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.
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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
Read also other articles in the section:
- Brief description about primitive society
- Primitive human herd
- Formation of the genus
- Primal Hunters
Agriculture of the ancient people
Approximately 13 thousand years ago, a climate similar to the modern one was established on the earth. The glacier retreated to the north. The tundra in Europe and Asia was replaced by dense forests and steppe. Many lakes have turned into peat bogs. Huge ice age animals have become extinct.
With the retreat of the glacier and the appearance of a richer and more diverse vegetation, the importance of plant foods in people's lives increases. In search of food, primitive people wandered through the forests and steppes, gathering the fruits of wild trees, berries, grains of wild cereals, pulling out tubers and bulbs of plants from the ground, and hunted. The search, collection and storage of plant food stocks were predominantly women's work.
Gradually, women learned not only to find useful wild plants, but also to cultivate some of them near the settlements. They loosened the soil, threw grains into it, and removed weeds. For tillage, a pointed digging stick and a hoe were usually used. The hoe was made of wood, stone, bone, deer antler. Early farming is called hoe farming. Hoe farming was predominantly the work of women. It provided the woman with honor and respect in the family. Women brought up children, along with men, they took care of the household. Sons always remained in the mother's clan, and kinship was transmitted from mother to son.
The clan in which the woman played the leading role in the economy is called the maternal clan, and the relations that developed between people during the existence of maternal clans are called matriarchy.
In addition to the hoe, other agricultural tools appeared. A sickle was used to cut the ears. It was made of wood with sharp flint teeth. The grain was knocked out with wooden mallets, rubbed with two flat stones - a grain grater.
To store grain and cook food from it, people needed utensils. Having stumbled upon clay soil soaked from rain, primitive people noticed that wet clay sticks and sticks, and then, drying in the sun, it becomes hard and does not let moisture through. Man learned to mold crude vessels from clay, burn them in the sun, and later on fire.
Agriculture ancient man arose in the valleys of the large southern rivers about seven thousand years ago. Here was loose soil, annually fertilized with silt, which settled on it during floods. The first agricultural tribes appeared here. In wooded areas, before tillage, it was necessary to clear the place from trees and shrubs. The soil of the wooded regions, which did not receive natural fertilizer, was rapidly depleted. The ancient farmers of the woodlands often had to change areas for crops, which required hard and hard work.
Along with cereals, the most ancient farmers cultivated vegetables. Cabbage, carrots, peas were bred by the ancient population of Europe, potatoes - by the indigenous population of America.
When farming became permanent from an occasional occupation, the agricultural tribes led a sedentary life. Each clan settled in a separate village closer to the water. 
Sometimes huts were built above the water: logs - piles - were driven into the bottom of the lake or river, other logs were laid on them - flooring, and huts were erected on the floor. The remains of such pile settlements have been found in various European countries. The oldest inhabitants of piled buildings used a polished axe, made pottery, and were engaged in agriculture.
Cattle breeding of ancient people
Settled life made it easier for a person to switch to cattle breeding. Hunters have long domesticated some animals. The dog was first domesticated. She accompanied a man on a hunt, guarded the parking lot. Managed to tame other animals - sw her, goats, bulls. Leaving the parking lot, the hunters killed the animals. From the time the tribes moved to settled life, people stopped killing the captured cubs of animals. They learned to use not only the meat of animals, but also their milk.
The domestication of animals gave man better food and clothing. People got wool and down. With helpspindlesthey spun threads from wool and fluff, then weaved woolen fabrics from them. Deer, bulls, and later horses began to be used to transport heavy loads.
Nomadic pastoral tribes appeared in the boundless steppes of Central Asia, Southeast Europe and North Africa. They raised cattle and bartered meat, wool and skins for bread from farmers who led a settled life. There is an exchange - trade. Special places appear, where at a certain time people gathered specifically for exchange.
Relations between pastoral nomads and settled farmers were often hostile. The nomads attacked the settled population and robbed it. Farmers stole cattle from nomads. Cattle breeding develops from hunting and therefore, like hunting, is the main occupation of a man. The cattle belongs to the man, as well as everything that can be obtained in exchange for cattle. The importance of women's labor among the tribes that have switched to pastoralism recedes into the background in comparison with the labor of men. Dominance in the clan and tribe passes to the man. The maternal lineage is replaced by the paternal lineage. Sons, who previously remained in the mother's clan, now enter the father's clan, become his relatives and can inherit his property.
The main features of the primitive communal system.
The history of human society, as established by the founders of Marxism-Leninism, goes through five stages, characterized by special relationships between people that arise in the course of production. These five steps are as follows: primitive communal system, slaveholding, feudal, capitalist and socialist.
The primitive communal system covered the longest period in the history of mankind. It has existed for hundreds of thousands of years. Primitive society did not know private property. In this era there was no inequality. In order to endure the harsh struggle for existence, people had to live and work together, to fairly share the jointly captured booty. 
Labor was of decisive importance in the development of primitive society and man himself.Thanks to labor, the ancestors of man stood out from the animal world, and man acquired the appearance that is characteristic of him now. For hundreds of thousands of years, primitive people have made many valuable inventions and discoveries. People learned how to make fire, make tools and weapons from stone, bone, wood, sculpt and burn clay dishes.
Man has learned to cultivate the land and has grown the useful grains and vegetables that we use now; he tamed, and subsequently domesticated animals, which provided him with food and clothing, and facilitated movement.
The primitive communal system was possible when people possessed primitive tools that did not allow them to have surpluses and forced them to share everything equally.
The primitive communal system is collective labor, joint ownership of land, hunting and fishing grounds, the fruits of labor, this is the equality of members of society, the absence of oppression of man by man.
Lesson 5 The emergence of agriculture and animal husbandry(In the course of explaining a 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 beyond 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 one.
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.
13) Fill in the contour map "Ancient area of agriculture."
a) Color in the oldest area of agriculture
b) Write the names of the rivers - Nile, Euphrates, Tigris, Indus, Ganges.
14) Fill in the missing words.
Answer: Agriculture and cattle breeding originated in Western Asia more than 10 thousand years ago. The first pet is a dog. Then people domesticated and tamed other animals, for example: pigs, sheep, goats and cows.
15) Fill in the missing words.
Answer: A new craft - metalworking - appeared in Western Asia about 9 thousand years ago. The first metal from which people learned to make tools is called copper. Jewelry was made from metals such as gold and silver.
16) Solve the crossword "Primitive farmers and cattle breeders." If you correctly solve the crossword puzzle, then in the cells along the diagonal, highlighted by the frame, you will read the name of the occupation that arose from the gathering, providing people with plant foods.
17) Find the mistakes.
Answer: “With their rude faces” - people at that time changed outwardly. "Black-haired guy" - the elder was gray-haired, because. he is the oldest. "Iron sickle" - at that time there was no iron. "Were not tamed" - the dogs were already at home. animals. "A herd of mammoths" - at that time, mammoths became extinct.
Test yourself.
1) Conclude how people's lives have changed with the advent of agriculture and animal husbandry.
2) How do you understand the word "progress"? What changes in the life of primitive people were, in your opinion, progressive?
3) Why do you think there is inequality between people?
tetrab.ru
Primitive farmers and pastoralists - Goder grade 5 part 1 (GDZ, answers)
Task number 13. Fill in the contour map "Ancient area of agriculture"
1. Color in the oldest farming area
2. Write the names of the rivers - Nile, Euphrates, Tigris, Indus, Ganges
Task number 14. Fill in the missing words
Agriculture and cattle breeding originated in Western Asia more than 11 thousand years ago.
The first pet is a dog.
Then people domesticated and tamed other animals, for example: a cow, a sheep, a goat, a pig
Task number 15. Fill in the missing words
A new craft - metalworking - appeared in Western Asia about 9 thousand years ago.
The first metal from which people learned to make tools was called copper.
Jewelry was made from metals such as gold and silver.
Task number 16. Solve the crossword "Primitive farmers and pastoralists"
If you correctly solve the crossword puzzle, then in the selected cells diagonally, you will read the name of the occupation that arose from the gathering, providing people with plant foods
Horizontally: 1. The metal from which primitive people made jewelry. 2. A gift brought by primitive people to spirits and gods. 3. The first metal from which people learned to make tools. 4. The request with which people turned to the gods and spirits. 5. Production of linen and woolen fabric from threads. 6. An occupation that arose from hunting, reliably providing people with meat food. 7. Making threads from animal hair or plant fibers. 8. Tool for plowing, which replaced the hoe. 9. Image of a spirit or god (usually made of wood, clay or stone). 10. Several tribal communities living in the same area
Task number 17. Find the bugs
One student was a big inventor. He wrote an essay about the first farmers and pastoralists. Here it is:
“It's harvest time. Relatives with sickles came out to the grain field. With their rough faces with flattened noses and protruding heavy jaws, they resembled monkeys. Three women staged a contest to see whose sheaf would be larger. The youngest won - her bundle of barley stalks with ears was the largest. - Not fair! - noticed the head of the tribal community, a black-haired guy who followed the work. - You have an iron sickle, and they have copper sickles. Here, in the paddock next to the field, sheep and goats bleated anxiously. They broke the fence and ran into the forest. The wolves wouldn't eat them! How to return the fugitives? There were no dogs in the village - in those days they had not yet been tamed. But soon people became afraid. A herd of mammoths was moving right into the village. A little more and they will trample both the field and the huts. One of the relatives guessed to set fire to the injury and brushwood: the acrid smoke made the mammoths turn around, and they bypassed the village.”
There are at least five historical errors in this essay. Find and describe them
a) when agriculture appeared, people already had the appearance of a modern person, b) the tribal community gave way to the neighboring one, c) only an elder could be the head of the community, d) the first farmers used sickles made of flint, they learned to process copper much later, e) iron was not known at that time, f) the dog was tamed by man long before the advent of agriculture, g) mammoths had become extinct by that time
CHECK YOURSELF
1. Conclude how people's lives have changed with the advent of agriculture and animal husbandry
2. How do you understand the word "progress"? What changes in the life of primitive people were, in your opinion, progressive?
Progress is an improvement in the process of development.
There was a count of time
3. Why, in your opinion, has the inequality of people appeared?
Because everyone counted the year in their own way
poistori.ru
Ancient world history. Test "Primitive farmers and pastoralists"
Primitive farmers and pastoralists
OPTION 1
1. In Western Asia, people learned to work metals around:
a) 15 thousand years ago; b) 10 thousand years ago;
c) 9 thousand years ago; d) 7 thousand years ago.
2. The occupation of primitive people, which led to the emergence of agriculture:
a) hunting; c) fishing;
b) collecting; d) animal husbandry.
3. Ancient pastoralists bred:
a) pigs and sheep; b) horses and cats;
c) goats and cows; d) ducks and geese.
4. 9-7 thousand years ago people mastered such types of crafts as:
a) metal processing; b) shipbuilding;
c) jewelry; d) weaving.
5. 10-7 thousand years ago people learned to make clothes from:
a) flax; c) wool;
b) silk; d) cotton.
6. Primitive people harnessed to the plow for successful plowing:
a) cows c) goats;
b) bulls; d) horses.
7. As a result of the development of agriculture and animal husbandry, the living conditions of people began to depend on:
a) their own work and skills; b) nature to an even greater extent;
c) patronage of spirits and gods; d) existing orders in the human herd.
8. For the first time, wealth inequality appears in:
a) the human herd; b) tribal community;
c) the neighboring community; d) the state.
9. In the neighboring community, each family had for personal use:
a) livestock b) pastures; in the forest; d) a piece of land;
e) handicrafts; e) tools of labor; g) a pond.
10. The military actions of the tribe were led by:
a) an elder c) the Council of Elders;
b) leader; d) king.
PRIMARY FARMERS AND CATTLE HERDERS
OPTION 2
1. Primitive people began to engage in agriculture and cattle breeding more:
a) 20 thousand years ago; b) 15 thousand years ago;
c) 10 thousand years ago; d) 7 thousand years ago.
2. The occupation of people, which led to the emergence of cattle breeding:
a) hunting; c) fishing;
b) collecting; d) agriculture.
3. The following were the tools of labor for the first farmers:
a) a sickle; c) harpoon;
b) stone axe; d) hoe.
4. The extraction of copper and the ability to process it contributed to the emergence of:
a) blacksmithing; c) leather business;
b) pottery; d) spinning.
5. The first farmers cut the ears with a sickle made from:
a) a tree c) stone;
b) bones; d) clay.
6. Pottery for water storage:
a) dried under the rays of the sun; b) burned in the fire of the hearth;
c) air dried; d) coated with resin.
7. The fact that agriculture has become the main occupation of primitive people is evidenced by:
a) the remains of dishes for storing grain; b) tools of labor;
c) cave drawings; d) the remains of dwellings.
8. Several tribal communities living in the same area were:
a) the human herd; b) tribe;
in town; d) the state.
9. Residents of the neighboring community helped each other:
a) cut down forests; b) grow crops on plots; c) dig ponds;
d) drain swamps; d) to hunt; e) to make tools; g) graze livestock.
10. Notable people in the neighboring community became:
a) the chief and his children; b) the best artisans;
c) elders and their children; d) the best farmers and pastoralists.
infourok.ru
Primitive pastoralists and farmers
1. Warming on the Earth. About 13 thousand years ago, warming again set in in Europe. The glacier was melting and retreating to the north. The earth was freed from ice. It was covered with forests and shrubs. Animals accustomed to the cold went north. Mammoths are completely extinct.
As the glacier retreated, people also moved north and settled the vacated lands.
2. New tools made of stone and wood. Primitive people continued to make tools from stone, bone and wood.
People noticed that bent flexible rods straightened with great force, and began to make bows from them. With an arrow shot from a bow, the hunter hit the animal at a distance of tens and even hundreds of steps.
Rice. Man with an ax. Ancient image.
Rice. Boat with rowers. Ancient image on the stone.
By attaching a pointed stone to a stick, people made an axe. To put the ax on the stick more firmly, they drilled a hole in it. They drilled a stone with a bone, pouring wet sand on it.
It was very difficult to work with stone axes. However, they could not only cut down bushes, but also cut down large trees.
A raft was made from two or three logs tied together. It was the first ship of man. Then they began to hollow out boats from thick tree trunks.
The invention of the bow and arrow helped people move to pastoralism, and the invention of the ax helped them move to agriculture.
3. Domestication of animals. Wild dogs lived near the villages. They ate the remains of human food. With their barking, the dogs warned the inhabitants of the village about the approach of other animals. Dogs, getting used to people, began to live in the village and accompany people to hunt. They helped track down and drive the beast.
The dog was the first domestic animal - a hunter's assistant and a faithful watchman.
Hunters, armed with bows and arrows and accompanied by dogs, got more meat than before with spears and clubs. It often happened that the family had enough food. Then the hunters did not kill the caught piglets, kids and other young animals, but brought them to the village. So people tamed pigs, goats, sheep and cows.
4. Hoe farming. Women, collecting edible grains of plants, made a remarkable discovery: they noticed that from the grain that fell into the loose earth, a plant grows that gives new grains. This is where agriculture came from.
The men used axes to clear away the bushes for sowing. Women loosened the soil with hoes, ground clods of earth with their hands and buried grains in the ground. Such farming is called hoe farming. It required a lot of work. A whole clan could only cultivate a small piece of land.
Crops had to be guarded day and night, otherwise a herd of wild boars or other animals could destroy the entire crop.
Agriculture did not appear simultaneously in all countries. Where there were especially favorable conditions for it - warmth, a lot of water, fertile soils, it arose about 7 thousand years ago. In other countries, it began to appear much later.
Color illustration IV. An ancestral village of ancient farmers and pastoralists. In the picture, in the foreground on the left - women reap ears of corn with bone sickles; sharp fragments of stone were inserted into such sickles. In the depths of the picture on the right are people's dwellings and outbuildings.
5. Genus and tribe. Clearing the area for sowing and protecting the field from wild animals was beyond the strength of one person. Only an entire tribal community could cope with this. Relatives rallied even closer than before. The harvest, livestock and other property belonged to the whole family. Hunting, fishing and agriculture were led by the elders - the most senior and experienced of the relatives.
Several clans living in the same area constituted a tribe. The whole tribe spoke the same language.
The affairs of the tribe were managed by a council of elders: it distributed places for hunting, fishing and farming between the clans, sorted out disputes between them.
Rice. A woman grinding grains into flour on a grain grater.
The elders acted in the interests of the entire tribe. Therefore, they enjoyed general trust and the entire tribe unquestioningly carried out their orders.
To solve especially important matters, the elders convened a meeting of the entire tribe.
gl-lib.ru
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Ancient farmers, pastoralists and hunters: human development
Initially, ancient people obtained their food by gathering and hunting. At first, man hunted large animals such as mammoth and bison. But the climate on the planet was getting warmer, which led to the extinction of most of the animals that have existed since the Ice Age.
Ancient hunters and herdsmen
After the advent of Homo sapiens, ancient people first began hunting smaller animals: wild horses, wild boars, hares and birds. For this, they did not have enough spears, because such animals were more dexterous and faster than mammoths.
Therefore, the bow and arrows were invented by man, which greatly simplified the process of hunting. Killing adults, often ancient people took their offspring to their homes.
Small animals grew up near the human dwelling, gradually began to get used to it and did not run away into the forest. When they reached adulthood, the ancient people killed them.
Realizing that in this way it is possible to abandon hunting, and simply raise animals at home, ancient people began to bring more and more small animals from forests and fields.
Later, people began to wait until the animals give birth and only then they were killed. Thus, people provided themselves with a regular availability of food. They no longer depended so much on luck on the hunt. Thus, the first cattle breeding was born.
Ancient farmers and gatherers
Before there was agriculture, people obtained vegetables and fruits by gathering. They went out into the forests and fields and collected fruits from the trees, or with wooden hoes they extracted various edible root crops from under the ground.
Once, ancient people noticed that from the grains that fall into moist soil, after a while new plants sprout and bear fruit. Having collected a certain amount of grains of wild wheat from the fields, people sowed it next to their dwelling.
When the wheat was ripe, they ground its grains with two stones, mixed it with water, and began to bake the first cakes on the fire. Since then, bread has entered the life of mankind for many millennia. And inspired by the success in the development of cereal crops, ancient people began to sow the seeds of other plants.
Farming required settling in one place, and the ancient pastoralists, on the contrary, began to roam - after all, their animals constantly needed new pastures.
Importance of agriculture and pastoralism in human development
The emergence of agriculture and animal husbandry was a real revolution in human evolution. From the appropriation of the blessings of nature, they moved to their independent production.
In the middle of the Neolithic, people began to use ever new, more advanced tools in housekeeping, which increased the level of production. Initially, the products of agriculture and animal husbandry were common: there was a neighboring community, whose members equally shared fruits, animal meat, and skins among themselves. (From the Neolithic to the Copper Age)
But with the development of agriculture and cattle breeding, some families began to separate from the common possessions, and work on their own land plot or have their own animals. Some of the more fortunate and industrious of them managed to accumulate wealth, some became poor. The first class inequality appeared in the world.
As we can see, the emergence of agriculture and animal husbandry played a huge role in the life of ancient man. These occupations not only gave him a stable availability of the products necessary for life, but thanks to them, the first trade and crafts later arose.
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2. Primitive farmers and pastoralists
Task number 13. Fill in the contour map "The oldest area of agriculture"
Task number 14. Fill in the missing words.
Agriculture and cattle breeding originated in Western Asia, more than ten thousand years ago.
The first pet is a dog.
Then people domesticated and tamed other animals, for example: pigs, sheep, goats and cows.
Task number 15. Fill in the missing words.
A new craft - metalworking - appeared in Western Asia about nine thousand years ago.
The first metal from which people learned to make tools is called copper.
Jewelry was made from metals such as gold and silver.
Task number 16. Solve the crossword puzzle "Primitive farmers and cattle breeders."
1. Gold;
2. Victim;
4. Prayer;
5. Weaving;
6. Cattle breeding;
7. Spinning;
The word is agriculture.
Task number 17. Find the mistakes.
1. farmers no longer resembled monkeys, but looked like modern people;
2. The head of the tribal community could not be a guy, the most experienced and wise old men became elders;
3. the first farmers made sickles from wood or bone, but not from copper or iron;
4. dogs have already been tamed;
5. mammoths had already died out by the advent of agriculture and could not move to the village.
CHECK YOURSELF
1. Conclude how people's lives have changed with the advent of agriculture and animal husbandry.
The life of people with the advent of agriculture and animal husbandry has changed a lot. The main thing is that a person's life now depended not so much on nature, but on his own labor and skill.
2. How do you understand the word "progress"? What changes in the life of primitive people were, in your opinion, progressive?
Progress is moving forward. Progressive in the life of primitive people was: the transition to agriculture and cattle breeding, the development of crafts (pottery and weaving), the use of metals, etc.
3. Why do you think there is inequality between people?
After the transition to agriculture and cattle breeding, there was no need to live in tribal communities and have everything in common. Each family could provide for itself on its own, and private property arose. Some were more successful and successful, some less. The nobility began to stand out from the leaders of the tribe, which received more power and wealth.
