History lesson in 7th grade “From the Middle Ages to Modern Times”
Lesson type: lesson on introducing new material
Purpose: to give the concept of the transition from the Middle Ages to the New Time
Lesson Objectives
1. Educational: get an initial idea of the “New Time” period of history
2. Educational: to arouse students’ interest in a new period of history
3. Developmental: development of thinking based on comparison of historical periods (traditional society, the Middle Ages and the New Time)
EQUIPMENT FOR THE LESSON:
Textbook of General History. Modern history, 1500-1800. 7th grade. Yudovskaya A.Ya., Baranov P.A., Vanyushkina L.M. – 5th ed. – M.: Education, 2017.
Multimedia equipment (computer, projector, speakers)
DURING THE CLASSES
(Slide 1) Teacher’s word: “Hello! Today we have our first history lesson in this academic year. We are starting to study new period history - New time. At the end of the lesson, you and I need to answer the question: what is the reflection in modern history found New time? And before starting a new topic, we need to remember the concepts we studied earlier.
2. Updating knowledge
(Slide 2)What is a traditional society? (students’ answers, if there is no specific answer, it is necessary to recall the definition). Traditional society is a society regulated by tradition, the social structure is characterized by a rigid class hierarchy. Strives to preserve sociocultural foundations unchanged.
(Slide 3) What time period does the Middle Ages cover? The Middle Ages or Middle Ages is a period in the history of Europe and the Middle East, following Antiquity and preceding Modern Times.
3.Learning new material
(Slide 4) In the concept of the Middle Ages we encounter the words New Time. Let's write down the definition. Modern times are a period of destruction of traditional society. Subsistence farming is being replaced by market relations.
(Slide 5) The framework of the New Time is defined differently by different scientists, as in different countries. But the beginning of the New Time is always considered to be the beginning of the Age of Great Geographical Discoveries.
In the course of further lessons, we will learn that at this time the class system is collapsing, the boundaries between classes are erased.
Let's remember with the help of which historical sources were scientists able to collect information about modern times for us? (Children's answers and comparing them with the images on slide 6). Answers:
surviving documents (trade agreements, decrees of rulers and officials, collections of laws);
books;
monuments of culture and art;
finds from archaeological excavations.
What objects of the New Age do you think are reflected in our lives? What do we and the people of that period have in common? (Children's answers) (Slides 7-9) Answers: dishes, furniture, clothes.
(Slide 10) Many works of culture and art have survived to our time and cause admiration. In music lessons you were introduced to the works of composersXVI- XVIIcenturies One of them was Luigi Rossi. Let's listen to an excerpt from his work "Orpheus"
(Slide 11) Until now, art lovers are trying to unravel the mystery of the smile of the Mona Lisa or Gioconda, painted by Leonardo da Vinci in 1503.
In the modern period there is politic system, as a set of unified normative interaction political subjects. Parliament appears.
In further history lessons we will go on a journey through the waves of the New Age and learn a lot of interesting things.
4. Consolidation of acquired knowledge
Now let's return to the question posed at the beginning of the lesson: how is New Time reflected in modern history?
Lesson "From the Middle Ages to modern times." 7th grade.
Lesson objectives:
1. Students will learn to determine the reasons for the transition from a traditional society to an industrial one, will be able to define the concept of “New Time”, name the chronological framework of the New Time.
2. Students will be able to compare fundamental differences New time from the Middle Ages.
3. Promote the formation of diligence and perseverance.
Lesson type: combined.
Basic concepts and terms: new time, values, traditions, traditional society, industrial society.
Teaching methods: explanation, story, training in solving problem and cognitive tasks, use of intercourse connections
Equipment: textbook New history, 1500-1800: textbook for 7th grade. educational institutions/A.Ya. Yudovskaya, P.A. Baranov, L.M. Vanyushkina. Map.
During the classes:
I. Organizational moment (greeting).
II. Updating knowledge on the course of the history of the Middle Ages.
1. Frontal conversation with the class.
Let's remember:
What was the name of the history course we studied in 6th grade? (Middle Ages).
What does the history of the Middle Ages study? (The history of the Middle Ages studies the life, way of life, culture of people in the Middle Ages, the history of various states.)
What period does the history of the Middle Ages cover? (4.5 – 15 centuries AD)
The Middle Ages are sometimes called feudalism. What word is this term derived from? (From the word "feud".)
What is a "feud"? (Feud - a piece of land that was given out as military service.)
Who is the Feudal Lord? (Large landowner)
The person who gave the land was called a lord, and the one who received it was called a vassal. Let's repeat who is a lord and who is a vassal? (Students' answers.)
- Slide 1. The relationship between feudal lords and lords was a feudal ladder. Knights stood on one of its steps. Who are knights? (Knights are small feudal lords who performed military service.
As we remember, the knights were participants Crusades. Who inspired the Crusades? (Dad is the head catholic church.)
But the pope had many other concerns besides the Crusades, for example, heretics. Who are heretics? (Heretics are opponents of the prevailing doctrine of the church.)
To fight heretics, the pope used various methods, which? (Executions, torture, exile….)
What was the general name of the trial of heretics? (Inquisition.)
- Slide 2. Let's remember the reasons for the emergence of medieval cities, who lived in them? (Successes in the development of the economy in the 10th century; separation of crafts from Agriculture. Traders, merchants, artisans, feudal lords.)
What were the names of the unions of artisans of the same specialty? (Workshops.)
2. Working with the map.
Let's check how you can work with the map. Guys, you must remember in which country the event took place and show this country on the map.
1. In which country were the Estates General convened? (France.)
2. In what country did Wat Tyler's rebellion take place? (England.)
3. In which country was the Hussite movement? (Czech Republic.)
4. In which country were the foot troops called Janissaries, and the ruler of the state was the Sultan? ( Ottoman Empire.)
5. Show the history of which countries we studied on the map. (Italy, Germany, Spain...)
Teacher: Everything that we remembered today (concepts, names of states) relates to the history of the Middle Ages. The next stage in the development of society is new times.
What do you think we will talk about in class today? (What the history of modern times studies: how people lived, their affairs, achievements, values during this period of social development.)
III. Studying new topic posing a problematic question.
Teacher: In 7th grade you will be introduced to the following period general history which is called new time or new story.
Slide 3. Lesson topic and plan
1. Concept and periodization of modern times.
2. Crisis of traditional society. Features of the new society.
3. A man of new times.
Written on the board problematic issue, to which the teacher draws the students’ attention:
- Determine what phenomena in society allowed people toXVI
Consideration of the first question.
Slide 4. New time(or new history) is a period in human history located between the Middle Ages and Newest time.
The term “Modern time” first appeared in Italy in the 16th century, when there was a feeling that the old time was fading into the past, giving way to new era, the “era of awakening of minds” and the revival of interest in human personality And Everyday life of people.
Slide 5. Scientists have different points of view on the beginning of modern times, one of them is the turn of the 15th - 16th centuries, the time of late Italian Renaissance, Great Geographical Discoveries and the Reformation. New time ends on turn of the 19th century– XX centuries
Conventionally, new time is divided into two parts. First part New history, which you will study in grade 7, covers the period from the end of the 15th century to late XVIII century. It was time:
When Europe undergoes a transition from agrarian civilization to an emerging industrial civilization;
When traditional society is destroyed;
When under the influence European origin fold into one world civilization.
Slide 6. After explaining the first point of the plan, you can introduce students to the textbook. When looking at the book independently, seventh-graders read the title of the textbook, look at the table of contents, and once again pay attention to the chronological framework of the course. Their attention should be drawn to various sources information, including non-text: drawings, color illustrations, maps and diagrams. They should also see that, along with the required text, the book contains material for additional reading (in a narrowed format).
Consideration of the second question.
Slide 7. In the Middle Ages, people's lives were closely connected with the land. The Latin word for field is “ager”, which is why civilization is called agrarian. The work of a farmer and herder largely depended on natural elements and was regulated by natural “clocks,” that is, the change of day and night and seasons. A person’s life changed very slowly; he lived according to the traditions of his ancestors, rarely leaving his native places. His social circle remained virtually unchanged. Important role for a person of an agrarian civilization, his origin played a role: whether he was a nobleman or a merchant, a priest or a warrior, a peasant or a slave... The society in which people of an agrarian civilization lived is called traditional. In traditional society, subsistence farming and simple market relations dominated. Both peasants and artisans used the simplest tools (the same as their ancestors had).
At the end of the Middle Ages, the peasant community begins to collapse, as collective labor becomes less effective than individual labor. Part rural population goes to growing cities, developing as communes with their own self-government.
This is how the Middle Ages ends, European traditional society gradually collapses, and new type personality."
The word "industrial" means "industrial", "producing". People of industrial civilization are surrounded by the mechanisms, objects, plants and factories they created. Rhythm of life and labor activity here it is set by an artificial mechanism - a clock. Life changes rapidly under the influence of many events: he communicates daily with a wide variety of people; receives information from newspapers, radio; uses high-speed vehicles. Such a person values not so much the traditions and experience of his ancestors, but the achievements and inventions of his contemporaries, which improve and facilitate his existence. Here, a person’s place in society is determined not so much by his origin as by his own position and achievements - position, profession, certain personal qualities. Gradually, geographical and climatic features that required greater activity from people influenced the introduction of new methods economic activity, to improve tools.
In modern times, a political system of governance began to take shape, which still exists today. It was then that the first constitutions were written.
But the transition from the Middle Ages to modern times was gradual and long. This was a time when new features in the life of society existed alongside the preserved features of the medieval way of life.
Exercise: read page 4-5 of the textbook and answer the question: “What phenomena indicate a crisis in traditional society?” (The crisis of traditional society manifested itself in the inability of medieval civilization to ensure the progressive development of society. Low labor productivity doomed people to hunger and poverty, feudal fragmentation prevented the expansion of trade and the formation of a single market, and spiritual power did not provide opportunities for rapid development science and technology.)
Consideration of the third question.
Exercise: Based on the text of the textbook, answer the questions:
- “What traits did the man of modern times possess? (The man of modern times is capable of independent activity, ready to take responsibility for decisions made. The main incentive in life was the desire to get rich at all costs and achieve affirmation in society. The desire for personal success forced people to improve tools, create new technologies and risk property for the sake of self-affirmation. Such people made great discoveries, made long journeys, explored new countries and continents.)
- “What purposes did the spirit of entrepreneurship serve? How did this phenomenon influence the development of society? (The spirit of entrepreneurship allowed a person to navigate a difficult market environment and take risks for the sake of higher profits. Discarding prejudices, they easily accepted everything new and advanced. This led to enrichment and accumulation of capital, which contributed to the development of society. The spirit of profit and entrepreneurship contributed to the development of science and technology) .
Let's answer the problematic question: what phenomena in society allowed people toXVIdeclare the beginning of the New Age?
Students point out the changes that occurred in the economy, society, political and spiritual life of people at the turn of the 15th-16th centuries, allowing us to talk about the beginning of the New Age.
IV. Consolidation.
Slide 8.
1. Define the concept of new time.
2. Name the chronological framework of the new time.
3. Name the differences between modern times and the Middle Ages.
4. Explain the concepts: traditions, values, technologies.
5. Let's discuss what connects us with the new time? (With new times modern people connects the urban way of life, the main features of the political system of government, constitutional order, the desire for personal success, well-being, comfort, the development of science and technology, responsibility for one’s actions, the secular nature of spiritual life.)
V. Summing up the work.
“In the XVI-XVIII centuries. society still remained agrarian, dominated manual labor. But people’s desire for personal success forced them to improve their tools and create new technologies. In the 18th century machine production appeared, factories arose. The widespread use of technology dates back to the 19th century. The society will be called industrial, since technology will develop at a rapid pace, and this was the first thing that caught the eye of contemporaries. Society of the XVI-XVIII centuries. “is an early modern society in transition from traditional to industrial.”
D.z. Make a comparative table of modern times and the Middle Ages.
The purpose of the lesson: Students’ assimilation of the concept of “New Time”
Tasks:
1. Educational:To provide conditions for the assimilation of new terms, to lead to the understanding that the study of a new historical period, which has its own characteristics, is beginning.
2.Developing:continue to develop the ability to analyze cause-and-effect relationships, explain historical facts, formulate conclusions
3. Educational: Learn to objectively evaluate your work in class.
Plan for learning new material:
1.Chronological framework and main content of the first period of modern history.
2. Man of the New Age.
3.What connects us with the New Time.
introduction teachers: Dear seventh graders. You see in front of you a textbook that we will use for the next 28 lessons, 2 times a week. Please answer the questions:
What is the name of historical period, which we have to study?
What chronological framework does it cover?
Analyze the structure of the textbook. In what ways do authors supplement the texts of a paragraph? What other additional material contains textbook7
After students answer, start working with the introduction text: page 5, paragraph 1. What was the name of society in the Middle Ages?
1. Definition in a notebook. Tradition means transmission in Latin. Traditional society is a society in which life is based on traditions. Next, we write down the definition highlighted in the text of the textbook: in such a society, spiritual values, lifestyle, and organization of work activities are passed on almost unchanged from generation to generation for a long time.
2.Characteristics.
Students write down the main features of traditional society in their notebooks, simply by number or in the form of a cluster:
1) the predominance of agricultural production;
2) dominance subsistence farming;
Then students find in the text the changes that occurred in the lives of people in the 15th century (pp. 5-6). Oral answers from students:
1.Interest in ancient culture;
2.Striving for earthly life and posthumous glory;
3. Interest in the person, etc.
Next, the teacher says that when studying history, we must understand that changes come to society gradually and therefore the boundaries between eras are very arbitrary. And even on the issue exact date beginning of the New Age, there is no consensus among historians.
Dates with explanations appear on the board or screen:
1485 year-end of the War of the Roses in England,
1492 year of Columbus's discovery of America,
1517 the year of the beginning of the Reformation in Europe.
The teacher emphasizes that in any case, the history of the New Time begins at the turn of the 15th-16th centuries and this transition is a gradual and long-term process. Here he draws attention to the fact that the Modern Time ends at the beginning of the 20th century. In the 16th-18th centuries, society remained agrarian. Manual labor predominated, but new technologies were gradually created (entry in a notebook: technology is a set of methods for processing raw materials and materials in the production process). In the 18th century, machine production and factories appeared. The widespread use of technology begins in the 19th century, when society moves to the next, industrial, stage of development. (Here you can pay attention to the meaning of the word industrial (from the Latin Indastria - activity). (Pictures on the screen that illustrate the gradual transition from primitive tools to machine production).
So, in 7th grade we will study the period of New History of the 16th-18th centuries. In order for people's lives to change, the person himself must change. Let's move on to the second point of the lesson plan.
Question: What were the names of the groups of people who made up medieval society?
Answer: Estates. Students remember that estates are large groups people, having certain rights, duties and privileges, morals and customs, enshrined in traditions or law and transmitted by inheritance.
The teacher emphasizes that the class division of society remained, but at the same time a new type of personality appeared in society - a person who felt the strength for independent activity, the ability to make decisions and bear responsibility for them. This was the man of the New Age.
Question: What new traits do you see among the representatives of the Fugger family? What strata of society did they come from?
Student answers: desire to get rich, ability to make decisions and be responsible for them, personal success. Such people often came from the lower nightingales.
People develop different values. Entry in a notebook (Values are what is most significant in a certain period). Question: What values appeared in modern times? (Answers: wealth, fame, success, freedom)
Let's move on to the third point of the lesson plan: What connects us with the New Time? What sources can we use to study? of this period?
Students’ answers should convey the idea that this period is not very far from our time, therefore there are many material and written sources for studying it. Students themselves can remember events, works and other facts that will connect us with the period of history that we We will study it in 7th grade. In order to motivate course learning, you can offer images on the screen of the teacher's choice. As images appear, they are discussed.
On the screen:
Terms: Constitution, constitutional state, civil society;
Portraits of artists: Raphael, Rembrandt, Durer;
Portraits of enlighteners, Montesquieu, Rousseau, Voltaire;
Portraits of politicians: Jefferson, Washington, Robespierre.
If names and terms are unfamiliar to students, they will have additional motivation to study the course. If you are familiar, this is motivation to expand knowledge
So this tutorial will introduce you to the most important events first period of modern times. Each page is a story about people's lives. When we finish studying this course, you will answer the questions: What new did I learn about myself? What events from this course particularly impressed me? The fate of which historical figures I found it interesting and worthy of emulation?
Homework: 5-8, questions 1-5, p.8. Review and learn terms and definitions.
It is difficult to accurately determine the boundary separating one era from another. When did the Middle Ages give way to the New Age? For many historians, the border is the English bourgeois revolution, during which the old political system was destroyed and a free path opened for the development of capitalism.
The decline of the Middle Ages began in the 15th century. It is no coincidence that this time is called the era of the great breakthrough. Geographical discoveries pushed the boundaries of Western civilization and expanded the horizons of Europeans. Rapidly growing scientific knowledge broke the usual picture of the world.
In the 15th century the foundations of bourgeois production began to be laid, a new social type, presented by a businessman-entrepreneur. The time had come for rapid growth of production, in which technical inventions were increasingly used. Trade now connected entire continents. Changes took place in religion, literature and art that destroyed the medieval value system.
This does not mean that the Middle Ages retreated to new trends: in the mass consciousness, traditional ideas survived much longer than in the consciousness of writers, philosophers or artists. The Church was strong enough to resist new ideas. She fought them using a completely medieval means - the Inquisition, or she herself was transformed under their influence.
The idea of human freedom continued to exist in a society divided into classes. The feudal form of peasant dependence did not completely disappear, and in some countries (Germany, Central Europe) there was a return to serfdom. Feudal system showed quite a lot of resilience. Each European country lived it out in her own way and in her own chronological framework. Capitalism for a long time existed as a way of life, covering only part of production in both the city and the countryside.
However, from the 15th century. dramatic changes swept through all areas of civilization. The very pace of her life became different: patriarchal medieval slowness began to recede into the past. Historians call this era either the stage of transition to the Modern Age, or the Early Modern Age, because even then the foundations of modern Western European civilization were being laid.
In the XVI–XVII centuries. the usual medieval picture of the world began to collapse and Belarusian lands. Our lands have come as close as possible to the values of the New Age: a new work ethic is being formed in cities, money is given the status of a self-sufficient value. Usury in the 16th century. Not only townspeople, but also clergy and gentry begin to engage in activities. According to the III Statute, engaging in usury by a nobleman deprived him of his nobility.
Beggary is beginning to be interpreted as a phenomenon acceptable only if a person loses his ability to work.
This period became the time of both the final formalization of the institution of the gentry’s “golden liberties” and the complete assimilation of the legal concept of “bohum commune” by the Belarusian philistinism. The most important sign of the 16th century. is religious tolerance and peaceful coexistence of Orthodox, Protestants and Catholics. However, the growing processes of confessionalization and counter-reformation led to a violation of the confessional balance and, as a result of the implementation of the Brest Church Union, led to an acute religious conflict in Belarusian society. On Tue. floor. XVII century the complete victory of the counter-reformation was secured. The Polish-Lithuanian Commonwealth turned into a Catholic power through total legal discrimination against the non-Catholic population.
Fundamental changes have also occurred in the ethnic self-identification of the Belarusian elite. It was in the XVI - per. floor. XVII centuries the term “Rusyn” is saturated with ethnic content, new criteria of self-identity are developed, among which language and ethnic origin, rather than religious affiliation, become the most important.
