History lesson in 6th grade

Goals: introduce the main content of the course “History of the Middle Ages”, give an idea of ​​its specifics and features; determine the location academic discipline V educational process; introduce the reference and methodological apparatus of the textbook, objectives and structure of the course; arouse interest in a new academic subject.

Planned results:

• subject: learn to determine chronological boundaries using a timeline medieval world; explain the meaning and objectives of the course “History of the Middle Ages”; navigate the structure of the textbook; establish continuity between Antiquity and the Middle Ages;
• meta-subject UUD: independently organize educational interaction in a group; determine one's own attitude to phenomena modern life; formulate your point of view; listen and hear each other; express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; independently discover and formulate an educational problem; choose means of achieving the goal from those proposed, and also look for them yourself; give definitions to concepts; analyze, compare, classify and summarize facts and phenomena;
• personal UUD: create initial motivation to learn new material; comprehend the importance of studying history for oneself; express your attitude to the role of history in the life of society.

Equipment: scheme “Classification of historical sources”; multimedia presentation; timeline.

Lesson type: discovery of new knowledge.

Lesson progress

I. Organizational moment

II. Motivational-target stage

We continue to travel through time with you.

— What period of history will we go to this year?

(Students answer the question.)

However, among scientists there is no clear opinion as to what the Middle Ages are.

Exercise: Get to know different points of view on this issue.

Slide 1. The Middle Ages were a time of total decline of culture, knowledge, education, a time of lawlessness, continuous internecine wars, the extermination of dissidents during the Crusades, the Inquisition, the persecution of heretics - this is the point of view of humanists and educators.

Slide 2. The Middle Ages are a period of the highest progress of mankind, perfect morality, self-sufficient life and prosperity. Only in medieval society were the people of Europe the bearer of supreme sovereignty, and therefore the kings were responsible to the people. Only in the Middle Ages was man driven by lofty motives and aspirations - this is the point of view of the romantics.

Slide 3. The Middle Ages are an undeveloped present, an embryonic state of modernity - such is the point of view of materialist historians.

-Which of them is right?

—Can we answer this question today? (Students complete the task.)

To more accurately understand the positions of scientists in this dispute, we need to take a closer look at the history of the Middle Ages.

A problem assignment for the entire period of studying the history of the Middle Ages course.

What were the Middle Ages like in human history?

1. Gloomy, dark, failed (with barbaric destruction, the Inquisition, etc.), as humanists believed.

2. Light, who gave the world modern political map Europe, a number of scientific discoveries and inventions, the flourishing of medieval architecture, universities, printing, etc.

III. Updating knowledge

In 5th grade you continued studying history.

-What is history?

— What section of history did we study last year?

— What topics and why did you especially remember?

- How did the story end? Ancient world?

(Students complete the task.)

Formulation of problematic questions for the lesson.

Why is it important to study history? What can you learn in history lessons?

Announcement of the topic, educational results and progress of the lesson (presentation)

Lesson topic: “What are the Middle Ages.”

(Introduction to the lesson plan.)

Lesson Plan

1. The Middle Ages as part of world history.
2. The main stages of the Middle Ages.
3. Historical sources, their types and types.
4. A journey through the textbook “History of the Middle Ages.”

IV. Work on the topic of the lesson

1. The Middle Ages as part of world history

Scientists identify large periods, or eras, in history that replace each other.

Exercise: Look at the “Timeline” slide and name these periods of world history.

— What were the time boundaries of the Middle Ages?

(Students complete the task.)

The Middle Ages (Middle Ages) - an era in human history between the Ancient World and the Modern Age - lasted approximately 11 centuries, from the fall of the Western Roman Empire to the era of the Great geographical discoveries, from V to XV centuries.

(Work with a dictionary.)

Middle Ages is an era in the history of mankind, covering the period from the fall of the Western Roman Empire (5th century) to the beginning of the Age of Great Geographical Discoveries (end of the 15th century), which coincided in Western Europe with the formation and flourishing of feudal relations.

The very definition of “medieval” comes from the concept of “Middle Ages,” introduced in the 15th century. Italian humanist Flavio Biondo. With this concept he denoted the period of history from the 5th to the 15th centuries, that is, the period between Antiquity and Modern times. Some scientists interpret this term differently. They reason like this: Antiquity and the Renaissance are two points of rise of the human spirit, the apogee creative thought. And between them is the “failure” of the Middle Ages, barbarism, destruction, the darkness of lack of education. “Dark Ages” - this is exactly how people of the New Age perceived this period; it was they who came up with the term “Middle Ages”.

Exercise: The concept of “Middle Ages” was proposed by scientists who studied the history of Western and Central Europe.

—Can this term be applied to the history of Asia, Africa and America?

(Students' answers.)

Scientists argue about this, since the history of Europeans differs from the history of the peoples of Asia, America and Africa. And yet historians find common features in the historical destinies of the peoples of the East. After all, every nation had its own period of the Middle Ages. But when studying the history of the Middle Ages, we will focus on Europe.

Divide into two groups and complete a creative task.

Task for the first group: working with the textbook text on p. 8, give an idea of ​​the history and characteristics of the Roman Empire.

Assignment for the second group: working with the textbook text on p. 8, give an idea of ​​the history and characteristics of the northern and eastern neighbors of the Roman Empire.

(Groups present their work. Check completion of the task.)

— What changed in the Middle Ages?

Exercise: Study the proposed diagram and answer the question posed.

Europe in the Middle Ages:

• A single “historical continent”
• Languages, peoples and states appeared that still exist in Europe today
• United Christendom
• Similar lifestyle

2. Main stages of the Middle Ages

— What stages did the Middle Ages go through in its development?

Exercise: working with the textbook text on p. 9, fill out the table “Main stages of the Middle Ages.”

(Checking the completion of the task.)

3. Historical sources

Time, the course of which can neither be stopped nor changed, leaves its traces. Traces of primitive people ancient states, medieval cities remained on stone, in the ground, on paper. Not everything has been preserved, and much has not yet been found. But you need to be able to read the traces of time.

When studying past events, we ask questions:

- How do you know all this?

— What helped you learn about a time separated from us by centuries and even millennia?

Exercise: Using your knowledge, answer these questions.

(Students complete the task.)

If the sources that told us about the Middle Ages had not been preserved, then you and I would not have known how people lived at that time, what they did, what their culture was like.

Traces left by time and read by historians help us learn about the events of the past. These traces in science are called historical sources. A historical source is understood as any monument of the past that testifies to the history of human society.

— What sources help us study the past?

(Students list and systematize sources.)

— Written sources- chronicles, chronicles, charters, decrees, diaries and memoirs, as well as various inscriptions on stone and other material.

— Oral sources- traditions, tales, legends, epics, ballads, epics.

— Material sources- tools, household utensils, clothing, coins, medals, weapons, coats of arms, buildings and other architectural structures.

Exercise: I suggest you play the game “Guess and Decompose”. The slide indicates historical sources, but they are mixed up. Distribute them into groups.

Sources: proverbs, temples, coins, sagas, household items, household records, parables, letters, jewelry, contracts, furniture, legends.

(Checking the completion of the task and filling out the table.)

Each type of source reflects historical events in its own way and requires special methods of study. There is a historical discipline that develops methods for using historical sources.

Exercise: study the data in the proposed table and characterize the historical disciplines.

— How can these sciences help us in studying the history of the Middle Ages?

Auxiliary historical discipline	Characteristic
Historical textual criticism	Deals with establishing the authenticity of texts and the exact date of their creation
Paleography	Studies ancient manuscripts, mainly their external side (way of writing, letter shapes, features of the material on which they wrote, etc.), in order to determine the time and place of their creation
Genealogy	Deals with issues of the origin of families and clans, individuals and family ties, compiling pedigrees
Epigraphy	Examines inscriptions on ancient monuments, buildings, works of art, tombstones, stone steles and slabs
Numismatics	Studying coins and other banknotes
Heraldry	Studying coats of arms
Toponymy	Explores the origins of names
Onomastics	Learns personal names
Faleristics	Study orders, medals and other insignia
Chronology	Studying chronology systems
Metrology	Explores various measures (length, volume, weight)
Archaeography	Develops rules and methods for collecting, publishing and organizing the storage of historical sources (manuscripts, books, etc.)
Archeology	Studies material sources
Ethnography	Studies the life and customs of individual peoples (life, traditions, rituals, folklore)

(Checking the completion of the task and summing up the results of studying the issue.)

4. A journey through the textbook “History of the Middle Ages”

This year you will study part of world history - the history of the Middle Ages. You have to go to the distant, distant past. And our main reference book, the history textbook, will help us on this journey.

I propose, using the “Wise Owls” technique, to do the following: exercise: working with text on p. 5, 6 textbooks, find information that you know and information that was previously unknown.

(Checking the completion of the task and summing up.)

1. Each chapter begins with questions to help you prepare for class.

2. At the beginning of each chapter, the main questions are listed, the answers to which you will find in the texts of the paragraphs.

3. The text of the paragraph is divided into the main one, which must be learned, and the additional one, containing information about historical figures, background information, interesting stories.

6. Historical documents are presented in the section "Studying the source" . The texts are varied in nature and are accompanied by questions and tasks that allow you to gain insight into the meaning of the document.

7. The authors of the textbook have compiled a variety of questions and tasks that will help you better understand its content. At the beginning of the paragraphs, tasks are proposed, combined into a rubric “Remember!” , which require reference to previously studied material in the history course. At the end of the paragraphs there are questions and tasks that require not only searching for the answer in the text of the textbook, but also your reasoning, ability to compare and generalize historical facts, phenomena, processes.

8. Final questions and assignments include various texts, creative works covering events over a long period Russian history. Here you will also find generalizing questions and assignments, as well as a section « Creative tasks and projects" .

9. At the end of the textbook there is dictionary basic concepts.

Algorithm for working with the textbook

1. When starting to work with the textbook, understand the meaning of the paragraph heading. This main topic its content.
2. Determine how the topic relates to the content of the entire chapter.
3. Analyze the subheadings of the paragraph parts.
4. Try to understand why the topic of the paragraph is revealed in this sequence, what is the connection between the individual points of this plan.
5. Read the text in parts.
6. In each sentence, find out the meaning of unfamiliar words, terms, names.
7. As you read, refer to the maps, find on the map geographical objects and places of battles that are mentioned in the text.
8. Consider the portraits, reproductions of paintings, diagrams, tables given in the textbook.
9. When reading each article of the paragraph, pay attention to the basic information for memorization, which is highlighted in bold, identify the main idea, formulate your own conclusions, extract from the text the main facts that allow you to justify them.
10. After reading the entire paragraph, formulate a general conclusion. It should briefly reveal the meaning of the topic of the paragraph.

V. Summing up the lesson

Let's return to the problematic questions that we posed at the beginning of the lesson.

— Why is it important to study history?

— What can you learn in history lessons?

(Pupils’ opinions are listened to.)

Creative task

(Work in a group.)

(Checking the completion of the task.)

Homework (differentiated)

1. For strong students - prepare a presentation on the topic “Famous historical events.”
2. For intermediate students - explore traces of the past (optional).
3. For weak students, give examples of historical sources.

Lesson No. 1 “What does the history of the Middle Ages study?”

Goals: 1. Based on the knowledge of students acquired in the course of the history of the Ancient World, prepare them for studying the history of the Middle Ages;

2. To formulate students’ idea of ​​the Middle Ages as one of the periods of General History;

3. Continue to develop the ability to use counting years in history, establish the duration and synchronicity of events, correctly use and explain historical terms;

Type: Lesson on learning new material;

Equipment: 1. Electronic presentation;

2. Timeline;

3. World map;

Plan: 1. The term “Middle Ages” and periodization medieval history;

2. The significance of the Middle Ages in modern life;

3. Historical sources on the history of the Middle Ages;

Basic concepts: Middle Ages, archive, chronicles, historical source;

PROGRESS OF THE LESSON

I ORGANIZATIONAL MOMENT

Introductory words from the teacher: In the past academic year you became acquainted with the first period of world history, which was called the “history of the Ancient World.” It lasted from the moment man appeared on earth until the fall of the Western Roman Empire. At this time there were many most interesting civilizations and states that have left their mark on world culture. We can still observe the achievements of these civilizations.

II STUDYING NEW MATERIAL

Today we are starting to study the second stage of World History after the Ancient World - the Middle Ages. Today we will find out what the history of the Middle Ages studies? (Slide No. 1)

1. The term "Middle Ages" and the periodization of medieval history .

Today we will try to find out: 1. What are the Middle Ages and talk about the periodization of medieval history; 2. Let’s find out the significance of medieval history for modern life; 3. Let's identify historical sources on the history of the Middle Ages; (Slide No. 2)

So, we have already said that the fall of the Western Roman Empire in the 5th century marked the beginning of a new period in World history. Historians called this period the Middle Ages or the Middle Ages, because it lies, as it were, between the era of the Ancient World and the Modern Age. (Slide No. 3)

*The Middle Ages is a designation in historical science for a period of history Globe from V to XVII centuries.

(recording a term in the dictionary)

? Remember again what event marked the end of the history of the Ancient World and, therefore, the beginning of the history of the Middle Ages? (476 - fall of the Western Roman Empire)

Remember for a friend the date - 1640 - the beginning of the English bourgeois revolution, as the date of the end of the history of the Middle Ages. (Slide No. 4)

Now, let's check if you can count: (Slide No. 5)

1. How many centuries did the history of the Middle Ages last?

2. How many centuries ago did the history of the Middle Ages begin?

3. Write any year relating to the VI, XII centuries.

4. What century does it belong to: 843

5. Write in Roman numerals: 5, 11, 15;

6. Write in Arabic numerals: VIII, XXXIII, XXIV;

That. We found out that the history of the Middle Ages lasted about 12 centuries. Naturally, this huge time period was not homogeneous and was divided into several stages, somewhat different from each other. In historical science, the history of the Middle Ages is usually divided into three periods:

V –XI centuries – Early Middle Ages;

XII –XV centuries – The rise of the Middle Ages;

XVI –XVII centuries – Late Middle Ages; (Slide No. 6)

Each of these periods is interesting and diverse in its own way, and this academic year we will get acquainted with each of the three periods of medieval history.

2. The meaning of the Middle Ages in modern life

Why do we even study the history of the Middle Ages? Of course, the first thing that comes to mind is knights, knightly tournaments, medieval castles, but the Middle Ages is also famous for the fact that at that time many inventions, innovations, and cultural achievements appeared that are used in modern life. Sometimes, you and I have no idea that those “new products” that we use in our modern life come from the Middle Ages.

Listen to me carefully and try to distribute these new products into areas of society: (Slide No. 7)

Teacher's story: In the Middle Ages, most of the nations and states of modern Europe were formed. This period includes the birth national culture, the formation of the language and national character of these peoples, the beginning of the formation of nations and state borders. Many national, ethnic, religious conflicts of modern Europe are rooted in the medieval era...

In the Middle Ages, the first universities arose, many of which continue to exist today (the oldest universities are Bologna, Oxford, and Paris, which appeared respectively in 1088, 1150, 1215), class-representative assemblies, to which the historical roots of a number of modern parliaments go back.

One of the influential institutions inherited by the world from the Middle Ages is the church - Roman Catholic, Orthodox, different types Protestant, Muslim.

Many cities of modern Western Europe retain the “flavor” of the medieval era in the layout, architecture, in the Romanesque and Gothic style of their cathedrals and town halls, in iconography and stained glass, in amazing sculpture and stone carvings, in book miniatures. It was in the Middle Ages that the water wheel, blast furnace, and compass appeared.

People use buttons and glasses, scissors and mechanical watches invented in the Middle Ages, and wear skirts and trousers invented by medieval tailors.

3. Historical sources on the history of the Middle Ages

? Remember what historical sources are?

*A historical source is anything that provides information about the past of human society. ()

? Remember what historical sources you know? (Slide No. 8)

Written sources, of which there are a huge number on the history of the Middle Ages, are stored in special document repositories - archives.*

A large number of so-called chronicler– recording historical events in chronological order. *

Now, let's try to determine what type of historical sources the given examples belong to:

2. A precious bowl on which the name and nickname of the artisan is written; (5)

3. Medieval castle; (5)

5. Folk proverbs and sayings; (2)

III FIXING

Today, we learned what the history of the Middle Ages studies. Let's remember:

What is the history of the Middle Ages? What period does the history of the Middle Ages cover? How many stages does the history of the Middle Ages include? What historical sources on the history of the Middle Ages do you know?

Conclusions: (Slide No. 9)

IV HOMEWORK

Page 6-8; learn terms and dates;

Among the disciplines, acquaintance with which begins in high school, we should call history, which allows schoolchildren to understand how people of past eras lived, what events took place centuries ago, and what consequences they led to. Let's consider what history studies, why we need to know about long-past events.

Description of the discipline

Historical science allows you to learn about past eras, specific events, monarchs, inventions. However, such an understanding of what history studies would be simplistic. This discipline works not only with facts, but also makes it possible to identify patterns in the development of life, identify periods, analyze the mistakes of the past in order to try not to repeat them. In general, the science of “world history” comprehends the process of development of human society.

This area of ​​knowledge is classified as humanitarian. Being one of the most ancient sciences (Herodotus is considered its founder), it continues to actively develop.

Subject of study

What does history study? First of all, the main subject of this science is the past, that is, the totality of events that occurred in a certain state, society as a whole. This discipline explores wars, reforms, uprisings and rebellions, relationships between different states, activities historical figures. To better understand what history studies, let's make a table.

Historical periodization

	What is being studied
Primitive	Features of the appearance and life of the most ancient and ancient hunters and gatherers, the emergence of social relations, the emergence of art, the structure of ancient society, the emergence of crafts, the specifics of community life
Ancient world, Antiquity	Features of the first states, specifics of external and domestic policy the first monarchs, the social structures of the most ancient societies, the first laws and their meaning, conducting economic activities
Middle Ages	The specifics of the early European kingdoms, the relationship between statehood and the church, the classes distinguished in society and the characteristics of life of each of them, reforms, the specifics of foreign policy, chivalry, Viking raids, knightly orders, crusades, Inquisition, Hundred Years' War
New time	Technical discoveries, development of the world economy, colonization, education and diversity of political parties, bourgeois revolutions, industrial revolutions
Newest	Second world war, relations between Russia and the world community, features of life, the war in Afghanistan, the Chechen campaign, the coup in Spain

The table shows that the study of historical science contains a huge number of facts, trends, features, and events. This discipline helps people understand the past of their country or the world community as a whole, not to forget this invaluable knowledge, but to preserve it, analyze it, and realize it.

Evolution of the term

The word “history” was not always used in its modern meaning.

• Initially, this word was translated from Greek as “recognition”, “investigation”. Therefore, the term meant a way of identifying a certain fact or event.
• During the times of ancient Rome, the word began to be used in the sense of “retelling the events of the past.”
• During the Renaissance, the term began to be understood as a generalized meaning - not only the establishment of truth, but also its written recording. This understanding incorporates the first and second.

Only in the 17th century did historical science become an independent branch of knowledge and acquire the significance known to us.

Klyuchevsky's position

The famous Russian historian Vasily Osipovich Klyuchevsky spoke very interestingly about the subject of historical science, emphasizing the dual nature of the term:

• This is the process of moving forward.
• Study of this process.

Thus, everything that happens in the world is its history. At the same time, science comprehends the features historical process, that is, events, conditions, results.

Klyuchevsky spoke very briefly but succinctly about the role of this science: “History teaches nothing, but only punishes for ignorance of the lessons.”

Auxiliary disciplines

History is a multidisciplinary, complex science that has to deal with a large number of facts and events. That is why a number of auxiliary disciplines appeared, information about which is presented in the table.

Each of these auxiliary disciplines is very important for understanding the historical process as a whole.

Industries

The development of man and society is a complex, multifaceted process, including the activities of individuals, the development of social and cultural spheres, internal and foreign policy states

Because of this, in science itself it is customary to distinguish a number of main directions of history:

• Military.
• State.
• Political.
• History of religion.
• Rights.
• Economic.
• Social.

All these directions taken together constitute history. However, as part of the school course, only the most general information from the discipline, history textbooks use a different division:

• History of the Ancient World.
• Medieval.
• New.
• Newest.

World and domestic history is highlighted separately. Also in school course Local history is also included, within the framework of which students become acquainted with the peculiarities of the development of their native land.

Basic methods

Before understanding the question of why study history, you should consider the set of methods that this fascinating science uses:

• Chronological - the study of science by periods and dates. For example, when studying new history, it is very important to understand the chronology of the Great Geographical Discoveries.
• Synchronic - an attempt to identify the connection between processes and phenomena.
• Historical-genetic - analysis of a historical event, determination of its causes, significance, connection with other events. For example, the Boston Tea Party and the First Continental Congress led to the American Revolutionary War.
• Comparative-historical - comparison of a given phenomenon with others. For example, comparing the characteristics of the Renaissance period in various European countries when studying the history of the world.
• Statistical - collection of specific numerical data for analysis. History is an exact science, so such information is necessary: ​​how many victims this or that uprising, clash, or war claimed.
• Historical-typological - distribution of events and phenomena based on community. For example, the features of the industrial revolution in new history from various states.

All these methods are used by scientists to comprehend the features and patterns of the development of society.

Role

Let's look at why you need to study history. This science allows us to understand patterns historical development humanity and society, on the basis of this information it becomes possible to understand what awaits us in the future.

The historical path is complex and contradictory, even the most intelligent and far-sighted individuals made mistakes that led to terrifying consequences: riots, civil wars, the death of hundreds of thousands ordinary people, revolutions. We can only avoid these mistakes if we are aware of them.

Without knowledge of world and native history, it is impossible to be an educated, literate person, a patriot, or to understand one’s place in the world. That is why it is necessary to study this fascinating science from childhood.

How to understand science

To understand the peculiarities of the development of society, you should choose a good history textbook and workbook. In high school, work requires and contour maps, the filling of which allows you to visually represent the features of a particular process.

An additional advantage will be reading literature on the subject, through which you can significantly expand your knowledge and get acquainted with interesting facts.

Difficulties

Having considered what history studies, let’s look at the question of what difficulties one faces when comprehending this humanitarian discipline:

• Many historical events have controversial and often subjective assessments by researchers.
• The new history is being rethought, so the knowledge that the “old school” teachers taught in their lessons all their lives turned out to be irrelevant.
• When studying ancient periods, many facts are in the nature of hypotheses, albeit supported by evidence.
• Science strives for precision, which is not always possible.
• The need to keep in mind a huge number of dates, names, reforms.

That is why acquaintance with the science of history often does not inspire modern schoolchildren enthusiasm. Most often, they simply do not understand the enormous importance of this discipline, do not see interest in it, perceiving the subject as boring and requiring memorization of a large amount of information.

The teacher is required to convey to his students the role of this fascinating science and help schoolchildren realize its value. Only in this case will work in the classroom become useful and productive.

Middle Ages Middle Ages. But for many years, historians have not been able to develop a unified view on the problem of when the Middle Ages begin and end.

Most authors agree that the history of the European Middle Ages begins with the collapse of the Roman Empire in the 5th century AD. However, this view of the problems cannot be considered universal. Political and economic changes in the Roman Empire began to occur long before its collapse. In fact, the economic history of the Middle Ages began earlier than the political one. In addition, the question of the beginning of the Middle Ages outside Europe, for example, in China, remains debatable.

A number of researchers consider the Middle Ages only a European phenomenon, excluding Asian countries.

Marking the end of the Middle Ages is even more difficult. In Marxist historiography, it was generally accepted that the beginning of the New Age can be considered the revolution in England in 1640, accompanied by the overthrow of the king and the coming to power of Cromwell. At the same time, scientists in Europe and the USA propose other dates - the beginning of the Great Geographical Discoveries or the beginning of religious wars in Europe associated with the emergence of Protestantism. As a result, all three points of view coexist in the works of various authors.

Experts in the history of mentality emphasize that it is impossible to draw a clear line at the end of the Middle Ages, since the ideas of this time were strong even in people of the 18th century.

Main sections of the history of the Middle Ages

In the 19th century, during the emergence of modern technology, researchers were primarily interested in political history The Middle Ages - the emergence and disappearance of states, their conflicts among themselves, the most noticeable politicians. Later, the range of interests of researchers expanded. At the turn of the 19th-20th centuries, more and more works began to appear on the religious history of this period, which was closely connected with the political - for example, the pope in the Middle Ages was one of the largest landowners and ruled his state.

Marxist historians began to focus on economic history The Middle Ages, believing that it was with the evolution of production that changes in social relations arose.

At that time, in the twenties of the 20th century, historians appeared, for example, Mark Blok, who began to comprehensively study the mentality of the medieval