MOBU Novobureyskaya secondary school No. 1

OPEN LESSON ON NEW HISTORY
TOPIC: “TIME FOR CHANGE”

(lesson taught in 7th grade)

Developed and conducted by: Kostyreva O.A.,

history teacher at Novobureyskaya secondary school No. 1

p. Novobureysky

Lesson objectives:

1. 
   Educational:

- consider the most important events in the history of the 18th century that occurred in England, France and the USA, and conclude that they radically changed social relations in these states, entailed the destruction of traditional society and the emergence of a new one - industrial.

1. 
   Developmental:

- work on the development of students’ speech, their ability to draw conclusions, analyze, and look for cause-and-effect relationships.

1. 
   Educational:

- introducing students to the culture of Western countries, instilling respect for universal history.

Lesson equipment:

1. 
   Paintings: “Signing of the Declaration of Independence”, “Three Estates in France”, “Life of Peasants in a French Countryside”, “Sale of Slaves in North America” and others.
2. 
   Multimedia installation and educational disk “General History” - 7th grade.

^ Teacher's opening remarks:
Dear Guys! You and I are finishing our study of New History in 7th grade. And today we will conduct a review and generalization lesson in which we will consider the most important events of the 18th century that occurred in three countries - 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;

Recall the struggle for independence of the English colonies in North America, find out its causes and results, talk about the most prominent figures in the struggle for independence;

- find out the causes of the Great French Revolution.
Open your notebooks and write down the topic of today's lesson: "Time of Transformation."
Our lesson will be held in the form of the game “Smart Men and Women”, as a result of which the children who show good knowledge will be awarded “orders”.
A team representative is called from each row, who becomes the “smart guy” who answers at the board. There are “agonists” in the class who can answer questions left unanswered by the “smart guys.” In addition, the presenter (teacher) asks questions directly to the children sitting in the class. At the end of the lesson, a summary will be made of which row has the most “smart guys”, and those guys who have the most correct answers will be awarded.

^ The game begins.

A representative is called from each team.

Teacher:

School teachers are present at our open lesson. They are invited to become members of the jury, the “Supreme Areopagus.”

The presenter will be assisted by a class student who will give out “medals” for correct answers.
In the last lesson, I asked the team representatives to think about the question “What do you think is a new story?” and express your thoughts for one minute.

-Sayings from “smart guys” about new history.
Teacher:

While the “smart guys” are working at the board, our “agonists” in the class receive an advanced task that they must complete during the game. We will refer to their assignments as we review relevant topics.

Teacher:

The first agon is “The Industrial Revolution in England.”

(The paintings “Craft, Manufacture, Factory”, “Sale of Slaves in the New World” are hung on the board)
^ Questions for the smart guys:

Question 1: What is the agricultural revolution?

Question 2: What is the industrial revolution?

Question 3: Tell us about the conditions of the industrial revolution.
^ Question for the “agonists”:

Explain the difference between manufactory and factory (the guys turn 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 Luddists?

Why did they destroy the cars?

Name the most serious inventions that led to the industrial revolution in England (“The Spinning Jenny” by James Hargreaves, the steam engine by James Watt).

^ The second agon is “The War of Independence of the English Colonies in North America.”

Question for the smart guys:

Question 1: Causes of the War of Independence.

Question 2: What is the Stamp Act?

Question 3: What event was called the “Boston Tea Party”?
^ Question for the “agonists”:

Each of the team representatives had an advanced task. From the received description of the person’s biography, they must conclude: “Who is this great figure?”

^ The guys read the tasks and give their answers:

American educator, statesman, scientist. Born into the family of a poor artisan. Devoting all his free time to self-education, he became one of the most educated people of his time. They said about him “He took away 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 and published his own newspaper. His last political act was signing a petition to abolish slavery.

(Benjamin Franklin)

Born into the family of a wealthy Virginia plantation owner and slave owner. He was rich, successful in business, independent in decision-making and opposed English 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 conducting military operations against the Indians and the French.

(George Washington) He became the first President of the United States.

An outstanding thinker and humanist of his time, a figure of the Enlightenment, a Virginia planter and lawyer, one of the most prominent figures in the revolutionary war for independence. For him, the break with England was not just an achievement of independence, but a means of creating a state on the principles of popular supremacy and natural equality of people. Author of the Declaration of Independence.

(Thomas Jefferson)

(In a multimedia installation, the teacher shows portraits of these great figures)

Teacher: Guys, here is a picture of the “Proclamation of the Declaration of Independence of the United States.” Now we will find out what this most important document in US history contains. One of the “agonists” had a task: “Insert the missing letters into the text of the Declaration.”

^ The student reads the text of the declaration with the words he inserted.

Task: fill in the missing letters.
The Declaration of Independence proclaimed the principle... folk………sovereignty and the right of the people to overthrow……….. power violating his rights. The declaration proclaimed... equality………. people and such inalienable human rights as the right to life, freedom and the desire for... luckily.

Teacher: To find out the correct answer, let's turn to the document on page 214 of our textbook 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 branch - Congress).

What does the American flag mean?

^ Third agon. Causes and beginning of the Great French Revolution.
Questions for the smart guys:

Question 1: Describe the life of the three classes in France before the revolution. (According to the picture).

Question 2: What was the situation of the peasants in France before the revolution? (According to the picture).

Question 3: Name 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.

An educational disc with a fragment of “The Fall of the Bastille” is shown for 5 minutes.

Teacher: Our “agonists” had assignments on the history of the Great French Revolution. Let's find out how they coped with these tasks.
Exercise: Name this great figure of France.

While still in college, the young marquis became acquainted with the works of Rousseau and Montesquieu and dreamed of a society where natural human rights would be realized. When England's colonies in North America began to fight 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 head of the National Guard.

(Marquis Gilbert de Lafayette)

^ Exercise: Paste missing letters.
On May 5, 1789, at the Palace of Versailles, the king opened the meeting……… General……………states. 270 deputies from the nobility, 291 deputies from the clergy and 600 elected representatives third…………. estates took their places. Louis 16 ordered the approval of new taxes. The king's speech caused... disturbance……. Third Estate. On June 17, deputies of the third estate declared themselves representatives of the entire nation -... National………….. meeting.
Teacher: Guys, you can ask each other your questions about the topic of our lesson.
So, let's summarize our lesson and write down our conclusions in a notebook:
Today in class we looked at the most important events of the 18th century, which led to the gradual destruction of traditional society and the emergence of features of the future - industrial. In many ways, these events were prepared by the new ideology of the Enlightenment.
Entry 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 grades, and those who gave the most correct answers are also awarded with “orders”.
Teacher: Guys, thank you for the lesson.
Literature:
1. Yudovskaya A.Ya., Baranov P.A. New story. 1500-1800.- M., Education, 2000.

History lesson notes.

7th grade.

Subject: Europeans in the New World.Lesson type: combinedThe purpose of the lesson: continue studying the topic of Great Geographical Discoveries and consolidate the knowledge gained.Tasks: Educational:

To form students’ ideas about the occupation of colonists in America or the New World; Introduce students to England's first colonies in America; Explain the concept of “conquistador”; Form an idea of ​​the civilizations of the Mayans, Aztecs and Incas. Explain such concepts as “Creoles”, “mestizo”, “mulattoes”, “privateering”; To introduce students to the discoveries of the British, French, etc.

Educational:

Continue to develop skills in working with a map and a textbook. Develop cause-and-effect relationships between the events of the beginning of the VGO and the end of the VGO. Development of speech culture skills; Develop students’ cognitive processes such as speech, memory, thinking, attention based on visual material on this topic.

• Continue to develop the ability to use terms;

  Develop the ability to express your opinion and prove your point of view.

Educational:

• Foster geographical culture;

  Foster a sense of respect for the events of this period; To develop the ability to listen to other people’s opinions when discussing the policies of the colonists in America.
  

Lesson form: traditional.Equipment: blackboard, chalk, textbook, world map, visual material (printed images of conquistadors, Mayans, Aztecs, architectural monuments of their civilizations, pirates)
Lesson plan: 1.Rage of the “white gods”2. Conquistadors in Central America.3.In search of Eldorado.4. Mines and plantations of the New World.5.Europeans in North America. The rise of piracy.
Further reading:Ancient civilizations of Latin America // Access mode[http://latino-america.ru/american_civilizacion.html]

During the classes.

Lesson 1 Steps . periodization of the period of modern history: 1st period - early modern time (from the end XV-Wed. XVII century) and 2nd period - New history (from mid. XVII to XIX centuries) 2. development of trade; shortage of gold and silver; increase in treasury; technical innovations - new ships, compass, maps.3.reconquista- This is the displacement of Muslim rulers from the Iberian Peninsula by Christians. Conquista- conquest of Africa. Similarities: the conquest of new territories, the development of trade and cities in these territories. Differences: the events of the reconquista took place on the Iberian Peninsula, and the conquest took place in Africa.4. Enrique “navigator” - explored the coast of Africa, Cape Verde, modern Guinea and Sierra Leone. 1488 Bartolomeo Dias - Cape of Good Hope. 1492 - Columbus discovers America. 1513 the Pacific Ocean was discovered - Vasco Nunez Balboa. 1519-1522 - Magellan's voyage.5.1494 - Treaty of Tordesillas between Spain and Portugal. A conditional meridian was drawn along the Atlantic Ocean: all newly discovered lands and seas lying to the west of it were declared dominions of Spain, to the east - Portugal. We write down the date, topic and lesson plan. So, let's move on to studying a new topic. Remember from the last lesson, who discovered America or the New World? (Columbus and Amerigo Vespucci.) A new world has opened in America. To Europeans, their way of life seemed to be the embodiment of a mythical “golden age.” The Indians mistook the aliens for unearthly creatures. The Spanish nobles wanted to personally enrich themselves; they were only interested in gold. Many remained to live in a new place and were engaged in agriculture. The Spaniards turned the Indians into slaves and drove them to the mines or exported them to Europe as slaves. They were treated with cruelty. The monks who came to the New World could not end the cruelty because they thought that the Indians had no soul. Afterwards came forced Christianization. Thus, having penetrated into America, the Spaniards pursued cruel policies there. Let's move on to point 2. In search of gold, the Spaniards began the conquest. Remember what a conquest is? The people who participated in the conquest were called conquistadors- Let's write it down in a notebook!! Conquistadors-people participating in the conquest. Despite their small numbers, they had a great advantage in armament. In search of gold, they met highly developed civilizations Mayan, Aztecs and Incas. Now we will learn together about these civilizations. So, now I will distribute a text about a particular civilization to each row, for a few minutes you read it and you must tell about this civilization. So, row 1 we have the Mayan civilization.

Look in the textbook on page 23, it shows a Mayan temple. This is one of the most unusual architectural monuments of this civilization.Let's continue, row 2 we have the Aztec civilization.

In 1519 A detachment of conquistadors set off to conquer the Aztecs. The campaign was led by Hernan Cortes. But the conquistadors could not capture the Aztec capital, Tenochtitlan, and then they enlisted the support of hostile tribes and captured the capital. In the name of the ruler, the invaders ruled the empire, and when the local population rebelled, the conquistadors cut off the water supply and the Aztecs surrendered. The conquest of Mexico continued until the 17th century. A large number of the local population died in the mines, extracting gold.And row 3 presents us with the Inca civilization.

So, let's write it down in our notebooks. In America there were highly developed civilizations that subsequently submitted to the conquistadors. During this period, there was a legend about the land of Eldorado, abounding in gold. This is our 3rd point. According to legend, its ruler, having sprinkled his entire body with golden sand, performed a ritual bath in the sacred lake, the bottom of which remained golden. In search of El Dorado, the conquistadors moved to the lands of the Incas (Peru, Bolivia, Ecuador), the Incas worshiped the Sun God, to whom the Cuzco temple was dedicated. Part of the time farmers had to work on state lands, and part of the time on temple lands, the harvest from which went to the temple and the priests. Francisco Pissaro, who led the campaign, gathered an impressive army from the tribes conquered by the Incas and captured the Great Inca Atahualpa. They demanded a ransom for him, but they killed him anyway. Pissaro founded a new capital, Lima, the Spaniards retained the Inca state system, but the harvest was appropriated to the Spaniards.We move on to point 4 of the plan. In the middle of the 16th century. The mines of Peru, Bolivia, and Chile provided half of the world's production of precious metals. Gold and silver bars came from America, from which coins were minted in Spain. The captured territories were declared the property of the kings of Spain. Conquistadors and settler colonists exploited the Indians, collected taxes from them, and made profits from mines and agricultural plantations where sugar cane, tobacco and cotton were grown. In addition to the Spaniards, the Portuguese settled in South America; the Portuguese brought coffee to this territory, set up plantations and exported coffee to Europe. Mines and plantations required labor and so the import of slaves from Africa increased. The ethnic composition of America has changed: Creoles, mestizos, Sambos and mulattoes have appeared . Let's open the dictionary at the end of the textbook and read the definitions. Let's write it down. Despite such a large number of ethnic groups, a unique culture has formed, this is reflected in the culture and music of Latin America. We move on to the last point of our plan. Not only Spain and Portugal wanted to get rich, but also European countries tried to develop new territories. The expedition of Giovanni Cabot in 1498 discovered Newfoundler Island, (shows on the map) whose shallows were rich in fish. Let's write it down. And since then, the British and Portuguese began to catch cod and salmon. In 1534, Jacques Cartier explored the Gulf of St. Lawrence (shows on the map) and discovered a settlement of Indian hunters, this village is called. "Canada" is where the name comes from. Let's write it down. In the 80s, the British founded the first colonies - on Roanoke Island and Virginia (shows on the map). Let's write it down. In the 17th century, Henry Hudson discovered the mouth of the rivers that bears his name. In these territories, the colonists cultivated the land, raised livestock, and hunted and fished. Poor people, criminals and members of religious sects flocked from Europe to these territories. At first, relations with the locals were good, but later the settlers needed more land and they began to drive the local population into the region. reservations- Look up this word in the dictionary and write it down. The discovery of the New World caused the rise of piracy. Piracy was considered a profitable and respectable occupation. Nobles, merchants and even monks took part in it. The Spaniards protected their monopoly in the New World; others did not like it. Thus, the penetration of Europeans into the New World had both positive and negative features. The positive ones include the development of agricultural land, the development of trade, the merging of cultures; the negative ones include the brutal exploitation of the local population and the reduction in their numbers.

Write down the date, topic and plan in a notebook.Answer the teacher's question.The teachers listen attentively.

They answer. Conquest - the conquest of Africa.
Make notes in a notebook.They listen carefully.

They receive the text and complete the task, discuss the text and choose one who will represent civilization.
1st row - So, Maya appeared t in the 10th century BC and in just 500 years, on the site of an impenetrable tropical forest, a civilization was created where astronomy, mathematics, architecture, sculpture, and painting were developed The Mayans had a developed state system. The Mayans created an accurate solar calendar, complex hieroglyphic writing, used the concept of zero before the Arabs and Hindus, predicted solar and lunar eclipses, calculated the movements of Venus with an error of only 14 seconds per year, and achieved amazing perfection in architecture, sculpture, painting and ceramics production. They worshiped their gods and at the same time obeyed kings and priests, built temples and palaces under their leadership, performed ritual ceremonies, sacrificed themselves, and fought with their neighbors.
The Mayans created cities that were extraordinary in themselves, built only on muscular strength. Row 2 - -. The Aztec tribe came to the Valley of Mexico from the north - most likely from lands now owned by the United States. At that time, the entire territory of the valley was divided between local tribes and, naturally, none of them wanted to share the land with newcomers. After consulting, the local leaders decided to give the newcomers an uninhabited island on Lake Texcoco. There were a lot of snakes on the island, so the locals expected that the newcomers on the island would have a hard time. Arriving on the island, the Aztecs saw that there were many snakes living on it, and they were very happy about this, since snakes were their food. The Aztecs had extensive knowledge in the field of astronomy, which they inherited from more ancient cultures. The Aztec civilization also inherited the architecture of the pyramids, sculpture and painting. Aztecs
gold, silver, and coal were mined and processed. They built many roads and bridges. The Aztecs developed the art of dance and many sports; theater and poetry. They had a ball game very similar to today's basketball. The Aztecs had a very good education, teaching such disciplines as religion, astronomy, the history of laws, medicine, music and the art of war.
They are listening.

An Indian tribe that lived in Peru and created a vast empire centered in Cuzco, in the Peruvian Andes, shortly before the Spanish conquest. The Inca Empire, one of two empires existing in the New World at the time of Columbus, stretched north to south from Colombia to central Chile and included what is now Peru, Bolivia, Ecuador, northern Chile and northwestern Argentina. The Indians called only the emperor Inca, and the conquistadors used this word to designate the entire tribe, which in the pre-Columbian era, apparently, used the self-name “capac-kuna” (“great”, “famous”). They were engaged in agriculture, growing corn and potatoes. They were engaged in breeding llamas. Religion was practical in nature and permeated the entire life of the Incas. Agriculture was considered a sacred activity, and everything associated with it became huaka. The Incas believed in the immortality of the soul. Incan art gravitated towards severity and beauty. The main art of the Incas was casting of precious metals. Recorded.

They listen carefully.

Read and write down definitions.

They write it down. 1498 Giovanni Cabota discovered Newfoundler Island.

1534- Jacques Cartier discovered Canada.

Roanoke, Virginia - first colonies.

Read, write.

Immediately taking advantage of Columbus's discovery, the Spaniards and Portuguese created huge empires in Central and South America. Much later, the development of North America, which at first glance was not so rich, began.

Until the end of his days, Columbus never admitted that he could not reach 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 this country lay east of the line drawn in 1494 to divide the newly discovered lands 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 further to the north, in which the Spaniards did not show much interest (Fig. 4).

Launching 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 of the Caribbean. Many settlers took up agriculture in the new lands and, as early as 1501, began importing slaves from Africa. But easy mining - gold, silver and precious stones - turned out to be much less than expected. Therefore, ambitious nobles and minor 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 earned 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 entirely at their own peril and risk. Quite often they received royal patents, which guaranteed positions and wealth if successful.

Since 1509, the first mainland settlements began to appear on the northern coast of South America. In 1513, Vasco Nunier de Balboa crossed the Isthmus of Panama and was the first European to see the Pacific Ocean. He immediately declared it the property of the Spanish king and confirmed the growing assertion that a huge expanse of water separated the New World from 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 in itself turned into a tasty morsel. The adventurer Hernando Cortez, who participated in the exploration 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 full-scale exploration of new lands began. The new masters took up agriculture, taking the position of feudal lords in a system that made them nominal protectors of Indian villages in return for the slave labor of the local population.

Rice.

Indian labor was exploited with unheard of cruelty on plantations and states. Rich deposits of silver were discovered in Mexico and Potosi (present-day Bolivia), and in the 16th - 17th centuries. the precious metal mined there was shipped across the Atlantic to finance Spain's ambitions for European dominance. And since the Spanish crown spared no expense to achieve its ambitious goals, silver flowed generously into the European economic system.

Europe, in turn, also had a far-reaching influence on the destinies of both Americas. The so-called “Latin America” appeared, Catholic in religion, Spanish and Portuguese in language and culture. Diseases introduced by Europeans caused colossal devastation among the local population, giving impetus to the import of black slaves from Africa. As a result of the mixing of European, African and Indian races, an extremely diverse population was formed, practically free from racial prejudice. At the same time, the master class in Latin American society was predominantly Spanish by birth or origin, and purebred Indians usually constituted the poorest group of the population in the lands that once belonged to them.

Against the backdrop of the untold riches of Central and South America, the lands further to the north seemed less attractive to the Spaniards. The rest of the Europeans were also in no hurry to cross the ocean, and the successful development of these regions began only in the 17th century. Colonies were created in these territories, inhabited by people of different religions, who gradually learned to live 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 was Georgia in 1733. Thus was laid the foundation of the future state - the United States of America.

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This methodological development is intended for conducting a lesson on General History on the topic “Early Modern Times”. It is intended for students in the 10th and 11th grades of secondary schools, as well as for second or third year students of colleges and technical schools. The methodological development is compiled taking into account modern pedagogical technologies and requirements for pedagogical development.

Distinctive feature: the lesson reveals a large and significant material, which presupposes that students already have some knowledge on this topic and the previous topic, so much attention is paid to preparing for the lesson, careful selection of material and its adequate arrangement in a multimedia presentation. Moreover, the proposed form of conducting the lesson is aimed at developing thinking, developing one’s own opinion and the ability to defend one’s own position in life.

Introduction

“...The key to understanding the world is not in the natural order of things..., but in human history”

Barg M.A.

The Early Modern Period is one of the most significant periods in World history. It was during this period that the foundations were laid that would change the face of Europe. They will transform it from a poor backwater into a stronghold of prosperity. It was during this era that the transition from the Middle Ages to modern times was made. “Absolutism” is established and manufactories appear, brilliant artists are born and great geographical discoveries are made, ideas about the world and man change. This is especially important now, when our world today is at a crossroads and not only the fate of a person, but also the whole world, may depend on the choice we make - this is expressed relevance this topic.

The purpose of the lesson: to form in students an understanding of the importance of this historical period for the further development of history and their own position towards this phenomenon. To achieve this goal, you will need to solve the following tasks:

• activate students;
• form a positive attitude towards each other;
• contribute to the formation of clear life positions, such as: making responsible decisions, friendly attitude towards people, etc.
• develop the ability to resolve conflict situations;
• instill evaluative skills (the ability to justify one’s attitude towards events and their participants);
• teach how to use additional information in different sources.

Currently, information technologies occupy an increasingly strong 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 presupposes that students already have some knowledge on this topic and the previous topic, so much attention is paid to preparing for the lesson, careful selection of material and its adequate arrangement in a multimedia presentation. Moreover, the proposed form of conducting the lesson is aimed at developing thinking, developing one’s own opinion and the ability to defend one’s own position in life. This will allow students to develop the following competencies, such as:

• respect the culture and history of other peoples (intercultural competence);

To solve the tasks, the most appropriate form of conducting the lesson was chosen to be a teaching method in small groups of cooperation using modern information technologies (in particular, a multimedia presentation of the main material).

When drawing up the methodological development of an extracurricular activity, 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 second- and third-year students of the NPO 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; This lesson can also be taught using an interactive whiteboard.
• Before starting the lesson, it is also recommended to write a work plan for students on the board.
• A multimedia presentation can contain the main key points of the lesson and will reduce the time spent studying the material. It will clearly convey the necessary information.
• If it is not possible to conduct a multimedia presentation, then it is necessary to prepare a number of diagrams on key points of the topic (about the same as in multimedia slides).
• It is best to check your knowledge of the previous material using cards, because this will reduce the time for updating, and peer review will give students the opportunity to find out their grades in class.
• Explanation of terms is best done in comparison with previously studied material, asking questions during the lesson.
• Handouts must be distributed before the start of the lesson.
• The group of students must be divided into four subgroups of 4-5 people.
• Place one trained student in control of the computer. The coordination of the actions of the teacher and the student must be worked out in advance.
• Homework is best written on a card, which also eliminates the need to write it on the board.

General characteristics of the lesson

Lesson type: learning new material

Lesson type: combined

Lesson objectives:

• To form in students an idea of ​​the essence of the important historical period of the “Early Modern Time”, its importance and necessity for further study of history.
• Lead students to critical thinking and generalization of already known material.
• Present and summarize information learned in class.

Learning Objective: Ensure the study of new material on the topic “Early Modern Time”, teach to highlight the main, essential things in the material being studied. Develop group work skills.

Developmental goal: To develop in students the ability to search for information from different sources, draw conclusions, summarize and systematize information, form their cognitive activity and creative thinking.

Educational goal: Cultivate an attentive attitude to any kind of documentation and 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 practical and analytical skills;

Place and role of the topic in the entire course: This topic opens a series of lessons on “New Time” and is fundamental for the entire subsequent course. The "Early Modern Age" produced a kind of revolution in the social, economic and spiritual life of Western Europe. It destroyed the old medieval value system and formed a new view of the human personality.

Equipment and materials used in the lesson:

• Multimedia projector, PC
• The “Great Geographical Discoveries” map is intended to form an idea of ​​the scale of this phenomenon.
• Multimedia presentation “Early Modern Times” is designed to activate students’ attention, focus them on learning new material, promote the development of creative thinking and the ability to systematize information.
• Printouts of texts on the 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 notes - will allow students not to be distracted from the material being studied by asking questions 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 determine the degree of assimilation of material from previous topics, on the basis of which new knowledge is acquired, and is also important in the process of working on a new topic to control the assimilation of new material and concepts.
• Peer review will allow the teacher to check students' work in class.
• The analysis method is used to identify the main thing and establish cause-and-effect relationships.
• Instruction is used to organize students to work more productively on a task.
• The group collaboration method is used for the fastest reflection during the reproduction of new material obtained from the presentation.

The method of time restrictions is for mobilizing creative activity when working in the classroom.	Lesson stage	Teacher activities	Student activities	Methods
Goals 1. Organizational moment	(2 minutes.)	Informs the topic and goals of the lesson, finds out the presence of students, explains the work to be done in the lesson, and the principles of assessment.	Prepare for the lesson, listen, ask questions	organizational
Set up for work 2. Motivation for educational and cognitive activities	(2 minutes.)	The teacher explains the importance of this topic	Listen, ask questions	Monologue
Be interested in studying the stated topic 3. Updating basic knowledge	(5-7 min.) Organizes students' work with task cards.	Comments on the assignment and assessment criteria.	They answer questions, work on task cards, and conduct mutual checks.	Method of recall, mutual verification, instruction
Recall the material covered, intensify the work of the group. 4. Formation of new knowledge	(15 minutes.) Focuses students on work.	Comments on the multimedia presentation, explains the terms: absolutism, manufacture;	asking questions	They watch a multimedia presentation, listen, write down notes in the teacher’s notebook, work with the supporting notes, and answer questions.
Monologue, conversation, show, story Assimilation of new information	Organizes work in pairs to study the document, exchange information and fill out the table, checks the work in pairs, orally interviews on the assignment.	Work in pairs, analyze the document, fill out the table in the notebook, read out the answers to the task	Group collaboration “Think and share with your partner” technique.	Develop skills of working in a group, the ability to highlight the main, essential things from the text.
6. Results(5 minutes.)	Summarizes the lesson, gives grades, assigns and comments on homework	Ask questions, write down homework.	Monologue, conversation	Listen and write down your homework.

DURING THE CLASSES

1. Organizational moment(2 minutes.)

– The topic of today’s lesson is “Early Modern Times”. Today in class you:

• Work with cards;
• View a multimedia presentation;
• Work in pairs with the text;
• Fill the table.

You will end up receiving two grades for the lesson.

2. Motivation(2 minutes.)

– This topic is important because it represents the transition from the Middle Ages to modern times and opens a series of lessons dedicated to this period. It was during this period that events took place that would change the face of Europe, transform it from a poor backwater into a stronghold of prosperity, and change the attitude towards people. There will be questions on the topics of this lesson in the Director's test.

3. Update(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 today’s topic. Work is done using cards. These are questions and answers to them. The task is to find errors in the formulation of these definitions. You have 5 minutes to work. ( Annex 1 ). Cards must be signed.

Recall the material covered, intensify the work of the group.

– Now you will watch the multimedia presentation, and I will explain its contents to you. During the presentation, your task is to:

• write down its main contents in a notebook
• answer, if necessary, the questions I ask

The early modern period 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 times. But the events that occur at this time give reason to distinguish it as a special, revolutionary sub-period of history, which we will now get acquainted with.

Periodization of modern times

• Early Modern times XV – XVI centuries.
• Modern times XVII – XVIII centuries.
• New time century XIX.

Main features of the early modern period:

• Absolutism
• The emergence of Manufactories
• Scientific achievements
• Great Geographical Discoveries
• Renaissance
• Reformation

The emergence of absolutism

Industrial development

Slide 5. Scientific achievements

Before you start studying scientific achievements on your own, let's write down Three major inventions, who transformed the civilization of the West in modern times: powder- blew up chivalry; compass– opens the world market and establishes colonies; typography– contributes to the development of science. Now look at the text documents lying on your desks ( Appendix 2 ).
Your task:

• Read the text, answer the questions.
• Discuss them as a group.
• Fill out your part of the table, it is highlighted in color.

5. Application of knowledge

– And now you will begin to complete the following tasks:

• Answer the questions out loud.
• Listen to students in other groups.
• Fill out the table completely.

While students are working, the demonstration stand demonstrates slide number 6"Great scientists of the 15th-17th centuries." Answers in Appendix 3 .

6. Results

– Now tell me, please, what conclusions can be drawn from what we have studied? (Students formulate conclusions).

Conclusion

As a result of the lesson, students watched a multimedia presentation, listened and recorded new material, worked in pairs, answered questions, drew conclusions, and earned grades. Accordingly, they fulfilled the goals set for them.

During the lesson, the children formed an idea of ​​the “early modern era” and formed their own position regarding the topic studied. This means that the objectives of the lesson itself were fulfilled.

All of the above indicates the solution of the assigned tasks and the formation of such competencies as:

• make responsible decisions;
• participate in group decision making;
• resolve conflict situations;
• find and use additional information from different sources.

Therefore, we can draw a general conclusion about the event: the event fully realizes the training, developmental and educational goals of the educational process. This lesson is recommended to cover 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 voyages, as a result of which new lands were discovered and maps of new seas and oceans were drawn up; confirmed the heliocentric theory of Copernicus; events that contributed to the emergence of global civilization.
Manufactory- a small enterprise based on hired manual labor.
Early modern time– transitional period in history, XV-XVI centuries.
Craft- a type of industrial enterprise, folk craft, when the employee of the enterprise is also its owner..
Renaissance– revival ancient heritage, secular origin
Reformation- a 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:

1. Barg M.A. Epochs and ideas. M.: Mysl, 1987. – 348 p.
2. Jacques Le Goff. Civilization of the medieval West. / Translation from French. V. Babintseva/. – Ekaterinburg: U-Factoria, 2005. – 560 p.
3. History of the ancient world / R.Yu. Whipper. History of the Middle Ages / A.A. Vasiliev. – M: Republic, 1993. – 511 p.: ill.
4. Ponomareva G.M., Tyulyaeva T.I. History of civilizations of the world. Textbook for grades 10-11. – M.: AST Publishing House LLC: Astrel Publishing House LLC, 2003 – 478, (2) with illus.
5. Rutenburg V.I. Titans of the Renaissance. M.: Nauka, 1991. – 138 p.
6. Khachaturyan V.M. History of world civilizations from ancient times to the end of the twentieth century. 10-11 grades: A manual for general education. textbook institutions / Ed. IN AND. Ukolova. – M.: Bustard, 2002. – 512 p.: map.

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Slide captions:

Englishmen in the New World

In 1607, a group of colonists who landed in what is now Virginia founded the city of Jamestown, named after King James I Stuart.

Thanksgiving Day The first colonists had to live in very difficult conditions: fight cold and hunger, clear forests, build homes and fortifications

Among the settlers were many English, Scots and Irish. Some were driven by need and the hope of getting rich in a new place, others fled from justice, many fled from religious persecution. These were determined and independent people. The “spirit of freedom” was characteristic of the first Americans, and their descendants are still proud of this trait of national character

In 1620, a group of English Puritans set sail for the New World on the Mayflower.

England on the shores of America - The core of the modern United States was 13 colonies - The center of business and trade activity in New England was Boston, the capital of Massachusetts

Early American society Elite: large landowners, merchants, bankers, factory owners Middle stratum: farmers, merchants, artisans, lawyers Lower classes: peasants, indentured servants, black slaves.

The colonies were headed by governors appointed by the English crown. They had assemblies representing the full-fledged white male population. Women, blacks and Indians had no political rights.

The relations between the colonies and Britain were unequal. Furs, grain, timber, tobacco, and fish were exported from America to Britain. Machine tools and equipment, essential goods, were supplied from Britain, while it was forbidden to export the latest mechanisms to the New World.

1765 – “Stamp Duty” law The tax was levied on all trade transactions, publishing activities and legal transactions. A wave of indignation arose in the colonies. The Sons of Liberty called on Americans to “be slaves of the English no longer.” England abolished most taxes, leaving only one - tip.

“Boston Tea Party” In 1773, a large cargo of tea was brought to Boston at a deliberately low price. It was assigned the role of bait; the British authorities hoped that the Americans would not last long without this product. But the colonists continued their boycott. The Bostonians, dressed as Indians, led a crowd of townspeople to the port to the sound of war cries and, boarding the ships, dumped all the tea into the sea.

"Boston Tea Party"

The British began to urgently transfer additional troops to the New World. The Americans began to realize that they were a single community, they had their own economic interests, culture and their own destiny, and their paths with England might diverge.

Homework paragraph 28. Textbook by Dmitrieva O.V.

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