History of primitive farmers and pastoralists. Briefly about cattle breeding and agriculture of ancient people. Ancient world history. Test "Primitive farmers and pastoralists"
Section II. THE ANCIENT EAST
TOPIC III. ANCIENT EGYPT
LESSON 4. GOVERNANCE AND THE CLASS STRUGGLE IN EGYPT
LESSON 5. THE POWER AND DECLINE OF THE EGYPTIAN STATE
LESSON7 . THE ORIGIN OF SCIENTIFIC KNOWLEDGE AND WRITING IN ANCIENT EGYPT
TOPIC IV. FRONT ASIA IN ANCIENT
LESSON 2. THE MOST ANCIENT STATES OF THE MIDDLE RIVERS AND THE BABYLON KINGDOM
LESSON 3. ASIA IN THE FIRST HALF OF THE 1st MILLENNIUM BC
TOPIC V. ANCIENT INDIA
LESSON 2. RELIGIOUS BELIEFS AND CULTURE OF THE ANCIENT INDIANS
TOPIC VI. ANCIENT CHINA
Section III. ANCIENT GREECE
THEME VII. GREECE IN ANCIENT TIMES
LESSONS 2-4. MYTHS OF ANCIENT GREECE. HOMER'S "ILIAD" AND "ODYSSEY" POEMS
LESSON 5. OCCUPATIONS OF THE GREEKS AND THE ORIGIN OF CLASSES IN THE 11th-9TH CENTURIES B.C.
TOPIC VIII. ESTABLISHMENT OF THE SLAVE SYSTEM AND THE FORMATION OF CITY-STATES IN GREECE IN THE VIII-VI CENTURIES BC
LESSONS 1-2. FORMATION OF ATHENS SLAVE STATE
LESSON 1. ATHENS UNDER THE DOMINATION OF ARISTOCRATS IN THE VIII-VII VEINS BC
LESSON 3. SPARTAN SLAVE STATE IN VIII-VI CENTURIES BC
LESSON 4. FORMATION OF CITY-STATES IN GREECE AND ON THE COASTS OF THE MEDITERRANEAN AND BLACK SEA
TOPIC IX. THE DEVELOPMENT OF SLAVERY IN GREECE AND THE RISE OF ATHENS IN THE V CENTURY B.C.
LESSONS 3-4. THE POWER AND WEALTH OF ATHENS IN THE MIDDLE OF THE FIFTH CENTURY B.C.
LESSON 3. THE POWER AND WEALTH OF ATHENS IN THE MIDDLE OF THE V CENTURY BC
TOPIC X. THE FLOWERING OF GREECE CULTURE IN THE V-IV CENTURIES B.C.
LESSON 3. ARCHITECTURE, SCULPTURE AND PAINTING OF HELLAS IN THE V CENTURY B.C.
TOPIC XI. FORMATION OF THE GREEK-MAcedONIAN STATES IN THE EASTERN MEDITERRANEAN
GENERALIZING-REPETITION LESSON ON THE SECTION "ANCIENT GREECE"
SECTION IV . ANCIENT ROME
THEME XII. FORMATION OF THE ROMAN REPUBLIC AND THE CONQUEST OF ITALY
LESSON 2. ROMAN ARISTOCRATIC REPUBLIC IN THE MIDDLE OF THE 3rd CENTURY BC
TOPIC XIII. THE TRANSFORMATION OF THE ROMAN REPUBLIC INTO THE STRONGEST SLAVE POWER OF THE MEDITERRANEAN
LESSON 1. THE STRUGGLE BETWEEN ROME AND CARTHAGE FOR DOMINATION IN THE WESTERN MEDITERRANEAN
LESSON 4. THE RUIN OF THE PEASANTS IN ITALY AND THEIR FIGHT FOR LAND
LESSON 5. SLAVE REBELLION UNDER SPARTACUS
TOPIC XIV. THE FALL OF THE REPUBLIC IN ROME, THE ROMAN EMPIRE IN THE PERIOD OF ITS POWER
LESSON 2. ROMAN EMPIRE UNDER OCTAVIAN AUGUST AND HIS SUCCESSORS
TOPIC XV. CULTURE AND LIFE OF ROME AT THE END OF THE REPUBLIC - THE BEGINNING OF THE EMPIRE
TOPIC XVI. THE DECLINE AND DEATH OF THE ROMAN EMPIRE
LESSON 1. THE BEGINNING OF THE DECLINE OF THE SLAVE ECONOMY AT THE END OF II - IN THE III CENTURY
LESSON 2. WEAKENING OF THE EMPIRE IN THE III CENTURY AND ITS STRENGTHENING UNDER EMPEROR DIOCLETIAN
MAIN PROBLEMS OF THE HISTORY OF THE ANCIENT WORLD IN THE SCHOOL COURSE
GEOGRAPHICAL ENVIRONMENT AND ITS IMPACT ON THE LIFE OF PEOPLE IN ANCIENT
THE ORIGIN AND DEVELOPMENT OF WRITING, SCIENTIFIC KNOWLEDGE, ART
Lesson plan:
1. Repetition of the course "Episodic stories from the history of the USSR."
2. Acquaintance with the textbook.
3. Characteristics of historical sources: written, material, ethno-. graphic.
1. Exercise:
“In the fourth grade, you got acquainted with the history of our Motherland. What events from her past do you remember the most? What do you remember? Remember the year in which these events took place. A small conversation usually proceeds actively, the most prepared students give detailed answers. If the class is silent, auxiliary questions are acceptable: “What important event happened in 1380? In what year did the Great Patriotic War begin and end? etc.
The teacher emphasizes that it is not enough to know the history of one's Motherland only. It is important to get acquainted with the history of other countries and peoples, with the history of all mankind. “We are starting to study the history of the whole world, in other words, the study of world history,” he says. The concept of world history is new for "fifth-graders, it is advisable to reveal it in the course of working with a physical map of the hemispheres or a home-made map on the history of primitive society (see manual, Fig. 1).
Exercise : Show on the map and name the parts of the world. Experience shows that only individual students are able to complete the task.
The teacher, accompanying his words with a display on the map, informs the students that this year they will learn about the life of the ancient peoples of Africa, Asia and Europe.
2. Students find the definition of the word "history" in the textbook: one of the students reads aloud paragraphs 1, 3, 4 on page 6. Then the teacher asks: "What is the name of the first section of world history?"
Exercise : Find the table of contents (page 3-5). The textbook is divided into four parts, or, in other words, into four sections. The titles of the parts are given in capital letters on these pages. What are the sections of the textbook called? Already at this lesson, students memorize the name of the first section of the course, which the teacher writes on the board ( It is advisable to write down on the board the names of sections (topics, lessons), new words, names, dates, the so-called "reminders", homework, etc. Below in the manual, only relatively complex cases of using the board are indicated.). He explains that the word "primitive" means "most ancient" (students will get a more precise definition in § 2).
The teacher draws attention to the role of illustrations in the textbook: drawings will help create an idea of the life of people in antiquity. It is proposed to find, for example, color. rice. one:
- You have not yet studied the life of primitive people, but after examining this picture, you will already be able to answer some questions. Why were the earliest people able to live only in hot countries?
“They didn’t have clothes,” the students say.
- Explain your thought: in what countries could you live without clothes?
After listening to the students, the teacher asks:
- Is there any other evidence that people could only live in hot countries? Look at the picture and say how people got food.
They hunted and gathered fruits. And in hot countries there are more fruits and berries than in the northern ones.
What tools do you see in the picture?
- Stones and sticks.
Complementing the answers, the teacher explains that not every stone and stick are tools. For example, a stone found somewhere on the bank of a river cannot be called a tool. But if a primitive man gave a stone a certain shape, then such a stone turned into a tool.
In the course of considering the drawing, it is desirable to emphasize that the most ancient people lived on Earth two and a half million years ago, obtained food by gathering and hunting (more on this will be discussed in the next lesson).
3. The teacher suggests remembering how scientists learn about the life of ancient people. This issue was considered in grade IV, so students are able to point out the role of excavations, name birch bark letters, inscriptions on stone and leather, etc.
The concept is revealed historical source.
The word "source" has several meanings. What does it mean in the sentence: “In the forest, the guys saw a source”? What does the same word mean in the expression "source of knowledge"? What can be called the source of knowledge? Give an example.
Students give different answers, but they understand the main thing - the word "source" can be used both literally and figuratively. The teacher explains that the ruins of ancient buildings, fragments of dishes, various ancient inscriptions are sources of knowledge on history.
Fifth-graders find in the textbook the definition of the concept of "written historical source" (p. 7). It is emphasized that the oldest written sources are about 5 thousand years old. An idea of an ancient written source can be created using the task: “Imagine that in the mountains you see an inscription carved on a rock (the teacher turns to the wall of the classroom, as if the wall is that rock, peers, “parsing” the text, and it seems to the students that they really see the inscription): “I am a great king, the king of kings, I went on a campaign to a neighboring country. I defeated the enemy army, killed 6 thousand soldiers, burned 20 cities, took 10 thousand men and women prisoner, stole horses, camels, sheep without counting. Whoever destroys this inscription, let the formidable gods punish him. What will this written source tell scientists about??
It is very difficult to read a real ancient inscription. Why - usually students understand: the inscriptions are made in an unfamiliar language and in complex characters. The teacher adds that scientists have spent a lot of effort deciphering the ancient inscriptions. Most of them have already been read, some have yet to be unraveled ( The most ancient Indian letter (mentioned in the textbook), the letter of Crete, the Etruscans, Easter Island, the peoples of America - the Maya, the Olmecs, etc., have not been solved).
The teacher notes that by studying only written sources, one cannot find out how people lived in ancient times (the oldest inscriptions were made about 5 thousand years ago, and people have existed on Earth for two and a half million years).
The terms "archeology", "material sources" are explained. It is advisable to dwell on the role played by excavations: 1) ancient garbage pits; 2) ancient graves; 3) ancient cities.
1. Why dig up ancient garbage pits? The kids think it's funny. But any find, even the most insignificant one, will tell the archaeologist a lot.
Exercise: In the garbage pit of the ancient village, archaeologists found a lot of animal bones. Imagine yourself in the place of scientists: how would you begin to study these bones in order to learn more about the occupations of the inhabitants of the village?
“Ask me questions,” the teacher suggests, “I will answer them. What do you want to know about bones?*” By completing the task, students get acquainted with the methods of historical science, learn to reason.
Students. What animal did the bones belong to?
Teacher. Wild bulls, wild deer, wild boars. As well as pets: dogs, goats, pigs.
Students. Is it possible to know when the animals were killed?
Teacher. Approximately ten thousand years ago.
Students. Are there traces of processing of these bones by people? Are there any inscriptions on the bones?
Teacher. There are no such traces. The inscriptions were also not found. If there are no other questions, answer what you can learn about the occupations of the inhabitants of the village on the basis of the finds.
Students. Ten thousand years ago people hunted deer, bulls, wild boars here. They raised domestic animals: dogs, goats, pigs.
Teacher. How to find out which occupation was developed more: hunting or cattle breeding? What needs to be done for this? ... Let's calculate which bones were more. Let's say that the bones of wild animals.
Students. This means that hunting has been developed more.
Teacher. Not a single cow bone was found in the garbage pit. Explain this fact.
Students. Cows have not yet been domesticated by humans.
Teacher. Is another explanation possible?
Students. Perhaps the inhabitants of the village considered the cow a sacred animal and did not eat its meat.
2. Questions: For what purpose do archaeologists dig up graves? Why did ancient people put in the grave things that the deceased used during his lifetime? (Only a few students who are familiar with this material outside of school can answer.) It is useful to mention here already that ancient people believed in the afterlife of man. In the "country of the dead" the deceased allegedly needs everything that he used on earth. Therefore, in ancient graves, unlike garbage pits, intact objects are found: in the grave of a warrior - a sword and a helmet, in the grave of a rich woman - beads, earrings and rings, in the grave of a poor man - a pot of food and tools.
3. The significance of the excavations of the ancient city is revealed in one or two examples.
a) In ancient times, there was a city of Nineveh (see § 17), located south of the Caucasus Mountains. Once Nineveh was besieged by enemy troops. For two years they could not take possession of the city. Finally, the enemies broke into it: cavalry rushed through the streets, swords flashed and spears glittered. The victors took away the prisoners, took away everything that could be taken away: precious utensils, cattle, metal weapons. The robbed houses were set on fire. The city is deserted. No one dared to settle
on the ashes, only the wind walked along the once noisy streets, It brought dust and sand and covered the city.
Explaining why the ancient cities were underground, the teacher will pay attention to a subject familiar to students:
- The desk you are sitting at is clean, but if you don’t clean the classroom for a week, you can write your name on the desk with your finger. Now imagine what a layer of dust and sand covered the ruins of Nineveh for two and a half thousand years. She was all underground..
When archaeologists came to Nineveh, they found dilapidated brick walls, gates, houses and the royal palace. What can the excavations of the city tell about the life of people? Historians are interested in the smallest details: whether the streets were wide or narrow, whether they were paved, what material the walls of the houses were made of, what the royal palace and the houses of the inhabitants looked like. It is worth noting that during the excavations of Nineveh, not only material, but also the most valuable written sources were found - a library consisting of 20 thousand "books".
b) The city of Pompeii, located in Italy, was covered with ash during the eruption of Mount Vesuvius about 2 thousand years ago (see p. 221). The city perished without being sacked or damaged by fire. Scientists restored not only the external, but also the internal appearance of houses, workshops, baths, a theater and other buildings. Well-preserved furniture, tools, paintings and sculptures, many household items. (You can use either several transparencies from the series "The Ancient City of Pompeii", or color photos of the XVI-XVIII textbook.)
Further, the teacher names another source of knowledge about ancient people. This is a study of the life of peoples who are far behind in their development (the photograph "At the Australian hut" on page 9 is considered). The teacher tells, using a wall map, about one or two of these nationalities ( Among the most backward modern peoples are the Mrabri in Thailand, the Kubu in Sumatra, and the Hadzapi in Tanzania. See: Hunters, gatherers, fishermen. Ed. A. M. Reshetova. L., 1972, p. 8, 108, 144).
Today, a small tribe of Hadzapi lives in East Africa. It knows neither agriculture nor animal husbandry. Hadzapi get their food by hunting antelopes, rhinos and other animals, as well as picking fruits and edible roots, bird eggs, honey from wild bees. Hadzapi do not know how to mine and process metals, they make tools from stone and wood, dishes from ostrich egg shells, spoons from shells. They wear small leather aprons and sandals to protect them from the thorns of thorny bushes. Hadzapi roam in search of food, from bad weather they hide in caves or in small huts.
At the end of the lesson, a conversation is possible on the question: “How do scientists learn about the life of ancient people?”
Homework. Textbook, pp. 6-10. Question 3 on page 9.
Lesson 5 The emergence of agriculture and animal husbandry(During the explanation of the new topic, the teacher attaches cards with the following images to the board with the following images: a hut, the boundaries of the village, a lake, a forest near the village and beyond the lake, an elder, a dog, a dog with hunters, a wild boar, pigs, goats, a woman with a sickle, a grain grinder, ears of corn barley and wheat, earthenware, loom and others).
Teacher: Imagine that in front of you is a tribal village that existed in a hot southern country 10 thousand years ago. The houses are made of clay mixed with chopped wild barley and wheat straw. The settlement is surrounded by a stone fence. Near the lake, around bushes and trees, thickets of wild barley and wheat. The inhabitants of the village hunted wild goats, pigs, deer, horses, fished, and were engaged in gathering.
Question: Remember the name of such a farm. (Appropriating)
At the head of the tribal community was elder.
Exercise: Find in paragraph 4 of §4 an explanation of who was called the elders.
So, it was an elderly, but still full of strength man. He was better than other members of the genus in nature, in animals and plants. Each elder could give valuable advice. A group of hunters approached him: “Tell me, elder, in which forest should we go to hunt for a wild boar: in the nearest one, near the village, or in the far one behind the lake?” The elder will look at the sky covered with clouds and say: “I have gone to the boar many times. At this time of the year, when the leaves turn yellow, when it rains incessantly, go into the distant forest - the one beyond the lake. There you will find the lair of a wild boar.” The hunters follow this advice and are soon convinced that the elder was right.
The boys approached the elder, worried, interrupting each other: “Elder, we went to the middle of the lake in a boat ... I hit a fish with a harpoon, the boat almost turned over, I could hardly hold the harpoon in my hands: such a fish was caught! Here, I think we will surprise everyone! But the fish got away! What a shame!” The elder laughs: “Show me your harpoon ... Well, clearly; the notches on it are completely dull - that's the fish and broke. But do not grieve, go to the hut, take a new harpoon and try your luck again on the lake!
Here, small children bring and show the elder mushrooms that they have collected in the forest. “This mushroom is delicious. This one is also suitable for food ... But this mushroom is nasty, it will hurt the stomachs.
However, the elder, with his vast experience, excellent powers of observation, and tenacious memory, did more than just give advice.
He himself participated in the hunt, led the hunters, was always in the most dangerous places, was brave and did not hide behind anyone's backs. For all this, relatives respected the elder. They themselves chose him and trusted him in everything.
Often on the hunt, people noticed that dogs were chasing the wounded beast along with them. Sometimes dogs overtook an exhausted animal before a person. The hunters who ran up finished him off, butchered the carcass, and the dogs devoured the discarded entrails. Wild dogs ran up to the village itself, dug in the garbage, barking warning of the approach of other predators.
The dog became the first domestic animal, it helped the man on the hunt. Now, going hunting, the villagers took their dogs with them. They found a boar's lair. The hunters killed the beast, and the little pigs were brought home. Thanks to the bow and arrows, people had more meat, so there was no need to eat the pigs right away, they were kept behind the fence. The same was done with the captured goats. Living near people, animals got used to them. Gradually, people tamed pigs, goats, sheep, cows, horses. That's how it came about cattle breeding .
Notebook entry: Hunting cattle breeding
When men went hunting, women were gathering. They cut ears of wild barley and wheat with knives consisting of flint blades inserted into bone or horn.
Task: Pay attention to Fig. at the top, page 19. Name the depicted tool.
Women brought cereals to the village and ground them on grain graters, which consisted of two flat stones. In the place where the grain was crushed, ears grew the next year. For a long time people did not pay attention to it. But one day the women made a remarkable discovery. They realized that the grain thrown into the ground germinates, gives an ear, cutting off which, you can get a lot of grains. This is how agriculture was born.
The most ancient settlements of farmers arose in Western Asia (these are the lands of Turkey, Iran, Iraq, Palestine). In other parts of the Earth, farmers grew other useful plants: beans and corn in Central America, potatoes in South America, bananas and sugar cane in India, millet and rice in China.
gathering agriculture.
Questions:
-Read the title of the first paragraph of §4. Why was the first primitive agriculture given such a name?
What natural conditions were necessary for hoe farming? (Warm climate, abundance of enemies, soft soil)
-Read the third paragraph of clause 1 § 4 and explain why the originally established system of agriculture was called slash-and-burn?
What changes have occurred in people's lives since the appearance of the earthdelia and pastoralism?(With the advent of these occupations, people's lives ceased to depend on luck in hunting and in search plants. They took care ofproduction of bread, vegetables, meat, leather, wool, horns. Liu lifeday improved.)
Teacher: The appropriating economy has been replaced by a producing economy.
Notebook entry:
A productive economy is an economy in which a person himself produced everything that was necessary for him to live, was engaged in agriculture and cattle breeding.
It was not easy to run such an economy, it required a lot of effort; clear a field for sowing with a stone ax, loosen the ground with a wooden hoe, harvest a ripe crop with a bone sickle. Luda could not cope alone, such work was only possible for a large team.
Relations in the tribal community became more and more united.
Assignment (if there is time): Read §4, paragraph 3, what other occupations has the person mastered? (I learned how to make dishes, weave, drill and grind.)
Learn the concept of "producing economy".
Imagine that you have visited the ancestral village of farmers and cattle breeders. Describe all their activities, including the names of tools in your story.
Lesson 1. Primitive farmers and
pastoralists. emergence agriculture and
pastoralism
I. Verification work. (The teacher reads out the questions, the students answer in writing, on the board - the design of the test work)
1. When did man stand out from wildlife? (About 3... years ago)
2. The mainland where the remains of the first man were discovered...
3. What was the name of the first human team?
4. How did the first man differ from animals?
5. Name the first tools: ..., ....... and ...
6. The Stone Age is...
7. The first lessons of a person - ... and ...
8. An appropriating economy is an economy in which a person ..
9. What period on Earth was a severe test for a person, but he survived thanks to the mastery of fire, the ability to sew clothes, build a dwelling, hunt?
10. Serrated bone tip of spears for fishing -
11. Hard stone, easily split into plates with sharp edges...
13. Insert missing words:
A tribal community is a collective ... who lived and worked ..., had ... property (..., ..., ...).
14. Connect with arrows: Homo habilis Homo erektus Homo sapiens Homo sapiens Homo sapiens Direct man mastered fire clans and tribes learned to make tools
15. Explain how you understood what society is called primitive.
II. New topic
(During the explanation of the new topic, the teacher attaches cards with the following images to the board with the following images: a hut, the boundaries of the village, a lake, a forest near the village and beyond the lake, an elder, a dog, a dog with hunters, a wild boar, pigs, goats, a woman with a sickle, a grain grinder, ears of corn barley and wheat, earthenware, loom and others)
Teacher: Imagine that in front of you is a tribal village that existed in a hot southern country 10 thousand years ago. The houses are made of clay mixed with chopped wild barley and wheat straw. The settlement is surrounded by a stone fence. Near the lake, around bushes and trees, thickets of wild barley and wheat. The inhabitants of the village hunted wild goats, pigs, deer, horses, fished
Question: Remember the name of such a farm. (Appropriating)
At the head of the tribal community was elder.
Task: Find in paragraph 4 of §4 an explanation of who was called the elders.
So, it was an elderly, but still full of strength man. He was better than other members of the genus in nature, in animals and plants. Each elder could give valuable advice. A group of hunters approached him: “Tell me, elder, in which forest should we go to hunt for a wild boar: in the nearest one, near the village, or in the far one behind the lake?” The elder will look at the sky covered with clouds and say: “I have gone to the boar many times. At this time of the year, when the leaves turn yellow, when it rains incessantly, go into the distant forest - the one beyond the lake. There you will find the lair of a wild boar.” The hunters follow this advice and are soon convinced that the elder was right.
The boys approached the elder, worried, interrupting each other: “Elder, we went to the middle of the lake in a boat ... I hit a fish with a harpoon, the boat almost turned over, I could hardly hold the harpoon in my hands: such a fish was caught! Here, I think we will surprise everyone! But the fish got away! What a shame!” The elder laughs: “Show me your harpoon ... Well, it's clear: the notches on it are completely dull - that's the fish and broke. But do not grieve, go to the hut, take a new harpoon and try your luck again on the lake!
Here, small children bring and show the elder mushrooms that they have collected in the forest. “This mushroom is delicious. This one is also suitable for food ... But this mushroom is nasty, it will hurt the stomachs.
However, the elder, with his vast experience, excellent powers of observation, and tenacious memory, did more than just give advice.
He himself participated in the hunt, led the hunters, was always in the most dangerous places, was brave and did not hide behind anyone's backs. For all this, relatives respected the elder. They themselves chose him and trusted him in everything.
Often on the hunt, people noticed that dogs were chasing the wounded beast along with them. Sometimes dogs overtook an exhausted animal before a person. The hunters who ran up finished him off, butchered the carcass, and the dogs devoured the discarded entrails. Wild dogs ran up to the village itself, dug in the garbage, barking warning of the approach of other predators.
The dog became the first domestic animal, it helped the man on the hunt. Now, going hunting, the villagers took their dogs with them. They found a boar's lair. The hunters killed the beast, and the little pigs were brought home. Thanks to the bow and arrows, people had more meat, so there was no need to eat the pigs right away, they were kept behind the fence. The same was done with the captured goats. Living near people, animals got used to them. Gradually, people tamed pigs, goats, sheep, cows, horses. This is how cattle breeding came about.
Notebook entry:
Hunting - cattle breeding
When the men went hunting, the women were gathering. They cut the ears of wild barley and wheat with knives consisting of small and sharp flint blades inserted into bone or horn.
Task: Pay attention to Fig. top page 19. Name the depicted tool.
Women brought cereals to the village and ground them on zesnoterks, which consisted of two flat stones. In the place where the grain was crushed, ears grew the next year. For a long time, people did not pay attention to this. But one day women made a remarkable discovery. They realized that the grain thrown into the ground germinates, gives an ear, cutting off which, you can get a lot of grains. Thus, agriculture arose.
The most ancient settlements of farmers arose in Western Asia (these are the lands of Turkey, Iran, Iraq, Palestine). In other area; The land's first farmers grew other useful plants - beans and corn - in Central America, potatoes - in South America, bananas and sugar cane - in India, millet and rice - in China.
Gathering - farming.
Read the title of the first paragraph of §4. Why was the first primitive agriculture given such a name?
What natural conditions were necessary for the occupation of latitude agriculture? (Warm climate, abundance of moisture, soft soil)
Read the third paragraph n. l §4 and explain why the originally established system of agriculture was called fire cutting?
What changes have occurred in the lives of people since the appearance; agriculture and animal husbandry?
(With the advent of these occupations, people's lives ceased to depend on luck in hunting and finding plants. They took up the production of bread, vegetables, meat, leather, wool, horns. People's lives improved.)
Teacher: The appropriating economy has been replaced by a producing economy.
Notebook entry:
A productive economy is an economy in which a person himself produced everything that was necessary for him to live, was engaged in agriculture and cattle breeding.
It was not easy to run such a farm, it took a lot of effort: to clear a field for sowing with a stone ax, to loosen the ground with a wooden hoe, to harvest a ripe crop with a bone sickle. People could not cope alone, such work was only possible for a large team.
Relations in the tribal community became more and more united.
Assignment (if there is time): Read §4, p. 3, what other occupations has the person mastered? (I learned how to make dishes, weave, drill and grind.)
Homework:
1) Read §4.
2) Answer questions #1-3 on p.22.
3) Learn the concept of "producing economy".
4) ^Imagine that you have visited the ancestral village of farmers and cattle breeders. Describe all their activities, including the names of tools in your story.
Lesson 9 State on the banks of the Nile
Teacher: Time from the III millennium BC. e. until the middle of the 5th century AD is called the history of the ancient worlds.
ancient world history
Ancient Greece (see page 111) Ancient Rome (see page 201)
The Ancient East:
Egypt (see page 31)
Babylon (see page 66)
China (see page 101)
India (see page 93)
Activity: Read the introduction to the Ancient East section on page 32.
Teacher: When reading, we met with the concept of "state", this is a form of organization of human society, which has replaced the neighboring community, tribal relations.
On the desk:
GENERAL COMMUNITY
NEIGHBORHOOD COMMUNITY
STATE
"State" can be confused with the concept of "country". On the blackboard: State F country. But it's not.
A country is an area, a part of the surface of the globe, space, space.
Can a country be big or...? Mountain or...? Hot or...? For example, what do we mean when we say "country of Egypt"? This is the area where the Nile River flows from the first threshold to the sea, its banks, delta, mountain cliffs on the border with the desert. The country of Egypt exists today, and existed before the emergence of the state.
What is it? The concept of "state" is connected with the concept of "power".
Power - the ability and ability to exert a decisive influence on the behavior, thoughts and feelings of other people.
Questions: 1) Did power exist before the emergence of the state? Who was in charge of it?
(Under the conditions of the tribal system, the community members resolved all issues together, the elders, the leader, exercised control over the implementation of these decisions. The power of the leader was elective, based on the authority, respect, recognition of the merits of the leader with stgyuron5 of all members of the clan.)
2) What is the difference between the power of the king, the ruler of the state, and the power of the leader?
The king received his power by inheritance from his father, not always possessing the necessary knowledge, skills, abilities, experience, wisdom. Therefore, the power had to be kept by force with the help of the army, the instructions and orders of the king were carried out by officials - people who were in the service of the state.
3) Why did the leaders and elders not need to use force? Remember one of the signs of a primitive society.
(There was no oppression, no one forced anyone to work. They did everything to survive. The leader managed the affairs of the tribe, relying on customs and traditions, following which was an important condition for survival.)
Teacher: So, in the above sense, the state is a power that needs the use of force. However, this power performs important functions for society:
Unites the population living "in a certain territory, for the solution of common affairs;
Regulates relations between people, rulers and ruled. ^
Question: How to distinguish the state from other forms of organization of human society? (Based on ma
on page 32, students can identify the following features of the state:
1. The king is at the head of the state.
2. The power of the king is inherited.
3. The state has its own territory.
4. The city-states were surrounded by a fortress wall. Question: Why?
5. In the swallowed city (capital) the king lived, there was a treasury.
6. With the advent of the state, writing arose. It contributed to the strengthening of the power of the king (recording laws and orders), the preservation and increase of his wealth (i.e., property).
The conquest of Persia seemed to Alexander the beginning of a great poxo^ (about the implementation of his plans for the conquest of Asia, the Macedonian troops were not enough. Therefore, he ordered to recruit 30 thousand Peid boys and teach them military techniques.
Macedonians' dissatisfaction with Alexander's behavior in Egypt settled in Persia, when the king began to wear Persian royal clothes. Cf> (and the Persians appeared close to Alexander, while the former ascetics faded into the background.
This led to conspiracies and attempts on Alexander's life. And he began to deal with those to whom, until recently, he owed his military success * iii and even his life.
The masterminds of the conspiracy were declared the oldest and revered by the 1st Macedonian commander Parmenion and his son Philot, one of the brave
commanders of the Macedonian cavalry. After a cruel drink, he was executed, and Parmenion was secretly killed by order of the king.
At the feast, in a fit of anger, Alexander killed his friend K, who poured out to reproach his king.
Find the words of Cleitus in paragraph 3, par. 5, p. 196. Was l right?
Read the title of paragraph 4.
What does it say?
On the desk:
326 BC e. - Alexander reached the banks of the Gidaspu River i of the territory of India. Before him stood a strong army of the king, armed with war chariots and elephants. The fight lasted 8
The Macedonian army won, but the losses were the site of the battle, the king founded the city of Nicaea (“victory”), on the river Gidasgp Bucephalia (in honor of his horse, which by this time had died of ti).
The battle with Por undermined the courage of the Macedonians. There were no subjugated tribes in India, and the Macedonians had to fight against them. Strength was running out. Alexander had to resort to impudence, despite the previous merits of his soldiers. But they were already forced to fight neither by threats nor by promises, after which Ale! there was nothing to do but announce the return home. Capital! Empire Alexander made the city of Babylon.
His body was transported to Egyptian Alexandria and beno there.
And the huge empire he created fell apart.
Homework:
1) Read §42, answer the questions for the paragraph.
2) Learn the dates.
3) Make up a story about the campaign of Alexander the Great on I
Global warming and its impact on human life. About 13,000 years ago, the Earth became much warmer. In northern Europe, a glacier began to melt. The tundra was gradually overgrown with forests and shrubs. The rivers became more full-flowing. Animals accustomed to the cold retreated to the north. The mammoths are dead. Herds of large herbivores gradually emerged. Man was forced to switch to hunting deer, wild boars and other smaller animals. People continued to engage in fishing, picking berries, mushrooms, nuts, and useful plants.
Great changes in climate and nature began to occur in countries south of Europe, Asia Minor and North Africa. In the ice age, winds from the north in winter and summer chi. It was warm and humid here. There was a rich flora and fauna and good conditions for hunting and gathering.
But with warming, rains almost ceased to fall in Western Asia. began to dry up
forests and steppes, disappearing rivers and lakes. Such large modern deserts as the Arabian and Sahara began to form. The living conditions of local residents have deteriorated significantly.
2. New discoveries of "reasonable man". About 12 thousand years ago, people learned how to make small, just 1-3 cm in size, sharp flint plates of regular shapes. In archeology, they are called microliths, which means "small processed stones."
Their manufacture contributed to the invention of the bow and arrows with sharp tips. Hunters received accurate and long-range weapons, more advanced than a regular spear. It was possible to kill both large and small animals and birds from a bow at a distance.
At this time, the ax was invented by tying an ax to a wooden handle. With its help, trees were cut down and processed.
They learned to knit rafts for fishing, and to hollow out boats from thick and long logs. Fish hooks were carved out of bone using microlithic tools. People have learned to weave webs.
Hunting was facilitated by the domestication of the dog. She hunted down and drove the beast, vigilantly guarded her masters and their dwelling. The dog became the first pet.
3. The emergence of agriculture. In various places of Western Asia, and in our time, there are thickets of wild barley. Ancient people early drew attention to cereals as healthy and tasty food. Having a hard shell, the grain was well preserved for a long time. Archaeologists have found harvest knives in large numbers. Their blades were made from microliths embedded in bone handles.
But in order to cook food from grains, it is necessary to destroy the shell, which is not digested in the stomach. For this, people used graters and mortars. They were also found during excavations. Wild cereals have long been collected and used by the locals. Approximately 11 thousand years ago, people learned to sow and harvest cereals themselves.
At first, digging sticks were used for tillage. Then they began to make narrow wooden spades and hoes with horn and bone tips. They reaped with sickles made of horn and bone with stone inserts.
From Western Asia, agriculture spread to other countries.
4. Domestication of animals.
Hunting with a bow and with a dog was more successful. There was an opportunity not to kill all the animals, but to feed the young near the dwelling in pens made of poles. This hastened the domestication of animals.
People have noticed over time that goats and sheep breed well in captivity. Along with the dog, they became the first pets. Then pigs and cows were tamed.
Advances in agriculture contributed to the rapid rearing of domestic animals. This allowed them to constantly consume their meat, milk, use skins. The role of hunting in the life of a “reasonable person” gradually decreased.
Animal husbandry arose at about the same time as agriculture. As evidenced by archeology, very early peoples appeared who were simultaneously aware of agriculture and animal husbandry. Their discovery is the most significant success of mankind in its entire history. Until that time, people only used the riches of the earth, taking everything they needed for themselves from nature, flora and fauna. Farmers and livestock breeders, with their mind and labor, began to produce the most necessary products for life.
Life in the first settlements of farmers and livestock breeders Farmers had to work in their fields for almost the entire year. Near them they built permanent dwellings. At first, these were huts woven from tree branches, plastered with clay. They were replaced by quadrangular buildings, in which hearths were made of stone and clay. The burnt pieces of clay that fell away from them were used as the first dishes. Then they began to make and fire clay vessels for storing liquids, grains and cooking food.
The main material for the manufacture of tools was stone. About 7 thousand years ago, they learned to drill it by pouring sand under a drill made of hollow bone.
People skillfully wove baskets, ropes, nets of twigs, strips of skin, hair, and so on. Spinning from wool and linen developed from weaving. Using the resulting threads, they wove fabrics on a simple loom and sewed more comfortable clothes than from skins.
6. Genus and tribe. Agriculture and animal husbandry were the work of numerous collectives. The drawings of ancient people show that the first shepherds were more than cows. Great efforts required the preparation of fallow land for fields, the construction of fences from logs and poles. Therefore, a separate genus could not exist. He lived inseparably with the neighboring kindred clans that made up the tribe.
The tribe was a crowded and complex society. Its main affairs were managed by a council of elders. They determined the places for hunting of individual genera, selected areas for new fields and grazing domestic animals. The elders handled all the major issues of life. Their honest and useful activity in the interests of the entire tribe aroused the trust and respect of all people. Therefore, all the people of the tribe diligently and accurately followed their orders. To decide the most important matters, the elders convened a meeting of all adult men.
Russian traveler about the tribes of Siberia
They make their axes, knives, arrows and needles from bone and stone. Their axes were made of deer and whale bones, sometimes of stone in the form of a wedge. They were tied flat to the ax handle with leather straps. With them they hollowed out their boats, bowls, troughs and so on. But this took a long time and with such difficulty that the boat had to be made for three years, and the large bowl for at least a year.
They made knives from rock crystal and put them on a wooden handle. From the same crystal they have arrows and spears. They make needles from sable bones and use them to sew dresses and shoes.
Primitive agriculture (about the tribes of New Guinea)
Several paths divided the large space into sections, on which neat beds rose. They were about 75 cm wide... Various plants were planted in each bed: sweet potatoes, sugarcane, and many unknown greens.
The beds consist of finely divided earth. This is achieved very simply, but with great difficulty. This is done with the help of the simplest devices: a simple pointed stake more than two meters long ... and a very narrow shovel 1 m long.
How do they cultivate the land? Two, three or more men stand in a row and together they stick the stakes as deep as possible into the ground. Then, together, they also turn over an oblong block of earth. Then they go further and turn over the rows of such blocks. Several men break these blocks into smaller ones with stakes. They are followed by women with narrow shovels. They break up large clods of earth, make beds. They even rub the ground with their hands.
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Slides captions:
1. The emergence of hoe farming. 2. Domestication of animals. 3. The emergence of crafts. 4.Rod and tribe. 5. Worldview.
Fill in the table and conclude: What was the main reason for the emergence of new industries?
One day, people noticed that the grains spilled at the entrance to the cave sprouted. Women began to loosen the earth with the help of a hoe and throw grain into the ground. This is how farming came about.
In addition to the hoe, a stone ax and a sickle were used in the earth-work. With the help of an ax, you cut down trees and bushes, then uprooted the stumps, and burned everything. The ashes were mixed with the ground. It acted as a fertilizer
Harvested with a sickle made from bone. Stone blades were inserted into the sickle. The resulting grain was ground into flour, then it was mixed with water and the resulting mass was baked around a fire on coals.
At the same time, cattle breeding appeared. Men returning from hunting sometimes brought wounded animals or cubs. The first pet was a dog. Then pigs, goats, sheep and cows were tamed. The emergence of agriculture and animal husbandry became possible because people had surplus products. Why? The economy gradually began to turn from appropriating to producing. Now the well-being of people depended only on their labor.
With the development of the economy, people began to pay more attention to the manufacture of tools and household utensils. From ancient times, people wove kozinas from twigs and coated them with clay. Clay gets wet if water gets into the basket. Once, when the basket fell into the fire, the clay burned and became hard.
At the same time, weaving appeared. A simple loom was invented. Threads were made from linen, or spun from animal hair. Linen and woolen clothes appeared in people, and they became more protected against bad weather.
Ancient people mastered quite complex technologies for that level. The slide shows a primitive drilling machine. With his help, people drilled holes in stone axes and then inserted a shaft into them.
Tribal community Tribe Braki elder elder Council of elders
For people, everything in nature was animated. The world, in their opinion, was inhabited by spirits. The most powerful spirits were called gods. If everything around is alive, then everything can be negotiated, you just need to turn to the gods a request, a prayer. Images of the gods were called idols. Did you make sacrifices to appease the gods to the idols
