· What is the countdown in history, and what intervals do historians use to measure time?
In ancient times, the peoples of the world counted years in different ways, so most countries established their own system reckoning .
Ø Historical dictionary
chronology(era) - the countdown of historical time from a certain moment.
Each nation began counting years from an event understandable and important only for it. So, for example, the ancient Egyptians kept the chronology according to the dynasties of their kings - pharaohs; the Japanese - from the accession to the throne of the next emperor; the ancient Greeks - in the Olympiads; ancient Romans - from the founding of Rome. Muslims, followers of Islam, date back to 622, when the founder of Islam, Prophet Muhammad, moved from the city of Mecca to Medina. The basis of the chronology that operated in Russia was the creation of the world described in the Bible.
Most modern countries, use the chronology from the conditional year of birth (Christmas) of Jesus Christ, the founder of one of the largest world religions - Christianity. This calendar is called
our era(new era)or era from the birth of Christ.
Events from the birth of Jesus to the present day are abbreviated as - AD, or from R. X. All events before the birth of Christ, occurred before our era, or before the birth of Christ, in short BC e. or to R. X. For events of our era, you can omit the abbreviation "AD" in writing and omit the words "AD" during a verbal response.
There are other time meters as well. Every hundred years they call century(century) .A thousand years or ten centuries are millennium .
Ø It is interesting
- Many modern scholars believe that Christ was born around 5 BC.
- AT ancient Russia the new year started in March. In 1492 the beginning of the year was moved to September. Since 1700, by decree of Tsar Peter I, the Christian chronology was introduced in Russia, and the new year began on January 1.
To represent the movement of time in history, use time line (tape) .This is a straight line on which time intervals (years, centuries) are plotted. The transverse dividing line marks the beginning of our era.
Many historical events took place before our era, and on the time line they are to the left of the dividing line. Those events that relate to our era are located to the right of this line. The years before our era are counted backwards, and time always moves towards our days.
It is important to remember that the first century of our era begins in the 1st year and ends in the 100th year. Accordingly, the second century begins in the year 101 and ends in the year 200. Therefore, the beginning years of the ages are
101, 201, 301... 1901, and years with zeros (100, 200, 300, 2000) are last years centuries.
If the year digits end in two zeros, then the first or two first digits indicate the number of the century, for example: 500 - the 5th century, 1800 - the 18th century. If at least one digit appears instead of zeros, then this date is attributed to the next century, for example: 501 - VI century, 1825 - XIX century.
To learn how to determine the beginning and end of different centuries, use the table:
| 1-100 years | 801-900 | 901-1000 | 1001-1100 | 1101-1200 | 1201-1300 | 1901-2000 |
| gg. | gg. | gg. | gg. | |||
| 1st century | 9th century | 10th century | 11th century | 12th century | 13th century | 20th century |
· Working in pairs, ask each other to think of new words used in the text and explain their meaning. Check your answer in the textbook.
· Using the time line as a clue, try to answer what is the difference between the concepts of "past", "present", "future"?
Calendar and its types
· How and why did people make calendars?
To measure time intervals, as well as record important historical events and natural phenomena, many nations began to create
calendars.
Ø Historical dictionary
Calendar- a system for counting large periods of time, dividing them into shorter periods (years, months, weeks, days).
The word "calendar" comes from the Latin word calendarium, which literally means "debt book". AT Ancient Rome debtors paid interest on the day of kalends - the first days of the month, falling at a time close to the new moon.
There are three types of calendars - lunar associated with the movement of the moon, solar, which are based on the solar year - a period of time approximately equal to the period of revolution of the Earth around the Sun, and lunar
solar based on a combination of the motion of the moon around the earth and the earth around the sun.
The first calendars in history appeared more than five thousand years ago in Ancient Babylon. These were lunar calendars that were guided by lunar months - changes in the phases of the moon. The ancient Egyptians created the solar calendar by dividing the year into 365 days.
The accuracy of calendars is evidence that people knew mathematics, astronomy, understood the laws of nature. AT modern world the most common solar calendar.
Ø It is interesting
AT 46 BC Roman ruler and general Julius Caesar introduced Julian calendar.To make it more accurate, one day was added once every four years, i.e. after three ordinary years, a leap year followed.
On October 4, 1582, Pope Gregory XIII introduced Gregorian calendar, in which the extra 10 days were removed. So, in Catholic countries, the next day after Thursday October 4th was Friday October 15th. Also, three leap years were removed from every 400 years, the total number of which was not 100, as in the Julian calendar, but only 97. In everyday life, the Julian calendar began to be called " new style", and the Gregorian calendar -" old style". In the twentieth century, the difference between these two calendars was already 13 days.
AT Soviet Russia the "new style" calendar was introduced in January 1918 (after January 31 came February 14). In this regard, there was a tradition to celebrate the Old New Year, since January 14 corresponds to January 1 in the old style.
· Tell us what was familiar to you in the text and what was new.
· Why does the world exist different kinds calendars and chronology systems?
4. Practical work: Rules for working with the time tape.
In the history lessons in the 5th grade, you will learn how to solve chronological problems. To properly perform such tasks, follow a certain sequence, namely:
Ø Memo for solving chronological problems
1. Draw a time line - a straight line divided by dashes into equal segments denoting a certain number of years.
2. At the beginning of the line, put a larger and clearer dash - the beginning of the countdown, and at the end of the arrow, symbolizing the passage of time.
3. Set the current year for time orientation.
4. On the time line, write down the condition of the problem (years).
5. Perform the calculation and write down the concise answer.
Ø Samples of historical problems and their solutions:
1. Tasks for establishing the century in which the event occurred(AT
what century did the event occur if the year is known?).
In 1663, the Mayatsky prison was built - the first permanent settlement on the territory of our region. In what century did this happen?
Answer: 16 full centuries have passed since the beginning of our era and another 63 years of the next century. Consequently, the Mayatsky prison was founded in the 17th century.
2. Tasks for establishing the remoteness of an event from the present time(How many years ago did the event take place, if its date is known?).
Calculate how many years have passed since the Battle of the Kalka River (1223). up to this day?
Answer: 2015–1223 = 792 years
Similar information.
Sections: elementary School
Subject: Historical time: century, millennium, era. The date. Calendar. "Tape of Time".
Lesson objectives:
- Educational: to form an idea of \u200b\u200bhistorical time and introduce the concepts: century, millennium, era; consolidate knowledge of the units of measurement of time (year, month, day).
- Developing: to develop the ability to work with diagrams and models, the ability to use Roman numerals; develop memory, speech of children, expand active vocabulary;
- Educational: to maintain interest in the most important events of the past, the ability to work in pairs, to cultivate independence.
Teacher equipment: textbook O.T. Poglazova V.D. Shilin " The world»; workbook No. 1 O.T. Poglazov "The world around"; M.T. Studenikin V.I. Dobrolyubova "Methods of teaching history in primary school»; O.T. Poglazova " Guidelines for the study historical material in the integrated course "The World Around". "Time tape" (a large paper tape on which they will gradually stick or draw, displaying the main events in the history of the Fatherland), plates with the words "calendar", "date"; years count table.
For students: textbook, workbook No. 1, “time tape” (on each desk), cards in envelopes with dates and proverbs, signal cards.
During the classes
I. Organizationalth moment.
II. Checking homework.
1. Frontal survey.
What is the arrow in sundial?
What time does the clock show at noon?
How can you check the accuracy of the clock?
- What can be built in the school yard to observe the change in the position of the Sun in the sky at different times of the year?
- What is the name of the tall vertical pole in the sundial?
- What is the name of the watch using water?
2. Blitz survey (students use signal cards: if this statement is true - green, if incorrect - red).
Swedish botanist Carl Linnaeus arranged a flower clock.
- In a sundial, the pendulum is the hand.
- Chronicler monks used electronic clocks.
- The most accurate atomic clocks.
- In electronic clocks, the pendulum is oscillating charged particles.
- Mechanical watches appeared a thousand years ago.
- Water clock - modern.
- Cuckoo clocks are called electronic.
Answers: yes, no, no, yes, yes, no, no, no.
III. The topic of the lesson.
Guys, how often do you hear such expressions: “He has a solemn date today”, “His date of birth”.
State your date of birth. Date of birth of your parents.
What does the word itself mean? the date?
Student's answer: This is when they call - the day, month and year of the event.
How can we find out these dates? What helps us in this? (calendar)
A large calendar is posted on the board.
What do you think we will talk about in class today?
Student's answer: Will we talk about dates and calendars today?
Indeed, today we will get acquainted with the types of calendars. Let's find out what historical time is.
IV. What is a calendar.
1. Work according to the textbook
Have you ever wondered where the familiar word “calendar” came from?
Let's read about it in the textbook.
Students read the article “What is a calendar” on p.22 (1 paragraph).
Article conversation:
Where did the word "calendar" come from?
- What is now called the word "calendar"?
You all have calendars on your desk. Let's consider:
How many months make up a year?
- Is the number of days in months the same?
- Is the number of weeks in months the same?
- What are the calendars?
What calendar do we use?
- What is determined by the calendars? (dates of events)
2. Work with a notebook on a printed basis.
Have important events happened to you?
What is the most important thing that has happened in your life?
Let's plot these events on the time line that you have in your notebook on p. 9 No. 21.
(The teacher draws a time line on the board. This is a straight line divided by transverse lines into equal segments, meaning a certain number of years. Students work with the time line in their notebooks).
What is the most an important event happened in your parents' lives and yours?
- When did you go to kindergarten? To school?
- How old was (a) in kindergarten? How long do you study at school?
How old are many of you this year? (ten)
We can say that you have lived your first decade.
How many decades did your parents live? grandparents?
- What do you think, did any events take place before your birth, the birth of your relatives?
- What science studies the life of mankind in the past?
Consider the illustration on page 23 of the textbook.
How did humanity develop?
Fizminutka
V. How the passage of time is depicted.
1. Reading a passage.
Do you like to listen to stories about fairy tales?
Now I will read you an excerpt from the book by L. Talimonova "Time Travel", about the country of Beorgin.
(The teacher reads an excerpt from L. Talimonova's book "Time Travel").
“Remarkable people lived in the country of Beorgin. Above all, the Beorghians put harmony in the world. They lived according to the laws of Truth, Goodness and Beauty. They believed in Infinity and worshiped Time.In the view of the Beorghians, Time was divided into three parts: Past, Present, Future. They took the past as absolute truth and respected it. The future is always moving forward, towards something better. And the Present is only a bridge from the Past to the Future. The Beorghians imagined Time as a huge river flowing from the Past to the Future…”
Questions:
What idea of time did the inhabitants of a fairy-tale country have and what idea of time do you have?
What is the difference between past, present and future?
What is the difference between "yesterday", "today", "tomorrow"?
The Time Tape will help us travel through history. It will make it possible to understand how far one event is from another in time.
How is present time different from historical time?
Teacher: In the present tense, as a rule, they ask the question “In what year was it?”, In historical time - “When did the event occur?”. When answering a question about a historical event, they can name a year, a century, a millennium.
2 . Working with the Timeline
(A student has a “time tape” and 2 envelopes on each desk, a large paper “time tape” is hung on the board)
Put the timeline in front of you and say:
What is marked on the timeline? (Dates, events.)
- What else is noted on the "timeline"?
Work in pairs
Take the white envelope. It contains plates with time units: era, month, day, year, century, week. Arrange the units of measurement given here in chronological order.
What did you get?
Answer: day, week, month, year, century, era.
-
Which of these units can be used to describe the life of your family, and which ones can be used to describe the history of the city, country, people?
-
What else is noted on the "timeline"? (year, century, millennium)
Year - a period of time in …….. (12 months);
Century - a period of time in ...... .. (100 years);
A millennium is a period of time in ……. (1000 years).
How many centuries is a millennium?
Teacher: In "historical time" it is customary to use Arabic and Roman numerals. Arabic, as a rule, denotes years, and Roman - centuries.
Work in a notebook p.8 No. 18.
Fill in the gaps with Roman numerals.
- But how should one determine the century by year?
Teacher: If in a four-digit number after the first two there are zeros, then the first digits will mean the century: 13 00 year - 13 (XIII) century, 14 year 00 - 14 ( XII) century. But if there is any other number in place of zeros, then the next century is coming. For example, 13 01 year - 14 (XIY) century, 14 15 year - 15 (XY) century. The age is also determined by the date of three digits: 9 00 year - 9 (IX) century, 9 01 year - 10 (X) century. 901 means that a full nine centuries have passed and the first year of the tenth century has begun. It's just like you turned 9 full years and the 10th year is coming (the explanation is accompanied by a display on the board).
All years of each century from the 1st to the 100th inclusive belong to the same century.
In most countries of the world, the year in which, according to biblical tradition, Jesus Christ was born, is taken as a reference point for time. This date divides the entire history of people into two periods - into two eras: "BC" (BC) and "our era" (AD).
VI. Generalization of students' knowledge. Practical work.
1. Work with "time tape, date cards.
Now we will work with the "time tape" and with cards - dates. To do this, you need to take a pink envelope and get out the cards, and even 2 sheets of proverbs.
(The envelop contains the dates: 862, 988, 1147, 1242, 1380, 1495, 1700, 1861, 2000, 2001).
a) Determine the century from the date and place the date on the "timeline".
Work is done frontally.
What century are we living in? (21st century)
- When did the 21st century begin? (2001)
- What was the previous century? (XX century)
What year did it end? (2000)
Take the 1st sheet (white). These are proverbs.
b) Make up the date from the numbers missing in the proverbs. Let's do this together.
What does this date mean?
….. not a warrior in the field.
Measure seven times... cut once.
Horse o... feet, and he stumbles.
At ... .. nannies have a child without an eye.
What was the date? .(1147)
- What does this date mean? (Foundation of Moscow)
What century does it belong to? (XII century)
From the following proverbs, find out the date of construction of the brick walls and towers of the Kremlin. Work is performed independently in pairs with subsequent verification.
Seven with a spoon, .... one with a bipod.
Went to all…..sides.
….. once I have to say, on the tenth time he will only listen.
….. you can’t take fingers in one ring.
What was the date? .(1495)
- What does this date mean?
What century does it belong to? (XY century)
2. Work in pairs.
c) Determine which centuries the remaining years belong to and place them on the “time tape.” (862, 988, 1242, 1380, 1700, 1861)
Let's check how you coped with this task (students answer, and the teacher explains the dates or asks the children).
- Start naming dates and century in chronological order.
Student answers:
Teacher: This is the year of birth of the ancient Russian state.
Teacher: This is the year of the Baptism of Russia.
What is this date?
Student answer: Founding of Moscow
1242 - XIII century.
Teacher: Battle on the Ice.
Teacher: Kulikovo battle.
What is this date?
Student answer: Construction of brick walls and towers of the Kremlin.
Who remembers what date this is?
Student answer: Since this year, in Russia, according to the Decree of Peter I, the New Year is celebrated from January 1.
Who remembers what date this is?
Student answer: The abolition of serfdom in Russia.
What is significant for you in the 20th century?
Student answer: In this century we were born.
What is significant for you in the 21st century?
Student answer: We are now living in this century.
VII. The result of the lesson.
What is taken as the basis for calculating time in the solar and lunar calendars?
- What should be the date of the event?
What units of calculation do historians use?
What is a "timeline"?
- How many years, centuries, millennia does our era last?
Well done! You all did a great job in class!
What did you like the most about the lesson?
Homework: textbook p.22-25; workbook No. 1 p.8-9 No. 19,20.
At the moment, we have created a unique database: we have included facsimile page images of 3,000 books of the 19th and early 20th centuries, 3,900 rare maps and more than 20,000 historical illustrations and photographs. These historical works, encyclopedias, collections of documents, graphics have not been reprinted for almost 100 years - people simply do not know about them.
The Runivers project is designed for both professional historians and interested schoolchildren. Every year, 1.5 million people visit the site, they download half a million volumes from our library. They are our audience.
Gradually, our project moved to a new stage of its development - the visualization of historical data accumulated on the site. This is how the Timeline was created.
Continuity of history
We wanted not just to place various events from the history of Russia on the timeline, but to present them in the context of world history. At school and in institutes, history is studied first ancient world, then the Middle Ages, then the foreign history of Modern and Contemporary times, and in separate textbooks - the history of Russia.
It turns out that Russian history is traditionally studied separately from world history. Because of this, many misconceptions arise that could be avoided if the educational and scientific processes were built correctly. On the Timeline, historical events are arranged in parallel. This allows us to compare and compare world and Russian history, the reign of the rulers of Russia and Europe, the most important wars and events in the history of our country.
project site screenshot
After school, people rarely have an idea of the continuity of Russian history, it is perceived in fragments. For example, everyone knows about Peter I, and the next famous ruler is Catherine II. But between them fit 37 years, three emperors and three empresses! Our project allows you to look at the history of the country without breaks.
About time coverage
The start and end dates of the first timeline are chosen as the key ones for Russian history: 1462 - the year of the beginning of the reign of Ivan III, during which a single Russian state, and 1917 - the year when Russian empire ceased to exist. We divided this basic series of events into thematic sections: annexation of lands, wars, rulers of Russia, England, Austria, Poland, France, Sweden. All events are annotated by the scientific consultants of Runivers.
We made a second timeline - "Medieval Russia 839-1462" - reflecting the history from 839 to 1462. We are planning another one this year - from 1917 to the present day.
About difficulties
It took a year and a half of work by historians and programmers to create the first version of the Tape of Time from 1462 to 1917. "Medieval Russia 839-1462" was done in six months. Leading experts in Russian history are involved in the preparation of materials: Professor of the Faculty of History of Moscow State University Anton Gorsky, Professor of the Russian State humanitarian university Igor Kurukin.
The main difficulty when working on timelines is to select from a variety of facts those that will most accurately reflect the characteristic historical processes. For the timeline for Medieval Russia, it was very difficult to display a linear change of grand dukes from different principalities.
Before the Timeline project, we released a series of paper books in a fold-out album format, complete with illustrations and maps. This year two of them were published on English language. Gradually, all of them in the form of timelines will appear on our website. We plan to publish books about the reign of Peter the Great and about the rulers of Moscow.
project site screenshot
We plan to create chronological series on political, constitutional, economic, scientific, cultural, educational, military, religious events for Russia and for the main European countries. As the project expands, the user will be able to create his own timeline from topics and facts of interest to him. There is an idea to adapt the "Timeline" for schools so that they can be viewed on interactive whiteboards.
When studying history with children, the most important tool for me is the historical timeline. With the help of a time tape, you can not only get acquainted with history, but also learn to compare times and events: what happened before, what happened later, or what happened in our country, when this event happened in Europe, and so on. With the help of a time tape, it is easier to memorize dates, it is easier to remember the sequence of events. In a word, this form of work is very interesting and useful.
I used to make various timelines for my older children. And tapes for many centuries at once, and tapes showing the 19-20th century in detail, only the 20th century is very detailed. She also made ribbons of life for each of the older children.
With older children, I managed to study only in preschool age. When all three were in school, there were almost no classes. Only creative family gatherings. But the tapes of time continued to hang and give information passively. And I didn't know if the kids were paying attention to them or not. But recently my adult son Misha once told me that the timeline was one of the strongest impressions of his childhood. He loved to look at it and remembers all the events marked on it and the dates. From this I can conclude that the work was not done in vain. Well, nice!
Now it's Sasha's turn with Vasya to get acquainted with history. The elders started this much earlier. But with these guys, something told me that they were not really ready for the perception of systematic knowledge of history. And therefore, we only discussed some historical events and realities that we met in books, films, and other sources.
How to start a systematic study of history with children? I think with the history of ourselves.
This is where we started.
I made a long tape, which included all the years since Sasha's birth. There are a lot of photos on the tape. Because without photos, nothing will work at all. More precisely, at this age will not. For older children, you can already take fewer pictures and photographs. But for children 6-7 years old, it’s better not to start without photos. Especially when it comes to themselves.
In addition to photographs, there are flags that indicate dates. On more complex historical feeds, I also tend to use icons. So, children get used to the symbols.
Here, with icons, we denote events that are significant for children, for example: Sasha was born, Sasha got her first tooth, Sasha learned to swim, Sasha learned to walk, and so on. In addition, we flag numerous trips and trips.
At the end of the tape, there must be an arrow that indicates the direction of time.
What can be done with this tape? How to practice?
Well, firstly, of course, just consider, remember what happened when, tell the child what he forgot or simply cannot remember. After that, you can offer to find a specific event - show it on the tape. Or name the year in which it happened. Or year and month. You can ask which of the events happened earlier and which later.
You can make the exact same ribbon or a similar one using the template. It can be downloaded from the link.
The proposed template has divisions into months and years. It covers 2005-2015. And if your children were born after 2005, then it will suit you. Just cut out small fragments of photos, draw flags with a marker and write the inscriptions you need. You can use only dates from the history of the child himself, or you can add events related to other family members, friends, relatives and acquaintances.
There will definitely be a sequel! There will be other tapes and scenarios for history lessons.
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slide 1
Timeline (fragment of the lesson of the world around) Sokolova Elena Borisovna, primary school teacher, secondary school with UIOP No. 2 named after. V.I.Desyatkova G. Belaya Kholunitsa, Kirov region This presentation uses a Drag and Drop macro created by [email protected] de site
slide 2
b and n a arkhv and i s tor i l e to p i s Russian folk historical song-tale about heroes An institution for storing old, ancient documents Science, the name of which is translated from Greek as “ a story about the past ”Recording historical events by year - a type of ancient Russian literature
slide 3
Many ancient peoples had ideas about goddesses spinning special threads - the threads of human destinies.
slide 4
The Slavs have the goddess Makosh and her two assistants - the goddesses Dol and Nedolya B Ancient Greece- Moira - three daughters of the goddess of the Night
slide 5
Timeline
slide 6
Ancient Egypt Ancient Rome Ancient Greece The modern world
Slide 7
The Egyptians counted the years from the beginning of the reign of the new pharaoh (ruler)
Slide 8
The Greeks counted the years according to the Olympic Games, which took place once every 4 years.
Slide 9
The Romans considered the year of the founding of Rome to be the first year of their history.
Slide 10
Now in Russia and many other countries the chronology from the Nativity of Christ is accepted.
The count of years comes from the year of the birth of Jesus Christ, the founder of a new religion - Christianity
slide 11
What happened before the birth of Christ - happened before our era. Events after this date are attributed to our era RH BC Our era
slide 12
A century, a century - 100 years A millennium - 1000 years = 10 centuries
slide 13
XVIII X XX XII 1961 1147 1799 988 Match years and centuries
Slide 14
Used sources
Moira - http://sigils.ru/symbols/img/zhreb01.jpg Makosh - http://www.drevo.lv/uploads/images/5/3/e/f/1/c027d3eeda.jpg Dinosaur - http: //www.bry-backmanor.org/dinosaurs/colordinoclips.html Pyramids - http://officeimg.vo.msecnd.net/en-us/images/MH900335188.jpg Knight - http://www.fortunecity.com/ millenium/dogdayz/359/graphicknights/knight15.gif Light Bulb - http://nespim.org/UserFiles/Image/game44/5.png Computer - http://www.bravekids.org/images/about/Lear0075.gif Calendar - http://ces.ca.uky.edu/greenup-files/Calendar.GIF Pharaoh - http://www.archedesoisy.com/images/0001558a-buste-pharaon-2.jpg Pharaoh's Court - http:// evolutsia.com/images/stories/odezda/kostium/ehipet/008.jpg Olympics - http://weblinks.ru/upload/11/b9/84/303/ec3ffb39.jpg Rings - http://photo.sportcom. ru/images//full/26590.gif Colosseum - http://www.andrianov.org/Countries/Italy/RomaColosseo.jpg ; http://intercomtour.org/edu/datas/users/rome_01_3.jpg She-wolf - http://www.gazeta.lv/images/img_6449.jpg Birth of Christ - http://img.dailymail.co.uk/i /pix/2007/12_01/JESUS071207_468x309.jpg Pushkin - http://img0.liveinternet.ru/images/attach/c/0//44/763/44763765_pushkin.jpg Kremlin - http://www.avialine.com/ img/photoreports/photoreport_200_7998.jpg Rocket - http://galspace.spb.ru/index70-2.file/vzl.jpg Vladimir - http://protestirovatvce.ru/UserFiles/Image/image033.jpg
slide 15
Pleshakov A., Kryuchkova E. “The world around us” textbook for grade 4, part 1 - M., “Enlightenment”, 2006 Saplin E., Saplin A. “Introduction to history” textbook for grade 3 - M., “ Bustard”, 2000 Scroll drawing - http://free4vectors.files.wordpress.com/2009/05/old-paper-scrolls.png%3Fw%3D537%26h%3D375 http://www.booksite.ru/flax/ pryadenie/4.htm - about moira http://narodna.pravda.com.ua/history/4bab51b833342/ - about Makosh
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Abstract
Thing: "
Lesson topic:
Attention!
crossword.
moira
Makosh (Makosha, Makesha)
macros
triggers
macros
1799 - the year of birth of A.S. Pushkin - XVIII century
Educational institution: MOU secondary school with UIOP No. 2 named after V.I. Desyatkov, Belaya Kholunitsa, Kirov Region
Thing: " The world around ”Grade 4, Pleshakov A.A., Kryuchkova E.A.
or “Introduction to History” Grade 3, Saplin E.V., Saplin A.I.
Lesson topic: When and where? (timeline and historical map)
Attention! The presentation contains macros. When opening a presentation, select the "Do not disable macros" button. If the window with such a button does not appear, change the security settings in Power Point 2003 to “Medium” level, and in Power Point 2007 in the “Security Options” window, give the command “Enable this content”.
2 slide - updating knowledge - solution crossword.
On the first click, an arrow appears - the line pointer and the task, on the second click they disappear, and the answer appears. Similarly, all words.
After opening all the words, on clicking, the word “thread” is selected vertically.
Assumptions of children about the connection of this word with the topic of the lesson.
3 - 4 slides - acquaintance with the expressions "thread of life", "thread of time".
On slide 4, you can first see the image and text about Moira. On click, an image and text about Makosh appear.
Sample messages (of a teacher or a trained student):
moira- in Greek myths, the goddess of human fate, the daughter of Zeus. The Greeks represented moira in the form of stern old women: Clotho with a spindle in his hand, Lachesis with a measure or scales, Atropos with a book of life and scissors. Lachesis, "giving lots", is responsible for the past, she appoints a lot before the birth of a person and monitors its execution. Lachesis, as it were, unwinds and passes through the hardships of life, through the whole life of a mortal man, the thread that Sister Clotho spins for her for every fate. Cloto - "spinner", moira of the present - spins the thread on which the events of the present time in human life are strung. Atropos - moira of the future, "inevitable" - inevitably brings the future of man closer and cuts the thread of human life with scissors, thereby breaking it.�
Makosh (Makosha, Makesha)- one of the main goddesses of the Eastern Slavs, the wife of the Thunderer Perun. High in the heavenly chamber, she sits with her assistants Shares and Nedolya, spinning the threads of fate. Goddesses Dolya and Nedolya connect the threads of a person with the fruits of his labors - good or evil. the end, until the last denouement-death.
5 slide - introduction of the concept of "Timeline".
Children are invited to arrange objects in the order they appear on Earth (you can do this during a conversation or suggest independent work with cards, list). Check - on the slide objects using macros are in the correct sequence.
6 slide - introduction of the concept of "chronology".
11 slide - introduction of the concepts "BC" and "our era". triggers- Concepts appear on the slide when clicked. Simultaneously with the concept, an inscription appears on the diagram of the time tape.
12 slide - work with time units "century", "century", "millennium".
With a click, texts appear about the designation of years in Arabic numerals, and centuries in Roman numerals.
According to the textbook, children remember the correspondence between Arabic and Roman numbering.
13 slide - Arabic and Roman numbers on the figures. Children are invited to formulate a task for the slide. With a click, the task “Relate years and centuries” appears and disappears.
Then, on the first click, one of the dates expands for a short time and the children are asked to remember historical event that happened in this year. On the second click, a picture corresponding to the event appears - children can check themselves or get new information.
The task is to name the century of the event. Via macros figures with Roman numerals are moved under the corresponding year.
1961 - the first manned flight into space - XX century
1147 - the first mention of Moscow in the annals - XII century
988 - Baptism of Russia by Prince Vladimir - X century