Europeans in a new light summary. Methodical development of the lesson "early modern times". Main features of the early modern period

Western European colonization of "new" lands in the XVI-XVII centuries. is a very important process of development of the American continent. Europeans moved to uncharted lands in search of a better life. At the same time, the colonialists faced resistance and conflicts with the local residents - the Indians. In this lesson, you will learn how the conquest of Mexico and Central America took place, how the civilizations of the Aztecs, Mayans and Incas were destroyed, and what are the results of this colonization.

Western European colonization of new lands

background

The discovery of new lands was associated with the search for new Europeans sea ​​routes to the East. The usual trade communications were cut by the Turks. Europeans needed precious metals and spices. The progress of shipbuilding and navigation allowed them to make long sea voyages. Technological superiority over the inhabitants of other continents (including the possession of firearms) allowed Europeans to make rapid territorial seizures. They soon discovered that the colonies could be a source of great profits and get rich quick.

Developments

1494 - Treaty of Tordesillas on the division of colonial possessions between Spain and Portugal. The dividing line ran across the Atlantic Ocean from north to south.

1519 - about five hundred conquistadors, led by Cortes, landed in Mexico.

In 1521, the Aztec capital of Tenochtitlan was captured. A new colony, Mexico, was founded on the conquered territory. ( about the Aztecs and their ruler Montezuma II).

1532-1535 - Conquistadors led by Pizarro conquer the Inca Empire.

1528 - the beginning of the conquest of the Mayan civilization. In 1697, the last Mayan city was captured (resistance lasted 169 years).

The penetration of Europeans into America led to massive epidemics and the death of a huge number of people. The Indians were not immune to the diseases of the Old World.

1600 - The English East India Company was created, which equipped and sent ships to the "Spice Islands".

1602 - Dutch East India Company established. From the government, the company received the right to seize land and manage the local population.

By 1641, most of the fortresses of Indonesia were in the hands of the Dutch.

1607 - City of Jamestown founded, first English settlement in the New World.

1608 - The French establish the colony of Quebec in Canada.

17th century - The French colonized the Mississippi River valley and founded the Louisiana colony there.

1626 - The Dutch found New Amsterdam on Manhattan Island (future New York).

1619 - English colonists bring the first group of slaves into North America.

1620 - English Puritans found the colony of New Plymouth (north of Jamestown). They are considered the founders of America - the Pilgrim Fathers.

End of the 17th century - in America there are already 13 English colonies, each of which considered itself a small state (state).

Members

Conquistadors - Spanish conquerors who participated in the conquest of the New World.

Hernan Cortes- Spanish nobleman, conquistador. Led the conquest of the Aztec state.

Francisco Pizarro- conquistador, led the conquest of the state of the Incas.

Conclusion

In the 16th century, two major colonial empires emerged - the Spanish and the Portuguese. The rule of Spain and Portugal was established in South America.

The colony was headed by a viceroy appointed by the king.

In Mexico and Peru, the Spaniards organized the mining of gold and silver. Trade in colonial goods brought great profits. Merchants sold goods in Europe 1000 times more expensive than the price at which they were bought in the colonies. Europeans got acquainted with corn, potatoes, tobacco, tomatoes, molasses, cotton.

Gradually, a single world market took shape. Over time, a slave-owning plantation economy developed in the colonies. The Indians were forced to work on the plantations, and from the beginning of the 17th century. - slaves from Africa.

The colonies became a source of enrichment for the Europeans. This led to the rivalry of European countries for the possession of colonies.

In the XVII century, France and Holland pushed the Spaniards and Portuguese in the colonies.

In the XVI-XVIII centuries. England won the battle for the seas. It became the strongest maritime and colonial power in the world.

The lesson will talk about Western European colonization"new" lands in the XVI-XVII centuries.

Great geographical discoveries radically changed the vector of development of the American continent. XVI-XVII centuries in the history of the New World is called conquista, or colonization (which means "conquest").

The natives of the American continent were numerous Indian tribes, and in the north - the Aleuts and Eskimos. Many of them are well known today. So, in North America, the Apache tribes lived (Fig. 1), popularized later in cowboy films. Central America is represented by the Maya civilization (Fig. 2), and the Aztec state was located on the territory of the modern state of Mexico. Their capital was located on the territory of the modern capital of Mexico - Mexico City - and was then called Tenochtitlan (Fig. 3). In South America, the Inca civilization was the largest Indian state.

Rice. 1. Apache tribes

Rice. 2. Maya civilization

Rice. 3. The capital of the Aztec civilization - Tenochtitlan

Participants in the colonization of America (conquests) were called conquistadors, and their leaders were called adelantados. The conquistadors were impoverished Spanish knights. The main reason that prompted them to seek happiness in America was the ruin, the end of the reconquista, as well as the economic and political aspirations of the Spanish crown. The most famous adelantodo were the conqueror of Mexico, who destroyed the Aztec civilization, Hernando Cortes, Francisco Pizarro, who conquered the Inca civilization, and Hernando de Sota, the first European to discover the Mississippi River. The conquistadors were robbers and invaders. Their main goal was military glory and personal enrichment.

Hernando Cortes is the most famous conquistador, the conqueror of Mexico, who destroyed the Aztec empire (Fig. 4). In July 1519, Hernando Cortes landed with an army on the coast of the Gulf of Mexico. Leaving the garrison, he went deep into the continent. The conquest of Mexico was accompanied by the physical extermination of the local population, the looting and burning of Indian cities. Cortes had allies from the Indians. Despite the fact that the Europeans surpassed the Indians in the quality of weapons, their numbers were thousands of times smaller. Cortes concluded an agreement with one of the Indian tribes, which made up the bulk of his troops. According to the treaty, after the conquest of Mexico, this tribe was to gain independence. However, this agreement was not respected. In November 1519, Cortes, together with his allies, captured the Aztec capital of Tenochtitlan. For more than six months, the Spaniards held power in the city. Only on the night of July 1, 1520, the Aztecs managed to expel the invaders from the city. The Spaniards lost all artillery, human losses were great. Soon, having received reinforcements from Cuba, Cortes again captured the Aztec capital. In 1521, the Aztec kingdom fell. Until 1524, Hernando Cortés was the sole ruler of Mexico.

Rice. 4. Hernando Cortes

The Maya civilization lived south of the Aztecs, in Central America, on the Yucatan Peninsula. In 1528, the Spaniards began to conquer the Mayan territories. However, the Maya resisted for more than 169 years, and only in 1697 the Spaniards were able to capture the last city inhabited by the Maya tribe. Today, about 6 million descendants of the Maya Indians live in Central America.

A famous adelantado who conquered the Inca empire was Francisco Pizarro (Fig. 5). The first two expeditions of Pizarro 1524-1525 and 1526 were unsuccessful. Only in 1531 did he set off on his third expedition to conquer the Inca empire. In 1533, Pizarro captured the leader of the Incas - Atahualpa. He managed to get a large ransom for the leader, and then Pizarro killed him. In 1533, the Spaniards captured the capital of the Incas - the city of Cusco. In 1535, Pizarro founded the city of Lima. The Spaniards called the captured territory Chile, which means "cold." The consequences of this expedition were tragic for the Indians. For half a century in the conquered territories, the number of Indians has decreased by more than 5 times. This was due not only to the physical extermination of the local population, but also to the diseases that the Europeans brought to the continent.

Rice. 5. Francisco Pizarro

In 1531, Hernando de Soto (Fig. 6) took part in the campaign of Francis Pizarro against the Incas, and in 1539 he was appointed governor of Cuba and undertook an aggressive campaign in North America. In May 1539, Hernando de Sota landed on the coast of Florida and marched to the Alabama River. In May 1541, he came to the coast of the Mississippi River, crossed it and reached the valley of the Arkansas River. He then fell ill, was forced to turn back, and died in Louisiana in May 1542. His companions returned to Mexico in 1543. Although contemporaries considered de Soto's campaign a failure, its significance was nevertheless very great. The aggressive attitude of the conquerors towards the local population led to the outflow of Indian tribes from the territory of the Mississippi River. This facilitated the further colonization of these territories.

In the XVI-XVII centuries. Spain captured vast territories in the Americas. Spain held these lands for a long time, and the last Spanish colony was conquered only in 1898 by a new state - the United States of America.

Rice. 6. Hernando de Soto

Not only Spain colonized the lands of the American continent. At the end of the 16th century, England made two unsuccessful attempts to establish colonies in North America. Only in 1605 did two joint-stock companies receive a license from King James I to colonize Virginia. At that time, the term Virginia meant the entire territory of North America.

The First London Virginia Company was licensed to the southern part of North America, and the Plymouth Company was licensed to the northern part. Officially, both companies set as their goal the spread of Christianity on the continent, the license gave them the right to search and mine gold, silver and other precious metals on the continent by all means.

In 1607, the city of Jamestown was founded - the first settlement of the British in America (Fig. 7). In 1619, two major events took place. This year, Governor George Yardley transferred some of his powers to a council of burghers, thus establishing the first elected council in the New World. legislative assembly. In the same year, a group of English colonists acquired Africans of Angolan origin and, despite the fact that they were not yet officially slaves, the history of slavery in the United States of America begins from that moment (Fig. 8).

Rice. 7. Jamestown - the first English settlement in America

Rice. 8. Slavery in America

The population of the colony developed a difficult relationship with the Indian tribes. The colonists were repeatedly attacked by them. In December 1620, a ship carrying Puritan Calvinists, the so-called Pilgrim Fathers, arrived on the Atlantic coast of Massachusetts. This event is considered the beginning of the active colonization of the American continent by the British. By the end of the 17th century, England had 13 colonies on the American continent. Among them: Virginia (early Virginia), New Hampshire, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, North Carolina, South Carolina and Georgia. Thus, by the end of the 17th century, the British had colonized the entire Atlantic coast of the modern United States.

At the end of the 16th century, France began to build its colonial empire, which stretched west from the Gulf of St. Lawrence to the so-called Rocky Mountains, and south to the Gulf of Mexico. France colonizes the Antilles, and in South America establishes the colony of Guiana, which is still French territory.

The second largest colonizer of Central and South America after Spain is Portugal. It took over the territory that today is the state of Brazil. Gradually, the Portuguese colonial empire in the second half of the 17th century declined and gave way to the Dutch in South America.

The Dutch West India Company, founded in 1621, acquires a monopoly on trade in South America and West Africa. Gradually, in the 17th century, the leading place among the colonial powers was occupied by England and Holland (Fig. 9). Between them there is a struggle for trade routes.

Rice. 9. Possessions of European countries on the American continent

Summing up the results of Western European colonization in the 16th-17th centuries, the following can be distinguished.

social change

The colonization of America led to the extermination of the local population, the remaining natives were driven into reservations, subjected to social discrimination. The conquistadors destroyed the ancient cultures of the New World. Christianity spread along with the colonialists on the American continent.

Economic changes

Colonization led to the shift of the most important trade routes from the inland seas to the ocean. Thus, the Mediterranean Sea has lost its decisive importance for the economy of Europe. The influx of gold and silver led to a fall in the price of precious metals and a rise in the price of other commodities. The active development of trade on a global scale stimulated entrepreneurial activity.

household changes

The menu of Europeans included potatoes, tomatoes, cocoa beans, chocolate. Europeans brought tobacco from America, and from that moment such a habit as tobacco smoking has been spreading.

Homework

1. What do you think caused the development of new lands?
2. Tell us about the conquests of the Aztec, Maya and Inca tribes by the colonists.
3. Which European states were the leading colonial powers at that time?
4. Tell us about the social, economic and domestic changes that occurred as a result of Western European colonization.

1. Godsbay.ru ().
2. Megabook.ru ().
3. worldview.net().
4. Biofile.ru ().

1. Vedyushkin V.A., Burin S.N. Textbook on the history of the New Age, Grade 7, M., 2013.
2. Verlinden C., Mathis G. Conquerors of America. Columbus. Cortes / Per. with him. HELL. Dera, I.I. Zharova. - Rostov-on-Don: Phoenix, 1997.
3. Gulyaev V.I. In the footsteps of the conquistadors. - M.: Nauka, 1976.
4. Duverger Christian. Cortes. - M.: Young Guard, 2005.
5. Innes Hammond. Conquistadors. History of the Spanish conquests of the XV-XVI centuries. - M.: Tsentrpoligraf, 2002.
6. Kofman A.F. Conquistadors. Three Chronicles of the Conquest of America. - St. Petersburg: Symposium, 2009.
7. Paul John, Robinson Charles. Aztecs and conquistadors. The death of a great civilization. - M.: Eksmo, 2009.
8. Prescott William Hickling. Conquest of Mexico. Conquest of Peru. - M .: Publishing house "V. Sekachev, 2012.
9. Hamming John. Conquest of the Inca Empire. The Curse of a Lost Civilization / Per. from English. L.A. Karpova. - M.: Tsentrpoligraf, 2009.
10. Yudovskaya A.Ya. General history. History of the New Age. 1500-1800. M.: "Enlightenment", 2012.

MUNICIPAL BUDGET GENERAL EDUCATIONAL

INSTITUTION SECONDARY EDUCATIONAL SCHOOL №13

LESSON SUMMARY ON WORLD HISTORY

7TH GRADE

Topic:

"Europeans in the New World"

History and social studies teacher

MBOU secondary school №13 Stavropol

Parshina Marina Viktorovna

Stavropol,

2015-2016

Topic "Europeans in the New World"

Lesson type: a lesson in learning new knowledge

The form: problematic lesson

Class: 7

Level of study: base

The purpose of the lesson : continue studying the topic of the Great geographical discoveries and consolidate the knowledge gained.

Tasks:

Educational:

To form students' ideas about the occupation of the colonists in America or the New World;

To introduce students to the first colonies of England in America;

Explain the concept of "conquistador";

To form an idea of ​​​​the civilizations of the Maya, Aztecs and Incas.

Explain concepts such as "creoles", "mestizos", "mulattoes", "private";

To acquaint students with the discoveries of the British, French, etc.

Developing:

Continue to develop skills in working with a map, with a textbook.

Develop cause-and-effect relationships between the events of the beginning of the WGO and the end of the WGO.

Development of speech culture skills;

Develop such cognitive processes students as speech, memory, thinking, attention based on the visual material of the topic.

Continue to develop the ability to use terms;

Develop skill express your opinion and prove your point of view.

Educational:

Cultivate a geographical culture;

To cultivate a sense of respect for the events of this period;

To cultivate the ability to listen to other people's opinions when discussing the policy of the colonists in America.

Lesson Form: traditional.

Equipment : board, chalk, textbook, world map, visual material (printed images of conquistadors, Mayans, Aztecs, architectural monuments of their civilizations, pirates)

During the classes

The teacher greets the students and checks the presence of students, asking the class attendant to report the absence.

The students greet the teacher by getting up from their seats. The class attendant informs the teacher about those who are absent from the class.

2. Checking homework.

Front poll:

Chronology of Modern History?

What are the causes of VGO?

Define "reconquest" and "conquista". What are the similarities and differences?

List the WGOs and discoverers by showing routes on the map.

The teacher comments on the answers of the students, puts marks

5. Tell us about the first section of the world.

1. The first period is the early modern time (from the end of the 15th to the middle of the 17th century) and the second period is the New History (from the middle of the 17th to the 19th centuries)

2. Trade development; shortage of gold and silver; increase in the treasury; technical innovations - new ships, compass, maps.

3.Reconquista- This is the displacement by Christians of Muslim rulers from the Iberian Peninsula. Conquista - conquest of Africa. Similarities: this is the conquest of new territories, the development of trade and cities in these territories. Differences: the events of the reconquista took place in the Iberian Peninsula, and the conquest took place in Africa.

4. Enrique "navigator" - explored the coast of Africa - about. Cape Verde, modern Guinea and Sierra Leone.

1488 Bartolomeo Dias - Cape of Good Hope

1492 Columbus discovers America.

1513 was opened Pacific Ocean-Vasco Nunez Balboa

1519-1522 - Journey of Magellan.

5.1494 Treaty of Tordsillas between Spain and Portugal. A conditional meridian was drawn along Atlantic Ocean: all newly discovered lands and seas lying to the west of it were declared dominions of Spain, to the east - Portugal.

3. Studying a new topic.

Setting the topic

Who discovered America or the New World?

opened in America new world. To Europeans, their way of life seemed to embody the mythical "golden age". The Indians mistook the aliens for unearthly creatures. The Spanish nobles wanted to personally enrich themselves, they were only interested in gold. Many remained to live in a new place, were engaged in agriculture. The Spaniards turned the Indians into slaves and drove them to the mines or exported them to Europe as slaves. They were treated with cruelty. The monks who came to the New World couldn't stop the cruelty because they thought the Indians had no soul. Then came forced Christianization. Thus, having penetrated into America, the Spaniards pursue a cruel policy there. Let's move on to point 2. In search of gold, the Spaniards began a conquest.

Remember what a conquista is?

The people who participated in the conquest were called conquistadors

Despite their small numbers, they had a great advantage in armament. In search of gold, they met with highly developed civilizations Mayan, the Aztecs and the Incas. Now we will learn about these civilizations together.

Working with text in groups

In 1519, a detachment of conquistadors went to conquer the Aztecs. Hernan Cortes led the campaign. But the conquistadors could not capture the Aztec capital, Tenochtitlan, and then they enlisted the support of hostile tribes and captured the capital. On behalf of the ruler, the invaders ruled the empire, and when the local population rose to revolt, the conquistadors cut off the water supply and the Aztecs surrendered. The conquest of Mexico continued until the 17th century. A large number of the local population died in the mines, extracting gold.

Working with the text of the textbook and the supporting abstract

Columbus and Amerigo Vespucci

Conquista - the conquest of Africa.

Conquistadors are people who participate in a conquest.

Working with text in groups

Mayan appeared there in the 10th century BC and in just 500 years on the site of an impenetrable rainforest, a civilization was created where astronomy, mathematics, architecture, sculpture, painting were developed. state system. The Maya created an accurate solar calendar, the most complex hieroglyphic writing, used the concept of zero before the Arabs and Hindus, predicted solar and lunar eclipses, calculated the movements of Venus with an error of only 14 seconds per year, achieved amazing perfection in architecture, sculpture, painting and ceramics. They worshiped their gods and at the same time obeyed the kings and priests, built temples and palaces under their leadership, performed ritual rites, sacrificed themselves, fought with their neighbors.
The Maya created cities that were extraordinary in themselves, built only on muscular strength.

Aztecs they came to the Mexico Valley from the north - most likely from the lands now owned by the United States. At that time, the entire territory of the valley was divided between local tribes and, naturally, none of them wanted to share the land with the newcomers. After conferring, the local leaders decided to give the aliens an uninhabited island on Lake Texcoco. There were many snakes on the island, so the locals expected that the newcomers on the island would have a hard time. Arriving on the island, the Aztecs saw that many snakes lived on it, and they were very happy about this, since the snakes were their food. The Aztecs had extensive knowledge in the field of astronomy, which they inherited from more ancient cultures. The Aztec civilization also inherited the architecture of the pyramids, sculpture and painting. Aztecs
mined and processed gold, silver, coal. They built many roads and bridges. The Aztecs developed the art of dance and many sports; theater and poetry. They had a ball game very similar to today's basketball. The Aztecs were very well educated, teaching such disciplines as: religion, astronomy, history of laws, medicine, music and the art of war.

The Incas- an Indian tribe that lived on the territory of Peru and created, shortly before the Spanish conquest, a vast empire centered in Cuzco, in the Peruvian Andes. The Inca Empire, one of two empires that existed in the New World at the time of Columbus, stretched north to south from Colombia to Central Chile and included what is now Peru, Bolivia, Ecuador, northern Chile, and northwestern Argentina. The Indians called the Inca only the emperor, and the conquistadors used this word to refer to the entire tribe, which in the pre-Columbian era, apparently, used the self-name "capac-kuna" ("great", "illustrious"). were engaged agriculture, grew corn, potatoes. Breeding llamas. Religion was practical and permeated the life of the Incas. Agriculture was revered as a sacred occupation, and everything connected with it became huaca. The Incas believed in the immortality of the soul. Inca art gravitated towards rigor and beauty. The main art of the Incas was casting from precious metals.

1498 Giovanni Cabota discovered Fr. Newfoundler.

1534 - Jacques Cartier discovered Canada.

Roanoke, Virginia - First colonies.

Consolidation and reflection

Historical five-minute (application)

Self-check and mutual check

Homework.

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Slides captions:

English in the New World

In 1607, a group of colonists who landed in what is now Virginia founded the city of Jamestown, named after King James I Stuart.

Thanksgiving Day The first colonists had to live in very difficult conditions: fight cold and hunger, clear forests, build dwellings and fortifications

Among the settlers were many English, Scots and Irish. Some were driven by need and the hope of getting rich in a new place, others fled from justice, many fled from religious persecution. They were determined and independent people. The "spirit of freedom" was characteristic of the first Americans, and their descendants are still proud of this feature of the national character.

In 1620, a group of English Puritans set off for the New World on the Mayflower ship.

England on the shores of America -The core of the modern United States was 13 colonies - The center of business and trade activity in New England was Boston, the capital of Massachusetts

Early American society Elite: large landowners, merchants, bankers, owners of manufactories Middle layer: farmers, merchants, artisans, lawyers Niza: peasants, indentured servants, Negro slaves.

At the head of the colonies were governors appointed by the English crown. Under them, there were assemblies representing the full-fledged white male population. Women, blacks and Indians had no political rights.

The relationship of the colonies with Britain was unequal. From America to Britain they exported furs, grain, wood, tobacco, and fish. Machine tools and equipment, essential goods were supplied from Britain, while it was forbidden to export the latest mechanisms to the New World.

1765 - Stamp Act The tax was imposed on all commercial transactions, publishing activities and legal transactions. A wave of indignation arose in the colonies. The Sons of Liberty Society urged Americans "to be no more slaves of the English." England has abolished most taxes, leaving only one for tea.

"Boston Tea Party" In 1773, a large cargo of tea was brought to Boston at a deliberately low price. He was assigned the role of bait, the British authorities hoped that the Americans would not last long without this product. But the colonists continued the boycott. Bostonians, disguised as Indians, carried away a crowd of citizens to the port to the battle cries and, having boarded the ships, sown all the tea in the sea.

"Boston Tea Party"

The British began to urgently transfer additional troops to the New World. The Americans began to realize that they are a single community, they have their own economic interests, culture and their own destiny, and their paths with England may diverge.

Homework paragraph 28. Textbook Dmitriev O.V.

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This methodological development is intended both for a lesson on General History on the topic "Early Modern Times". It is intended for students in grades 10-11 of general education schools, as well as for students in the second or third year of schools and technical schools. Methodical development compiled taking into account modern pedagogical technologies and requirements for pedagogical development.

Distinctive feature: the lesson reveals a large and significant material, which implies that students already have some knowledge on this topic and the previous topic, therefore great attention is given to preparing for the lesson, careful selection of material and its adequate placement in a multimedia presentation. Moreover, the proposed form of the lesson is aimed at developing thinking, developing one's own opinion and the ability to defend one's own life position.

Introduction

"... The key to understanding the world is not in the natural order of things... but in the history of man"

Barg M.A.

The Early Modern Age is one of the most significant periods world history. It was during this period that the foundations were laid that would change the face of Europe. They will turn it from a poor outback into a stronghold of prosperity. It was during this era that the transition from the Middle Ages to the new time was made. “Absolutism” is affirmed and manufactories appear, brilliant artists are born and great geographical discoveries are made, ideas about the world and man change. This is especially important now, when our, today's world, is at a crossroads and not only the fate of a person, but the whole world may depend on the choice that we make - this is expressed relevance this topic.

The purpose of the lesson: to form in students an understanding of the importance of this historical period for further development history and own position to this phenomenon. To achieve this goal, it is necessary to solve the following tasks:

• activate students;
• form a positive relationship with each other;
• contribute to the formation of clear life positions, such as: making responsible decisions, benevolent attitude towards people, etc.
• develop the ability to resolve conflict situations;
• to instill skills in evaluative activity (the ability to justify one's attitude to events and their participants);
• learn to use additional information in different sources.

Currently, information technology is taking an increasingly strong place in the educational process. This allows you to diversify even the most boring lesson. The principle of visibility is especially important, which is successfully implemented using various multimedia programs and electronic textbooks. The lesson reveals a large and significant material, which implies that students already have some knowledge on this topic and the previous topic, so much attention is paid to preparing for the lesson, careful selection of material and its adequate placement in a multimedia presentation. Moreover, the proposed form of the lesson is aimed at developing thinking, developing one's own opinion and the ability to defend one's own life position. This will develop the following competencies of students, such as:

• respect the culture and history of other peoples (intercultural competencies);

To solve the tasks set, the most acceptable form of the lesson was chosen as a method of teaching in small groups of cooperation using modern information technologies (in particular, a multimedia presentation of the main material).

When compiling the methodological development of extracurricular activities, the principles of creating pedagogical developments by V.Z. Rylov. The presented event was created for students in grades 10-11, as well as for students of the second and third years of the NGO system. Calculated for 45 min. study time.

Terms and concepts used in the topic: early modern times, absolutism, democracy of the nobility, craft, manufacture, Great geographical discoveries, Renaissance, Reformation.

• Prepare in advance (before the lesson) multimedia equipment, a computer and the presentation itself; Also, this lesson can be conducted using an interactive whiteboard.
• Before the start of the lesson, it is also recommended to write a work plan for students on the board.
• A multimedia presentation can contain the main key points of the lesson, which will reduce the time for studying the material. Clearly convey the necessary information.
• In the event that it is not possible to conduct a multimedia presentation, then it is necessary to prepare a number of diagrams on the key points of the topic (approximately the same as in the multimedia slides).
• It is best to check the knowledge of the previous material using cards, because. this will reduce the time for updating, and peer review will enable students to find out their grades in the lesson.
• The explanation of terms is best done in comparison with previously studied material, asking questions during the lesson.
• Handouts should be distributed prior to the start of the session.
• The group of students must be divided into four subgroups of 4-5 people.
• Put one trained student in charge of the computer. The coherence of the actions of the teacher and the student must be worked out in advance.
• Homework is best indicated on a card, which also eliminates the need to write it down on the board.

General characteristics of the lesson

Lesson type: learning new material

Type of lesson: combined

Lesson Objectives:

• To form in students an idea of ​​the essence of the important historical period of the Early Modern Age, its importance and necessity for further study of history.
• Lead students to critical reflection and generalization of already known material.
• Present and summarize the information learned in the lesson.

Learning goal: To ensure the study of new material on the topic "Early Modern Times", to teach to highlight the main, essential in the material being studied. Build group work skills.

Development goal: To develop students' ability to search for information from different sources, draw conclusions, summarize and systematize information, form their cognitive activity and creative thinking.

educational goal: To cultivate an attentive attitude to any kind of documentation, the desire for cooperation.

By the end of the lesson, students will be able to:

• express your thoughts coherently and logically;
• organize information using graphic forms;
• find and use additional information;
• develop practical and analytical skills;

The place and role of the topic in the entire course: This topic opens the cycle of lessons on "New Time" and is fundamental for the entire subsequent course. "Early modern times" produced a kind of revolution in the social, economic and spiritual life of Western Europe. It destroyed the old medieval value system and formed a new view of the human personality.

Equipment and materials used in the lesson:

• Multimedia projector, PC
• Map "Great geographical discoveries" - designed to form an idea of ​​the magnitude of this phenomenon.
• The multimedia presentation "Early Modern Times" is designed to activate the attention of students, aim them at learning new material, promote the development of creative thinking and the ability to systematize information.
• Printouts of texts on the topics: "Heliocentric theory"; "The Fate of Galileo"; "Scientific achievements in medicine", "Achievements in physics" - are intended for independent work with new lesson material in groups.
• Reference abstract - will allow students not to be distracted from the material being studied by asking again ( Appendix 4 ).

Methods and techniques used in the lesson:

• The monologic method is used when explaining a new topic and involving students in the learning process.
• The control method in the form of working with cards is necessary to identify the degree of assimilation of the material of previous topics, on the basis of which new knowledge is mastered, and is also important in the process of working on a new topic to control the assimilation of new material, concepts.
• Peer review will allow the teacher to check the work of students in the lesson.
• The analysis method is used to identify the main and establish cause-and-effect relationships.
• Instruction is used to organize more productive work of students on assignments.
• The group collaboration method is used for the fastest reflection during the reproduction of new material obtained from the presentation.
• The method of time constraints is to mobilize creative activity when working in a lesson.

Lesson stage	Teacher activity	Student activities	Methods	Goals
1. Organizational moment(2 minutes.)	Informs the topic and objectives of the lesson, finds out the presence of students, explains the work to be done in the lesson, the principles of assessment.	Preparing for the lesson, listening, asking questions	organizational	Set to work
2. Motivation for educational and cognitive activity(2 minutes.)	The teacher explains the importance of the topic	Listen, ask questions	monologue	Interested in the study of the stated topic
3. Actualization of basic knowledge(5-7 min.)	Organizes the work of students with task cards. Comments on the task and evaluation criteria.	They answer questions, work on task cards, conduct mutual checks.	The method of recall, mutual verification, instruction	Recall the material covered, activate the work of the group.
4. Formation of new knowledge(15 minutes.)	Directs students to work. Comments on the multimedia presentation, explains the terms: absolutism, manufactory; asking questions	They watch a multimedia presentation, listen, write down for the teacher in a notebook, work with a reference note, answer questions.	monologue, conversation, show, story	Assimilation of new information
5. Applying new knowledge(14 min.)	Organizes work in pairs to study the document, exchange information and fill in the table, checks work in pairs, orally interrogates on assignment.	Work in pairs, analyze the document, fill out the table in the notebook, read out the answers to the assignment	Group collaboration Reception "Think - share with a partner."	Develop group work skills, the ability to highlight the main, essential from the text.
6. Results(5 minutes.)	Summing up the lesson, grading, assigning and commenting on homework	Ask questions, write down homework.	Monologue, conversation	Listen, write homework.

DURING THE CLASSES

1. Organizing moment(2 minutes.)

- The topic of today's lesson is "Early Modern Times". Today in class you:

• Work with cards
• View a multimedia presentation;
• Work in pairs with the text;
• Fill the table.

You will end up with two grades per lesson.

2. Motivation(2 minutes.)

– This topic is important because it embodies the transition from the Middle Ages to the New Age and opens a cycle of lessons dedicated to this period. It was during this period that events take place that will change the face of Europe, turn it from a poor backwater into a stronghold of prosperity, and change its attitude towards man. On the topics of this lesson there will be questions in the Director's test.

3. Update(5 minutes.)

- Before starting to study a new topic, you should repeat the main terms and concepts of the previous section of history, which are directly related to today's topic. Work is done on cards. They have questions and answers. The task is to find errors in the formulation of these definitions. You have 5 minutes to work. ( Attachment 1 ). Cards must be signed.

4. Formation of new knowledge

– Now you will watch a multimedia presentation, and I will explain its contents to you. During the presentation, your task is to:

• write down its main content in a notebook
• answer, if necessary, my questions

The Early Modern Age is a controversial period in history, which in other literature can be found under the name "Late Middle Ages". This point of view prevailed in historical science in Soviet time. But the events that take place at this time give reason to single it out as a special, revolutionary sub-period of history, which we will now get acquainted with.

Periodization of the new time

• Early New Age XV - XVI centuries.
• New time of the 17th - 18th centuries.
• New time century XIX.

Main features of the early modern period:

• Absolutism
• Emergence of Manufactories
• Scientific achievements
• Great geographical discoveries
• Renaissance
• Reformation

The rise of absolutism

industrial development

Slide 5. Scientific achievements

Before you start studying scientific achievements on your own, let's write down Three major inventions who transformed the civilization of the West in modern times: powder- blew up chivalry; compass- opens the world market and establishes colonies; typography- contributes to the development of science. Now look at the text documents lying on your tables ( Annex 2 ).
Your task:

• Read the text, answer the questions.
• Discuss them in a group.
• Fill in your part of the table, it is highlighted in color.

5. Application of knowledge

– Now you will start the following tasks:

• Answer the questions out loud.
• Listen to students from other groups.
• Complete the table completely.

During the work of students at the demonstration stand, it is demonstrated slide number 6"Great Scientists of the 15th-17th Centuries". Answers in Annex 3 .

6. Results

- Now tell me, please, what conclusions can be drawn from the studied? (The conclusion is formulated by students).

Conclusion

As a result of the lesson, students watched a multimedia presentation, listened to and recorded new material, worked in pairs, answered questions, drew conclusions, earned marks. Accordingly, they fulfilled the goals set for them.

In the course of the lesson, the children formed an idea of ​​the “early modern times” and formed their own position regarding the topic studied. This means that the goals of the lesson were achieved.

All of the above indicates the solution of the tasks set and the formation of such competencies as:

• make responsible decisions;
• participate in group decision making;
• permit conflict situations;
• find and use additional information from different sources.

Therefore, we can draw a general conclusion on the event: the event fully implements the training, developmental and educational goals of the educational process. This lesson is recommended to cover the stated topic.

Glossary

Absolutism- unlimited power of the monarch
Democracy of the nobility- when the power of the monarch is limited by the council of the nobility.
Great geographical discoveries- famous navigation, as a result of which new lands were discovered and maps of new seas and oceans were drawn up; confirmed the heliocentric theory of Copernicus; events that contributed to the formation of a global civilization.
Manufactory- a small enterprise based on hired manual labor.
Early Modern- a transitional period in history, XV-XVI centuries.
Craft- a kind of industrial enterprise, folk craft, when an employee of an enterprise is also its owner ..
Renaissance– revival ancient heritage, worldly beginnings
Reformation – social movement in Western and Central Europe in the first half of the 16th century, aimed at a radical transformation of the Catholic Church.

Literature:

1. Barg M.A. Epochs and ideas. M.: Thought, 1987. - 348p.
2. Jacques Le Goff. Civilization of the Medieval West. / Translation from French. V. Babintseva /. - Yekaterinburg: U-Factoria, 2005. - 560 p.
3. Story ancient world/ R.Yu. Whipper. History of the Middle Ages / A.A. Vasiliev. - M: Respublika, 1993. - 511 p.: ill
4. Ponomareva G.M., Tyulyaeva T.I. History of civilizations of the world. Tutorial for grades 10-11. - M .: LLC "Publishing house AST": LLC "Publishing house Astrel", 2003 - 478, (2) with ill.
5. Rutenburg V.I. Titans of the Renaissance. M.: Nauka, 1991. - 138 p.
6. Khachaturyan V.M. History of world civilizations from ancient times to the end of the twentieth century. Grades 10-11: A manual for general education. textbook institutions / Ed. IN AND. Ukolova. - M.: Bustard, 2002. - 512 p.: map.