Western European colonization of "new" lands in the XVI-XVII centuries. - this is very important process development of the American continent. Europeans moved to uncharted lands in search of better life... At the same time, the colonialists faced resistance and conflicts with local residents - Indians. In this lesson, you will learn how the conquest of Mexico and Central America took place, how the civilizations of the Aztecs, Mayans and Incas were destroyed, and what are the results of this colonization.
Western European colonization of new lands
Background
The discovery of new lands was associated with the search for new sea routes to the East by the Europeans. The usual trade communications were cut by the Turks. The Europeans needed precious metals and spices. The progress of shipbuilding and navigation allowed them to make long-distance sea voyages. Technological superiority over the inhabitants of other continents (including the possession of firearms) allowed the Europeans to make rapid territorial conquests. They soon discovered that colonies could be a source of great profits and get rich quick.
Events
1494 - Treaty of Tordesillas on the division of colonial possessions between Spain and Portugal. The dividing line ran through Atlantic Ocean from North to South.
1519 - About five hundred conquistadors, led by Cortez, landed in Mexico.
In 1521, the capital of the Aztecs, Tenochtitlan, was captured. A new colony was founded on the conquered territory - Mexico. ( about the Aztecs and their ruler Montezuma II).
1532-1535 - the conquistadors led by Pizarro conquer the Inca empire.
1528 - the beginning of the conquest of the Mayan civilization. In 1697 the last Mayan city was captured (resistance lasted 169 years).
The penetration of Europeans into America led to massive epidemics and the death of a huge number of people. The Indians were not immune to Old World diseases.
1600 - the British East India Company was created, which equipped and dispatched ships to the "Spice Islands".
1602 - The Dutch East India Company is established. From the government, the company received the right to seize land and manage the local population.
By 1641, most of Indonesia's fortresses were in Dutch hands.
1607 Jamestown, the first English settlement in the New World, is founded.
1608 The French establish the Quebec colony in Canada.
XVII century - The French colonized the Mississippi Valley and founded the Louisiana colony there.
1626 - The Dutch found New Amsterdam on Manhattan Island (future New York).
1619 - The first group of slaves is brought into North America by the English colonists.
1620 English Puritans found New Plymouth (north of Jamestown). They are considered the founders of America - the Pilgrim Fathers.
End of the 17th century - in America there are already 13 English colonies, each of which considered itself a small state (state).
Participants
Conquistadors - Spanish conquerors who participated in the conquest of the New World.
Hernan Cortez- Spanish nobleman, conquistador. Supervised the conquest of the Aztec state.
Francisco Pizarro- conquistador, led the conquest of the Inca state.
Conclusion
In the 16th century, two major colonial empires emerged - the Spanish and the Portuguese. The dominance of Spain and Portugal in South America was established.
The colony was headed by the viceroy appointed by the king.
In Mexico and Peru, the Spaniards organized the extraction of gold and silver. The trade in colonial goods brought great profits. Merchants sold goods in Europe 1000 times more expensive than the price at which they were bought in the colonies. Europeans got acquainted with corn, potatoes, tobacco, tomatoes, sugar molasses, cotton.
A single world market was gradually emerging. Over time, a slave plantation economy was formed in the colonies. Indians were forced to work on the plantations, and from the beginning of the 17th century. - slaves from Africa.
Colonies became a source of enrichment for Europeans. This led to a rivalry European countries for the possession of colonies.
In the 17th century, France and Holland pushed the Spaniards and Portuguese into the colonies.
In the XVI-XVIII centuries. England won the battle for the seas. She became the strongest maritime and colonial power in the world.
The lesson will focus on the Western European colonization of "new" lands in the XVI-XVII centuries.
Great geographical discoveries radically changed the vector of development of the American continent. XVI-XVII centuries in the history of the New World it is called conquest, or colonization (which means "conquest").
The aborigines of the American continent were numerous Indian tribes, and in the north - the Aleuts and Eskimos. Many of them are well known today. So, in North America lived Apache tribes (Fig. 1), popularized later in cowboy films. Central America is represented by the Maya civilization (Fig. 2), and the Aztec state was located on the territory of the modern state of Mexico. Their capital was located on the territory of the modern capital of Mexico - Mexico City - and was then called Tenochtitlan (Fig. 3). In South America, the largest Indian state was the Inca civilization.
Rice. 1. Apache tribes
Rice. 2. Mayan civilization
Rice. 3. The capital of the Aztec civilization - Tenochtitlan
The participants in the colonization of America (conquists) were called conquistadors, and their leaders were called adelantado. The conquistadors were impoverished Spanish knights. The main reason that prompted them to seek happiness in America was ruin, the end of the reconquest, and the economic and political aspirations of the Spanish crown. The most famous adelantodo were the conqueror of Mexico who destroyed the Aztec civilization - Hernando Cortes, Francisco Pizarro, who conquered the Inca civilization, and Hernando de Sota, the first European to discover the Mississippi River. The conquistadors were robbers and invaders. Their main goal was military glory and personal enrichment.
Hernando Cortez is the most famous conquistador, conqueror of Mexico, who destroyed the Aztec empire (Fig. 4). In July 1519, Hernando Cortes landed with an army on the coast of the Gulf of Mexico. Leaving the garrison, he went inland. The conquest of Mexico was accompanied by the physical extermination of the local population, plundering and burning of Indian cities. Cortez had Indian allies. Despite the fact that the Europeans outnumbered the Indians in the quality of weapons, their numbers were thousands of times smaller. Cortez entered into an agreement with one of the Indian tribes, which amounted to most his troops. According to the treaty, after the conquest of Mexico, this tribe was to gain independence. However, this agreement was not respected. In November 1519, Cortes, together with the allies, captured the capital of the Aztecs, Tenochtitlan. For more than six months, the Spaniards held power in the city. Only on the night of July 1, 1520, the Aztecs managed to expel the invaders from the city. The Spaniards lost all their artillery, and the loss of life was great. Soon, having received reinforcements from Cuba, Cortez again captured the capital of the Aztecs. In 1521, the Aztec state fell. Until 1524, Hernando Cortez ruled Mexico solely.
Rice. 4. Hernando Cortez
The Mayan civilization lived south of the Aztecs, in Central America, on the Yucatan Peninsula. In 1528, the Spaniards began conquering the Mayan territories. However, the Maya resisted for more than 169 years, and only in 1697 the Spaniards were able to capture the last city inhabited by the Mayan tribe. Today, about 6 million descendants of the Maya Indians live in Central America.
The famous Adelantado who conquered the Inca empire was Francisco Pizarro (Fig. 5). The first two expeditions of Pizarro 1524-1525 and 1526 were unsuccessful. Only in 1531 did he go on his third expedition to conquer the Inca empire. In 1533, Pizarro captured the Inca leader Atahualpa. He managed to get a large ransom for the leader, and then Pizarro killed him. In 1533, the Spaniards captured the capital of the Incas - the city of Cuzco. In 1535, Pizarro founded the city of Lima. The Spaniards named the occupied territory Chile, which means "cold". The consequences of this expedition were tragic for the Indians. For half a century, the number of Indians in the conquered territories has decreased by more than 5 times. This was due not only to the physical extermination of the local population, but also to diseases that the Europeans brought to the continent.
Rice. 5. Francisco Pizarro
In 1531, Hernando de Soto (Fig. 6) took part in the campaign of Francis Pizarro against the Incas, and in 1539 he was appointed governor of Cuba and undertook campaign of conquest to North America. In May 1539, Hernando de Sota landed on the Florida coast and walked as far as the Alabama River. In May 1541, he went to the coast of the Mississippi River, crossed it and reached the Arkansas River Valley. He then fell ill, was forced to turn back, and died in Louisiana in May 1542. His companions returned to Mexico in 1543. Although contemporaries considered de Soto's campaign a failure, its significance was nevertheless very great. The aggressive attitude of the conquerors towards the local population led to the outflow of Indian tribes from the territory of the Mississippi River. This facilitated the further colonization of these territories.
In the XVI-XVII centuries. Spain has seized vast territories on the American continent. Spain held these lands for a long time, and the last Spanish colony was conquered only in 1898 by a new state - the United States of America.
Rice. 6. Hernando de Soto
Not only Spain colonized the lands of the American continent. At the end of the 16th century, England made two unsuccessful attempts to establish colonies in North America. Only in 1605, two joint stock companies received from King James I a license to colonize Virginia. At that time, the term Virginia was understood as the entire territory of North America.
The first London Virginia Company was licensed for the southern part of North America, and the Plymouth Company for the northern part. Officially, both companies set themselves the goal of spreading Christianity on the continent, the license gave them the right by all means to search and mine on the continent for gold, silver and other precious metals.
In 1607, the city of Jamestown was founded - the first English settlement in America (Fig. 7). In 1619, two major events took place. This year, Governor George Yardley handed over some of his powers to a council of burghers, thus establishing the New World's first elected legislature. In the same year, a group of English colonists acquired Africans of Angolan descent and, despite the fact that they were not officially slaves yet, the history of slavery in the United States of America begins from that moment (Fig. 8).
Rice. 7. Jamestown - the first English settlement in America
Rice. 8. Slavery in America
The population of the colony developed uneasy relations with the Indian tribes. The colonists were attacked more than once from their side. In December 1620, a ship carrying Puritan Calvinists, the so-called Pilgrim Fathers, arrived on the Atlantic coast of Massachusetts. This event is considered the beginning of the active colonization of the American continent by the British. TO late XVII century England had 13 colonies on the American continent. Among them: Virginia (early Virginia), New Hampshire, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, North Carolina, South Carolina, and Georgia. Thus, by the end of the 17th century, the British colonized the entire Atlantic coast of the modern United States.
At the end of the 16th century, France began to build its colonial empire, which stretched west from the Gulf of St. Lawrence to the so-called rocky mountains, and south to the Gulf of Mexico. France colonizes the Antilles, and in South America establishes the colony of Guiana, which is still French territory.
The second largest colonizer of Central and South America after Spain is Portugal... She seized the territories in which the state of Brazil is today. Gradually, the Portuguese colonial empire in the second half of the 17th century declined and gave way to the Dutch in South America.
The Dutch West India Company, founded in 1621, obtains a monopoly on trade in South America and West Africa... Gradually, in the 17th century, England and Holland took the leading place among the colonial powers (Fig. 9). There is a struggle between them for trade routes.
Rice. 9. Possessions of European countries on the American continent
Summing up the results of Western European colonization in the 16th-17th centuries, the following can be distinguished.
Social change
The colonization of America led to the extermination of the local population, the remaining aborigines were herded into reservations and were subjected to social discrimination. The conquistadors destroyed the most ancient cultures of the New World. Christianity spread along with the colonialists on the American continent.
Economic changes
Colonization led to the shift of the most important trade routes from the inland seas to the ocean. Thus, the Mediterranean Sea has lost its decisive importance for the European economy. The influx of gold and silver drove precious metals prices down and other commodities higher. The active development of trade on a global scale has stimulated entrepreneurial activity.
Household changes
The menu of Europeans includes potatoes, tomatoes, cocoa beans, chocolate. Europeans brought tobacco from America, and from that moment on, the habit of smoking tobacco spreads.
Homework
- What do you think was the reason for the development of new lands?
- Tell us about the colonists' conquests of the Aztec, Maya and Inca tribes.
- Which European states were the leading colonial powers at the time?
- Tell us about the social, economic and everyday changes that have occurred as a result of Western European colonization.
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- Vedyushkin V.A., Burin S.N. Textbook on the history of modern times, grade 7, M., 2013.
- Verlinden C., Mathis G. Conquerors of America. Columbus. Cortez / Per. with him. HELL. Dera, I.I. Zharova. - Rostov-on-Don: Phoenix, 1997.
- Gulyaev V.I. In the footsteps of the conquistadors. - M .: Nauka, 1976.
- Duverger Christian. Cortez. - M .: Young Guard, 2005.
- Innes Hammond. Conquistadors. History of the Spanish conquests of the XV-XVI centuries. - M .: Tsentrpoligraf, 2002.
- A.F. Kofman Conquistadors. Three Chronicles of the Conquest of America. - SPb .: Symposium, 2009.
- Paul John, Robinson Charles. Aztecs and Conquistadors. The death of a great civilization. - M .: Eksmo, 2009.
- Prescott William Hickling. Conquest of Mexico. Conquest of Peru. - M .: Publishing house "V. Sekachev ", 2012.
- Hemming John. Conquest of the Inca Empire. The Curse of a Lost Civilization / Per. from English L.A. Karpova. - M .: Tsentrpoligraf, 2009.
- Yudovskaya A.Ya. General history. History of Modern Times. 1500-1800. M .: "Education", 2012.
New time is a period of world history, including the XVI-XVIII centuries. There are different interpretations of when the new time began, but it is most correct to consider the end of the Middle Ages in 1453, when Byzantium fell and the palm of the primacy of messianism over humanity passed from Byzantium to Russia. The course history 7th grade modern time tells that it ended in 1917, when catastrophic changes began in Russia itself.
The main sign of the onset of the New Age, in addition to the destruction of Byzantium and the rise of Russia, is the rise of Europe as a whole. In the Middle Ages, Western Europe did not surpass Asia in terms of development. The capital of the world was Constantinople. Around Byzantium and was built foreign policy world powers.
The Renaissance began shortly before its fall. This happened in Italy in the XIV. This was the first sign of the beginning of the modern era. After the collapse of Byzantium, the world learned at lightning speed about a whole galaxy of great geniuses: Leonardo da Vinci, Erasmus of Rotterdam, Nicolaus Copernicus. In the very first years of the modern era, there was a qualitative leap in development of Europe unprecedented in history. Geniuses began to appear in all fields of science. It began even before the era of the great geographical discoveries, so it is incorrect to consider them the beginning of the New Time. They were prepared by a previous era that no longer has any relation to the Middle Ages.
The massive European interest in science was awakened by the collapse of Byzantium. Europe lost its former support, which made it look for alternative supports. The victory of the Saracens cut off the Bosphorus and the Dardanelles from Europe, making it impossible to reach India by land. This is what made them look for him by sea.
The great geographical discoveries led to an economic breakthrough that is unique in world history. For a century Western Europe from a continent of equal Asia in terms of living standards, it has turned into the capital of the world. This was facilitated by the influx of gold from the new colonies. The influx was so colossal that by the end of the 16th century. in Spain gold was already valued as bread is now. An ounce of gold was worth nothing, there was a hyperinflation of gold, which has ceased to be an item of luxury and exclusivity.
The onset of the great geographical discoveries led to a moral crisis in European society. People stopped living according to the principles of the Gospel and switched to making money at any cost. New principles that dictated colonial world, were the opposite of the teachings of Christ. This led to the decline of the authority of the Church and the emergence of Protestantism.
The millennial foundations of Europe have been undermined. Protestants who did not want to live according to the Law of God began to declare war Catholic Church... This led to the Dutch Revolution, which was the first in a series of revolutions to end the world of traditional values.
The reasons for the revolution in Holland are that the poor Spanish province did not receive the income from the colonies that Spain itself received. The Dutch felt left out and revolted. Soon they themselves became colonialists and went down in history as a major colonial power.
England also went to break off relations with the Church, Protestantism won in Scandinavia, Estonia, part of Germany, and France. However, in the latter, it led to religious wars, in which the Catholics eventually won. Here the influence of Spain affected.
The course of history 7th grade modern time tells about the fact that the 16th century made England and Spain two of the most powerful and richest countries in the world. The English navy became king of the seas. Europe has long seized the primacy in the world, and only today its geopolitical leadership has begun to be challenged by other races.
The economic breakthrough led to a scientific, technical and philosophical breakthrough. At the beginning of the 17th century. the world has learned what revolutionary philosophy is. Humanism was born, which with its edge opposed the autocracy and traditional values. Humanism placed not God, but man at the center of the universe, and insisted that the main values in human life are universal, and not religious.
Against the background of this ideology, the protest against the autocracy began to intensify. People began to think that democracy best system... This led to great English revolution 1640 It led to the greatest civil war in the history of England, but even she could not undermine her power. The main result of the revolution is the fall of the autocracy and the establishment of a constitutional monarchy, which has not yet fallen in England.
In the XVII century. the main event within Europe was the advance of Islam. The Ottoman Empire occupied the Balkans, Greece, Hungary, part of Ukraine and Poland. The crown of Turkish power was in 1687, when the Turks, having gathered an invincible army, attacked Austria. Europe realized that Islam is much more terrible than all internal strife, immediately stopped the civil war among Christians and united. As a result, Jan Sobieski defeated the Turks near Vienna in 1697, inflicting a blow on them with cavalry, when the Turks were already carrying the green banner of Islam over the great immortal European city.
The onslaught of the Turks was stopped. Europe was saved, and Islam no longer reached such power as in the 17th century. and began to fade away. The next major event was the fall of Spain. Hyperinflation of gold led to the fact that the Spaniards ceased to live richly. Gold was not appreciated, the prices of consumer goods were growing, and it turned out that Spain could not offer the people anything but gold, which. Fearing the same hyperinflation, no one wanted to buy in Europe. An absurd situation has happened. Nobody needed gold. It has become an unnecessary commodity like dirt. This resulted in the War of the Spanish Succession in the early 18th century. and the final collapse of Spain.
The course history 7th grade new time will tell students that in mid XVIII England has become the workshop of the world. The British were more competent than the Spaniards, they disposed of their gold, they did not give it to the people, keeping it in banks, letting into the economy exactly as much as was needed to support it. As a result, in the 1750s England became the greatest state in the world, capable of producing any product available to mankind. She was ahead of the entire planet, ranked 1st in terms of territory and population.
The end of the 18th century was marked by an industrial revolution, which led to the change of manual labor to machine labor. The existence of people has eased, but the pace of life has increased. The economy began to acquire a modern character. The appearance of people has also changed, becoming close to modern. The way of life of people, fashion, clothes have changed. Classical works of culture appeared.
The century ended with two more catastrophes. Revolutions in the USA and France. Their reasons are that the former were weighed down by the position of those dependent on England, feeling within themselves the strength for independent national development, while the latter were weighed down by the same, only already banal lagging behind the economy and the standard of living of France from England.
As a result, the autocracy collapsed in France, and the country itself turned into a bulwark of threat to the very existence of mankind. Russia saved the world from this threat. The United States did not have such ambitions as France, and therefore it survived.
The victory of the American revolution led to the emergence of the first on Earth democratic state... The United States became the first country where the values of humanism and human welfare were officially triumphed. At first, the United States lagged behind the monarchies of Europe, but in the XX century. it was the American state that established total and absolute control over the planet, imposing on mankind against its will its then developed values of humanism and universal good, which are now considered indisputable by all countries of the world.
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This methodical development is intended both for conducting a lesson on General History on the topic "Early modern times". It is intended for students in grades 10-11 of general education schools, as well as for students in the second or third year of colleges and technical schools. The methodological development is compiled taking into account modern pedagogical technologies and requirements for pedagogical development.
A distinctive feature: the lesson reveals a large and significant material, which implies that students already have some knowledge on this topic and the previous topic, therefore, much attention is paid to preparing for the lesson, careful selection of material and its adequate location in a multimedia presentation. Moreover, the proposed form of the lesson is aimed at developing thinking, developing one's own opinion and the ability to defend one's own life position.
Introduction
"... The key to understanding the world is not in the natural order of things ... but in the history of man."
Barg M.A.
Early modern times - one of the most significant periods World history... It was during this period that the foundations were laid that would change the face of Europe. They will turn her from a beggar backwater into a stronghold of prosperity. It was in this era that the transition from the Middle Ages to modern times was made. "Absolutism" was established and manufactories appeared, brilliant artists were born and great geographical discoveries were made, ideas about the world and man were changing. This is especially important now, when our, today's world, is at a crossroads and not only the fate of a person, but of the whole world can depend on the choice that we make, but this is what is expressed relevance this topic.
The purpose of the lesson: to form students' understanding of the importance of this historical period for the further development of history and their own position towards this phenomenon... Realizing this goal, you will need to solve the following tasks:
- energize learners;
- form a positive attitude towards each other;
- contribute to the formation of clear life positions, such as: making responsible decisions, a benevolent attitude towards people, etc.
- to form the ability to resolve conflict situations;
- instill the skills of evaluative activity (the ability to substantiate one's attitude to events and their participants);
- teach to use additional information in different sources.
Currently, information technology is taking an ever more solid place in the educational process. This allows you to diversify even the most boring lesson. The principle of clarity is especially important, which is successfully implemented when using various multimedia programs and electronic textbooks. The lesson reveals a large and significant material, which assumes that students already have some knowledge on this topic and the previous topic, therefore, much attention is paid to preparing for the lesson, careful selection of material and its adequate location in a multimedia presentation. Moreover, the proposed form of the lesson is aimed at developing thinking, developing one's own opinion and the ability to defend one's own life position. This will develop the following competencies of students, such as:
- respect the culture and history of other peoples (intercultural competences);
To solve the set tasks, the most acceptable form of the lesson was chosen teaching methodology in small groups of cooperation using modern information technologies (in particular, a multimedia presentation of the main material).
When compiling the methodological development of extracurricular activities, the principles of creating pedagogical developments by V.Z. Rylova. The presented event was created for students in grades 10-11, as well as for students of the second and third years of the NGO system. Designed for 45 minutes. Study time.
Terms and concepts used in the topic: early modern times, absolutism, democracy of the nobility, craft, manufacture, great geographical discoveries, Renaissance, Reformation.
- Prepare in advance (before the lesson) multimedia equipment, a computer and the presentation itself; you can also teach this lesson using an interactive whiteboard.
- Before starting the lesson, it is also recommended to write a work plan for students on the blackboard.
- A multimedia presentation can contain the main key points of the lesson, reduce the time for studying the material. Will clearly convey the necessary information.
- In the event that it is not possible to conduct a multimedia presentation, then it is necessary to prepare a number of schemes on the key points of the topic (approximately the same as in the multimedia slides).
- It is best to check the knowledge of the previous material using cards, since this will reduce the time for updating, and cross-checking will enable students to find out their grades in the lesson.
- The explanation of the terms is best done in comparison with the previously studied material, asking questions during the lesson.
- Handout must be distributed before the start of the session.
- The group of students must be divided into four subgroups of 4-5 people.
- Sit one prepared student at the computer. The coordination between the teacher and the student must be worked out in advance.
- Homework is best indicated on a card, which also eliminates the need to write it down on the chalkboard.
General characteristics of the lesson
Lesson type: learning new material
Lesson type: combined
Lesson objectives:
- Provide students with an understanding of the essence of what is important historical period"Early modern times", its importance and necessity for further study of history.
- Lead students to critical reflection and generalization of already known material.
- Present and summarize the information learned in the lesson.
Learning goal: To ensure the study of new material on the topic "Early modern time", to teach to highlight the main and essential in the material being studied. Build group work skills.
Developing goal: To develop students' ability to seek information from different sources, draw conclusions, generalize and systematize information, shape their cognitive activity and creative thinking.
Educational purpose: To cultivate an attentive attitude to any kind of documentation, a desire for cooperation.
By the end of the lesson, students will be able to:
- express your thoughts coherently and logically;
- organize information using graphic forms;
- find and use additional information;
- develop skills in practical and analytical activities;
Place and role of the topic throughout the course: This topic opens a cycle of lessons on "New Time" and is fundamental for the entire subsequent course. "Early modern times" made a kind of revolution in the social, economic and spiritual life of Western Europe. It destroyed the old medieval value system and shaped a new view of the human personality.
Equipment and materials used in the lesson:
- Multimedia Projector, PC
- Map "Great geographical discoveries" - designed to form an idea of the scale of this phenomenon.
- Multimedia presentation "Early New Time" - is designed to activate the attention of students, focus them on learning new material, promote the development of creative thinking and the ability to organize information.
- Printouts of texts on topics: "Heliocentric theory"; "The Fate of Galileo"; " Scientific achievements in medicine "," Achievements in physics "- are intended for independent work with new lesson material in groups.
- Supporting synopsis - will allow students not to be distracted from the material being studied by asking again ( Appendix 4 ).
Methods and techniques used in the lesson:
- The monologue method is used when explaining a new topic and involving students in the educational process.
- The control method in the form of working with cards is necessary to identify the degree of assimilation of the material of previous topics, on the basis of which new knowledge is mastered, and is also important in the process of working on a new topic to control the assimilation of new material and concepts.
- Mutual review will allow the teacher to check the students' work in the lesson.
- The analysis method is used to identify the main thing and establish causal relationships.
- Coaching is used to organize more productive student work on assignments.
- The group collaboration method is used for the fastest reflection during the reproduction of new material obtained from the presentation.
- The method of time constraints - to mobilize creative activity when working in the classroom.
Lesson stage |
Teacher activity |
Student activities |
Methods |
Goals |
| 1. Organizational moment(2 minutes.) | Tells the topic and objectives of the lesson, finds out the presence of students, explains the work to be done in the lesson, the principles of assessment. | Prepare for the lesson, listen, ask questions | organizational | Set up to work |
| 2. Motivation of educational and cognitive activity(2 minutes.) | The teacher explains the importance of this topic | Listen, ask questions | Monologue | Get interested in studying the stated topic |
| 3. Updating basic knowledge(5-7 min.) | Organizes the work of students with task cards. Comments on the assignment and assessment criteria. |
They answer questions, work on task cards, conduct a mutual check. | The method of remembering, mutual checking, instructing | Recall the material covered, activate the work of the group. |
| 4. Formation of new knowledge(15 minutes.) | Targets students to work. Comments on the multimedia presentation, explains the terms: absolutism, manufacture; asking questions |
They watch a multimedia presentation, listen, write down for the teacher in a notebook, work with a basic synopsis, answer questions. | Monologue, conversation, show, story | Assimilation of new information |
| 5. Application of new knowledge(14 min.) | Organizes work in pairs to study the document, exchange information and fill out the table, checks the work in pairs, verbally interrogates on the assignment. | They work in pairs, analyze a document, fill out a table in a notebook, read out the answers to the assignment | Group collaboration Reception "Think - share with your partner." |
To develop the skills of working in a group, the ability to highlight the main, essential from the text. |
| 6. Results(5 minutes.) | Summarizes the lesson, assigns grades, sets and comments on homework | Asking questions, writing down homework. | Monologue, conversation | Listen, record homework. |
DURING THE CLASSES
1. Organizational moment(2 minutes.)
- The topic of today's lesson is "Early Modern Time". Today in the lesson you:
- Work with cards;
- View a multimedia presentation;
- You will work in pairs with the text;
- Fill the table.
You will end up with two grades per lesson.
2. Motivation(2 minutes.)
- This topic is important because it personifies the transition from the Middle Ages to modern times and opens a cycle of lessons dedicated to this period. It was during this period that events take place that will change the face of Europe, turn it from a beggar backwater into a stronghold of prosperity, and change the attitude towards man. On the topics of this lesson, there will be questions in the Director's assessment.
3. Updating(5 minutes.)
- Before starting to study a new topic, you should repeat the basic terms and concepts of the previous section of history, which are directly related to the topic of today. The work is done on the cards. Questions and answers to them. The task is to find errors in the formulation of these definitions. You are given 5 minutes to work. ( Annex 1 ). Cards must be signed.
4. Formation of new knowledge
- Now you will watch the multimedia presentation, and I will explain its contents to you. As the presentation progresses, your task is to:
- write down its main contents in a notebook
- answer, if necessary, the questions I ask
Early modern time is a controversial period in history, which in other literature can be found under the name "Late Middle Ages". This point of view prevailed in historical science in Soviet time... But the events that take place at this time give reason to single it out as a special, revolutionary sub-period of history, which we will now meet.
Periodization of new time
- Early Modern XV - XVI centuries
- Modern times of the 17th - 18th centuries.
- New time century XIX.
The main features of the early modern era:
- Absolutism
- The emergence of Manufactories
- Scientific achievements
- Great geographical discoveries
- Renaissance
- Reformation
The rise of absolutism
Industrial development
Slide 5. Scientific achievements
Before you start studying scientific achievements on your own, we will write down Three main inventions that transformed the civilization of the West in modern times: powder- blew chivalry into the air; compass- opens the world market and founds colonies; typography- contributes to the development of science. Now look at the text documents on your tables ( Appendix 2
).
Your task:
- Read the text, answer the questions.
- Discuss them with the group.
- Fill in your part of the table, it is highlighted in color.
5. Application of knowledge
- And now you will start performing the following tasks:
- Answer the questions out loud.
- Listen to students in other groups.
- Fill out the table completely.
During the work of students on the demonstration stand is demonstrated slide number 6"Great scientists of the 15-17 centuries." Answers in Appendix 3 .
6. Results
- And now tell me, please, what conclusions can be drawn from what has been studied? (The conclusion is formulated by the students).
Conclusion
As a result of the lesson, the students watched a multimedia presentation, listened and recorded new material, worked in pairs, answered questions, drew conclusions, earned grades. Accordingly, they fulfilled the goals set for them.
In the course of the lesson, the children formed an idea of the "early modern time" and took shape their own position on the topic studied. This means that the goals of the lesson itself were fulfilled.
All of the above testifies to the solution of the assigned tasks and the formation of such competencies as:
- make responsible decisions;
- participate in group decision making;
- permit conflict situations;
- find and use additional information in various sources.
Hence it is possible to do general conclusion for the event: the event fully implements the training, developmental and educational goals of the educational process. This lesson is recommended for covering the stated topic.
Glossary
Absolutism- unlimited power of the monarch
Democracy of the nobility- when the power of the monarch is limited by the council of the nobility.
Great geographical discoveries- famous navigation, as a result of which new lands were discovered and maps of new seas and oceans were drawn; confirmed Copernicus' heliocentric theory; events that contributed to the formation of a global civilization.
Manufactory- a small enterprise based on hired manual labor.
Early modern times- a transitional period in history, XV-XVI centuries.
Craft- a kind of industrial enterprise, folk craft, when an employee of an enterprise is also its owner ..
Renaissance– revival ancient heritage, worldly beginnings
Reformation – social movement in Western and Central Europe in the first half of the 16th century, aimed at a radical transformation of the Catholic Church.
Literature:
- Barg M.A. Eras and ideas. M .: Mysl, 1987 .-- 348s.
- Jacques Le Goff. Civilization of the Medieval West. / Translated from French. V. Babintseva /. - Yekaterinburg: U-Factoria, 2005 .-- 560 p.
- Story the ancient world/ R.Yu. Whipper. History of the Middle Ages / A.A. Vasiliev. - M: Respublika, 1993 .-- 511 p .: ill
- Ponomareva G.M., Tyulyaeva T.I. History of civilizations of the world. Tutorial for grades 10-11. - M .: OOO "AST Publishing House": OOO "Astrel Publishing House", 2003 - 478, (2) with ill.
- Rutenburg V.I. Titans of the Renaissance. Moscow: Nauka, 1991 .-- 138 p.
- Khachaturyan V.M. The history of world civilizations from ancient times to the end of the twentieth century. 10-11 grades: A guide for general education. study. institutions / Ed. IN AND. Injection. - M .: Bustard, 2002 .-- 512 p .: maps.
Not hesitating to take advantage of the discovery of Columbus, the Spaniards and the Portuguese created huge empires in Central and South America. Much later, the development of not so rich, at first glance, North America began.
Until the end of his days, Columbus did not admit that he could not get to India. But other Spaniards soon realized that by chance they had stumbled upon vast unexplored lands that could be plundered, conquered and converted with impunity. In this adventure, they had no rivals except the Portuguese, who accidentally discovered Brazil in 1500. Since the country lay east of the 1494 division of the newly discovered land into zones of Spanish and Portuguese influence, it became a Portuguese colony. Spain was assigned all the rest of Central and South America from New Mexico to Tierra del Fuego, as well as - theoretically - less fertile lands farther north, in which the Spaniards did not show much interest (Fig. 4).
Making sorties from a fort on the island of Hispaniola (now divided between Haiti and the Dominican Republic), the Spaniards initially occupied the largest and most accessible islands in the Caribbean. Many settlers took up new lands agriculture and back in 1501 they began to import slaves from Africa. But easy mining - gold, silver and precious stones - turned out to be much less than expected. Therefore, ambitious nobles and petty nobles, who did not have time to make their own fortune, easily recruited mercenaries for new dangerous expeditions deep into the American continent.
It was these people - the leaders and their henchmen - who gained the dubious fame of conquistadors ("conquerors"). For the good of Spain and the Catholic faith, these fearless and merciless adventurers defeated the great empires of the Aztecs and Incas. Any territory they captured was declared the property of the Spanish crown, although all expeditions were undertaken solely at their own peril and risk. Quite often, they received royal patents, guaranteeing positions and wealth in case of success.
Since 1509, the first mainland settlements began to appear on the northern coast of South America. In 1513, Vasco Nunier de Balboa cut down the Isthmus of Panama and was the first of the Europeans to see Pacific Ocean... He immediately declared it the property of the Spanish king and confirmed the growing claim that a vast expanse of water separates the New World from the India so desired by Columbus. And as soon as the legends of local tribes about the existence of a great and fabulously rich empire on the mainland reached the Spaniards, the New World ceased to be an inconvenient obstacle and itself turned into a tidbit. The adventurer Hernando Cortez, who participated in the development of Cuba, took these rumors as a guide to action and became the first of the great conquistadors.
Meanwhile, other conquistadors established Spanish rule throughout Central and South America, and the full-scale development of new lands began. The newly-minted gentlemen took up agriculture, taking the position of feudal lords in a system that made them nominal defenders of Indian villages in exchange for the slave labor of the local population.
Rice.
The labor of the Indians was exploited with unheard of cruelty on plantations and states. In Mexico and Potosi (present-day Bolivia), rich deposits of silver were discovered, and in the 16th - 17th centuries. the precious metal mined there traveled across the Atlantic to finance Spain's ambitions for European domination. And since the Spanish crown spared no expense to achieve its ambitious goals, silver poured into the European economic system in a generous stream.
Europe, in turn, has also had a far-reaching influence on the fate of the Americas. The so-called " Latin America”, Catholic by faith, Spanish and Portuguese by language and culture. Diseases brought in by Europeans caused colossal devastation among the local population, giving impetus to the importation of black slaves from Africa. As a result of the mixing of European, African and Indian races, an extremely motley population was formed, practically free from racial prejudices. At the same time, the master class in Latin American society was predominantly Spanish by birth or descent, and purebred Indians usually made up the poorest group of the population in the lands that once belonged to them.
Against the backdrop of the untold wealth of Central and South America the lands further north were less attractive to the Spaniards. The rest of the Europeans were also in no hurry overseas, and the successful development of these regions began only in the 17th century. In these territories, colonies were created inhabited by people. different faiths who gradually learned to get along peacefully with each other. The efforts of the pilgrims laid the foundation for the traditions of colonial self-government.
In 1664, the British captured New Amsterdam and the Dutch colony in Manhattan, renaming it New York. Little by little, other colonies were formed, the last - 13 - of which became Georgia in 1733. This laid the foundation for the future state - the United States of America.
MOBU Novobureyskaya secondary school №1OPEN LESSON ON A NEW HISTORY
TOPIC: "TIME FOR CHANGE"
(lesson held in grade 7)
Developed and carried out by: O.A.Kostyreva,
history teacher Novobureiskaya secondary school № 1
p. Novobureyskiy
Lesson objectives:
Educational:
Developing:
Educational:
Lesson equipment:
Paintings: "The signing of the Declaration of Independence", "Three estates in France", "The life of peasants in the French countryside", "Sale of slaves in North America" and others.
Multimedia installation and educational disc "General History" - grade 7.
^
introduction teachers:
Dear Guys! We are finishing the study of New History in the 7th grade. And today we will conduct a repeating and generalizing lesson, in which we will consider the most important events of the 18th century, which took place in three states - England, the USA and France. These events dealt a blow to the old feudal order, changing the economic, political and cultural life of Western society.
^ The purpose of our lesson:
- consider the features of the industrial revolution in England, explain the basic concepts and terms;
Remember the struggle for independence English colonies in North America, find out its causes and results, tell about the most prominent figures in the struggle for independence;
- find out the reasons for the Great French Revolution.
Open your notebooks and write down the topic for today's lesson: "Time for transformations."
Our lesson will be held in the form of the game "Clever and clever", as a result of which the guys who show good knowledge will be awarded "orders".
From each row, a team representative is called, who becomes the "smart guy" who answers at the board. In the class there are "agonists" who can answer the questions left unanswered by the "clever". In addition, the leader (teacher) asks questions directly to the children sitting in the classroom. At the end of the lesson, a summary will be made of which row has the most "smart people", and those guys who have the most correct answers will be rewarded.
^ The game begins.
A representative is called from each team.
Teacher:
Our open lesson is attended by school teachers. They are invited to become members of the jury, the "Supreme Areopagus".
The teacher will be assisted by a student of the class who will give out "medals" for correct answers.
In the last lesson, I asked the team representatives to think about the question "What is a new story in your opinion?" and express your thoughts within one minute.
-The statement of "clever men" about the new history.
Teacher:
While the "smart guys" are working at the blackboard, our "agonists" in the class receive an anticipatory task that they must complete during the game. We will refer to their assignments as we deal with related topics.
Teacher:
The first agon is the Industrial Revolution in England.
(On the board are pictures "Craft, manufacture, factory", "Sale of slaves in the New World")
^
Questions to the "smart guys":
1 question: What is the agrarian revolution?
Question 2: What is an industrial revolution?
Question 3: Tell us about the conditions of the industrial revolution.
^
Question to "agonists":
Explain the difference between a manufactory and a factory (the guys refer to the picture).
Explain the concept of the "Golden Triangle", what did it bring to entrepreneurs? (you can refer to the painting "Sale of slaves in the New World").
Who are the Luddists?
Why did they destroy cars?
Name the most significant inventions that led to the industrial revolution in England ("Jenny's Spinning Wheel" by James Hargreaves, steam engine by James Watt).
^ The second agon is "The War of Independence of the British Colonies in North America."
Question to the "smart guys":
1 question: Causes of the War of Independence.
Question 2: What is the "Stamp Law"?
Question 3: What event is called the Boston Tea Party?
^
Question to "agonists":
Each of the team representatives had an advance task. From the received description of a person's biography, they must conclude: "Who is this great figure?"
^ The guys read the assignments and give their answers:
American educator, statesman, scientist. Born into the family of a poor artisan. Giving all his free time to self-education, he became one of the most educated people of his time. They said about him “He took the scepter from the tyrants, the lightning from God” (meaning that he proved the electrical nature of lightning and showed how it can be obtained in laboratory conditions). He organized the first public library in Philadelphia, published his own newspaper. His last political act was the signing of a petition banning slavery.
(Benjamin Franklin)
Born into the family of a wealthy Virginia slave-owner planter. He was rich, successful in business, independent in decision-making and opposed British colonial policy. Among the Puritans, such personality traits were highly valued. He was entrusted with the creation of a regular US army, since he already had experience in military operations against the Indians and the French.
(George Washington) He became the first President of the United States.
Outstanding thinker and humanist of his time, activist of the Enlightenment, Virginian planter and lawyer, one of the most prominent figures revolutionary war for independence. For him, the break with England was not just an achievement of independence, but a means of creating a state based on the principles of popular supremacy and natural equality of people. Author of the Declaration of Independence.
(Thomas Jefferson)
(Using a multimedia installation, the teacher shows portraits of these great figures)
Teacher: Guys, before you is the painting "Proclamation of the US Declaration of Independence." Now we will find out what this document, most important in the history of the United States, contains. One of the "agonists" had a task: "Insert the missing letters in the text of the Declaration."
^ The student reads the text of the declaration with the words inserted.
Assignment: Insert the missing letters.
The Declaration of Independence proclaimed the principle ... popular……… sovereignty and the right of the people to overthrow……… .. authorities violating his rights. The declaration proclaimed ... equality………. people and such inalienable human rights as the right to life, freedom and striving for ... fortunately.
Teacher: to find out if the answer is correct, let's refer to the document on page 214 of our tutorial and read the text of the Declaration.
^ Questions for "agonists":
Before you is a picture - "The battle of the army of colonists with the British." Where do you think the British are drawn, and where are the colonists, by what signs can you prove this?
When was the US Constitution adopted and what did it contain?
(In 1787. Proclamation of a presidential republic. Legislative power - Congress).
What does the American flag mean?
^
Third agon. Causes and beginning of the Great French Revolution.
Questions to the "smart guys":
1 question: Describe the life of the three estates in France before the revolution. (According to the picture).
Question 2: In what position were the peasants in France before the revolution? (According to the picture).
Question 3: What are the reasons for the Great French Revolution?
^
Questions for agonists:
France in the 18th century was an agricultural country. What does this mean?
What event is considered the beginning of the French Revolution? (fall of the Bastille)
^
Guys, you and I have the opportunity to see how this event happened.
A training disc with a fragment "The Fall of the Bastille" is demonstrated for 5 minutes.
Teacher: Our "agonists" had assignments on the history of the Great French Revolution. Let's find out how they handled these assignments.
Exercise: State the name of this great French figure.
While still in college, the young marquis got acquainted with the works of Rousseau and Montesquieu, dreamed of a society where natural human rights would be realized. When the colonies of England in North America began fighting for independence, a sense of justice determined his sympathy for the rebels. He left for the New World, where he equipped and armed the division entrusted to him with his own money. His exploits became known in France, and Voltaire called him "the hero of the New World." In France, he became chief of the National Guard.
(Marquis Gilbert de Lafayette)
^
Exercise: Insert missing letters.
On May 5, 1789, in the Palace of Versailles, the king opened the meeting ……… General…………… states. 270 deputies from the nobility, 291 deputies from the clergy and 600 elected from third…………. the estates took their places. Louis 16 ordered new taxes to be approved. The king's speech prompted ... disturbance……. Third estate. On June 17, deputies of the third estate declared themselves representatives of the whole nation - ... The National………… .. meeting.
Teacher: Guys, you can ask your questions to each other on the topic of our lesson.
So, let's summarize our lesson and write the conclusions in a notebook:
Today in the lesson we examined the most important events of the 18th century, which led to the gradual destruction of traditional society and the emergence of the features of the future - industrial. In many ways, these events were prepared by the new ideology of the Enlightenment.
Writing in notebooks:
The events that took place in North America and France in the 18th century are called bourgeois revolutions, since they radically transformed society, establishing a republican system in these states.
The result of our game will be summed up by the "High Areopagus".
The results of the game are summed up, the guys who gave the correct answers are awarded good marks, and those who gave the most correct answers are also awarded "orders".
Teacher: Guys, thank you for the lesson.
Literature:
1.Yudovskaya A.Ya., Baranov P.A. New story. 1500-1800.- M., Education, 2000.
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