Author's program Vigasin Goder Sventsitskaya. Fall of the Western Roman Empire. Section p. ancient east

MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION

"SEVERAGE SCHOOL №12"

WORKING PROGRAMM

IN THE HISTORY OF THE ANCIENT WORLD

5th class

(basic level of education)

Developed

Buntyakova Maria Nikolaevna,

teacher of history, social studies

Cherepovets

year 2014

Explanatory note

Goal and tasks the study of history at the level of basic general education is aimed at achieving the following goals:

education of patriotism, respect for the history and traditions of our Motherland, for human rights and freedoms, democratic principles public life;
mastering knowledge about the most important events, processes of domestic and world history in their relationship and chronological sequence;
mastering elementary methods of historical knowledge, the ability to work with different sources of historical information;
formation of value orientations in the course of acquaintance with historically established cultural, religious, ethno-national traditions;
application of knowledge and ideas about the historically established systems of social norms and values for life in a multicultural, multi-ethnic and multi-religious society, participation in intercultural interaction, tolerant attitude towards representatives of other peoples and countries.

The program of the course "History ancient world» for 5th grade students developed on the basis of and meets the requirements:

Standard of basic general education in history;
Law "On Education" dated July 10, 1992 No. 3266-1 (in subsequent editions);
Decree of the Russian Federation of March 19, 2001 No. 196 (as amended on March 10, 2009) “On Approval of a Model Regulation on a General Education Institution”;
Order of the Ministry of Education of Russia dated March 5, 2004 No. 1089 “On Approval of the Federal Component of State Educational Standards for Primary General, Basic General and Secondary (Complete) General Education”;
Order of the Ministry of Education and Science of the Russian Federation dated October 06, 2009 No. 373 "On approval and implementation of the federal state educational standard for primary general education";
Order of the Ministry of Education Russian Federation dated March 9, 2004 N 1312 "On approval of the federal basic curriculum and exemplary curricula for educational institutions of the Russian Federation implementing general education programs”;
Sanitary Rules 2.4.2821-10 “Sanitary and Epidemiological Requirements for the Conditions and Organization of Education in General Educational Institutions” of December 29, 2010 No. 189;
Educational program approved by Order No. 38 dated August 29, 2011

The program on the "History of the Ancient World" for grade 5 was developed on the basis of the Federal component of the State Standard of General Education, the Exemplary Basic Program school education in history, the author's program of F. A. Mikhailovsky.

The calendar-thematic plan for the 5th grade in history is focused on the use of the textbook: Mikhailovsky F.A. General history. History of the Ancient World: a textbook for the 5th grade of educational institutions / F. A. Mikhailovsky; ed. G. M. Bongard - Levin. - 3rd ed. - M .: OOO " Russian word– textbook”, 2014. – 296 p.: ill. ( Innovative school).

Into a set of teaching materials on history includes:

textbooks (in book and electronic form);
anthologies, collections of documents;
historical atlases;
wall maps, tables, illustrations, cartographic and visual electronic materials;
workbooks, contour maps;
collections of assignments, electronic training programs;
reference books, encyclopedias (in book and electronic form);
books to read.

general characteristics subject

The course of history at the level of basic general education is part of the concentric system of history education. Studying history at the level of basic general education, students acquire historical knowledge, brought into the simplest spatial and chronological system, learn to operate with historical terminology in accordance with the specifics of certain eras, get acquainted with the main methods of historical analysis.

Description of the place of the subject, course in the curriculum

The subject "History of the Ancient World" is studied at the level of basic general education as a compulsory subject in the 5th grade in a total of 68 hours, 2 hours a week. There are no reserve hours in the given calendar-thematic planning.

Personal, meta-subject and subject results of mastering a particular academic subject

To the most important personal The results of studying history in basic school include the following beliefs and qualities :

awareness of one's identity as a citizen of the country, family member, ethnic and religious group, local and regional community;

· development of humanistic traditions and values of modern society, respect for human rights and freedoms;

· comprehension of the social and moral experience of previous generations, the ability to determine one's position and responsible behavior in modern society;

· understanding of the cultural diversity of the world, respect for the culture of one's own and other peoples, tolerance.

Metasubject The results of the study of history in the basic school are expressed in the following qualities:

the ability to consciously organize and regulate their activities - educational, social, etc.;

Possession of skills to work with educational and out-of-school information (analyze and summarize facts, draw up a simple and detailed plan, theses, notes, formulate and justify conclusions, etc.), use modern sources of information, including materials on electronic media;

the ability to solve creative problems, to present the results of their activities in various forms (message, essay, presentation, abstract, etc.);

readiness for cooperation with fellow students, teamwork, mastering the basics of intercultural interaction at school and social environment, etc.

subject the results of the study of history by students in grades 5-9 include:

· mastery of holistic ideas about the historical path of the peoples of their country and humanity as a necessary basis for understanding the world and knowledge of modern society;

· the ability to apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence and significance of events and phenomena of the past and present;

the ability to study and systematize information from various historical and modern sources, revealing its social affiliation and cognitive value;

· expanding the experience of evaluation activities on the basis of understanding the life and deeds of individuals and peoples in the history of their country and humanity as a whole;

· willingness to apply historical knowledge to identify and preserve the historical and cultural monuments of their country and the world.

Requirements for the level of preparation of students

Must know: dates of major events, terms; major achievements culture and value system formed in the Ancient World, Middle Ages, New Time, Modern Time; studied types of historical sources.

Must be able to: compare historical phenomena and events, explain the meaning and significance of the most important historical concepts; be able to reasonably defend their point of view, read a historical map, compare historical phenomena, finding similarities and differences.
Planned results of studying the subject

The graduate will learn:

determine the place of historical events in time, explain the meaning of the main chronological concepts, terms (millennium, century, BC, AD);
use a historical map as a source of information about the settlement of human communities in the epochs of primitiveness and the Ancient World, the location of ancient civilizations and states, places of major events;
search for information in fragments of historical texts, material monuments of the Ancient World;
describe the conditions of existence, the main occupations, the way of life of people in antiquity, the monuments of ancient culture; talk about events ancient history;
reveal the characteristic, essential features of: a) forms state structure ancient societies (using the concepts of "despotism", "polis", "republic", "law", empire, "metropolis", "colony", etc.); b) the position of the main groups of the population in ancient Eastern and ancient societies (rulers and subjects, free and slaves); in) religious beliefs people in antiquity;
explain what the purpose and artistic merits of monuments of ancient culture were: architectural structures, household items, works of art;
evaluate the most significant events and personalities of ancient history.

The graduate will have the opportunity to learn:

characterize the social system of ancient states;
compare evidence from various historical sources, identifying common and differences in them;

“to see manifestations of the influence of ancient art in the environment;

Express judgments about the meaning and place of the historical and cultural heritage ancient societies in world history.

The content of the subject "History of the Ancient World" (68 H)

INTRODUCTION (1 hour)

What history studies. Historical chronology (counting the years "BC" and "AD"). Historical map. Sources of historical knowledge. Auxiliary historical sciences.

Primitiveness. (7 hour)

Settlement of ancient man. A reasonable person. Living conditions and occupations of primitive people. Ideas about the surrounding world, beliefs of primitive people. The most ancient farmers and pastoralists: labor activity, inventions. From the tribal community to the neighboring one. The emergence of crafts and trade. The emergence of ancient civilizations.

Repetitive-generalizing lesson on the topic "The life of primitive people and their discoveries."

Ancient East (19 hours)

Ancient civilizations of Mesopotamia. Living conditions and occupations of the population. City-states. Myths and legends. Writing. ancient babylon. Laws of Hammurabi. Neo-Babylonian kingdom: conquests, legendary monuments of the city of Babylon.

Ancient Egypt. Living conditions and occupations of the population. State administration (pharaoh, officials). Religious beliefs of the Egyptians. Priests. Pharaoh-reformer Akhenaten. Military campaigns. Slaves. knowledge of the ancient Egyptians. Writing. Temples and pyramids.

Eastern Mediterranean in antiquity. Phoenicia: natural conditions, occupations of the inhabitants. Development of crafts and trade. Phoenician alphabet. Palestine: resettlement of the Jews, the Kingdom of Israel. Population occupations. religious beliefs. Old Testament stories.

Assyria: the Assyrian conquests, the cultural treasures of Nineveh, the fall of the empire. Persian state: military reasons, management of the empire.

Ancient India. Natural conditions, occupations of the population. ancient city-states. Social structure, varnas. Religious beliefs, legends and tales. The emergence of Buddhism. Cultural Heritage of Ancient India.

Ancient China. Living conditions and economic activity of the population. Creation of a united state. Qin and Han empires. Life in the empire: rulers and subjects, the position of various groups of the population. Development of crafts and trade. Great Silk Road. Religious and philosophical teachings (Confucianism). Scientific knowledge and inventions. Temples. The great Wall of China. Repetitive-generalizing lesson on the topic "Ancient East".

ancient world: concept. Map of the ancient world.

Ancient Greece (19 hours)

Population Ancient Greece: living conditions and occupation, Ancient states on Crete. The states of Achaean Greece (Mycenae, Corinth, etc.). Trojan War. The Iliad and the Odyssey. Beliefs of the ancient Greeks. Tales of gods and heroes.

Greek city-states: political system, aristocracy and demos. Development of agriculture and crafts. Great Greek colonization. Athens: the establishment of democracy. Laws of Solon, reforms of Cleisthenes. Sparta: the main groups of the population, the political structure. Spartan education. Organization of the military.

Classical Greece. Greco-Persian wars: causes, participants, major battles, heroes. Causes of the Greek victory. Athenian democracy under Pericles. Economic life in ancient Greek society. Slavery. Peloponnesian War. Rise of Macedonia.

Culture of Ancient Greece. Development of sciences. Greek philosophy. School and education. Literature. Architecture and sculpture. Life and leisure of the ancient Greeks. Theatre. sports; Olympic Games.

Hellenistic period. Macedonian conquests. Derzhan of Alexander the Great and its collapse. Hellenistic states of the East. culture of the Hellenistic world.

Repetitive-generalizing lesson on the topic "Ancient Greece".

Ancient Rome (22 hours)

Population of Ancient Italy: living conditions and occupations, Etruscans. Legends of the founding of Rome. Rome of the era of the kings. Roman Republic. Patricians and plebeians. Management and laws. Beliefs of the ancient Romans.

Roman conquest of Italy. Wars with Carthage; Hannibal. Roman army. The Establishment of Rome's Dominance in the Mediterranean. Reforms of the Gracchi. Slavery in Ancient Rome.

From republic to empire. Civil Wars in Rome. Gaius Julius Caesar. Establishment of imperial power; Octavian August. Roman Empire: territory, administration. The rise and spread of Christianity. Division of the Roman Empire into Western and Eastern parts. Rome and the barbarians. Fall of the Western Roman Empire.

Culture of Ancient Rome. Roman literature, the golden age of poetry. Oratory; Cicero. Development of sciences. Architecture and sculpture. Pantheon. Life and leisure of the Romans.

Historical and cultural heritage of ancient civilizations.

Repetitive-generalizing lesson on the topic "ancient Rome".

Progress control is carried out at the end of the topic (4 lessons of knowledge testing) in the form of game activities, test tasks and dictations. Intermediate control includes check-ups that take place periodically to test knowledge.

CALENDAR AND THEMATIC PLANNING FOR THE COURSE "HISTORY OF THE ANCIENT WORLD" (GRADE 5)
№ p/n, date		Lesson topic		Lesson Objectives		The main elements of the content of the lesson		Characteristics of learning activities		Planned results of students' activities
INTRODUCTION TO THE COURSE
1		Fascinating world of history		To prepare students for studying a systematic course of history, to interest the subject, to create in students primary ideas about history as a science, to talk about historical sources, to give general information about chronology, to acquaint them with the textbook and its structure		What is history. How historians work The subject of the history of the ancient world. historical sources. Source groups. Chronology. Date of. Year. Excavations. Archeology.		Work with textbook, workbook. Identify concepts and define them. Map work. Drawing up a diagram "Types of historical sources"		The student will learn how to search for information from the text of the textbook, work with a map, group sources by type, correlate times, dates, set the duration and synchronism of events
LIFE AND DISCOVERIES OF PRIMARY PEOPLE
GATHERERS AND HUNTERS OF THE STONE AGE
2		The first people on earth		Tell about the separation of man from the animal world, about the differences between the most ancient people from modern ones, about the most ancient tools of labor, about mastering fire, show the importance of labor activity in the development of the most ancient person		The origin of man, how the most ancient people lived, the mastery of fire, the appearance of Homo sapiens. Primitiveness. Ancient world. Neanderthal, Cro-Magnon. Differences between the concepts of "primitive man", "most ancient man" and "reasonable man".		Work with the textbook, illustrations. Creating visual drawings in a notebook. Working with terms.		Analyze, compare. Learn the difference between humans and animals. Learn to correlate general historical processes and individual facts, group historical phenomena and events
3		Discoveries and inventions of ancient hunters		Tell about the resettlement of people on Earth, living conditions, the main occupations and instrumental activities of "reasonable man" with a sharp change in climate on the planet		Man conquers the planet. The importance of hunting in people's lives. Stone Age tools. Great glaciation. Bow and arrows. Elders. Great glaciation. mammoth hunting		Retelling paragraph 2, work with illustrations, map.		Comparison. Learn the reasons for the emergence of new tools. Learn to explain the meaning of the studied historical concepts and terms
4		Art and religion of primitive people		Show the spiritual development of primitive man, explain the concepts of "art" and "religion", the simultaneity of their occurrence		Representation of primitive people about the world. Art: definition. Cave painting. Religion and its differences from art. Gods. Polytheism. Idols. Sorcerers. Myths.		Make sentences with words gods, idols, shaman. Work with a map, textbook, notebook, illustrations. Compilation of the table "The most important discoveries of primitive people." Formulate definitions. Verification work		They will learn how to draw up a table, explain the reasons for the appearance of art and religion in people's lives, determine their role, solve problems
AT THE ORIGINS OF CIVILIZATION
5		The emergence of agriculture and animal husbandry		To characterize the emergence of cattle breeding and agriculture as a grandiose leap in the history of primitive society. To study the issue of craft, tribal system.		Rodo - tribal system. Family, elder, leader. Livestock. Cattle breeding. Agriculture. Hoe. Plow. Sedentary population. Craft and its types: weaving, spinning, pottery, ceramics. Appropriating economy.		Work with a notebook. Comparison of various occupations of ancient people, agriculture and gathering, cattle breeding and hunting		Learn to compare a tribal community with a group of ancient people, explain the meaning of the concepts of a productive economy, evaluate historical phenomena, solve problems
6		From primitive to civilization		To characterize the discovery of metals by man, the emergence of exchange, money, trade, property inequality, to give the primary concept of civilization and its signs.		Metals. Bronze - bronze age. Craft development. Exchange. Money. Property stratification. Neighborhood community. Know. State.		Work with a notebook. Drawing up a hierarchy diagram.		Learn to draw diagrams, compare concepts. Find out the reasons for the emergence of the first civilizations.
7		Counting years in history		To form students' understanding of chronological dates as part of historical knowledge, as well as the initial ability to count years in history		Time units. Time line. Counting years in antiquity. Our era. Epoch BC.		Work with a notebook. Performing chronological tasks. Building timelines. Work for speed.		Learn to solve problems in chronological order in history. Develop the skill of introspection and self-examination. Recognizes the differences between the concepts of our era, BC.
8		Knowledge test lesson		To consolidate and summarize the studied material on the history of primitive society, to prepare students for the study of a new section. Repeat the concept of civilization, consolidate it. Identify gaps in knowledge.		Section concepts		Group work. Work with the map, illustrations. Work at the blackboard, oral answers.		Ability to work in groups. Identification of leadership qualities. Fostering tolerant, comfortable relationships in the team.
THE ANCIENT EAST
CIVILIZATIONS OF RIVER VALLEYS
9		Civilizations of the river valleys. Ancient Egypt.		To study the location and natural conditions of Ancient Egypt, to acquaint students with the causes and conditions for the emergence of the ancient Egyptian civilization, to show the influence of the geographical factor on its historical development		Geographical position Egypt. Modern and Ancient Egypt. Nile. Thresholds. Delta. Mediterranean Sea. Oases. Papyrus. The emergence of inequality between people. Unification of Egypt. Pharaoh, his regalia.		Work with the atlas, notation. Work with the textbook, illustrations. Work in a notebook		Learn to work with map symbols, show territories on a map, draw conclusions, compare different chronological intervals. Students use their creativity when depicting hieroglyphs. Educating the student of healthy competition.
10		Mesopotamia - the country of Mesopotamia		To acquaint students with the nature and population of Mesopotamia, with the conditions and causes of the second ancient civilization, deepening knowledge about the bible as a historical source		Map of Western Asia. Tigris and Euphrates. Sumer. Babylon. Assyria. Religion of Mesopotamia. Cities are states. Location, natural conditions. Cuneiform. Officials. Flood story. Gilgamesh.		Compare the geographic location of Egypt and Mesopotamia. Map work. Work with the textbook. Work with additional literature - a story about the flood.		Pupils will be familiarized with the example of the presentation of the report. Work with the map and compare territorial differences. They will learn to identify the commonality and differences of compared historical events and phenomena.
11		Babylonian king Hammurabi and his laws		The study of the most important historical source - the laws of Hammurabi, as well as the history of the Ancient Babylonian kingdom, introducing students to the interpretation of the source		Rise of Babylon. Hammurabi. Laws of Hammurabi. Significance of Hammurabi's laws for Mesopotamia and mankind.		Work with the map of the "Ancient East". Working with a historical source. Research: “What information about the life of people in the Babylonian kingdom can be found in a passage from the laws of Hammurabi?”		Learn to work with an additional source, use the text of a historical source when answering questions, draw conclusions, systematize.
12		Ancient Civilizations of India and China		The study of the history of the early civilizations of India and China, their comparison.		Civilizations in the Indus and Yellow River valleys. Harappan civilization. The first state in China. Natural conditions, population. Common features in comparison with India. Mythology. Divinatory inscriptions.		Work with a map, textbook, illustrations. Compilation of the table "Similarities and differences in the development of civilizations of India and China"		They will consolidate the skill of showing on the map the territory of the settlement of peoples, the borders of states, cities.
13		Knowledge test lesson		Comparative characteristics of the most ancient river valley civilizations on earth, repetition and consolidation of the main features of civilization, as well as the historical and geographical concept of the "Ancient East"		Identification of similarities and differences in the development of ancient societies				Development of the skill of reflection and application of knowledge in practice
ANCIENT EGYPT
14		Pharaohs and pyramids		To give an idea of the historical monuments of ancient Egypt. On the example of the construction of the pyramids, show the despotic power of the pharaohs		Material and written sources of the history of Egypt. F. Champollion. Pyramids of Egypt. Sarcophagus. Pharaoh. Priests. Pharaoh cult. Officials. State management. Population hierarchy		Work with illustrations, with a textbook, atlas. Define new terms. Map out hierarchies		Learn to give definitions, use the map as a historical source, characterize the despotic power in Egypt
15	Life in ancient Egypt		Show the life of different segments of the population of Egypt, provide information about the life and occupations of the Egyptians.		Hierarchy of the population: the lowest layer. The activities of farmers. Utility rooms. The work of artisans. The life of the nobles. Egyptian temples and priests. Popular uprisings.		Updating knowledge about known ways of life. Working with illustrations, textbook. Make up a story about the field work on the picture. Come up with a title for the picture.		The ability to collect information from various sources and arrange it in a story.
16	The conquest of the pharaohs		Tell about the most interesting period in the history of Egypt, show the nature of the conquests and the role of the priests, deepen students' knowledge of the history of the ancient Egyptian religion.		Egyptian army and its weapons. conquest Thutmose III. Exploitation of the conquered countries. Army commanders. Aten - pharaoh - rebel. Tribute. Taxes.		Work with the map of conquests. Drawing up a plan for paragraph paragraph. Work with the "Speech of Ipuser". Verification work		Learn to make a plan according to the text, work with a historical source
17	Culture of Ancient Egypt		Introduce the concept of culture, limiting it to begin with the definition of "the totality of the achievements of the people in various fields of activity", talk about the fine arts, religion and scientific discoveries of the Egyptians		Art of Ancient Egypt. Religious beliefs of the Egyptians. The myth of Osiris and Isis. The scientific knowledge of the Egyptians is the high development of medicine and mathematics. Paintings of temples and tombs. Sculpture		Working with illustrations, textbook. Write the names of the gods and pharaohs in a notebook in two columns.		Development of aesthetic feelings, communication skills. Express your opinion (in a monologue, dialogue, polylogue), arguing it, confirming it with facts, putting forward counterarguments in the discussion
18	Knowledge test lesson		Give a general description ancient Egyptian society, states, cultures, religions, show the features and historical significance of the ancient Egyptian civilization		Checking students' knowledge of ancient Egypt. Form of conduct - gaming activity		Pupils solve crossword puzzles, compiled in advance by themselves.		Development of the skill of reflection and application of skills in practice. To realize the integrity of the world and the diversity of views on it, to develop own worldview positions
WESTERN ASIA IN THE AGE OF IRON
19	Phoenician sailors		Show the development of states and peoples in the conditions of the Iron Age, study the most important discoveries and cultural achievements of the Phoenicians		Phoenicia. Sidon. Tyr. Bible Natural conditions, occupations of inhabitants. Merchants and Pirates. Crafts. Purple. Phoenician colonies. Travels of the Phoenicians. Alphabet.		Work with the textbook. Working with a contour map. Atlas work.			Strengthen the ability to use a historical map, highlight the causes of colonies
20	Ancient Palestine		Show the special contribution of ancient Jews to world culture - the creation of the first monotheistic religion, deepen students' knowledge of the Bible		Palestine and its people. Bible stories. Kingdom of Saul and David. King Solomon and the Jerusalem Temple.		Compilation of a comparative table "Natural and geographical conditions of Ancient Egypt, Mesopotamia and Palestine". Working with illustrations			They will learn to systematize knowledge, give a description of historical events based on illustrations, and compare.
21	Assyrian military power		Show the reasons for the rise of Assyria, talk about the new technology of the Assyrians, reveal the predatory nature of the Assyrian conquests and the reasons for the death of Assyria		Assyria: country and its army. Assyrian conquests. State management. Nineveh.		Working with the map, terms. Write down the reasons for the death of Assyria. Oral comparison of the Egyptian state with the Assyrian on the grounds of geography, government and the army.			To consolidate the ability to talk about the most important historical events and their participants, showing knowledge of the necessary facts
22	Conquerors of Assyria		To characterize the development of the countries of Western Asia after the fall of the Assyrian military power, to tell about the history and culture of the Neo-Babylonian kingdom, about the Median kingdom.		Creation of the Neo-Babylonian Empire. Lydia. Mussel. Nebuchadnezzar. Development of Babylon. Scientific knowledge. Iran.		Atlas work. Compare the status and position of Babylon in different periods. Work with a notebook. Work with the textbook.			Use the map as a historical source. Compare the development of the Neo-Babylonian and Median kingdoms
23	Knowledge test lesson		Repeat the material studied in previous lessons, recall the changes in the history of the ancient peoples that the development of iron led to, name the main facts of the political and cultural development of the states of Western Asia in the conditions of the Iron Age.		Control testing with checking the homework of the last lesson. The form is a generalizing conversation and a test.		Work on the textbook test. Work with handouts with tasks of different levels of complexity			Application of skills in practice and reflection
GREAT POWERS OF THE ANCIENT EAST
24	Formation of the Mauryan Empire in India		To study the development of Ancient India in the Iron Age, to tell about the formation of the Mauryan power		Migration of the Aryans to India. Ganges. Civilization in the Ganges Valley. Jungle. Rajah. Indian varnas.		Goal setting. Working with a map of ancient India. Work with the textbook. Planning.			The ability to work with a historical map, explain the meaning of concepts, highlight the reasons for the fragmentation of India, characterize the cultural heritage of India, know about the most important inventions of the ancient Indians
25	United State in China		Explore Development Ancient China in the Iron Age, tell about the formation of the Qin Empire and the inventions of the Chinese		Beginning of the Iron Age in China. Confucianism. Unification of China, Qin Empire. The great Wall of China. Great Chinese Silk Road. Chinese inventions		Compilation of a memo "Characteristics of a historical figure." Working with the textbook			Ability to work with a map. assess the reign of Qin Shihuang, characterize the cultural heritage of China, identify its distinctive features, know the main inventions made in ancient China and characterize their role in history
26	Great Persian Power		To acquaint students with the political history of the creation of the Persian state and its state-administrative structure		Conquests of Cyrus the Great. The struggle for power in the Persian state. Satrapy. Give. Transformations of Darius I.		Working with the map "Anterior Asia and Egypt in the 6th century BC". Explain the difference between tax and tribute. Compilation of a chronological table "The main events in the history of the Persian state." Task on the account of years in history			The ability to use a historical source when answering questions, to establish the synchronism of events
27	Knowledge test lesson		Highlight the common and special in the development of the ancient Eastern states, evaluate the contribution of the peoples of the Ancient East to world culture		Test on the topic "Powers of the Ancient East." Generalization and consolidation of knowledge on the history of the Ancient East		Work with handouts with tasks of different levels of complexity			The ability to correlate general historical processes and individual facts, to identify the essential features of historical processes, phenomena and events

Explanatory note.

The work program on the History of the Ancient World for 5th grade students is based on:

Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation".

Order of the Ministries of Education and Science of the Russian Federation dated December 17, 2010 No. 1897 "On the approval and implementation of the federal state educational standard for basic general education."

Order of the Ministry of Education and Science of the Russian Federation dated March 31, 2014 No. 253 "On approval of the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, secondary general education."

Order of the Ministry of Education and Science of the Russian Federation No. 576 dated June 8, 2015 “On Amendments to the Federal List of Textbooks Recommended for Use in the Implementation of State-Accredited Educational Programs for Primary General, Basic General, Secondary General Education, approved by order of the Ministry of Education and Science of the Russian Federation dated March 31, 2014 No. 253”.

An exemplary basic educational program for basic general education, approved by the decision of the federal educational and methodological association for general education (minutes of April 8, 2015 No. 1/15).

The author's program edited by A.A. Vigasin, G.I. Goder "History of the Ancient World" -M .: Enlightenment 2011. Textbook "History of the Ancient World" Grade 5, A.A. Vigasin., G.I. Goder, And .S. Sventsitskaya - M .: Education, 2016.

The main educational program of basic general education MBOU Getunovskaya secondary school (Order No. 7 of 09/01/2015)

Curriculum MBOU Getunovskaya secondary school for 2015-2016 academic year(order No. 4 of 09/01/2015)

This program is implemented on the basis of teaching materials on the subject:

History of the Ancient World: a textbook for grade 5. A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya. – M.: Enlightenment, 2016.

Workbook on the history of the ancient world. Part 1-2. – M.: Enlightenment, 2016.

The work program specifies the content of the subject topics of the educational standard, gives the distribution of teaching hours by sections of the course, taking into account the Federal State Educational Standard, the logic of the educational process, age features students. The work program contributes to the implementation of a unified concept of history education.

The main focus of the course program is the education of patriotism, citizenship, respect for history and traditions, human rights and freedoms, the development of historical experience, the norms of values that are necessary for life in modern society. The work program is focused on the mastery of universal learning activities in the history of the Ancient World by students.

The purpose of studying the subject "History of the Ancient World":

Mastering the significance of the period of antiquity, Antiquity in the history of the peoples of Europe, Asia, and Russia in particular, as well as their place in the history of world civilization.

The objectives of the study of the subject "History of the Ancient World":

the formation of value orientations for fifth-graders for ethno-national, cultural self-identification in society on the basis of mastered knowledge about the peoples, personalities of Antiquity;

mastering knowledge about the originality of the era of the Ancient World in the social, economic, political, spiritual and moral spheres and revealing the features using the key concepts of the subject "History of the Ancient World";

education of tolerance, respect for the cultural heritage, religion of various peoples using the pedagogical and cultural potential of Greco-Roman mythology, legends and myths of other political structures of the societies of Ancient Greece, Ancient Rome, other countries to understand the essence of modern social phenomena, in communicating with other people in conditions of modern multicultural society.

These knowledge, skills and values create the prerequisites for the personal development of students, expressed in their awareness of the cultural diversity of the world, in understanding and respect for other people, peoples and cultures.

General characteristics of the subject

The program on the history of the Ancient World is based on the fundamental core of the content of general education (section "History") and sets a list of questions that are subject to compulsory study in elementary school.
The place and role of historical knowledge in the education of the younger generation is due to its cognitive and ideological properties, its contribution to the spiritual and moral development of a person's personality.
IN modern Russia education in general and historical education in particular serves as the most important resource for the socio-economic, political and cultural development of society and its citizens. Beginning of the 21st century characterized by the dynamism of social processes in the country and the world, wide information contacts in the post-industrial society, globalization in various spheres of life, frequent and close interaction between representatives of various ethnic and social groups, etc. All this gives rise to new requirements for the general education of the younger generation. We are talking about the ability of students to navigate the flow of social information; see and creatively solve emerging problems; actively apply in life the knowledge and skills acquired at school; productively interact with other people in the professional sphere and society in a broad sense, including in a multi-ethnic, multicultural environment, etc.
The role of the subject "History of the Ancient World" in preparing students for life in modern society is largely related to the extent to which it helps them answer the essential questions of world knowledge, worldview and worldview: who am I? Who are we? Who are they? What does it mean to live together in one world? How are past and present connected? The answers suggest, firstly, adolescents' perception younger age fundamental values and historical experience of their country, their ethnic, religious, cultural community and, secondly, their mastery of knowledge on the history of human civilizations and the characteristic features of the historical path of other peoples of the world. The academic subject gives students ample opportunities for self-identification in the cultural environment, correlating themselves as individuals with the social experience of mankind.

Growing information and communication space modern world reinforces the story. A significant contribution of this subject to the education and development of the individual is historicism as a principle of cognition and thinking, which implies the awareness of the belonging of social phenomena to a particular time, uniqueness specific events and at the same time changes, movements of the very existence of man and society. The study of history involves the correlation of the past and the present. At the same time, situations arise of a dialogue of times, cultures, ways of thinking, behavioral motives, moral and ethical systems, etc.
The goals and objectives of studying history at school are formulated as a set of value orientations and personal qualities that are priority for society, manifested as educational process as well as in a social context. The main goal of studying history in modern school- education, development and upbringing of the student's personality, capable of self-identification and determination of their value priorities on the basis of understanding the historical experience of their country and humanity as a whole, actively and creatively applying historical knowledge in educational and social activities. The contribution of the basic school to the achievement of this goal consists in the basic historical preparation and socialization of students.

The course "History of the Ancient World" examines character traits the main historical epochs that existed within their framework of civilizations, states, etc., the lines of interaction and continuity of individual communities are traced, the significance of the historical and cultural heritage of the past is revealed. This course plays an important role in the students' understanding of the historical conditionality of the diversity of the world around them, creates the prerequisites for their understanding and respect for other people and cultures. The course is based on the following content lines:
1. historical time- chronology and periodization of events and processes.

2. Historical space - the historical map of Russia and the world, its dynamics.

3.Historical movement:

The evolution of the labor activity of people, the development of technology; change in the nature of economic relations;
- formation and development of human communities;

Formation and development of states, their historical forms and types; evolution and mechanisms of change of power;
- the history of man's knowledge of the surrounding world and himself in the world; the formation of religious teachings and worldview systems; scientific knowledge, spiritual and artistic culture; the contribution of peoples and civilizations to world culture;
- development of relations between peoples, states, civilizations (neighborhood, conquests, continuity); the problem of war and peace in history.

The through line, a man in history, suggests a description of: a) the conditions of life and life of people in different historical eras; b) their needs, interests, motives for action; c) perception of the world, values

In the course there is an acquaintance with the process of formation of man and human society, with the most important civilizations of the Ancient World. At the same time, the concept of “civilization” is introduced, as opposed to primitiveness. The purpose of the course is to give students knowledge about the distant past, which will serve as one of the foundations of their general education.

In this program, when selecting facts and phenomena, the main criterion was their significance in the historical process, in the development of world culture. Based on the objective of the course - to form historical thinking - an idea is given of the general and special when characterizing ancient societies, as well as an idea of how the Ancient World differs from the modern one. In accordance with a long historiographic and didactic tradition, the program provides for acquaintance with examples of love of freedom, patriotism, courage, nobility,

Changes made to the work program:

course added to the study of the main topics:

Lesson number 1. Introduction. (What the science of history studies. Sources of historical knowledge).

Lesson number 2. Ancient people. (Historical map).

Lesson number 3. Tribal communities of hunters and gatherers. (Know your ancestors - know history).

Lesson number 4. The emergence of art and religion (Archaeology is an assistant to history).

Lesson number 7. Repetition on the topic "The life of primitive people."

Lesson number 8. Counting years. (Measuring time by years).

Lesson number 10. How farmers and artisans lived in Egypt (Science of peoples and science of the past).

Lesson number 16. Repetition on the topic "Ancient Egypt." (Geographical names are witnesses of the past).

Lesson number 68. Coats of arms tell about the past.

Lesson #69 From the history of hymns.

The author's program of A.A. Vigasin does not regulate the list of didactic units, as it was before. Therefore, the distribution allocated for the study of the course, a particular topic, was distributed independently in accordance with the recommendations of the instructive - methodological letter of 2012 - 2013.

Description of the place of the subject "History of the Ancient World" in the curriculum

The school subject "History of the Ancient World" introduces the basic school student to science, that is, introduces him to general concepts, historical and sociological, explains to him the elements of historical life. This is a difficult and responsible task that the teacher must solve in the process of educational cooperation with 5th grade students.

In accordance with the curriculum, the subject "History of the Ancient World" refers to the subjects that are mandatory for study at the level of basic general education.

The implementation of the work program is designed for 70 hours (based on two teaching hours per week), which corresponds to the school curriculum.

Personal, meta-subject and subject results of mastering the subject.

It is assumed that the result of studying history in the 5th grade is the development of students' competencies - socially adaptive (civic), cognitive (cognitive), information technology, communicative.

Mastering universal educational activities is significant for socialization, worldview and spiritual development of students, allowing them to navigate in society and be in demand in life.

Personal results:

Awareness of one's identity as a citizen of the country, family member, ethnic and religious group, local and regional community;

Mastering the humanistic traditions and values of modern society, respect for human rights and freedoms;

comprehension of the socio-moral experience of previous generations, the ability to determine one's position and responsible behavior in modern society;

understanding of the cultural diversity of the world, respect for the culture of one's own people and other peoples, tolerance.

Metasubject results:

the ability to consciously organize and regulate their activities - educational, social, etc.;

mastering the skills to work with educational and extracurricular information (analyze and summarize facts, draw up a simple and detailed plan, theses, notes, formulate and justify conclusions, etc.), use modern sources of information, including materials on electronic media;

the ability to solve creative problems, present the results of their activities in various forms (message, essay, presentation, abstract, etc.);

willingness to cooperate with fellow students, teamwork, mastering the basics of intercultural interaction at school and social environment, etc.;

active application of knowledge and acquired skills, mastered at school, in everyday life and productive interaction with other people in the professional sphere and society.

Subject Results:

mastery of holistic ideas about the historical path of mankind as a necessary basis for world understanding and knowledge of modern society, the history of one's own country;

the ability to apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence and significance of events and phenomena of the past and present in the courses of world history;

the ability to correlate historical time and historical space, actions and deeds of individuals in time and space;

the ability to study and systematize information from various historical and modern sources, revealing its social affiliation and cognitive value, to read a historical map and navigate it;

expanding the experience of evaluation activities on the basis of understanding the life and deeds of individuals and peoples in the history of their country and humanity as a whole;

willingness to apply historical knowledge to identify and preserve the historical and cultural monuments of their country and the world.

It is assumed that as a result of studying history in basic school, students should acquire the following knowledge and skills:

1. Knowledge of chronology, working with chronology:

indicate the chronological framework and periods of key processes, as well as the dates of the most important events in world history;

correlate the year with the century, era, establish the sequence and duration of historical events.

2. Knowledge of historical facts, work with facts:

characterize the place, circumstances, participants, stages, features, results of the most important historical events;

group (classify) facts according to various signs and grounds.

3. Work with historical sources:

search for the necessary information in one or more sources (material, textual, pictorial, etc.), select it, group, generalize;

Compare data from different sources, identify their similarities and differences, time and place of creation.

4. Description (reconstruction):

Consistently build a story (orally or in writing) about historical events, their participants;

To characterize the conditions and way of life, occupations of people, their achievements in various historical epochs;

Based on the text and illustrations of the textbook, additional literature, layouts, electronic publications, Internet resources, etc., compose a description of historical objects, monuments.

5. Analysis, explanation:

to distinguish between a fact (event) and its description (a fact of a source, a fact of a historian);

correlate individual historical facts and general phenomena;

to distinguish the cause and effect of historical events, phenomena; \

highlight the characteristic, essential features of historical events and phenomena;

reveal the meaning and significance of the most important historical concepts;

compare historical events and phenomena, determine the common and differences in them;

express judgments about the causes and consequences of historical events.

6. Working with versions, estimates:

give assessments of historical events and personalities set out in educational literature;

determine and explain (argument) one's attitude to the most significant events and personalities in history and their assessment.

7. Application of knowledge and skills in communication, social environment:

apply historical knowledge to reveal the causes and assess the essence of modern events;

use knowledge about the history and culture of their people and other peoples in communicating with people at school and out of school life as the basis for dialogue in a multicultural environment;

contribute to the preservation of historical and cultural monuments (participate in the creation of school museums, educational and public events to search for and protect historical and cultural monuments).

Basic competencies are indicators of course completion and involve the following outcomes:

the ability to search for the necessary information on a given topic in sources of various types;

the ability to highlight the main thing in the text and the secondary;

the ability to analyze graphic, statistical, artistic, textual, audiovisual information;

the ability to build a response in accordance with the task, goal (concisely, completely, selectively).

the ability to expand your point of view, to argue it in accordance with age capabilities;

the ability to use multimedia resources and a computer to process, transmit, organize information in accordance with the purpose;

the ability (at the age level) to conduct a dialogue, to speak publicly with a report, to defend a presentation;

the ability to organize one's activities and correlate it with the purpose of the group, collective;

the ability to hear, listen and take into account the opinion of another in the process of educational cooperation;

ability to determine their role in study group and determine the contribution to the overall result;

the ability to evaluate and adjust their behavior in the social environment in accordance with age.

The priority is the degree of development of various types of actions with textbook information and additional resources. It is assumed that these types of actions will be more effectively mastered in the process of cooperation, dialogue between students, teachers and students.

Introduction (1h)

How do we know how the ancestors of modern peoples lived. The role of archaeological excavations in the study of the history of the Ancient World. Ancient buildings as a source of our knowledge about the past. Introduction to written sources.

Counting years in history. The idea of counting time by years in ancient states. The concept of the Christian era. Features of the designation of dates BC ("reverse" counting of years). The concepts of "year", "century (century)", "millennium".

Theme I. The life of primitive people. (7 h)

Primitive gatherers and hunters

The concept of "primitive people". ancient people; modern ideas about the place and time of their appearance; appearance, lack of articulate speech; tool making as the main difference from

animals. The idea of the appropriating economy: gathering and hunting. The impossibility for people to live alone. Mastery of fire.

Gradual resettlement of people in Eurasia. Hunting is the main occupation. The invention of clothing from animal skins, dwellings, spears and harpoons, bows and arrows. Tribal communities of hunters and gatherers. The concepts of "reasonable man", "tribal community".

The emergence of art and religion. Image of animals and man. An idea of the religious beliefs of primitive hunters and gatherers. The concepts of "witchcraft", "soul", " land of the dead».

Primitive farmers and pastoralists

The concept of "Western Asia". The idea of the origin of a producing economy: agriculture and cattle breeding, crafts - pottery, spinning, weaving. The main tools of labor of farmers: stone ax, hoe, sickle. Invention of the loom. Consequences of the transition to a manufacturing economy.

Tribal communities of farmers and pastoralists. The concepts of "elder", "council of elders", "tribe", "tribal leader". Representation of the religious beliefs of primitive farmers and pastoralists. The concepts of "spirit", "god", "idol", "prayer", "sacrifice".

Beginning of metal processing. The invention of the plow. The notion of the division of the genus into families. The emergence of inequality (noble and ignoble, rich and poor). The concepts of "know", "slave", "king".

Significance of the primitive era in the history of mankind. The idea of the transition from primitive to civilization (the appearance of cities, states, writing).

Topic 2. Ancient East. (20h)

Location and natural conditions (Nile floods, soil fertility, hot climate). Farming is the main occupation. Irrigation structures (embankments, canals, shadufs).

The emergence of a single state in Egypt. The concepts of "pharaoh", "nobleman", "scribe", "tax". The unlimited power of the pharaohs. Army: infantry, chariot squads. Conquest campaigns. Empire of Thutmose III.

Cities - Memphis, Thebes.

Life of farmers and artisans. Life and service of nobles.

Religion of the ancient Egyptians. Sacred animals, gods (Amon-Ra, Geb and Nut, Osiris and Isis, Horus, Anubis, Maat). The myth of Osiris and Isis. Judgment of Osiris in the "kingdom of the dead". Deification of the pharaoh. The concepts of "temple", "priest", "myth", "mummy", "tomb", "sarcophagus".

Art of the ancient Egyptians. The construction of the pyramids. Great Sphinx. Temple, its outer and interior view. Tomb excavations. Finds of works of art in the tomb of Pharaoh Tutankhamun. Features of the image of a person in sculpture and murals. Sculptural portrait. The concepts of "sculpture", "statue", "relief", "sculptural portrait", "painting".

Features of ancient Egyptian writing. Writing materials. School: training of scribes and priests. Scientific knowledge (mathematics, astronomy). solar calendar. Water clock.

Works of literature: songs of praise to the gods, the story of Sinuhet, teachings of scribes, " book of the dead". The concepts of "hieroglyph", "papyrus", "scroll".

Achievements of the ancient Egyptians (irrigation-based agriculture; stone construction; sculptural portrait; writing; calendar). The unlimited power of the pharaohs. The concept of afterlife retribution (the court of Osiris and the oath of the deceased).

Western Asia in antiquity

Mesopotamia in antiquity. Location and natural conditions of the Southern Mesopotamia (hot climate, floods of the Tigris and Euphrates, soil fertility; lack of metal ores, building stone and forests). The use of clay in construction, at home, for writing. Agriculture based on artificial irrigation.

The Sumerian cities of Ur and Uruk.

Ancient Babylonian kingdom. Laws of Hammurabi: limitation of debt slavery; the idea of talion (“An eye for an eye, a tooth for a tooth”), about the inequality of people before the law. The concepts of "law", "usurer".

Religious beliefs of the inhabitants of Mesopotamia. Gods Shamash, Sin, Ea, Ishtar. Stepped temple towers. Cuneiform. Writing schools. Scientific knowledge (astronomy, mathematics). Literature: Tales of Gilgamesh.

Cities of Phenicia - Byblos, Sidon, Tire. Viticulture and olive growing. Crafts: glassmaking, making purple fabrics. Maritime trade and piracy. Establishment of colonies along the coast mediterranean sea. ancient alphabet.

Ancient Jews. The concept of the Bible and Old Testament. The concept of "monotheism". Biblical myths and legends (about the first people, about the Flood, Joseph and his brothers, the exodus from Egypt). Moral standards of biblical commandments. Biblical stories about heroes. Fighting the Philistines. The Hebrew kingdom and its rulers: Saul, David, Solomon. Jerusalem as the capital of the kingdom. Temple of the god Yahweh.

Beginning of iron processing. Consequences of using iron tools.

Assyrian state. Innovations in military affairs (iron weapons, battering rams, cavalry as a special kind of troops). Assyrian conquests. Robbery defeated countries, mass executions, resettlement of hundreds of thousands of people. Capital of Nineveh. Royal Palace. An idea of Assyrian art (statues, reliefs, paintings). Ashurbanipal Library. The death of Assyria.

Three kingdoms in Western Asia: Neo-Babylonian, Lydian and Median. The city of Babylon and its buildings. Beginning of coinage in Lydia.

The formation of the Persian state (the conquest of Media, Lydia, Babylonia, Egypt). Kings Cyrus, Darius the First. "Royal Road", its use for postal communication. Levying taxes in silver. The composition of the troops ("immortals", hordes gathered from conquered areas). City of Persepolis.

India and China in antiquity

Location and nature of ancient India. Rivers Indus and Ganges. Himalayan mountains. Jungle. Ancient cities. Agriculture. Cultivation of rice, cotton, sugarcane. Religious beliefs (worship of animals; the gods Brahma, Ganesha; belief in the transmigration of souls). The story of Rama. The concept of castes. Periods of the life of a Brahmin. "The Untouchables". The emergence of Buddhism (the legend of the Buddha, the attitude to the division of people into castes, moral standards). Unification of India under Ashoka. Indian numbers. Chess.

Location and nature of ancient China. The Huang He and Yangtze rivers. Teachings of Confucius (respect for elders; wisdom - in the knowledge of ancient books; relations between the ruler and the people; norms of behavior). Chinese characters and books. Unification of China under Qin Shi Huang. Territory expansion. Construction of the Great Wall of China. Despotism of the ruler of China. People's outrage. The overthrow of the heirs of Qin Shi Huang. Silk. Great Silk Road. Tea. Paper. Compass.

The contribution of the peoples of the Ancient East to world culture.

Topic 3. Ancient Greece. (21h)

Ancient Greece

Location and natural conditions. Mountain ranges that cut the country into isolated regions. The role of the sea in the life of the Greeks. Absence of full-flowing rivers. Ancient cities of Mycenae, Tiryns, Pylos, Athens.

Cretan kingdom. Palace excavations. Paintings. The concept of fresco. Sea power of the kings of Crete. Tablets with letters. The death of the Cretan kingdom. Greek myths of the Cretan cycle (Theseus and the Minotaur, Daedalus and Icarus).

Mycenaean kingdom. Stone construction (Mycenaean fortress, royal tombs). Ancient Greek writing. Settlement of the islands of the Aegean. Information about the war with the Trojan kingdom. Myths about the beginning of the Trojan War. Invasion of Greece from the north by warlike tribes. The decline of the economy and culture.

Homer's Iliad and Odyssey. Religious beliefs of the Greeks. Olympic gods. Myths of the ancient Greeks about gods and heroes (Prometheus, Demeter and Persephone, Dionysus and pirates, exploits of Hercules).

Policies of Greece and their struggle with the Persian invasion

Beginning of iron processing in Greece. Creation of the Greek alphabet (the designation of vowel sounds by letters was introduced for the first time). The emergence of independent states (Athens, Sparta, Corinth, Thebes, Miletus). The concept of "polis".

Location and natural conditions of Attica. Unfavourable conditions for growing cereals. Cultivation of olives and grapes. Know at the head of the administration of Athens. Dragon laws. The concept of "demos". plight of the farmers. Long term slavery.

The struggle of the demos with the nobility. Solon's reforms. Prohibition of debt slavery. Changes in the government of Athens. Establishment of an elective court. The concepts of "citizen", "democracy".

Location and natural conditions of Laconia. Spartan polis. Spartan conquest of Laconia and Messenia. Spartans and Helots. Sparta is a military camp. Regulation of the daily life of the Spartans. Management of Sparta: a council of elders, two kings - military leaders, a popular assembly. "Children's way" of voting. Spartan education.

Greek colonies on the shores of the Mediterranean and Black Seas. Syracuse, Tarentum, Panticapaeum, Chersonese, Olbia. Reasons for colonization. Development of interstate trade. The relationship of the colonists with the local population. Greeks and Scythians. The concepts of "Hellenes", "Hellas".

The Olympic Games are a pan-Greek festival. Types of competitions. The concept of "athlete". Awards for winners.

Greco-Persian Wars. The oath of young men upon entry into military service. Athenian victory at the Battle of Marathon. Miltiades the strategist. The invasion of the troops of the Persian king Xerxes to Hellas. The patriotic upsurge of the Hellenes. Protecting Thermopylae. The feat of three hundred Spartans under the command of King Leonidas. Naval battle in the Salamis Strait. The role of Themistocles and the Athenian fleet in the victory of the Greeks. The defeat of the land army of the Persians at Plataea. Causes of the Greek victory. The concepts of "strategist", "phalanx", "trireme".

Rise of Athens in the 5th century BC e. and the rise of democracy

The consequences of the victory over the Persians for Athens. Athenian Maritime Union. Military and merchant fleet. Harbors of Piraeus. Composition of the population of the Athenian policy: citizens, immigrants, slaves. The use of slave labor.

City of Athens: Keramik, Agora, Acropolis. Life of the Athenians. The position of the Athenian woman. Temples: goddess Nike, Parthenon, Erechteion. Features of the architecture of temples. Phidias and his creations. Statues of athletes by Myron and Polykleitos.

Athenian education. Slave teachers. Primary School. Palaestra. Athens gymnasiums. The views of Greek scientists on human nature (Aristotle, Antiphon). Athenian sage Socrates.

The emergence of the theatre. Theater building. Tragedy and comedy. Sophocles' tragedy Antigone. Aristophanes' comedy The Birds. The educational role of theatrical performances.

Athenian democracy in the 5th century. BC e. National Assembly, Council of Five Hundred and their functions. Pericles at the head of Athens. Introduction of payment for the performance of elected offices. Friends and associates of Pericles: Aspasia, Herodotus, Anaxagoras, Sophocles, Phidias.

Macedonian conquests in the 4th c. BC e.

The weakening of the Greek policies as a result of civil strife.

Rise of Macedonia under King Philip. Influence of Hellenic culture. Aristotle is the teacher of Alexander, son of Philip. Macedonian army. Phalanx. Cavalry. Siege towers.

Attitude of the Hellenes to Philip of Macedon. Isocrates and Demosthenes. Battle of Chaeronea. Loss of Hellas independence. The death of Philip and the rise to power of Alexander,

Campaign of Alexander the Great to the East. Victory on the banks of the Granik River. The defeat of the troops of Darius III and Issus. Hike to Egypt. Deification of Alexander. Founding of Alexandria. Victory at Gav-gamel. The death of the Persian kingdom. Hike to India. Return to Babylon. Personality of Alexander the Great.

The collapse of the power of Alexander after his death. Egyptian, Macedonian, Syrian kingdoms. Alexandria of Egypt - the largest trading and Cultural Center Eastern Mediterranean. Faros lighthouse. Museum. Library of Alexandria. Greek scientists: Aristarchus of Samos, Eratosthenes, Euclid.

Repetition

The contribution of the ancient Hellenes to world culture. Comparison of governance in the countries of the Ancient East (Egypt, Babylonia) with governance in Athens. Features of Athenian democracy.

Topic 5. Ancient Rome (17h).

Rome: from its origin to the establishment of dominance over Italy

Location and natural features Italy. Warm climate, fertile lands, abundance of pastures. River Tiber, Po. The population of ancient Italy (Latins, Etruscans, Samnites, Greeks).

Legend of the founding of Rome. Worship of the gods - Jupiter, Juno, Mars, Vesta. Rome is a city on seven hills. Administration of Ancient Rome. liquidation royal power. The concepts of "vestal", "lictors", "patricians", "plebeians", "senate".

The emergence of the republic. The struggle of the plebeians for their rights. Gallic invasion. Establishment of Roman domination over Italy. War with Pyrrhus. The concepts of "republic", "consul", "tribune of the people", "right of veto".

Equalization of the rights of patricians and plebeians. Abolition of debt slavery. The structure of the Roman Republic. Elections of consuls. Adoption of laws. The order of replenishment of the Senate and its functions. Army organization. The concept of legion.

Rome - the strongest power in the Mediterranean

Carthage is a large state in the Western Mediterranean. The first victories of Rome over Carthage. Creation of a navy. Capture of Sicily. The second war between Rome and Carthage. Hannibal's invasion of Italy. Defeat of the Romans at Cannae. End of the war. Scipio's victory over Hannibal at Zama. Roman dominance in the Western Mediterranean.

Establishment of dominance of Rome in the Eastern Mediterranean. Rome's "divide and conquer" policy. The defeat of Syria and Macedonia. Destruction of Corinth and Carthage. The concepts of "triumph", "province".

Slavery in Ancient Rome. Conquest is the main source of slavery. The use of slaves in agriculture, in the homes of the rich. A slave is a "talking tool". Gladiator games. Roman scholars on slaves (Varro, Columella). The concepts of "amphitheater", "gladiator".

Civil wars in Rome

The ruin of the farmers of Italy and its causes. Land law of Tiberius Gracchus. Death of Tiberius. Gaius Gracchus is the successor of his brother's work. Guy's death.

The largest slave uprising in antiquity. Victory of Spartacus. Creation of an army of rebels. Their hikes. The defeat of the army of slaves by the Romans under the leadership of Crassus. Reasons for the defeat of the rebels.

The transformation of the Roman army into a mercenary. Management crisis: bribery in the election of officials. The struggle of commanders for sole power. Kras and Pompeii. Rise of Caesar. Gaul conquest. Death of Crassus. Seizure of power by Caesar (crossing the Rubicon, the defeat of Pompey's army). Caesar's dictatorship. Social support of Caesar and his policy. Brutus at the head of a conspiracy against Caesar. Assassination of Caesar in the Senate. The term "veteran"

"dictator".

Ending civil wars. The nature of the power of Octavian Augustus (the concentration of the powers of the tribune, consul and other republican positions, the title of emperor for life). The concepts of "empire", "emperor", "praetorians".

Poets Virgil, Horace. The concept of "philanthropist".

Roman Empire in the first centuries of our era.

Empire territory. Neighbors of the Roman Empire. Relations with the Parthian kingdom. The defeat of the Roman troops by the Germans. Way of life of the Germanic tribes. Ancestors of the Slavic peoples. The concept of "barbarians".

Deification of emperors. Nero (terrorist methods of government, fire in Rome and persecution of Christians). Nero and Seneca. Rebellion in the army and the death of Nero.

The emergence of Christianity. "Sons of Light" from Qumran. Gospel stories about the life and teachings of Jesus Christ. Moral standards of the Sermon on the Mount. The idea of the Second Coming. The Last Judgment and the Kingdom of God. The idea of equality of all people before God, regardless of gender, origin and social status. National and social affiliation of the first Christians. The attitude of the Roman authorities towards Christians. The concepts of "Christians", "apostles", "Gospel", "priest".

Rise of the Roman Empire. The emergence and development of the colony. The concepts of "columns", "slaves with huts". Trajan's reign. Refusal of terrorist methods of management. The last conquests of the Romans. Construction in Rome and the provinces: roads, bridges, aqueducts, baths, amphitheatres, temples.

Rome is the capital of the empire. Roman daily life. Mansions of the rich. Multi-story houses. Visiting thermae (baths), the Colosseum and the Circus Maximus. The demand for "bread and circuses".

Architectural monuments of Rome (Pantheon, Colosseum, Trajan's column, triumphal arches). Roman sculptural portrait.

The role of the archaeological site of Pompeii for historical science.

Fall of the Western Roman Empire

Barbarian invasions. The use of army commanders to fight for imperial power. The reign of Constantine. Recognition of Christianity. Foundation of Constantinople and transfer of the capital to the East. Deterioration of the position of the columns as a result of their attachment to the ground. The terms "bishop" New Testament».

the capture of Rome by the Vandals. Devastation the eternal city barbarians. The leaders of the barbarian tribes are the arbiters of the destinies of the Western Roman Empire. The elimination of the power of the emperor in the West.

Final repetition (4 hours)

Features of the civilization of Greece and Rome. The concept of democracy. Participation of citizens in government. Love to motherland. The difference between the Greek policies and the Roman Republic from the states of the Ancient East.

The contribution of the peoples of antiquity to world culture.

Thematic planning

№ P/ P	lesson topic, chapter	Number of hours	Characteristics of the main types learning activities	the date of the
№ P/ P	lesson topic, chapter	Number of hours	Characteristics of the main types learning activities	according to the plan	Actually
	Introduction. What the science of history studies. Sources of historical knowledge.		Reveal the meaning of the terms: history, age, historical source. Engage in discussions about why you need to know history.
	Ancient people.Historical map.		They comment and formulate the concepts: primitive people, tools, gathering. Compare primitive and modern man. Determine the meaning and role of the community in human life
	Tribal communities of hunters and gatherers. To know your ancestors is to know history.		Explore the geography of the settlement of primitive people on the historical map. Describe new ways of hunting. Make up a comparative table "Clan and neighboring community" Develop scenarios for hunting large game.
	The emergence of art and religious beliefs. Archeology is an assistant to history.		They talk about rock art, versions of its origin. Work with the text of the textbook on the instructions of the teacher in small groups. They understand their identity and appreciate the cultural heritage of different religions.
	The emergence of agriculture and animal husbandry.		They talk about the transition from gathering to hoe farming. They characterize the changes in the socio-economic life of people with the advent of agriculture and cattle breeding. They schematically depict and comment on the management of the tribal community and tribe.
	The emergence of inequality and nobility.		Find on the map areas where metallurgy is supposed to have appeared. Define the concepts: craft, know, the causes of inequality and the consequences of this process. Determine the conditions, draw conclusions.
	Repetition on the topic “The life of primitive people” How to work with educational material on history.		Use electronic resources for a virtual historical journey. Solve problematic and developmental tasks using multimedia resources. They know how to prove their position (the difference between the worldview of a primitive person and a modern one).
	Counting years in history. Measuring time by years.		Understand the difference between concepts: year, century, century, era, epoch, historical period. They are able to determine the historical time according to the time tape. Solve historical problems and problem situations at the expense of time. Develop counting skills in history in different eras.
	State on the banks of the Nile.		Determine the influence of natural and climatic conditions on human life and activity. Form an attitude towards world civilizations. They characterize the location of the state using a historical map and its legend.
	How farmers and artisans lived. The science of peoples and the science of the past.		Find and group information on a given topic from the texts of the textbook, additional sources to the paragraph, additional literature. Comment on concepts and formulate them independently. Assess the achievements of culture. Make up a crossword
	The Life of an Egyptian Noble		Highlight the main thing in part of the paragraph, in the entire paragraph. Highlight key concepts that reveal the topic of the lesson. Summarize and draw conclusions. Work in small groups on a specific task.
	Military campaigns of the pharaohs		The reasons, goals, directions of military campaigns, the date of the largest military campaigns, the results of military campaigns are singled out. They have an idea about the appearance and weapons of the Egyptian warriors. Work with the map in small groups on a single task. They play the role in accordance with the originality of the historical character in the dramatization.
	Religion of the ancient Egyptians		Concepts are defined: temples, statues of gods, priests, the main gods, what is considered a wonder of the world in Egypt, the date of the creation of the Cheops pyramid, the purpose of the tombs. They determine causal relationships, generalize and draw conclusions, work with illustrations, determine the meaning of events. Creatively develop plots for staging in the lesson on the topic of the paragraph.
	Art of Ancient Egypt		They are looking for information on the Internet about the finds of archaeologists in the tombs of the ancient Egyptian pharaohs. They talk about the internal structure of the pyramid. Prepare presentations on a self-chosen topic (together with parents).
	Writing and knowledge of the ancient Egyptians		Compose a short message about ancient Egyptian hieroglyphs. Search for information on the Internet about the process of making papyrus. They characterize knowledge from different fields of science known to the ancient Egyptians.
	Repetition on the topic: " Ancient Egypt". Geographical names are witnesses of the past.		Compose charades, crossword puzzles and complete tasks for them (individually and in cooperation with a desk mate). Analyze achievements in agriculture. They compare the way of life of a pharaoh, a nobleman and a simple farmer. Provide an ethical assessment.
	Ancient Mesopotamia.		Determine the influence of natural and climatic conditions on the life and activities of the inhabitants of the state. They comment on the writing of Mesopotamia and highlight its special features. Form an attitude towards world civilizations. Understand the relationship of the past and present in the development of world history.
	Babylonian king Hammurabi and his laws.		They know: the chronology of the reign of Hammurabi, the definition of the concept of law, the main content of the laws of Hammurabi, whose interests were protected by these laws. Highlight the main concepts of the paragraph, revealing its essence. Explain why the laws of Hammurabi were declared the laws of the gods.
	Phoenician sailors.		They tell with the help of a map about the location of Phoenicia and the occupations of its inhabitants. Determine the reasons for the developed trade in the cities of Phoenicia: Byblos, Tyre, Sidon. They make up the path along which the Phoenician merchants sailed.
	Bible stories		They study the territory of settlement of ancient Jewish tribes according to the map and the text of the textbook. Explain the significance of the adoption of monotheism by the Hebrew tribes. Explain why the Bible is the most readable book from antiquity to the present day They draw an analogy and establish to which people God gave the same laws as the ancient Jews.
	Hebrew kingdom.		They solve developmental and problematic tasks using video resources. They know how to formulate an assessment of an act (Samson, David.) They are able to summarize information and draw a conclusion about how the Jews represented their king.
	Assyrian power		They define the concept of power, the conditions for the emergence of this type of state, the main dates associated with the history of the Assyrian state. They work in small groups on differentiated tasks for understanding and comprehending new material.
	Persian power of the "king of kings".		They name the main dates in the history of the creation of the Persian state. Work in groups: retelling the legends of the Persian kings on behalf of different characters. They work with a historical map on the expansion of the territory of the state.
	Nature and people of ancient India		They show on the map the geographical position of India, the main occupations and lifestyle of the inhabitants, reveal the content of the concept - Buddhism. Explain which animals were revered by the Indians and why. Allocate key concepts that characterize Indian history and culture.
	Indian castes		Draw up a simple outline of paragraph paragraphs of choice. They tell about the life and training of a Brahmin. They prove that the Brahmins are the keepers of knowledge. Compare the main provisions of Brahmanism and Buddhism. They list the achievements of the ancient Indians in the form of the transfer of "Notes of a Traveler".
	What did the Chinese sage Confucius teach?		Find on the map and comment on the location of China. Define and formulate the features of the Chinese religion. Explain why the Chinese attached great importance to the cultivation of courtesy. Correlate the ethical norms of Confucianism and Christianity.
	First Overlord united China		They talk about China's relations with its neighbors. Explain why the Great Wall of China was built. Highlight the originality of ancient Chinese civilization. Make up crossword puzzles on the topic of the lesson.
	Repetition on the topic “The contribution of the peoples of the Ancient East to world history and culture."		Perform tasks for understanding, comprehension of the studied material, taking into account the viewing of video fragments. They show on the map the most famous cities of the Ancient East and correlate their location with the modern map.
	Greeks and Cretans		Determine and comment on the location of the Cretan kingdom, the Aegean Sea. Name the hallmarks of the Cretan culture. They work with a map, tasks of a workbook. They tell the myth of Daedalus and Icarus and reveal its moral aspect.
	Mycenae and Troy		Reveal the differences between the Mycenaean and Cretan cultures. Show on the map the location of Mycenae. Work in small groups on differentiated tasks. They work with a timeline: they indicate the fall of Babylon, the unification of China by Qin Shi Huang, the Trojan War. Determine which event happened earlier than others and how much compared to others.
	Homer's Iliad		They tell a legend about the life of Homer. Reveal the essence of Homer's poem "Iliad" Characterize the images of the main characters of the Iliad.
	Homer's poem "The Odyssey"		In groups, they correlate the path of Odysseus home to Ithaca with the map. Highlight the main milestones of Odysseus' journey home. Consistently tell about all the adventures of Odysseus. Read the text with notes in the margins: understandable or not, known or not. Evaluate the actions of the characters. What you like, what you don't.
	Religion of the ancient Greeks		Explain the relationship between natural phenomena and Greek gods. They give a moral assessment of the heroic deeds of Hercules. Compare the pantheon of the gods of the Egyptians and Greeks. Perform tasks on dialogue techniques: "ladder", "microphone", "turntable".
	Farmers of Attica lose their land and freedom		They find on the map and verbally comment on the position of Attica, the occupation of its population. Allocate signs of the Greek policy. They characterize the Greek demos, society as a whole. List the advantages of the Greek alphabet over the Phoenician. Working with new terms (insert missing letters).
	The birth of democracy in Athens		They know the definition of the concepts of reform, democracy, the chronology of Solon's reforms, their significance. They develop the skills of working with the primary source, the reference scheme, the ability to determine the historical significance of events. Compare the laws of Draco and Solon. They are able to conduct a dialogue with a friend on a task proposed by the teacher.
	Ancient Sparta		They show on the map the geographical position of Sparta, the way of life of the Spartans. They know how to determine the positive and negative aspects in the lifestyle of the Spartans. Characterize the main groups of the population and their situation. Compose a code of moral standards for a Spartan youth. They are able to find new words in the text and make questions to them.
	Greek colonies on the shores of the Mediterranean and Black Seas		They define the concept of a colony, the meaning of colonies in the life of Greek policies. Explain the causes of Greek colonization, its geography. Describe the attire of a Greek. Allocate a common thing that connects the Greek colonies.
	Olympic Games in antiquity		Know the chronology of the first Olympic Games. Make up a detailed plan of one part of the paragraph. Assess the significance of the Olympic Games for the society of that time. Correlate the known with the unknown about games.
	Greek victory over Persians at the Battle of Marathon		The reasons for the Greco-Persian wars, chronology, the results of the Battle of Marathon and its significance are highlighted. They use information from the video, presentations, make up their own story about the Battle of Marathon. They tell about the feat of the young man who informed the Greeks about the victory in the Marathon, give their assessment of his act.
	Persian invasion of Hellas		They name the causes of the Greco-Persian wars, the chronology of the Battle of Salamis, the results of the wars. They stage the events of one of the battles. They use the information from the video, presentations, compose their own story - about the creation of the navy; - about the Battle of Thermopylae; - about the Battle of Salamis.
	In the harbors of the Athenian port of Piraeus.		Compare military and commercial harbors. Evaluate how possible it was to buy a slave for each Greek. They characterize the situation of citizens, settlers, slaves in Greek policies. They use information from the video, presentations, make up their own story about the harbors. Get additional information based on illustrations to the text.
	In the city of the goddess Athena		They tell about the most significant parts of Athens. They formulate their own opinion about the architectural structures of Athens. Make up a plan virtual tour along the Acropolis. Compose crosswords on a self-chosen topic (in accordance with the topic of the lesson).
	in the Athenian schools and gymnasiums.		What are the characteristics of education in Ancient Greece? Compare, summarize and draw conclusions. Perform practical work with text on differentiated tasks.
	At the theater of Dionysus		They tell the history of the creation and development of the theater in Ancient Greece and the contribution of Greece to the history of the development of world culture. Assess the role of modern theater for society.
	Athenian democracy under Pericles		Define the concept of democracy. Name the reforms of Pericles and their significance. They evaluate the activities of Pericles in the development of democracy in Athens. They make an assumption about what would have happened if another strategist had been in power.
	Cities of Hellas submit to Macedonia		They name the reasons for the defeat of the Greeks in the fight against Macedonia, the dates of the main battles. Compare the political course of Philip and Alexander. They explain the meaning of the expressions "philippika", "a donkey loaded with gold can take an impregnable fortress."
	Campaign of Alexander the Great to the East		They call the chronology of the main events, the reasons for the military successes of Alexander the Great. They know how to draw up a scheme of A. Macedonian campaigns. They are able to draw up an estimated characteristic of the state. figure. Assess the actions of A. Macedonian, his opponents.
	In Alexandria of Egypt		The reasons and chronology of the collapse of the power of Alexander the Great are called. They show on the map the states formed during the collapse of the state. They talk about Alexandria, the center of the Hellenistic world. Compare Alexandria and Athens.
	Generalization for the section: "Ancient Greece".		They know the main content, concepts, chronology of the main events of this topic, characterize the main gods and heroes of ancient Greek mythology. They are able to separate the known from the unknown.
	Ancient Rome		Analyze the map. The geographical position of Rome, natural and climatic conditions, the date of the founding of Rome. Make a comparison of the natural conditions of Greece and Rome, use information to gain knowledge from various sources. They characterize the social system that was established with the emergence of Rome. They tell legends related to the history of Rome.
	Roman conquest of Italy		They give a definition of the concept of a republic, the types of this form of government, the main dates of events. Correlate the emergence of winged words with events in the history of Rome.
	Structure of the Roman Republic		Compare the device of the Roman Republic with the Greek policy. They name the main governing bodies, their functions, the method of formation, give a definition of the concept of an aristocratic republic Allocate and name the advantages of the legion compared to the phalanx.
	Carthage is an obstacle on the way to Sicily.		They name the reasons, the chronology of the main events, the results of the war, work with the reference scheme, summarize and draw conclusions. They characterize and evaluate the goals, actions of Hannibal. List the reasons for the defeat of Hannibal in the war with the Romans.
	Establishment of Roman dominance throughout the Eastern Mediterranean		They name the reasons, the chronology of the main events, the results of the war, work with the reference scheme, summarize and draw conclusions. Describe a triumph from a drawing. Make a simple outline of the paragraph.
	Slavery in Ancient Rome		They define the concept of slavery, talk about the position of slaves. Explain the reasons for the wide spread of slavery in all spheres of Roman life. They know how to work in small groups, compose a story on behalf of the slaves who performed various types of work.
	Land law of the Gracchi brothers		Explain the reasons for the land reform of Tiberius Gracchus in Rome, name the main content and significance of the reform. Calculate how many years the Romans lived in the world. They evaluate the actions of the Gracchi brothers for the benefit of the less protected Romans.
	Rise of Spartacus		They name the reasons, main events, their chronology, the results of the uprising, the leader of the uprising. Compose a story on behalf of Spartacus, Senator Crassus.
	Autocracy of Caesar		They give a definition of the concept of a dictator, the chronology of the establishment of Caesar's autocracy, the causes of death. Analyze the actions and actions of J. Caesar. Explain the position of Crassus, Pompey and the Senate in relation to Julius Caesar.
	Establishment of an empire		They give a definition of the concept of empire, name the date of the establishment of the empire in Rome. Make up a crossword puzzle for one of the paragraphs. Compare the actions of Antony and Octavian in the struggle for power. Explain the reasons for the end of the civil wars in Rome.
	Neighbors of the Roman Empire		They show on the map the territories of the settlement of peoples who fell under the rule of the empire.

Explanatory note

General characteristics of the program

The work program on the history of the Ancient World for grade 5 is compiled in accordance with the provisions of the Federal state standard basic general education, based on an exemplary program of basic general education in history, an exemplary basic curriculum, a federal list of textbooks recommended or approved for use in educational process in educational institutions, and the author's program A.A. Vigasina, G.I. Godera, I.S. Sventsitskaya (M.: Enlightenment, 2011).

This program is focused on the use of the textbook A.A. Vigasina, G.I. Godera, I.S. Sventsitskaya, edited by A.A. Iskenderova (M.: Education, 2013. (FGOS. Innovative school).)

History education at the level of basic general education plays an important role for the personal development and socialization of students. The main focus of the course program is the development of respect for history and traditions, the development of historical experience, norms and values that are necessary for life in a modern multicultural, multiethnic society.

The working program is based on the civilizational-humanitarian approach.

Along with the indicated approaches that implement the content of an exemplary program on world history, the most relevant and significant for the fulfillment of the tasks of the Federal State Educational Standard are also:

An activity approach focused on the formation of a personality and its abilities, competencies through active cognitive activity the student himself;

The competence-based approach, which considers the formation of a complex of general educational (universal, over-subject) skills, the development of abilities, various skills and personal qualities and relations among students of the main school;

A differentiated approach in the selection and design of educational content, which provides for the principles of taking into account the age and individual capabilities of students, with the identification of biases, etc. It should be borne in mind that this approach is transitional: from frontal to individual;

Personality-oriented (humanistic) approach, which considers learning as a meaningful, self-initiated process aimed at mastering meanings as elements of personal experience. The task of the teacher in the context of this approach is to motivate and stimulate meaningful learning;

A problematic approach involving the assimilation of program knowledge (according to the main laws

news) in the process of solving problematic tasks and historical situations that give learning a search and research character. A problem situation is understood as an intellectual task, as a result of which the student must reveal some desired attitude, action. The approach provides motivation for high level activity and independence of thinking of students. The problem approach is considered as the leading principle of developmental learning.

Logical connections of the subject "History" with other subjects (sections) of the curriculum

At the level of basic general education, the use of interdisciplinary connections is based primarily on the integrative interaction of history and social science courses. This allows students to form a holistic view of the dynamics of development and the historical conditionality of modern forms of social life, to critically perceive the received social information, to meaningfully study the diversity of behavior patterns that exist in a modern multicultural, multinational, multi-confessional society. As part of historical education, students use the conceptual apparatus learned in the study society-knowledge. Using the potential of interdisciplinary connections of history and geography courses expands students' knowledge about the patterns of the spatial organization of the world, consolidates the ability to operate with statistical and cartographic material. The formation of a system of integrative links between history and educational subjects in the field of "Philology" significantly increases the communicative potential of the learning process, allows students to master the stylistic and figurative-expressive features of their native language at a higher level. foreign languages. Students' knowledge of the historical context of the process of spiritual creativity expands their opportunities when studying the course of literature, as well as subjects of the educational field "Art".

Learning objectives

Illuminate the interaction of man with the environment natural environment, economic development of ancient societies, various forms of social and political system;

Show the brightest personalities of the Ancient World and their role in history and culture;

To characterize the formation of ideas and institutions, the understanding of which is necessary for a modern person and citizen (despotic form of government, laws, democracy, republic, moral norms, religious beliefs, in particular the features of world religions - Buddhism and Christianity);

To reveal on concrete material the position that each of the peoples of antiquity left a positive mark on the history of mankind. This approach makes it possible to form students' tolerance, breadth of worldview, humanism.

The content of the program focuses on the implementation of a multifactorial approach in the course of general history, which makes it possible to show the complexity and multidimensionality of the history of a country, to demonstrate the simultaneous action of various factors, the priority importance of one of them in a given period, to show the possibilities of alternative development of a people, a country at a turning point. moments in their history.

Learning objectives

Formation of value orientations for fifth-graders for ethno-national, cultural self-identification in society on the basis of mastered knowledge about the peoples, personalities of antiquity;

Mastering knowledge about the originality of the era of the Ancient World in the social, economic, political, spiritual and moral spheres and revealing its features using the key concepts of the subject "History of the Ancient World";

Education of tolerance, respect for the cultural heritage, religion of various peoples using the pedagogical and cultural potential of Greco-Roman mythology, legends and myths of other peoples;

Formation of the ability for self-expression, self-realization on the examples of actions and activities of the most prominent personalities of the Ancient World;

Development of students' intellectual abilities and skills to independently acquire historical knowledge and apply it in different situations;

Formation in schoolchildren of the ability to apply knowledge about the culture, the political structure of the societies of Ancient Greece, Ancient Rome, and other countries to understand the essence of modern social phenomena, in communicating with other people in a modern multicultural society;

Development of the ability to work with a book and with cartographic material;

Formation of skills of retelling the material of the textbook;

Formation of the ability to use historical terms and concepts;

Development of personal qualities of schoolchildren based on examples from the history of the Ancient World: love of freedom, patriotism, courage, nobility, wisdom.

Place of the subject

The study of the subject is given 2 hours per week, a total of 70 per academic year, including 2 reserve hours. The program contains 60 topics, as well as the topic "Counting the years in history", which requires a separate lesson to study. In addition, a separate lesson is "Introduction". The remaining 6 hours of study are allotted for repetition of what has been passed and control of students' knowledge according to the following scheme; 1 hour - to repeat the sectionI, 2 hours - to repeat the sectionII, 1 hour to review a sectionIII, 2 hours - to repeat the sectionIVand final repetition. This program is designed in accordance with the following distribution of study time

Requirements for the level of preparation of students

by the end of grade 5

As a result of mastering the course of the history of the Ancient World, grade 5, students should master the following knowledge, skills and abilities

Personal, meta-subject and subject results of mastering the course in history.

Mastering universal educational activities is significant for socialization, worldview and spiritual development of students, allowing them to navigate in society and be in demand in life.

The personal result of studying the subject is the formation of the following skills and qualities:

awareness of one's identity as a citizen of the country, family member, ethnic and religious group, local and regional community;

development of humanistic traditions and values of modern society, respect for human rights and freedoms;

comprehension of the socio-moral experience of previous generations, the ability to determine one's position and responsible behavior in modern society;

understanding of the cultural diversity of the world, respect for the culture of one's own people and other peoples, tolerance.

The meta-subject result of studying the course is the formation of universal learning activities (UUD)

Regulatory UUD

independently form and discover a learning problem, determine the goal of UD

put forward versions of the solution to the problem, be aware of the final result, choose the means to achieve the goal from the proposed ones, and also look for them on your own

draw up (individually or in a group) a plan for solving the problem (project implementation)

improve self-selected assessment criteria in dialogue with the teacher.

Cognitive UUD:

supervise under the guidance of a teacher;

to carry out an extended search for information using the resources of libraries and the Internet

choose the most effective ways problem solving depending on specific conditions

analyze, compare, classify and generalize facts and phenomena

define concepts.

Communicative UUD

independently organize educational interaction in a group

in a discussion be able to put forward arguments and counterarguments

learn to be critical of your opinion, to recognize with dignity the fallacy of your opinion and correct it.

understanding the position of another, to distinguish in his speech: opinion, evidence, facts

the ability to look at a situation from a different perspective and negotiate with people from different perspectives

evaluate their educational achievements, behavior, traits of their personality, taking into account the opinions of other people.

Determine your own attitude to the phenomena of modern life, form your point of view

the ability to consciously organize and regulate their activities - educational, social, etc.;

The subject result of studying the course is the formation of the following skills:

develop a holistic view of historical development of humanity from primitive times to the death of ancient civilization as an important period in world history

mastery of holistic ideas about the historical path of mankind as a necessary basis for world understanding and knowledge of modern society, the history of one's own country;

the ability to correlate historical time and historical space, actions and deeds of individuals in time and space;

the ability to study and systematize information from various historical and modern sources, revealing its social affiliation and cognitive value, to read a historical map and navigate it;

expanding the experience of evaluation activities on the basis of understanding the life and deeds of individuals and peoples in the history of their country and humanity as a whole;

willingness to apply historical knowledge to identify and preserve the historical and cultural monuments of their country and the world.

By the end of the Ancient World course in Grade 5, students should have mastered the following skills:

1. Knowledge of chronology, working with chronology:

indicate the chronological framework and periods of key processes, as well as the dates of the most important events in world history;

correlate the year with the century, era, establish the sequence and duration of historical events.

2. Knowledge of historical facts, work with facts:

characterize the place, circumstances, participants, stages, features, results of the most important historical events;

group (classify) facts according to various signs and grounds.

3. Work with historical sources:

search for the necessary information in one or more sources (material, textual, pictorial, etc.), select it, group, generalize;

compare data from different sources, identify their similarities and differences, time and place of creation.

4. Description (reconstruction):

consistently build a story (orally or in writing) about historical events, their participants;

to characterize the conditions and way of life, occupations of people, their achievements in different historical epochs;

on the basis of the text and illustrations of the textbook, additional literature, layouts, electronic publications, Internet resources, etc., compose a description of historical objects, monuments.

5. Analysis, explanation:

to distinguish between a fact (event) and its description (a fact of a source, a fact of a historian);

correlate individual historical facts and general phenomena;

to distinguish the cause and effect of historical events, phenomena; \

highlight the characteristic, essential features of historical events and phenomena;

reveal the meaning and significance of the most important historical concepts;

compare historical events and phenomena, determine the common and differences in them;

express judgments about the causes and consequences of historical events.

6. Working with versions, estimates:

give assessments of historical events and personalities set out in educational literature;

determine and explain (argument) one's attitude to the most significant events and personalities in history and their assessment.

7. Application of knowledge and skills in communication, social environment:

apply historical knowledge to reveal the causes and assess the essence of modern events;

use knowledge about the history and culture of their people and other peoples in communicating with people at school and out of school life as the basis for dialogue in a multicultural environment;

The course "History of the Ancient World" for the 5th grade of the basic school is the first systematic scientific course in history. This is due to both the purpose and significance of the course, and the difficulties of studying it. The general goal of historical education is to familiarize students with national and world cultural traditions, in the education of patriotism, the formation of civic consciousness. This common goal also determines the tasks of the course in the history of the Ancient World. On the material of ancient history, the formation of the foundations of systemic historical knowledge begins, in a broader sense, the foundations of humanitarian and humanistic culture among students. For the first time, students learn about the distant past of mankind, get an idea of history as scientific discipline get acquainted with a large amount of historical concepts and

terms. A school course in general history provides a teenager with the opportunity to learn and understand the conditions for the emergence of modern civilization, the features of its progressive development and values.

Studying complex and tragic events, phenomena and processes in different historical times and in different countries, students will be able, with the appropriate support of the teacher, to understand the role of a socially active person in history; get acquainted with examples of heroism and selflessness in the name of society and comprehend them. This is the educative function of the past, of universal history. Students gain experience social interaction people in the process of studying the events of world history, study and discuss the historical forms of social relations and cooperation - all this accelerates their socialization. As the content is mastered, students form a social system of values based on understanding patterns and progressiveness. community development, awareness of the priority of public interest over the personal and the uniqueness of each individual. The program focuses on the fact that the personality is manifested only in cooperation, in agreement with society and thanks to it.

The content of the program on world history is focused on the formation of a modern understanding of history in schoolchildren in the context of humanitarian knowledge and public life. Understanding and comprehension of educational information is provided by a logically built system of concepts that reveal the semantic and value characteristics of the stages of the world history of mankind. The correlation of facts and phenomena, the establishment of cause-and-effect relationships, the identification of common, the emergence of patterns in the process of working with texts will contribute to the formation and development of historical thinking among students.

Personal-activity assimilation educational material in general history, in accordance with the program, will ensure the formation of such moral properties and qualities among schoolchildren as goal-setting, interest in learning, readiness for new things, discipline, responsibility, communication, social activity.

Thus, this program has a value-oriented and general cultural significance, plays a significant role in the process of self-identification of younger adolescents of the main school. The socio-cultural component of the course, which includes accessible information about the interpenetration of religions, cultures, the foundations of human society, will provide conditions for identifying students with modern society.

The course introduces students to the formation of human society, to the most important civilizations of the Ancient World. At the same time, only the general concept of civilization is introduced in the sense of “a stage of social development”, as opposed to primitiveness. A more complete interpretation of the term civilization as a set of economic, political, ideological features of a particular society (or societies) is given on the example of ancient (polis) civilization. The textbook and thematic planning presents a systematic coverage of the history of ancient civilizations in the context of a single world, which is designed to form students' understanding of universality. human history from ancient times. Such a sequence of studying the material makes it possible to compare the development of ancient societies and civilizations, various processes, individuals and cultures. Students get the opportunity to draw historical parallels, analyze and draw conclusions. Much attention is paid to the fact that students are immersed in the world of synchronized, comparative history, which is an indispensable condition for the formation of progressive historical thinking. This course plays an important role in the students' awareness of the historically determined diversity of the world around them, creates the prerequisites for their understanding and respect for other people. The content of the course complies with the requirements of the state educational standard in history.

The basis of the course on the history of the Ancient World for grade 5 is the following content lines:

1. Historical time - chronology and periodization of events and processes.

2. Historical space - a historical map of the Ancient World.

3. Historical movement:

Evolution of labor and economic activity of people;

Formation and development of human communities - social, ethno-national, religious, etc.; formation and development of states, their historical forms and types; evolution and mechanisms of change of power; relationship between government and society;

The history of man's knowledge of the surrounding world and himself in the world; the formation of religious and secular teachings and worldview systems; development of scientific knowledge and education; development of spiritual and artistic culture; diversity and dynamics of ethical and aesthetic systems and values; the contribution of peoples and civilizations to world culture;

Development of relations between peoples, states, civilizations (neighbourhood, conquests, continuity): the problem of war and peace in history.

The through line, penetrating and connecting all of the above, is a person in history. It suggests the following:

Conditions of life and life of people in antiquity;

Their needs, interests, motives for action;

Perceptions of the world, values;

Life and activity of a single person in the context of time.

In accordance with the content line “Man in History”, the course and consequences of the events of the past are revealed in textbooks and lessons through the deeds and destinies of people. Taking into account the age capabilities of fifth-graders, a significant place is given to material that serves to develop in adolescents an emotional and valuable attitude to events and people, to form their civic positions.

"History of the Ancient World" (68 hours)

Introduction (2 hours)

SECTION I. The life of primitive people

Chapter 1 . Primitive gatherers and hunters

The concept of "primitive people". The oldest people: modern ideas about the place and time of their appearance; appearance, lack of articulate speech; tool making as the main difference from animals. The idea of the appropriating economy: gathering and hunting. The impossibility for people to live alone. Mastery of fire.

The emergence of art and religion. Image of animals and man. An idea of the religious beliefs of primitive hunters and gatherers. The concepts of "witchcraft", "soul", "country of the dead".

Chapter 2

Chapter 3.

The idea of counting time by years in ancient states. The concept of the Christian era. Features of the designation of dates BC ("reverse" counting of years). The concepts of "year", "century (century)", "millennium".

SECTION P. Ancient East

Chapter 4 Ancient Egypt

Location and natural conditions (Nile floods, soil fertility, hot climate). Farming is the main occupation. Irrigation structures (embankments, canals, shadufs).

The emergence of a single state in Egypt. The concepts of "pharaoh", "nobleman", "scribe", "tax". The unlimited power of the pharaohs. Army: infantry, chariot squads. conquest campaigns.

Empire of Thutmose III.

Cities - Memphis, Thebes.

Life of farmers and artisans. Life and service of nobles.

Art of the ancient Egyptians. The construction of the pyramids. Great Sphinx. Temple, its external and internal view. Tomb excavations. Finds of works of art in the tomb of Pharaoh Tutankhamun. Features of the image of a person in sculpture and murals. Sculptural portrait. The concepts of "sculpture", "statue", "relief", "sculptural portrait", "painting".

Features of ancient Egyptian writing. Writing materials. School: training of scribes and priests. Scientific knowledge (mathematics, astronomy). solar calendar. Water clock. Works of literature: songs of praise to the gods, the story of Sinuhet, the teachings of scribes, the Book of the Dead. The concepts of "hieroglyph", "papyrus", "scroll"

Chapter 5 Western Asia in antiquity

Sumerian cities - Ur and Uruk.

Religious beliefs of the inhabitants of Mesopotamia. Gods Shamash, Sin, Ea, Ishtar. Stepped temples. Cuneiform. Writing schools. Scientific knowledge (astronomy, mathematics). Literature: Tales of Gilgamesh.

Cities of Phenicia - Byblos, Sidon, Tire. Viticulture and olive growing. Crafts: glassmaking, making purple fabrics. Maritime trade and piracy. Founding of colonies along the Mediterranean coast. ancient alphabet.

Ancient Jews. Introduction to the Bible and the Old Testament. The concept of "monotheism". Biblical myths and legends (about the first people, about the global flood, Joseph and his brothers, the exodus from Egypt). Moral standards of biblical commandments. Biblical stories about heroes. Fighting the Philistines. The Hebrew kingdom and its rulers: Saul, David, Solomon. Jerusalem as the capital of the kingdom. Temple of the god Yahweh.

Beginning of iron processing. Consequences of using iron tools.

Assyrian state. Innovations in military affairs (iron weapons, battering rams, cavalry as a special kind of troops). Assyrian conquests. The robbery of the defeated countries, mass executions, the resettlement of hundreds of thousands of people. Capital of Nineveh. Royal Palace. An idea of Assyrian art (statues, reliefs, paintings). Ashurbanipal Library. The death of Assyria.

Three kingdoms in Western Asia: Neo-Babylonian, Lydian and Median. The city of Babylon and its buildings. Beginning of coinage in Lydia.

The formation of the Persian state (the conquest of Media, Lydia, Babylonia, Egypt). Kings Cyrus, Darius the First. "Royal Road", its use for postal communication. Levying taxes in silver. The composition of the troops ("immortal" hordes gathered from the conquered regions). City of Persepolis.

Topic 6. India and China in antiquity

SECTION III. Ancient Greece

Chapter 7 Ancient Greece

Location and natural conditions. Mountain ranges that cut the country into isolated regions. The role of the sea in the life of the Greeks. Absence of full-flowing rivers. The most ancient cities are Mycenae, Tiryns, Pylos, Athens.

Chapter 8

Location and natural conditions of Attica. Unfavorable conditions for growing cereals. Cultivation of olives and grapes. Know at the head of the administration of Athens. Dragon laws. The concept of "demos". plight of the farmers. Long term slavery.

The Olympic Games are a pan-Greek festival. Types of competitions. The concept of "athlete". Awards for winners.

Chapter 9 to i. e. and the rise of democracy

The consequences of the victory over the Persians for Athens. Athenian Maritime Union. Military and merchant fleet. Harbors of Piraeus. The composition of the population of the Athens polis: citizens, immigrants, slaves. The use of slave labor.

City of Athens: Keramik, Agora, Acropolis. Life of the Athenians. The position of the Athenian woman. Temples: goddess Nike, Parthenon, Erechtheion. Features of the architecture of temples. Phidias and his creations. Statues of athletes by Myron and Polykleitos.

Athenian education. Slave teachers. Primary School. Palaestra. Athens gymnasiums. The views of Greek scientists on human nature (Aristotle, Antiphon). Athenian sage Socrates.

The emergence of the theatre. Theater building. Tragedy and comedy. Sophocles' tragedy Antigone. Aristophanes' comedy The Birds. The educational role of theatrical performances.

Chapter 10 BC e.

The weakening of the Greek policies as a result of civil strife.

Rise of Macedonia under King Philip. Influence of Hellenic culture. Aristotle is the teacher of Alexander, son of Philip. Macedonian army. Phalanx. Cavalry. Siege towers.

Attitude of the Hellenes to Philip of Macedon. Psocrates and Demosthenes. Battle of Chaeronea. Loss of Hellas independence. Death of Philip and rise to power of Alexander.

Campaign of Alexander the Great to the East. Victory on the banks of the Granik River. The defeat of the troops of Darius III at Issus. Hike to Egypt. Deification of Alexander. Founding of Alexandria. Victory at Gaugamela. The death of the Persian kingdom. Hike to India. Return to Babylon. Personality of Alexander the Great.

The collapse of the power of Alexander after his death. Egyptian, Macedonian, Syrian kingdoms. Alexandria of Egypt is the largest commercial and cultural center of the Eastern Mediterranean. Faros lighthouse. Museum. Library of Alexandria. Greek scientists: Aristarchus of Samos, Eratosthenes, Euclid.

SECTION IV. Ancient Rome

Chapter 11

Location and natural features of Italy. Warm climate, fertile lands, abundance of pastures. River Tiber, Po. The population of ancient Italy (Latins, Etruscans, Samnites, Greeks).

Legend of the founding of Rome. Worship of the gods - Jupiter, Juno, Mars, Vesta. Rome is a city on seven hills. Administration of Ancient Rome. The elimination of royal power. The concepts of "vestal", "lictors", "patricians", "plebeians", "senate".

Chapter 12

Chapter 13

The ruin of the farmers of Italy and its causes. Land law of Tiberius Gracchus. Death of Tiberius. Gaius Gracchus is the successor of his brother's work. Guy's death.

The defeat of the supporters of the Republic. Struggle between Antony and Octavian. The role of Cleopatra in the fate of Antony. Victory of Octavian's fleet at Cape Promotions. The transformation of Egypt into a Roman province. End of civil wars. The nature of the power of Octavian Augustus (the concentration of the powers of the tribune, consul and other republican positions, the title of emperor for life). The concepts of "empire", "emperor", "praetorians".

Poets Virgil, Horace. The concept of "philanthropist".

Chapter 14

Deification of emperors. Nero (terrorist methods of government, fire in Rome and persecution of Christians). Nero and Seneca. Rebellion in the army and the death of Nero.

The emergence of Christianity. "Sons of Light" from Qumran. Gospel stories about the life and teachings of Jesus Christ. Moral standards of the Sermon on the Mount. The idea of the Second Coming, the Last Judgment and the Kingdom of God. The idea of equality of all people before God, regardless of gender, origin and social status. National and social affiliation of the first Christians. The attitude of the Roman authorities towards Christians. The concepts of "Christians", "apostles", "Gospel", "priest".

Rome is the capital of the empire. Roman daily life. Mansions of the rich. Multi-story houses. Visiting thermae (baths), the Colosseum and the Circus Maximus. The demand for "bread and circuses".

Architectural monuments of Rome (Pantheon, Colosseum, Trajan's column, triumphal arches). Roman sculptural portrait.

The role of the archaeological excavations of Pompeii for historical science.

Chapter 15

The division of the Roman Empire into two states - the Eastern Roman Empire and the Western Roman Empire. Revolts in the provinces (Gaul, North Africa). Barbarians in the army. The invasion is ready for Italy. The struggle of the commander Stilicho with the Goths. The murder of Stilicho on the orders of Emperor Honorius. The mass transition of barbarian legionnaires to the side is ready. Capture of Rome by the Goths. New capture of Rome by vandals. Devastation of the Eternal City by barbarians. The leaders of the barbarian tribes are the arbiters of the destinies of the Western Roman Empire. The elimination of the power of the emperor in the West.

Main types of educational activities

The work program provides for the following forms of intermediate and final certification: t testing, summarizing lessons. At the end of each topic, generalizing lessons are provided, aimed at concretizing the knowledge gained, students performing test tasks in the form of testing or test papers, which make sure that the basic material has been learned. All tasks are based on the study of the material, and the proposed format of test tasks and the procedure for their implementation are familiar and understood by students. At the end of the course, a final summary in the form of testing is expected.

Used pedagogical technologies: ICT, health-saving, project, game, research, problem, group training, test control.

WMC

For the teacher:

1 Vigasin A A, Goder G.I. Program "History of the Ancient World" M, Enlightenment, 2014

2 Vigasin A A, Goder G.I. Sventsitskaya I S. General history. Ancient world history. Grade 5 Textbook for educational institutions. M, Enlightenment, 2015

3 Workbook. Grade 5: a manual for general education. institutions / G.I. Goder - M.: Enlightenment, 2014.

For students:

1 Vigasin A A, Goder G.I. Sventsitskaya I S. General Isortia. Ancient world history. Grade 5 Textbook for educational institutions. M, Enlightenment, 2015

2 Workbook. Grade 5: a manual for general education. institutions / G.I. Goder - M.: Enlightenment, 2014.

Equipment:

Table Rus in the Ancient Ages,

Task cards.

Planned results

5 Class

Summarize the knowledge gained during the study of the topic about kindness, humanity, courage as virtues.

To develop to contribute to the expansion and reflection of one's own experience of showing attention to people who need it.

Generalize knowledge about the relationship of the social in a person with communication, information exchange and other results of mental activity

Develop your reflective abilities on communication problems

Reflect on family values.

To reflect on one's own contribution to family comfort, a healthy lifestyle of the family

Identify positive learning outcomes based on examples from works of art

Apply elements of a cause-and-effect analysis when characterizing the social ties of a younger teenager with classmates, peers, and friends.

To carry out reflection in assessing one's own ability to learn, the ability to communicate in the learning process with peers.

Establish working relationships, collaborate effectively and promote productive cooperation.

Use additional sources of information to create short informational materials on the state symbols of Russia.

Compile your own information materials about Moscow - the capital of Russia

To expand the experience of a respectful attitude towards people of different nationalities, the rules of tolerant behavior existing in society.

total Andteaching in grade 5 (History of the Ancient World)

The graduate will learn:

determine the place of historical events in time, explain the meaning of the main chronological concepts, terms (millennium, century, BC, AD);

use a historical map as a source of information about the settlement of human communities in the epochs of primitiveness and the Ancient World, the location of ancient civilizations and states, places of major events;

search for information in fragments of historical texts, material monuments of the Ancient World;

describe the conditions of existence, the main occupations, the way of life of people in antiquity, the monuments of ancient culture; talk about the events of ancient history;

reveal the characteristic, essential features of: a) the forms of state structure of ancient societies (using the concepts of "despotism", "polis", "republic", "law", "empire", "metropolis", "colony", etc.) ; b) the position of the main groups of the population in ancient Eastern and ancient societies (rulers and subjects, free and slaves); c) religious beliefs of people in antiquity;

explain what the purpose and artistic merits of monuments of ancient culture were: architectural structures, household items, works of art;

evaluate the most significant events and personalities of ancient history.

The graduate will have the opportunity to learn:

characterize the social system of ancient states;

compare evidence from various historical sources, identifying common and differences in them;

to see manifestations of the influence of ancient art in the environment;

express judgments about the significance and place of the historical and cultural heritage of ancient societies in world history.

Equipment:

Table by topic: Early Middle Ages,

Table Rus in the Ancient Ages,

Table Moscow state

Task cards.

Discs. Encyclopedia Cyril and Methodius

Disk World History. Ancient World Lesson Planning

Calendar-thematic planning in history Grade 5 (68 hours)

Date by

plan

actual date

subject

metapred-

meth

personal

How do we know how our ancestors lived?

Lesson of "discovery" of new knowledge

To learn to master a holistic view of the subject "History", to study and systematize information from various sources; formulate own hypotheses on debatable issues of history

Communicative:

Regulatory: independently identify and formulate a cognitive goal

Cognitive:

Analyze, compare. Classify and generalize facts and phenomena

Formation of starting motivation in learning new things

Section 1. Life of primitive people (7h)

Chapter 1 Primitive Gatherers and Hunters (3h)

Ancient people.

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge,

Learn to read a historical map, analyze and summarize its data, identify patterns of human evolution, establish cause-and-effect relationships between the habitat and life of primitive people, explain the causes of collectivism among ancient people

Communicative:

Regulatory: educational activities, put forward versions of the solution to the problem.

Cognitive:

carry out the choice of the most effective ways of solving problems depending on specific conditions, analyze, compare, and generalize facts and phenomena

Formation of starting motivation in learning new things. Comprehension of the socio-moral experience of previous generations, the formation of skills of analysis, comparison comparison

Tribal communities of hunters and gatherers.

Lesson of "discovery" of new knowledge

Formation in students of the skills of building and implementing new knowledge, drawing up a plan, frontal conversation,

Independent work with the text of the textbook, complex repetition, designing, execution for children

Learn how to work with a map, establish cause-and-effect relationships between changes in climatic conditions and human development, master a holistic view of the historical path of man.

Communicative:

Formulate communicative actions aimed at structuring information on a given topic, readiness for cooperation with fellow students, teamwork

Regulatory:

Cognitive:

Use modern sources of information, including information on electronic media, solve creative problems, present the results of their activities

Formation of skills in compiling an algorithm for completing a task, skills in performing a creative task. Understanding the socio-moral experience of previous generations.

The emergence of art and religious beliefs.

Lesson of "discovery" of new knowledge

Formation in students of the skills of building and implementing new knowledge, collective work with the text and illustrations of the textbook, frontal conversation, research activities, role-playing game,

Complex repetition, designing homework.

Learn to apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence and significance of the emergence of art and religious beliefs, to identify the pattern of the relationship between art and religion in primitive society. Describe monuments of history and culture.

Communicative:

Regulatory: be aware of oneself as the driving force of one's learning, one's ability to mobilize forces and energy, to volitional effort - choice in a situation

motivational conflict and to overcome obstacles

Cognitive:

Work with educational and extracurricular information (analyze and summarize facts, draw up a simple and detailed plan, theses, abstracts, etc.) use modern sources of information, including materials on electronic media.

Formation of motivation to study new material.

Understanding the socio-moral experience of previous generations, fostering respect for the culture of one’s own and other peoples, tolerance

Chapter 2. Primitive farmers and pastoralists (3 hours)

The emergence of agriculture and animal husbandry

general lesson

wild

directed

Formation of students' activity abilities and abilities to structure and systematize the studied subject content;

Independent work with the text of the textbook, the formation of conclusions, complex repetition, collective design of methods for performing tasks

Learn to master a holistic view of the historical path of peoples, read a historical map, analyze and summarize its data, identify patterns of changes in the socio-economic life of people with the advent of cattle breeding and agriculture, expand the experience of evaluative activity.

Communicative: Formulate the skills of educational cooperation in the course of individual and group work

Regulatory:

consciously organize and regulate their activities - educational, social, determine the sequence of intermediate goals, taking into account the specific result, draw up a plan for the sequence of actions.

Cognitive: explain complex historical phenomena, , processes, connections and relationships revealed during the study of educational material

Comprehension of the socio-moral experience of previous generations, the formation of skills for a conscious choice of the most effective way to solve problems

The emergence of inequality and nobility

Lesson of "discovery" of new knowledge

The formation of students' skills in building and implementing new knowledge, text analysis,

Drawing up a diagram, work in pairs when solving creative tasks

Learn to master a holistic view of the historical path of peoples, explain the process of the emergence of inequality, learn to differentiate concepts primitive and civilization

Communicative: to get the missing information with the help of questions (cognitive initiative )

Regulatory: apply information retrieval methods, including using computer

Cognitive:

Perform creative tasks that do not have an unambiguous solution;

compare, compare, classify objects according to one or more proposed grounds

Formation of skills for a conscious choice of the most effective way to solve problems. Understanding the socio-moral experience of previous generations,

Generalization and testing of knowledge on the topic: "The life of primitive people"

Lesson I develop

control

Formation of students' activity abilities and abilities to structure the studied material,

Individual and pair work with didactic material

Learn to master a holistic view of the historical path of primitive people; to expand the experience of evaluation activity on the basis of understanding the life and deeds of ancient people; to formulate their own on debatable issues of history

Communicative: on one's own

Organize educational interaction in the group; in a discussion be able to put forward arguments and counterarguments

Regulatory: to realize oneself as the driving force of one's learning, to form the ability to mobilize forces and energy for volitional effort - choice in a situation of motivational conflict - and to overcome obstacles

Cognitive:

Formation of skills for a conscious choice of the most effective way to solve problems.

Chapter 3

Counting years in history

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge,

Collective work with the text and illustrations of the textbook, timeline, problem solving

Communicative: establish working relationships, cooperate effectively and promote productive cooperation.

Regulatory: define a new level

Relationship to oneself as a subject of activity

Cognitive:

To carry out reflection on the methods and conditions of action, control and evaluation of the process and results of activities.

Formation of skills of conscious choice of the most effective way to solve problems

Section 2. Ancient East (20h)

Chapter 4. Ancient Egypt (8 hours)

State on the banks of the Nile

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge, frontal conversation

Complex repetition, work in small groups

Learn to master a holistic view of the historical path of Ancient Egypt; establish causal relationships between natural conditions and the way of life of the Egyptians; read a historical map, analyze and summarize its data

Communicative: listen and hear each other, express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication

Regulatory: independently identify and formulate a cognitive goal, search for and highlight the necessary information

Cognitive:

Explain historical phenomena, processes, connections and relationships revealed during the study of educational material

How farmers and artisans lived in Egypt

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge, frontal conversation, complex

Repetition, project work, design execution

Learn to create vivid images of farmers and artisans of Ancient Egypt, apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence, explain the life and life of farmers and artisans

Communicative: listen to the opinion of team members while working on the project.

Regulatory: predict the result and the level of assimilation of the material,

Cognitive: form the basis for the semantic reading of educational and cognitive texts, find information on this topic in the text and video sequence of the textbook, additional sources for the paragraph, additional literature, electronic publications and group it

Formation of sustainable motivation to study and consolidate the new. Understanding the socio-moral experience of previous generations, evaluating the life and work of farmers and artisans

The Life of an Egyptian Noble

Lesson of "discovery" of new knowledge

Learn to create vivid images of the life of an Egyptian nobleman, apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence and significance of events and phenomena, expand the experience of evaluative activity, study and systematize information from various historical and modern sources

Communicative: listen to the opinions of team members while working on the project.

Regulatory: predict the result and the level of the material, determine a new level of attitude towards oneself as a subject of activity.

Cognitive: to form the basis for the semantic reading of educational and cognitive texts, to find information on this topic in the text and video sequence of the textbook, additional sources for the paragraph, supplement. literature, electronic publications and group it.

Formation of sustainable motivation to study and consolidate the new. Understanding the socio-moral experience of previous generations,

Military campaigns of the pharaohs

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

Group work with the text and illustrations of the textbook, artistic sources, project activities

Communicative: express your thoughts accurately and competently, defend your point of view in the process of discussion

Regulatory: to form target settings for educational activities, to build an algorithm of actions .

Cognitive: to carry out an analysis of objects with the allocation of essential and non-essential features, to play a role in accordance with the originality of a historical character in the assessment.

Formation of sustainable motivation to study and consolidate the new. Understanding the socio-moral experience of previous generations

Religion of the ancient Egyptians

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

Group work with the text and illustrations of the textbook, artistic sources, project activities

Learn to explain and reveal the symbolic meaning of the religious images of the Egyptians; explain the role of temples in the life of the Egyptians, the experience of evaluation activities; formulate own hypotheses on debatable issues of history

Communicative: express your thoughts accurately and competently: defend your point of view in the process of discussion.

Regulatory: to form target settings of educational activity, to stand an algorithm of actions.

Cognitive: carry out the analysis of objects with the allocation of essential and non-essential features; prepare thematic messages and projects using sources of information

Art of Ancient Egypt

Lesson-research

Formation of students' skills of building and implementing new knowledge.

individual and pair work with didactic material, design and implementation of preschool

Communicative: express your thoughts accurately and competently.

Regulatory:

Cognitive:

Formation of skills of analysis, comparison.

Mastering the humanistic traditions and values of the Egyptian society

Writing and knowledge of the ancient Egyptians

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

Individual and pair work with didactic material, design and implementation of children's

Learn to describe objects of material culture and works of ancient Egyptian art, apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence and culture of the Egyptians

Communicative: master the skills of monologue dialogical speech

Regulatory: to form the target settings of educational activities; build an algorithm of actions

Cognitive: carry out the analysis of objects with the allocation of essential and non-essential features; prepare thematic reports and projects using additional sources

Formation of skills of analysis, comparison.

Mastering the humanistic traditions and values of the Egyptian society

"Ancient Egypt"

Lesson in developmental control

Formation of students' skills of building and implementing new knowledge.

Individual and pair work with didactic material, design and implementation of d / z, commenting on grading

Learn to analyze historical facts and events related to the topic of Ancient Egypt; solve test tasks, establish cause-and-effect relationships, identify patterns and development of ancient civilizations

Communicative: Establish working relationships, cooperate effectively and contribute to strong will in overcoming obstacles

Regulatory: draw up a sequence of actions, form the ability to volitional effort when overcoming obstacles

Cognitive: extract essential information from texts of different types; solve test tasks

Formation

cognitive process

Chapter 5. Western Asia in antiquity (7 hours)

Ancient Mesopotamia

Lesson of "discovery" of new knowledge

Collective work with the primary sources of the laws of Hammurabi, research activities, role-playing game, mini-discussion

Learn to read a historical map, analyze and summarize its data, explain the reasons for the pharaohs' active aggressive policy, talk about major events, using the main and additional sources of information, to identify patterns of the tragic consequences of conquests

Communicative: master the skills of monologue dialogical speech

Regulatory: to form the target settings of educational activities; build an algorithm of actions

Cognitive: carry out the analysis of objects with the allocation of essential and non-essential features, compare and compare them, present the results of their activities in various forms

Formation

cognitive process, Formation of students' skills of building and implementing new knowledge

Babylonian king Hammurabi and his laws

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

individual work with the text of the textbook and the historical map, research in groups

Learn to give a figurative description of Hammurabi, explain the reasons for the emergence of laws; apply the conceptual apparatus historical significance and methods of historical analysis to reveal the essence and significance of Hammurabi's laws; study and systematize information from various sources

Communicative: listen to others, try to take a different point of view, be willing to change one's point of view

Regulatory: carry out control in the form of comparing the method of action and its result with a given standard in order to detect deviations from the standard and make the necessary adjustments

Cognitive: extract essential information from texts of different types; summarize the results of research work in a comprehensive description of Babylon, make a reasoned judgment about the meaning of its laws

Formation of the ability to be creative when performing tasks. Formation of students' skills of construction and implementation of new knowledge

Phoenician sailors

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

Individual and pair work with didactic material, design and implementation of preschool,

Learn to read a historical map, analyze and summarize its data, establish patterns in the emergence of occupations of the inhabitants of Phoenicia in the context of the country's natural and geographical conditions; formulate own hypotheses on debatable issues of history

Communicative: to get the missing information with the help of questions (cognitive initiative)

Regulatory: apply methods of information retrieval, including using computer tools; plan your actions in accordance with the task

Cognitive: extract essential information from texts of different types; Cook brief messages about the achievements of the Phoenician artisans.

Formation

cognitive process

Bible stories

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

Collective work with the text of the textbook and fragments of the Bible, research work in groups

Learn to read a historical map, analyze and summarize its data, explain the reasons for the pharaohs' active aggressive policy, talk about the most important events, using the main and additional sources of information.

Communicative: master the skills of monologue dialogical speech

Regulatory: to form target settings for educational activities; build an algorithm of actions

Cognitive: explain historical phenomena, processes, connections and relationships. Identified during the study of educational material

Formation

cognitive process Formation of the ability to be creative when performing tasks. Formation of students' skills of construction and implementation of new knowledge

Hebrew kingdom

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

Collective work with the text of the textbook, followed by self-examination, designing homework

Learn to talk about the most important events of the Hebrew kingdom, using the main and additional sources of information; characterize historical figures; to expand the experience of valuation activities, to identify patterns of historical development

Communicative: master the skills of monologue dialogical speech

Regulatory: determine a new level of attitude towards oneself as a subject of activity

Cognitive: solve developmental and problematic tasks: highlight the main and secondary in the additional text to the paragraph, summarize the information and draw conclusions

Formation

cognitive process. Understanding the exploits of Samson and David, the cultural diversity of the world, education and respect for the culture of other peoples., tolerance

Assyrian power

Lesson of "discovery" of new knowledge

Formation of students' skills of construction and implementation of new knowledge

Collective work with the text of the textbook, followed by self-examination, designing homework, commenting and grading.

Communicative: To form communicative actions aimed at summarizing information on this topic

Regulatory:

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation

cognitive process

Persian Empire of the "King of Kings"

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

Collective work with the text of the textbook with subsequent self-examination, designing homework, work in groups

Learn to compare ancient states (Austria, Babylon, etc.) according to various criteria, highlight similarities and differences; use a historical map as a source of information, explain how to manage the Persian state Darius the First

Communicative: form communicative actions aimed at summarizing information on this topic

Regulatory: be aware of the level and quality of mastering knowledge and skills

Cognitive: to choose the most effective ways to solve educational problems depending on specific conditions, to characterize the famous monuments of Assyria, using textual and visual sources

Formation

cognitive process

Chapter 6

Nature and people of ancient India

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge;

Individual and pair work with didactic material, design and implementation of d / z, commenting, grading, research work in groups

Learn to read a historical map, analyze and summarize its data, apply the conceptual apparatus of historical significance and methods of historical analysis to reveal the essence and significance of events in Ancient India in the context of the country's natural and geographical conditions; formulate own hypotheses on debatable issues of history

Communicative: exchange values with group members to make effective collaborative decisions

Regulatory: determine consistent intermediate goals, taking into account the final result, draw up a plan for the sequence of actions

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of analysis skills.

Understanding the cultural diversity of the world, fostering respect for the culture of other peoples, tolerance, understanding the social and moral experience of previous generations

Indian castes

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

dual and pair work with didactic material, design and implementation of d / z, commenting, grading, research work in a group

Learn to master a holistic view of the historical path of the emergence of Buddhism; apply the conceptual apparatus of historical analysis to reveal the essence and significance of events and phenomena, describe monuments of history and culture

Communicative: listen and hear each other, express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication

Regulatory: determine a new level of attitude towards oneself as a subject of activity

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of one's own opinion about certain events and personalities.

Making sense of cultural

diversity of the world, education respect for the culture of other peoples, tolerance,

What did the Chinese sage Confucius teach?

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

Collective work with the text of the textbook with sequential mutual verification, drawing up an algorithm for a detailed answer, role-playing game

Learn to read a historical map, analyze and summarize its data, give a figurative description of Confucius, argue your own versions and personal positions regarding debatable and moral and ethical issues of the distant past

Communicative:

Regulatory: determine a new level of attitude towards oneself as a subject of activity

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of analysis skills. Understanding the teachings of Confucius, the cultural diversity of the world, fostering respect for the culture of other peoples, tolerance

The first ruler of a unified China

Lesson of "discovery" of new knowledge

Formation of students' skills of building and implementing new knowledge.

Pair work with the text of the textbook with subsequent mutual verification

Learn to master a holistic view of the historical path of the Chinese people; apply the conceptual apparatus of historical analysis to reveal the essence and significance of events and phenomena, describe the monuments of history and culture of China

Communicative: independently organize educational interaction in a group, evaluate their educational achievements, behavior

Regulatory: independently discover and formulate a learning problem, determine the goal

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formulation of researcher skills

culture. Making sense of the despotic regime of Chinese emperors

Repetitive-generalizing lesson on the topic:

"The Ancient East"

Lesson in developmental control

Collective work with the text of the textbook with sequential mutual verification, drawing up an algorithm for a detailed answer, work in pairs and groups, research work

To learn to master a holistic view of the historical path of the peoples of the Ancient East, to apply the conceptual apparatus of historical analysis to reveal the essence and significance of events and phenomena, to describe monuments of history and culture of the Far East,

Communicative: find missing information with questions

Regulatory: draw up a plan for the sequence of actions; to form the ability to volitional effort when overcoming obstacles

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation

cognitive process

Section 3. Ancient Greece (21h)

Chapter 7

Greeks and Cretans

Lesson of "discovery" of new knowledge

Formation of students' abilities to generalize and systematize knowledge.

Implementation of new knowledge; pair work with the text of the textbook, followed by mutual verification

Learn to read a historical map, analyze and summarize its data, establish patterns in the emergence of occupations of the inhabitants of Crete in the context of the natural and geographical conditions of the country; to form an idea of myths as a limited form of thinking and knowledge of people in the ancient world and a specific source for the study of the past

Communicative: to perceive the text taking into account the set educational task, to find in the text the information necessary to solve the problem

Regulatory: determine the sequence of intermediate goals, taking into account the final result, draw up a plan for the sequence of actions

Cognitive: at change tables, diagrams, models to obtain information, analyze myths, highlight facts in their content.

Understanding the role and significance of historical and cultural monuments

Mycenae and Troy

Lesson of "discovery" of new knowledge

Formation of students' abilities to generalize and systematize knowledge.

Drawing up problem situations, research activities

Learn to read a historical map, analyze and summarize its data, establish patterns in the origin of the occupations of the inhabitants of Crete, compare simple homogeneous facts of the history of Mycenae, identify similarities and differences on the proposed issues

Communicative: listen and hear each other, express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication

Regulatory: independently discover and formulate a learning problem, determine the goal

Cognitive: compare the characteristics of objects by one or more features, identify their similarities and differences; prepare thematic reports and projects using additional sources of information

Formation and development creativity through active forms of activity.

Homer's poem "The Odyssey"

Lesson of "discovery" of new knowledge

Formation of students' ability to generalize

and systematization of knowledge.

Individual work with a textbook, drawing up a diagram, tables,

problem solving

Trojan War; form a holistic view of the historical development of the Greeks of the Homeric period, give a figurative description of historical figures, describe cultural monuments

Communicative: to perceive the text taking into account the set educational task, to find in the text the information necessary to solve the problem.

Regulatory:

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation and development of creative abilities through active forms of activity.

Evaluation of the actions and deeds of Homer's heroes from the standpoint of morality

Poem "Iliad"

Lesson of "discovery" of new knowledge

Formation of students' abilities to generalize and systematize knowledge.

Individual work with a textbook, drawing up a diagram, tables, solving problematic tasks

Religion of the ancient Greeks

Lesson of "discovery" of new knowledge

collective work with excerpts from literary works, research activities

Learn to identify causal relationships between the living conditions and occupations of the Greeks; create vivid images associated with key events, personalities, phenomena and cultural monuments of the largest civilizations of Ancient Greece

Communicative:

Regulatory: to form the target settings of educational activities; build an algorithm of actions.

Cognitive: own the general method of solving educational problems; find information on the topic "Ancient Greek mythology in peaceful art" in additional sources; prepare thematic reports and projects

Formation and development of creative abilities through active forms of activity. Assessing the role of mythology in the history of mankind, the influence of mythology on history

Chapter 8)

Farmers of Attica lose their freedom

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge.

Learn to form a holistic view of the historical development of the Greeks; apply the conceptual apparatus for evaluating facts and sources about Ancient Greece, their analysis, comparison, generalized characteristics, evaluation and presentation, argumentation of one’s own versions and personal position in relation to debatable and moral and ethical issues of the distant past

Communicative:

Regulatory:

Cognitive: extract essential information from texts of different types; explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation and development of creative abilities through active forms of activity

The birth of democracy in Athens

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge.

individual work with the text of the textbook, drawing up diagrams, mini-discussion, project activities

Learn to explain complex political processes; give a figurative description, Pericles; characterize important facts of the history of ancient Greece, classify and group them according to the proposed features; identify the patterns of the historical path of Greece

Communicative: determine the goals and functions of the participants, ways of interaction; plan common ways of working; share knowledge with group members to make effective joint decisions.

Regulatory: determine the sequence of intermediate goals, taking into account the final result, draw up a plan for the sequence of actions.

Cognitive: extract essential information from texts of different types; find information in historical sources

Formation of skills of analysis, individual and collective design. Understanding the Experience of the Birth of Democracy in Ancient Greece

Ancient Sparta

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge.

To teach how to read a historical map, analyze and summarize its data; apply the conceptual apparatus of historical knowledge to characterize the political structure of Sparta; give a figurative description of the army, Spartan education

Communicative:

Regulatory:

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of cognitive interest in learning new things

Greek colonies on the shores of the Mediterranean and Black Seas

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge.

Individual work with the text of the textbook, mini-discussion, performing creative tasks, solving problem situations

Learn to apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence and significance of the colonization of the Greeks; characterize important facts of the history of ancient Greece, classify and group them according to the proposed criteria

Communicative: determine the goals and functions of the participants, ways of interaction; plan common ways of working; share knowledge with group members to make effective joint decisions.

Regulatory: determine the sequence of intermediate goals, taking into account the final result, draw up a plan for the sequence of actions.

Cognitive: to carry out an extended search for information using the resources of libraries and the Internet; analyze, compare, classify and generalize facts and phenomena

Formation of skills of analysis, individual and collective design. Awareness of the role of the origin of the ancient world

Olympic Games in antiquity

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge.

To teach how to read a historical map, analyze and summarize its data; apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence and knowledge of the Olympic Games; describe the monuments of history and culture of Ancient Greece to the army,

Communicative: to form the skills of educational cooperation in the course of individual and group work.

Regulatory: determine the sequence of intermediate goals, taking into account the final result, draw up a plan for the sequence of actions.

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of sustainable motivation for learning. Understanding the Role and Significance of the Olympic Movement in Greece

Greek victory over Persians at the Battle of Marathon

Lesson of "discovery" of new knowledge

Formation of students' activity abilities to systematize the studied material; research activities:

individual work with the text and illustrations of the textbook, problem solving, mini-discussion,

To teach how to read a historical map, analyze and summarize its data; explain the causes of the Greco-Persian wars; talk about the most important events of the war, use the main and additional sources of information; characterize Miltiades

Communicative: to form communicative actions aimed at systematizing knowledge on this topic.

Regulatory: be aware of the level and quality of mastering knowledge and skills.

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of sustainable motivation for learning. Comprehension of the heroism of the Greeks and the need to preserve the memory of the feat of the Greeks at Marathon

Persian invasion

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge.

Individual work with the text and illustrations of the textbook, solving problem situations, mini-discussion

To teach how to read a historical map, analyze and summarize its data; explain the reasons for the victory of the Greeks; give a figurative description of Themistocles; to expand the experience of evaluation activities on the basis of understanding the life and deeds of the individual and peoples in history

Communicative: to form the skills of educational cooperation in the course of individual and group work.

Regulatory: to form the target settings of educational activities; build an algorithm of actions.

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of stability of motivation. Awareness of the role of dedication and patriotism of the Greeks in the Greco-Persian wars

Chapter 9 V century BC and the rise of democracy (5 hours)

In the harbors of the Athenian port of Piraeus

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge: and

individual work with the text of the textbook, mini-discussion, performing creative tasks, solving problem situations

To teach how to read a historical map, analyze and summarize its data; to acquire a holistic view of the historical path of development of the Greeks; apply the conceptual apparatus of historical significance and the methods of historical analysis to describe the conditions and lifestyle, occupations of the Athenians

Communicative: to form the skills of educational cooperation in the course of individual and group work.

Regulatory: to form the target settings of educational activities; build an algorithm of actions.

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of sustainable motivation for learning

In the city of the goddess Athena

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge.

Individual work with the text of the textbook, mini-discussion, performing creative tasks, solving problem situations

Learn to describe the monuments of history and culture of Athens; apply the conceptual apparatus of historical significance and methods of historical analysis to reveal the meaning of ancient Greek culture; compare simple homogeneous facts of the history of the Ancient World, identifying their similarities and differences on the proposed issues, form private and general conclusions about the results of your research

Communicative: to form the skills of educational cooperation in the course of individual and group work.

Regulatory: to form the target settings of educational activities; build an algorithm of actions.

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of sustainable motivation for learning. Understanding the socio-moral experience of previous generations

Athenian schools and gymnasiums

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge.

Individual work with the text of the textbook, mini-discussion, performing creative tasks, solving problem situations

Learn to analyze the system of education in Athenian schools and gymnasiums; to form a holistic view of the peculiarities of teaching children in Athenian schools; formulate own hypotheses on debatable issues of the history of ancient Greece

Communicative: to form the skills of educational cooperation in the course of individual and group work.

Regulatory: to form the target settings of educational activities; build an algorithm of actions.

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of sustainable motivation for learning. Understanding the Role and Importance of Education in Athenian Schools and Gymnasiums

At the theater of Dionysus

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge.

Drawing up a plan, frontal conversation, complex repetition, project activity

To teach how to create vivid images associated with the theater in Greece; to form a holistic view of the theater in Greece; give a figurative description of the playwrights of Greece, a description of historical and cultural monuments

Communicative: to form the skills of educational cooperation in the course of individual and group work.

Regulatory: to form the target settings of educational activities; build an algorithm of actions.

Cognitive: explain historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of sustainable motivation for learning. Understanding the meaning and role of theatrical impact on human society

Athenian democracy under Pericles

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge: individual work with the text of the textbook, mini-discussion,

Learn to form a holistic view of Athenian democracy; create vivid images and pictures related to key events, personalities, phenomena of the period of Athenian democracy

Communicative

Regulatory:

Cognitive:

Formation of sustainable motivation for learning. Reflection on the experience of democracy in Athens

Chapter 10 Macedonian conquest in IV century BC (4 hours)

Cities of Hellas submit to Macedonia

Lesson of "discovery" of new knowledge

Formation in students of the skills of building and implementing new knowledge: collective work with the text of the textbook, followed by self-examination,

performing creative tasks, solving problem situations

Communicative: to form the skills of educational cooperation in the course of individual and group work

Regulatory: to form the target settings of educational activities: to build an algorithm of actions

Cognitive: explain the historical phenomena revealed in the course of the educational material.

Formation of the cognitive process to the study of new

Campaign of Alexander the Great to the East

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge: individual work with the text and illustrations of the textbook,

problem solving, mini-discussion

Learn to talk about the most important events, using the main and additional sources of information; read a historical map, analyze and summarize its data; formulate own hypotheses on debatable issues of history

Communicative: to form communicative actions that are incorrect for the systematization of knowledge on a given topic.

Regulatory: be aware of the level and quality of mastering knowledge and skills.

Cognitive: explain the historical phenomena, processes, connections and relationships revealed during the study of educational material

Formation of cognitive interest in learning new things. Assessing the contradictions in the personality of Alexander the Great

In Alexandria of Egypt

Lesson of "discovery" of new knowledge

Formation of students' skills to build and implement new knowledge:

collective work with the text and illustrations of the textbook, research and project activities

Learn to create vivid images associated with key events, personalities, phenomena and cultural monuments of Alexandria of Egypt; characterize important facts of the history of the Ancient World, classify and group them according to the proposed criteria

Communicative: determine the goals and functions of the participants, ways of interaction; plan common ways of working; share knowledge with group members to make effective joint decisions.

Regulatory: determine the sequence of intermediate goals, taking into account the final result, draw up a plan for the sequence of actions.

Cognitive: extract essential information from texts of different types; explain historical phenomena, processes, connections and relationships revealed in the ode to the study of educational material

Formation of cognitive interest in learning new things. Awareness of the historical value of the cultural heritage of the Hellenistic era

Iterative-generalizing lesson

total:0
In contact with 0
Google+ 0
OK 0
Facebook 0