The era of the Middle Ages between antiquity and time. The era of the Middle Ages - between Antiquity and modern times

Slide 4

Slide 5

Slide 6

Knights

During the campaigns, the knights were reliably protected by armor. In the beginning, these were chain mail, woven from rings. Then plates began to be attached to the chain mail, and armor soon appeared. The head was protected by a helmet, on which a visor appeared over time. The weight of the equipment reached 50-60 kg.

Slide 7

Medieval cities

Slide 8

Hunger

First of all, the poor suffered from hunger. It happened that villages died out for many kilometers around! However, there were also such disastrous years when food shortages hit "the whole nation". Here is the eyewitness testimony of a terrible famine that struck Europe in 1032: "... When they ate both wild animals and birds, unquenchable hunger made people pick up carrion and do things that are scary to say. Some, in order to avoid death, ate forest roots and grass. Horror seizes me when I turn to the story of what crimes reigned then in the human race. Alas! Oh woe! An unheard-of thing for ever and ever: fierce hunger made people devour human flesh ... "

Slide 9

PLAGUE

And then (1347-1350) another disaster struck - the "black death"! The plague has come to Europe. The epidemic was especially fierce in the cities. Sometimes there was no one to bury the dead. People fled in horror from the plague-ridden cities, spreading a deadly infection. The unheard-of plague epidemic, according to some estimates, reduced the population of Europe by a third, and according to others - almost by half!

Slide 10

RELIGION

The Middle Ages - the era of the development of most world religions, as well as the split of Christianity into Orthodoxy, Catholicism and Protestantism

Slide 11

Jeanne d "Arc" A VIRGIN WILL SAVE FRANCE! "

When the girl Jeanne was born in the small champagne village of Domremi in 1412, the war had been going on for 75 years. Deeply religious, sincere, impressionable and intelligent Jeanne began to visit visions, she began to hear "voices". According to Jeanne herself, she was thirteen years old when she began to understand what she needed to take to save the country and what her own mission should be. And so, when the Archangel Michael appeared to Joan and ordered the heir to the throne to go to the Dauphin to help him save the kingdom, she believed in her special destiny and went to meet her. And she was only seventeen years old! Finally, they believed Jeanne! Special white armor was made for her, an ancient sword was brought from an ancient chapel. And now, among other military leaders, she became the head of the army, which moved to the aid of the besieged Orleans. Now, under her white banner adorned with royal lilies, there were people loyal to her, ready to give their lives for her.

Preview:

The era of the Middle Ages -
between antiquity and modern times

Left primary school teacherSchneider Irina Alexandrovna

NS program "School 2100", grade 4

Presentation attached

Goals:

to create in students the primary ideas about the era of the Middle Ages (time boundaries of the era, changes in the level of technology, the structure of society, peculiarities of morality);

to practice the ability to navigate in historical time;

teach to work with the historical map of the textbook, with additional (encyclopedic) literature;

to form a respectful attitude towards different religions, in contrast to the religious intolerance that was characteristic of the Middle Ages.

Requirements for knowledge, abilities, skills of students.

Students know and can give examples of the main achievements of science and culture in the era of the Middle Ages;

they have formed a holistic view of a given historical epoch (the time period of the epoch, the peculiarities of medieval society, the development of technology, a change in morality).

Equipment: presentation, multimedia system, collection of paper types, mechanical clocks of various shapes and sizes.

During the classes

I. Actualization of knowledge and problem statement.

In today's lesson, we will continue our journey and make a third stop on the "river of time" in the World History of Mankind. Read the topic of the lesson.

(slide 2) ("The era of the Middle Ages: between antiquity and modern times")

What is the name of the third era in world history?

Read some examples of expressions with the word "average" that we meet in life:

(slide 3)

average ability

average student

average performance

answered (lesson) average

Do you think that if we are talking about someone or something average, we are more likely to praise or talk about shortcomings?

Do you enjoy hearing about yourself as the "average student"? What are the assumptions about the era that received such a name, "Middle Ages"?

Compare your first perception of the new era and the perception of Anyuta, the heroine of the textbook.

(Daniel and Anya read the roles of the first paragraph on page 60.)

What does Anyuta think about the third era of world history?

Using the "river of time", determine how long this era lasted and how many generations of our ancestors lived then?

(The era of the Middle Ages lasted 10 centuries, during which time about 400 generations of our ancestors have changed)

II The problem of the lesson.

Is it fair to talk about the life span of so many people - the "Middle Ages"? Have none of them done anything outstanding? (slide 4) Can an entire era be “average” and “uninteresting”?We have to figure out what this name actually means?

III. Discovery of new knowledge.

(I attach a reference diagram to the board:

What does the reference circuit reflect?

(Technical achievements of the era of the ancient world and modern times)

What is common between a cart and a steam locomotive, and what is different?

Do you think the inhabitants of the Ancient World could build a steam locomotive? What did they lack?

(Mechanisms that could work without the help of humans or animals)

Let's turn to"River of time" World history.(slide 5)

Perhaps among the inventions of the Middle Ages there is a mechanism that can work without the help of humans or animals?

This means that the time between antiquity and modern times can be viewed as a "bridge" from the time of the emergence of the first civilizations to the present. Without this "bridge" humanity would not have been able to rise so high in its development. This "bridge" is located in the middle of the eras and therefore is called the Middle Ages.

(I supplement the reference diagram, draw a "bridge" - an arrow between eras, put a drawing with a clock above it, and below it I attach the name of the epoch:)

Read the tutorial on p. 60 last paragraph, continuing on p. 61 to the words: "... the fate of the peoples and states of the Middle Ages." (Nastya reads aloud)

How can the information received help us in solving the problem?

IV. Expanding new knowledge.

From the textbook, we learned that during the Middle Ages, some civilizations were replaced by others.

Work on the map of the textbook(pp. 62–63).

Consider a map of the Middle Ages,(slide 6) read the legend of the map and compare the obtained data with the map of the era of the Ancient World (pp. 62–63).(slide 7)

Which civilizations have disappeared and which have continued to exist?

(The civilizations of Ancient Egypt, Mesopotamia, Ancient Greece disappeared. The Indian and Chinese civilizations continued to exist)

How have the boundaries of the civilized world and the world of primitive tribes changed?

(The boundaries of the civilized world have expanded markedly: many new states have appeared in Europe)

V. Semantic fragment "The role of religion in the life of medieval societies."

Pay attention to the civilizations of Europe and the East. What have you noticed?

(The civilizations of Ancient Europe in the Middle Ages began to be called Christian, and the Ancient East - Islamic)

The text of the textbook on page 61 will tell us why all these civilizations were interesting. We work in pairs. Each pair has a task card on the table. Record achievements and inventions in the table, which is in the notebook on p. 42.

Work in pairs with a textbook.

What new have you learned about the civilizations of Europe and the East? What caused these changes? Make a conclusion about the role of religion in the life of medieval societies?

(Students answer questions and come to conclusion that religion began to play a special role. She changed the borders of states and, of course, influenced the lives of people)

Vi. Semantic fragment "Technical and cultural achievements in the era of the Middle Ages."

Group work.

Before the lesson, the guys in groups spent their research on technical and culturalachievements in the era of the Middle Ages. Each group had to prepare a small performance according to the plan(slide 8):

• The name of the technical invention.
• When, where and by whom was it invented?
• How did it expand the technical capabilities of people in the Middle Ages?

Group 1 (paper). Show the school collection and their own.

Group 2 (gunpowder). Photo on slides.(slide 9-28)

Why is our state constantly improving weapons and taking care of the Army?

Group 3 (mechanical watches). Photo on the board and demonstration of a real clock.

How to learn how to properly allocate and save time?

Students share the results of group work and conclude:there were many useful inventions in the Middle Ages.

Vii. Semantic fragment "Society and State in the Middle Ages."

Medieval civilizations, like the civilizations of the Ancient World, are not alike. But scientists give them a common name"Agricultural"... Why do you think? What, in your opinion, did most people do in antiquity and the Middle Ages?

Using primitive tools of labor, people received a harvest much lower than in our time. (The usual average yield was: for 1 sown grain 2-3 harvested, and in modern agriculture: for 1 sown grain - 8-10 harvested.) It was very difficult to feed in such conditions. That is why most people were forced to become farmers (from 90 to 98% of the population of any ancient or medieval country). Draw a conclusion about where most of the people lived in the Middle Ages, in villages or cities.

Indeed, cities in the Middle Ages were small, and their population was insignificant. The diagram in the textbook on p. 65 will introduce us to medieval society.

(Pupils distribute signatures to frames on a poster In a medieval state, residents were divided into groups: warriors-landowners, priests, townspeople, farmers. Warriors-landowners were called to serve as a sword for the state, priests had to serve with prayer. And the townspeople and farmers were ordered by the state to work and pay taxes. Power belonged to the sovereign)

Sasha prepared speech about the order of medieval society.

(slide 28)

Student story:

“In medieval society, there was"Order of business."

It was believed that every person from birth is destined for one of the activities: prayer, military affairs or physical labor.

Therefore, society was divided into three classes: the clergy (priests), chivalry (warriors - landowners) and workers (peasants and artisans). Representatives of different classes enjoyed unequal rights and privileges.

A priest, for example, could only be judged by a bishop, and a knight was obliged to obey the court's decision only if the judges were equal to him in position.

Therefore, his fate, position in society, rights and obligations completely depended on the family in which a person was born.

However, the boundaries between the estates were somewhat unclear.

A knight could take a monastic vow; then he became a knight-monk - Templar.

Members of monastic societies were engaged in physical labor, including the cultivation of the land. The path "from rags to riches" was not closed tightly, with luck it could be traversed in two or three generations. "

VIII. Semantic fragment "Features of medieval morality."

Remember: what was the accepted morality in the era of the Ancient World?

Remind me that during the Middle Ages it influenced not only the lives of people, but also changed the borders of states?

Do you think religion could change the idea of ​​good and evil in the Middle Ages? If so, how?

Test your assumptions by looking at the drawing in the tutorial on p. 66 and reading the text to it. (Lera reads aloud)

Explain what is the peculiarity of medieval morality?

(« Only a person of his faith was considered a real person to be treated according to the commandments of God.».)

Can we agree with these notions of good and evil?

(No. All people are equal)

IX. Lesson summary.

Teacher. What problem did we face at the beginning of the lesson?

Was the era really mean and uninteresting?

What did you remember and like when studying this era?

X. Homework:read the text of the textbook on p. 60-66, test your knowledge by answering questions 1, 4, 5 after the text on p. 67.

(slide 29)

Creative task(optionally):

1. Using additional encyclopedic literature, prepare a small message about the architectural monument of the Middle Ages.

2. Using additional literature, prepare a report on the technical achievements of the modern era.

Methodical development of a lesson on the world around

for grade 4 (part 2 "Man and Humanity") on the topic: "The era of the Middle Ages - between Antiquity and Modernity.

Educational program "School 2100"

Teacher Sherbakova E.S.

Lesson form: lesson - research.

Lesson topic: The era of the Middle Ages - between Antiquity and Modern Times.

Target: Acquaintance with the era of the Middle Ages, achievements, features of the era, moral norms.

Objectives: 1. To form an idea of ​​the change of eras in the history of mankind and that each era contributes to the development of science, technology, art, and man.

2. To foster a respectful attitude and interest in the cultural heritage of past generations.

3. Teach children to respect religious feelings and traditions of representatives of different religious denominations.

4. To develop the skills of children: work with different sources of information, choose the necessary information, present it in different forms, negotiate, analyze, generalize, draw conclusions.

I... Knowledge update and motivation.

What epochs in the history of mankind have we met? (With the era of the Primitive world and the Ancient world).

In what era did the first civilizations appear? (In the era of the Ancient World)

What Ancient civilizations did you meet in the last lesson? (Ancient Rome, ancient Egypt, ancient Greece, civilizations of Western and Central Asia, Ancient China, Ancient India).

What achievements, cultural monuments of these civilizations have you learned about? Name some of them.

Which morality was in the era of the primitive world? In the era of the Ancient World? (posting signs).

II... Formulation of the topic of the lesson:

What era do you think we will get acquainted with today? (With the era of the Middle Ages).

What does the word "MEDIUM" mean? (Answers of children)

1st value: Usually the word "average" refers to something mediocre, unremarkable. For example, average success in work, school.

2nd value: Something in the middle of something, like Wednesday in the middle of a work week.

Which of these values ​​is more appropriate for determining the epoch? Why? (The 2nd meaning is suitable, since the Middle Ages is the period between the Ancient World and the New Time)

This will be the topic of our lesson.

Slide number 1.

Lesson topic: The era of the Middle Ages - between Antiquity and Modern times. ( V – Xv century)

S. Putting a hypothesis:

You said that more ancient epochs of the Primitive and Ancient world left their experience and their achievements for future generations, contributed to the development of all mankind.

Do you think the same can be said about the Middle Ages? (Yes, you can).

Is this a proven fact or is it just a hypothesis so far? (Hypothesis)

Try to formulate our hypothesis.

Hypothesis:

The era of the Middle Ages left its experience and its achievements for future generations, made its contribution to the development of all mankind.(Plaque on the board).

How to check if our hypothesis is correct? (Need to do some research)

IV... I propose to conduct the research in groups.

Each group will study the features and achievements of any one Medieval civilization:

Slide number 2

1. Catholic Europe

2. Orthodox world

3. Islamic world

4. Indian civilization and countries close to it

5. Chinese civilization and countries close to it

6. Civilization of American Indians

Slide number 3

Medieval Civilization Research Plan

1. Geographical location

2. Achievements

3. Religion

4. The concept of good and evil (morality)

For group work, you will need textbooks, notebooks, colored pencils.

Each group in the file has worksheets, additional texts and score sheets.

Group work time 10-12 minutes

V... Intergroup work. Information exchange.

To enable children to present information about the achievements of different civilizations of the Middle Ages (tasks 1-5 in the worksheet of each group).

The stories of the children of each group should be accompanied by slides depicting architectural monuments of the Middle Ages. ( Slides number 4 - 9)

VI.Evaluation of information,output:

Do you think that the facts we have collected disprove or prove the hypothesis that we formulated at the beginning of the lesson?

Historical periods and eras

Primitive society

up to approx. 3000 BC NS... (unification of Upper and Lower Egypt)

Paleolithic and Mesolithic

Neolithic

Bronze Age

Iron age

Ancient world

3000 BC NS. - 476 AD NS.(fall of the Roman Empire)

Hellenism

Ancient Rome

Middle Ages

476 - end of the 15th century(the beginning of the era of the great geographical discoveries)

Early middle ages (end of V - middle of XI centuries)

High (classical) Middle Ages (mid XI - late XV centuries)

Early Modern (or late Middle Ages)

end of the 15th century - 1789(beginning of the Great French Revolution)

Renaissance (Renaissance)
The beginning of the Renaissance is considered the beginning of the XIV century in Italy, the XV-XVI century in other European countries.
The end of the era is considered by historians to be the last quarter of the 16th century and, in some cases, the first decades of the 17th century.

Revival is divided into 4 stages:
Proto-Renaissance (2nd half of the XIII century - XIV century)
Early Renaissance (early 15th - late 15th century)
High Renaissance (late 15th - early 20s of the 16th century)
Late Renaissance (mid-16th - 1590s)

The era of great geographical discoveries (XV century - XVII century)

Reformation I am (XVI century - early XVII century)

Part of the Age of Enlightenment

New time

1789 - 1918 (end of World War I)

Part of the Age of Enlightenment
There is no consensus regarding the dating of this worldview era. Some historians attribute its beginning to the end of the 17th century, others - to the middle of the 18th century.
In the 17th century, Descartes laid the foundations of rationalism in his work Discourse on Method (1637). The end of the Enlightenment is often associated with the death of Voltaire (1778) or with the beginning of the Napoleonic Wars (1800-1815).
At the same time, there is an opinion about tying the boundaries of the Enlightenment to two revolutions: the "Glorious Revolution" in England (1688) and the Great French Revolution (1789).

Industrial revolution (second half of the 18th century-19th century)

19th century

Recent history

1918 - today

Historical eras in art

Approximate designation of eras in chronological order

Chronology and chronology

The chronology based on the Christian era ("our era" - from the moment of the alleged birth of Jesus Christ) is generally accepted in most countries.
Our era, n. NS. (also called "new era") - the current time period, starting at 1 year of the Julian and Gregorian calendars. The period preceding it (ending before the beginning of the first year) is the period BC, BC. NS.
The name is often used in the religious form "from the birth of Christ", the abbreviated notation - "from R. Kh.", And, accordingly, "before the birth of Christ", "BC".

The zero year is not used either in secular or in religious notations - this was established by the Venerable Bede at the beginning of the 8th century (zero was not widespread in culture at that time). However, the zero year is used in astronomical notation (English Astronomical year numbering) and in the ISO 8601 standard.

According to most scholars, when calculating the year of the Nativity of Christ in the 6th century by the Roman abbot Dionysius the Small, a mistake was made in several years.

Centuries by millennia

Centuries and years BC

Which years belong to which centuries

Centuries and years AD

Which years belong to which centuries

see also