids.

Ancient Egypt

Ancient Egypt 1. Ancient Egypt made a huge contribution to world culture. The Egyptians found a more suitable material for writing than clay - papyrus. This is a reed that grows in abundance along the banks of the Nile River. They wrote with drawing-like signs called hieroglyphs. The Egyptians called them “divine speech.” They attached important religious and magical significance to the letters.

2. The Egyptians built their homes from clay, silt and straw. Later they learned to make bricks from clay, bake them in the sun and build houses from them.

Ancient Egypt

3. The Egyptians grew wheat, barley, and flax, from which they wove linen and sewed clothes. Cattle were raised. The Egyptians hunted on land from chariots and on water from boats. They hunted hippos with harpoons and ropes.

4. The tallest and oldest is the Pyramid of Cheops. It reaches 146 meters in height. This is the only wonder of the world that has survived to this day. It was built over 20 years. 100 thousand people worked on its construction and six and a half million tons of stones were used.

Ancient Egypt 5. There were medical schools in Egypt. Ancient Egyptian doctors had a good understanding of how the human body works. Belief in the afterlife led the Egyptians to embalming (mummification) of the bodies of the dead.

6. The Egyptians wore light linen clothes that were not hot. Both men and women used cosmetics. Rich people wore wigs and jewelry made of gold and semi-precious stones.

BELIEFS IN ANCIENT EGYPT

ACCORDING TO THE BELIEFS OF THE EGYPTIANS, MAN CONSISTED OF A BODY (CHET), A SHADOW (HAYBET), A NAME (RAN) AND AN INVISIBLE DOUBLE (KA). BELIEF IN AN AFTERLIFE WAS REFLECTED IN THE RELIGION OF THE EGYPTIANS. SUN GOD – RA,

FAVORITE GOD – OSIRIS. A COMPLEX EMBALMMING PROCEDURE WAS USED TO ENTER THE KA INTO THE MUMMY. THIS IS WHY PRESERVING THE BODY AS A MUMMY WAS SO IMPORTANT

Ancient China

They made silk fabric (even books were made from this material, but they were very expensive).
Invented a cheap material - paper
The compass was invented
Learned how to grow tea

Single coin of China

Chinese Wall

Ancient Greece

Ancient Greece was located in the south of the Balkan Peninsula and included the islands of the Aegean and Ionian seas.

From 8th century BC The Greeks called themselves Hellenes.

The population of Ancient Greece was engaged in agriculture, gardening (especially growing grapes and olives), and cattle breeding (preference was given to small livestock - goats). Crafts were also developed.

In historical times, the territory of the Hellenes was divided into many small states.

The largest policies were Sparta and Athens.

The ancient Greeks believed in many gods: Zeus, Athena, Apollo, Neptune, Hera, Artemis, Hermes and others. Ancient Greece gave the world the Olympic Games.

Ancient Greece

1. Sparta, even in peacetime, was like a military camp. The sons of Spartan citizens entered schools at the age of 7, where they underwent severe training. To teach boys to endure the hardships of military service without complaint, they were brutally flogged in churches once a year. At the same time, the boys should not even moan. The greatest attention was paid to the development of strength, endurance, courage, the ability to obey and command. Boys were also taught correct speech (it had to be clear and concise - concise), reading and writing, playing musical instruments, and choral singing. The girls were raised in the family, they were also necessarily developed physically. Young men at the age of 20 began military service, which lasted until the age of 60.

Ancient Greece

2. In another Greek state - Athens, named after the goddess Athena - the Goddess of war, wisdom, knowledge, arts, crafts, courage and courage were revered, but they attached great importance to the arts and sciences. The art of oratory - eloquence - was especially valued. It was specially taught to boys in gymnasiums.

Ancient Greece

3. Above all, the ancient Greeks valued scientific knowledge, which amazed even their descendants. One of the most famous Greeks, Archimedes, was a scientist, mathematician, mechanic, and the founder of theoretical mechanics and hydrostatics. He made many discoveries: the law of floating bodies, named after him, invented a screw for lifting water to land. Pythagoras was a mathematician, geometer, philosopher, religious and political figure. He is credited with studying the properties of integers, proving the Pythagorean theorem, and more. The writers Aeschylus, Sophocles, and Euripides became famous for their plays. The historian Herodotus is called the “father” of history. Great philosophers were Socrates, Plato, Aristotle. The theater also came to us from Greece

Ancient Greece

4. The art of mosaic was born in Ancient Greece, where images were made from multi-colored pebbles. In Ancient Greece, they painted ceramic vessels: amphorae (sharp-bottomed vessel), kylix (elegant bowl), kraters (large vessel). The subjects for painting were legends, myths, scenes from everyday life, and athletic competitions.

Ancient Greece

Either the vases are giants, or the dwarfs are vases, and each vase has a drawing and a story! A hero in a chariot flies to war. The Argonauts are sailing to a foreign country. Perseus kills the Gorgon Medusa. But Artemis, the goddess of the hunt, shoots at someone with a well-aimed bow. And this is Orpheus playing the lyre. And this is a sports trophy being awarded.

The ancient Greeks plied the seas, They found time for sports, And they also invented the Olympic Games in ancient days!

Ancient Greek theater

in Pergamon...

In the city of Olympus, pan-Greek sports competitions - the Olympic Games - were held every 4 years. They celebrated in honor of the god Zeus. Competitions were held in running, wrestling, and chariot racing. The winner's head was crowned with a laurel wreath. During the Olympic Games all hostilities ceased. Artists and poets came here. The custom of reading literary works and reciting poetry was established here. During the Olympics, the Greek states announced the conclusion of important treaties and sealed them with oaths at the altars of the gods.

Mesopotamia

The large cities of Mesopotamia were the centers of states that appeared more than 5 thousand years ago.

During excavations in Mesopotamia, archaeologists found many clay tablets covered with wedge-shaped icons, which turned out to be the oldest writing system on Earth. It turns out that the Sumerians opened the era of written history and found a means of expressing speech in the form of symbols. The Sumerians used tablets made of soft clay as a writing material, on which they pressed icons - “wedges” with a special stick. Each icon represented a whole word. The tablets were fired for strength. Cuneiform used 700 characters, so few people knew it. The profession of a scribe was very respected.

Mesopotamia

They established order in society and regulated relations between people. The laws are carved on a basalt slab found by archaeologists in 1901. contained 282 articles. In the laws you can find information about the purpose of their creation, about the peculiarities of the Babylonian economy, about the development of society, about slavery, trade, the army, and many others.

The Sumerians invented the wheel, the plow, the irrigation system, the bow for hunting, they began to grow wheat, flax, peas, and grapes for the first time; thousands of years ago the Sumerians knew mathematics and astronomy.

From the 10th century BC. they use iron extensively.

The development of ancient Indian architecture has some peculiarities. Monuments that existed before the 3rd century BC. e., have not survived to this day, since wood served as the building material. From the 3rd century BC. e. stone is used in construction.

Great Stupa No. 1,

Where are Buddha's relics kept?

Cave temple at Ajanta (Gupta Empire)

Ancient India

Ancient Indian art

Buddha statue

Ancient fresco from

Ajanta Temple (under the Guptas)

Decimal digits

Lesson summary:

What is the era of the Ancient World?
What civilized countries existed in the era of the Ancient World?
What is the main difference between the era of the Ancient World and the era of the Primordial World?

Lesson summary:

What surprised you in the lesson?
What did you gain, feel, think?
What new things have you discovered?
What was more successful?
Why did we need this lesson?
Green – I was active and happy with my job.
Yellow - I tried, but I didn’t succeed.
Red – I didn’t work well enough.

Draw a circle of the selected color next to the topic of the lesson in the “Workbook”

+ [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 era of 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 one 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?