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 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

The poor were the first to suffer from hunger. It happened that villages for many kilometers around died out! However, there were also such disastrous years when the lack of food struck "the whole nation." Here is an eyewitness account of the terrible famine that hit Europe in 1032: "... When they ate both wild animals and birds, an insatiable hunger forced people to pick up carrion and do things that are scary to say about. Some, in order to avoid death, they ate forest roots and grass. Horror seizes me when I turn to the story of what crimes reigned then in the human race. Alas! Woe! A thing unheard of forever and ever: a fierce hunger forced people to devour human flesh ... "

Slide 9

PLAGUE

And then (1347-1350) another misfortune 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 is the era of the development of most world religions, as well as the split of Christianity into Orthodoxy, Catholicism and Protestantism

slide 11

Joan of Arc "FRANCE WILL SAVE THE VIRGIN!"

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

1. Mark the correct statements with a “+” sign.

• The Middle Ages is the time between the Primitive World and the Ancient World.
• The Middle Ages is the time between the Ancient World and the New Age.
• All civilizations that arose in the ancient world continued to exist in the era of the Middle Ages.
• By the 5th century AD Many civilizations of antiquity disappeared, new ones appeared in their place.

Choose the correct answer and circle it.

Using additional literature, write in the table or draw what achievements the civilizations of the Middle Ages became famous for.

2. Solve the crossword.

1. The main occupation of the inhabitants of the Middle Ages (agriculture).
2. This is what Western Christians call themselves (Catholics).
3. This is what Eastern Christians call themselves (Orthodox) .

Add the word "Islam" to the crossword in any suitable place and write down who created this religion.

Arab tribes

3. Mark with Roman numerals on the “river of time” (p. 31) the centuries of the Middle Ages. Write in the box the year the Crusaders conquered Jerusalem.

1099 g- The conquest of Jerusalem by the crusaders.

Mark the date on the "river of time".

These inventions of the Middle Ages influenced the development of mankind. Come up with a symbol that is clear to you for each invention and draw it in a frame, and then “on the river of time” in the right place.

Invention of firearms (XIV century)
The appearance of mechanical clocks in cities (XIII century)

4. Complete the tasks on the contour map ().

• Write the names of the civilizations of the Middle Ages.
  
• Draw the boundary of the civilized world.
  
• Paint with different colors

Write in which parts of the world the civilizations of the Middle Ages are located.

Europe, Asia, Africa, America

Continue the offer.

In the Middle Ages, civilizations existed in all parts of the world except Australia and Antarctica

Come up with symbolic images of architectural monuments of the Middle Ages (see pages 62-63 of the textbook). Put them on the territory of those civilizations where these structures were built.

5. Look at the pictures depicting the relationship between adherents of different religions in the distant past. Explain and write why they were hostile to each other.

These people did this because such was morality in the Middle Ages. “To act according to God”, that is, observing all the precepts of religion, it was necessary only in relation to people of their faith. For example, Catholics believed that Muslims are wicked, that they believe in the wrong god and therefore they should be killed. In turn, Muslims called Christians "infidels" and also executed and killed them at the first opportunity. Holy Crusades were declared in the name of faith. Participation in them was considered an honor, for which all sins were forgiven. Also, pagans were subjected to special persecution - people who believed in the "old" gods, and not in a single god. But first they tried to convert them to their faith.

Continue the offer.

Position (opinion) I wouldn't want to be treated the same way began to persecute for my faith
Argument(s) because should be tolerant towards each other and respect the followers of different religions.

Look at the pictures depicting the relationship between adherents of different religions today. Explain their behaviour.

All people very calmly perceive the features of other religions and often study them with interest. For example, many people specially go to Tibet and Nepal to study Buddhism. People go to China to study Confucianism. Catholics and Orthodox also became closer to each other. In 2016, there was even a personal meeting between the Pope and the Patriarch of the Russian Orthodox Church.

Make a conclusion.

Position (opinion) In a similar situation, I modern man, will try not interfere with religious rites, but quietly watch them from the sidelines.
Argument(s) because if I want my religion to be respected, then I will respect other people's religion.

Preview:

The era of the Middle Ages
between antiquity and modern times

With left primary school teacherSchneider Irina Alexandrovna

P Program "School 2100", 4th grade

Presentation attached

Goals:

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

develop the ability to navigate in historical time;

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

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

Requirements for knowledge, skills and abilities of students.

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

they have a holistic view of the historical era(time interval of the era, features of medieval society, development of technology, 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 statement of the problem.

In today's lesson, we will continue our journey and make the third stop on the "river of time" of 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 of world history?

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

(slide 3)

average ability

average student

average performance

answered (lesson) average

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

Do you like to hear about yourself as an “average student”? What assumptions arise about the era that received such a name, the "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 first paragraph on p. 60 by roles.)

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 were replaced)

II The problem of the lesson.

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

III. Discovery of new knowledge.

(attached to the board reference diagram:

What does the base chart represent?

(Technical achievements of the era of the Ancient World and Modern Times)

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

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

(Mechanisms that could work without the help of a person or animal)

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 a person or an animal?

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

(I supplement the reference diagram, draw a “bridge” - an arrow between epochs, place a drawing with a clock above it, and attach the name of the epoch below it:)

Read in the textbook 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 obtained help us in solving the problem?

IV. Expanding new knowledge.

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

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

Look at the map of the Middle Ages,(slide 6) read the legend of the map and compare the data obtained with the map of the era of the Ancient World (p.62-63).(slide 7)

Which civilizations have disappeared and which have continued to exist?

(The civilizations of Ancient Egypt, Mesopotamia, Ancient Greece disappeared. 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 noticeably: 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 did you notice?

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

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

Work in pairs with the textbook.

What new did you learn 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. It changed the borders of states and, of course, influenced people's lives)

VI. The semantic fragment "Technical and cultural achievements in the era of the Middle Ages."

Group work.

Before the lesson, the guys in groups held their research about technical and culturalachievements in the Middle Ages. Each group had to prepare a short presentation 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). They show their school collection and their own.

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

Why does our state constantly improve weapons and take care of the Army?

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

How to learn how to properly distribute and save time?

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

VII. Semantic fragment "Society and the 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 do you think most people did in antiquity and the Middle Ages?

Using primitive tools, people received a much lower harvest than in our time. (The usual average yield was: 1 sown grain 2-3 harvested, and in modern agriculture: 1 sown - 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). Make a conclusion about where most people lived in the Middle Ages, in villages or cities.

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

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

Sasha prepared speech about the orders adopted in medieval society.

(slide 28)

Student's story:

"In medieval society there was"order of business".

It was believed that every person from birth is destined for one of the occupations: 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 different rights and privileges.

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

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

However, the boundaries between the estates were somewhat fuzzy.

A knight could take a monastic vow; then he became a knight-monk - a 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 passed in two or three generations.

VIII. Semantic fragment "Peculiarities of medieval morality".

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

Remind me that in the Middle Ages it influenced not only people's lives, 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?

Check your assumptions by looking at the drawing in the textbook 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, who should be treated according to the precepts of God.».)

Can we agree with such notions of good and evil?

(No. All people are equal)

IX. Summary of the lesson.

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

Was the era really average and uninteresting?

What do you remember and like while studying this era?

X. Homework:read 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 small message about the architectural monument of the Middle Ages.

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

Methodical development of a lesson on the world around

for grade 4 (part 2 “Man and mankind”) on the topic: “The era of the Middle Ages - between Antiquity and New Time.

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 standards.

Tasks: 1. To form an idea about the change of epochs in the history of mankind and that each epoch contributes to the development of science, technology, art, and man.

2. Educate careful attitude and interest in cultural heritage past generations.

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

4. Develop children's skills: work with different sources of information, select the necessary information, present it in different forms, negotiate, analyze, summarize, draw conclusions.

I. Updating knowledge and motivation.

What eras 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 get acquainted with 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 did you learn 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? (children's answers)

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

2nd value: What is in the middle of something, like Wednesday in the middle of the work week.

Which of these values ​​is more suitable for determining the epoch? Why? (The 2nd value is suitable, because 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 New Time. ( V – XV century)

Sh. Hypothesis:

You said that the more ancient epochs of the Primitive and Ancient Worlds left their experience and achievements to future generations and 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 just a hypothesis? (Hypothesis)

Try to formulate our hypothesis.

Hypothesis:

The era of the Middle Ages left its experience and achievements to future generations, contributed to the development of all mankind.(Plate on the board).

How can we check if our hypothesis is correct? (need to do some research)

IV. I propose to conduct research in groups.

Each group will study the features and achievements of a single Medieval civilization:

Slide #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 American Indian

Slide #3

Medieval civilization research plan

1. Geographic 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 evaluation 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 #4 - 9)

VI.Assessment of information,output:

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