CALENDAR - THEMATIC PLANNING for the course “History of the Ancient World” (5th grade, 70 hours)
Explanatory note
The program is compiled on the basis of the Model program of basic general education in the history of the Ministry of Defense of the Russian Federation in 2004 and the author's program edited by. A.A. Vigasina, G.I. Godera, I.S. Sventsitskaya “History of the Ancient World”, publishing house “Prosveshchenie”, 2006.
Used CMD
1.Working programm
in General History. History of the Ancient World (5th grade). According to the textbook by A.A. Vigasina, G.I. Godera, I.S. Sventsitskaya. M.: Planeta, 2011.
2.Tutorial:
General history. Ancient world history. 5th grade / A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya. M.: Education, 2012.
3.
O. V. Araslanova. Universal lesson developments on the history of the ancient world. M.: Vako, 2007.
4.
G.I. Goder. Methodical manual on the history of the ancient world. M.: Education, 2000.
5.
K.V. Volkova. Thematic and lesson planning on the history of the Ancient World. M., “Exam”, 2006.
Goals and objectives of the course on the history of the ancient world
Course objectives:
• highlight human interaction with the natural environment, the economic development of ancient societies;
• show the most prominent personalities of the Ancient World and their role in history and culture;
• characterize the formation of ideas and instincts, the understanding of which is necessary for modern man and citizen (despotic form of government, laws, democracy, republic, moral norms, religious beliefs);
• reveal, using a specific example, that each of the peoples of antiquity left a positive mark on the history of mankind.
To develop tolerance, broad-mindedness, and humanism in students.
Course objectives:
Form historical thinking:
• give an idea of the general and special when characterizing ancient societies;
• how does the ancient world differ from the modern world.
Requirements for the level of student preparation
Must know/understand:
• dates of major events, terms and concepts, prominent figures in world history;
• results and outcomes of key events in the history of the Ancient World;
• representatives and cultural monuments of the Ancient World, studied types of historical sources.
Must be able to:
• compare historical phenomena and events, explain the meaning and significance of the most important historical concepts;
• be able to debate, analyze fragments of a historical document, independently evaluate historical phenomena, and express one’s own judgment;
• show on a historical map the location of ancient civilizations and states;
• give a description of historical events and cultural monuments based on the text and illustrative material of the textbook, fragments of historical sources, determine the causes and consequences of the most important historical events based on educational material, explain your attitude to the most significant events and personalities in the history of the Ancient World.
Possess competencies:
— information retrieval;
— educational and cognitive;
- communicative;
- reflective;
- meaning-searching.
Use knowledge
about the historical path and traditions of the peoples of the world in communicating with people of other cultures, national and religious affiliations.
CALENDAR - THEMATIC PLANNING
in the course “History of the Ancient World” (5th grade, 70 hours)
| № | date | Lesson topic | Number of hours | Basic Concepts | Homework | |||||||||||
| Story. Introduction to history (propaedeutic module) (10 hours) | ||||||||||||||||
| 1 | What and how history studies. Periodization of universal history. Auxiliary historical disciplines (VID) | 1 | History, excavations, Ancient world, history of Russia, ethnography, ancient people, historical sources, Khazars, Sarmatians | Write a story about famous ancient sources in our region. | ||||||||||||
| 2 | Timeline. Workshop. Solving chronology problems. The concept of chronology. Historical fact and date | 1 | Timeline, century, century, millennium, history AD, BC, Nativity, historical fact | Write a story using the terms from the lesson. | ||||||||||||
| 3 | My ancestry. Me and my name. Genealogy as an auxiliary historical discipline (HUD). Workshop. Compiling a family tree | 1 | Pedigree, family tree, clan, generations, ancestors, family, name day, patronymic, nickname, surname | Make a genealogical table for your family. Find out the meaning of your own name. | ||||||||||||
| 4 | History on the map. Cartographic information. Types of cards. Conventional signs | 1 | Historical map, cardinal directions, symbols | Make a table: generalities and differences between historical and geographical maps. | ||||||||||||
| 5 – 6 | History in architectural monuments. Architecture and architecture | 2 | Architectural monument, sphinx, pharaoh, sarcophagus, embalming, bas-relief, portal, fresco, hut, arch, dome, aqueduct, portico | List the architectural monuments of your city. Write a story about the history of the construction of your village, city or house. | ||||||||||||
| 7 | The history of things and clothing in different times. The concept of everyday life. Clothing as a cultural monument | 1 | Meal, ceramics, chest, buffet, wardrobe, chiton, tunic, toga, ports, caftan. | Draw clothes of different nations using Further reading. | ||||||||||||
| 8 | History of writing. Writing material. Ancient alphabets. Paleography | 1 | Hieroglyphs, cuneiform, papyrus, clay tablets, parchment, birch bark letters, paleography. | Make a comparative table of different types of writing. | ||||||||||||
| 9 | Coats of arms, flags, anthems of states. Heraldry. Workshop. My family coat of arms | 1 | Coat of arms, flag, anthem, standard | Create a coat of arms for your family. | ||||||||||||
| 10 | Russia is a multinational state. The peoples of Russia in their past and present. Ethnography. The people as a source of power. The Constitution is the fundamental law of the state | 1 | State, country, people, constitution, law | |||||||||||||
| Section 2. Life of primitive people (4 hours) | ||||||||||||||||
| 11 – 12 | Primitive gatherers and hunters. Human ancestors. The settlement of ancient humanity. The influence of natural conditions on the life of primitive people. Occupations and tools. The emergence of art and religious beliefs. The concept of religion: totemism, animism, fetishism. Magic | 2 | Gathering, herd, clan community, relatives, reasonable people, relatives, primitive people. | § 1 – 3 | ||||||||||||
| 13 | Primitive farmers, pastoralists. Neighborhood community. The transition from gathering to agriculture and cattle breeding. Craft development. Exchange of industrial products. The emergence of inequality and knowledge. | 1 | Western Asia, elder, council of elders, spirit, sacrifice, nobility, tribe, prayer, slave, artisans, hoe, potter's wheel | § 4, 5 | ||||||||||||
| 14 | Generalization on the topic “Life of primitive people.” The significance of the primitive era in the history of mankind. The idea of the transition of primitiveness to civilization. | 1 | All concepts and meanings of topic 1 | Repeat § 1 – 5 | ||||||||||||
| Section 3. Ancient East (16 hours) | ||||||||||||||||
| Ancient Egypt (6 hours) | ||||||||||||||||
| 15 | Ancient Egypt: geographical location and natural conditions, population. | 1 | State, pharaoh, oasis, shaduf. | § 6 | ||||||||||||
| 16 | Ancient Egypt. Work, life and housing of artisans and farmers. Slaves and their role in economic life. | 1 | Tax, kanoms, amulet. | § 7 | ||||||||||||
| 17 | The emergence and administration of the state in Ancient Egypt. Pharaoh is the ruler of Egypt. The life of an Egyptian nobleman. Military campaigns of the pharaohs. | 1 | Pharaoh, nobleman, shipbuilders, chariot. | § 8, 9, messages “Life of a Pharaoh”, “Life of an Egyptian Nobleman” | ||||||||||||
| 18 | Religion of the ancient Egyptians. Gods and priests. Myths. Animism | 1 | Temples, myth. | § 10 | ||||||||||||
| 19 | Culture of Ancient Egypt. Temples and pyramids. Writing and scientific knowledge. Arts. Ancient Egyptian school. | 1 | Mummy, sarcophagi, pyramid, statue, relief, astronomy. | § 11, 12 (read, answer questions); reports: “Temples and pyramids of Ancient Egypt”, “Writing of the ancient Egyptians”, “Art of Ancient Egypt”, “Ancient Egyptian school”. | ||||||||||||
| 20 | Generalization on the topic “Ancient Egypt” | 1 | All concepts of this topic | Repeat § 6 – 12 | ||||||||||||
| Western Asia in Antiquity (7 hours) | ||||||||||||||||
| 21 | Ancient Mesopotamia. Location, natural conditions, climate. Population and its occupations. Myths and gods. | 1 | Mesopotamia, cuneiform. | § 13 | ||||||||||||
| 22 | Ancient Babylon. Hammurabi and his laws. Scientific knowledge and literature. | 1 | Babylonia, laws. | §14 | ||||||||||||
| 23 | Eastern Mediterranean. Phenicia and Palestine. Population and its occupations. Crafts, trade. Religion. | 1 | Olives, colonies, alphabet, letter. | § 15 | ||||||||||||
| 24 | Assyrian power. Location. Military art. Assyrian art, libraries. | 1 | § 18 | |||||||||||||
| 25 | Persian power of the "King of Kings". Three great kingdoms in western Asia. Conquests of the Persians. Persian Empire under Darius the First | 1 | § 19 | |||||||||||||
| 26 | Culture of the peoples of Western Asia in ancient times. Writing. Myths. Bible, temples | 1 | Bible, Old Testament. | Messages about the development of writing, about temples | ||||||||||||
| 27 | Generalization on the topic “Western Asia in ancient times” | 1 | All concepts of this topic. | Repeat § 13 – 19 | ||||||||||||
| India and China in ancient times (3 hours) | ||||||||||||||||
| 28 | Ancient India. Natural conditions. Occupations of the population. Religious beliefs, legends, tales. Castes. | 1 | Jungle, cotton, reed, casta, bamboo, Huns, Buddhism, Hinduism. | § 20, 21 | ||||||||||||
| 29 | Ancient China. Natural conditions. Occupations of the population. Qin Empire. Emperor and subjects. Religious and philosophical teachings. Confucius. | 1 | Confucianism, compass, paper, silk, emperor. | § 22, 23, message about Confucius | ||||||||||||
| 30 | Generalization on the topic “India and China in ancient times” | 1 | All concepts of this topic | Repeat § 20 – 23 | ||||||||||||
| Section 4. Ancient Greece. Hellenism (19 hours) | ||||||||||||||||
| Ancient Greece (5 hours) | ||||||||||||||||
| 31 | Natural conditions of Ancient Greece. Population and its occupations | 1 | Hellenes, Iliad. | § 24 | ||||||||||||
| 32 | The most ancient states: Crete, Mycenae. Trojan War | 1 | Achaeans, Dorians, mythology | § 25 | ||||||||||||
| 33 | Homer's poems "Iliad" and "Odyssey" as a source of information on the history of the Ancient World and as a literary work | 1 | § 26, 27 | |||||||||||||
| 34 – 35 | Religion of the ancient Greeks. Tales of Gods and Heroes | 2 | Titans, murals | § 28, make a list of Greek gods | ||||||||||||
| Polis of Greece and their fight against the Persian invasion (6 hours) | ||||||||||||||||
| 36 | Location and natural conditions of Attica. Development of crafts and agriculture in Athens | 1 | Polis, colonies, barbarians, colonization, Scythians | § 29 | ||||||||||||
| 37 | The birth of democracy in Athens. Demos and nobility. Solon's reforms. Free slaves | 1 | Demos, nobility, Areopagus, citizen, democracy | § 30 | ||||||||||||
| 38 | Sparta is a military camp. Spartans and helots. Spartan upbringing | 1 | Laconism | § 31 | ||||||||||||
| 39 | Greek colonies. Reasons for colonization. Northern Black Sea region. Hellenism | 1 | Cosmopolitanism, Hellas | Messages about Greek colonies: Olbia, Chersonesos | ||||||||||||
| 40 | Greco-Persian Wars: causes, main events, results, significance. Marathon battle. Battle in Thermopylae Gorge. Battle of Salamis | 1 | The aggressive nature of wars | § 34, 35, compile a table “The main battles during the Greco-Persian wars” | ||||||||||||
| 41 | Olympic Games in ancient times: reasons, organization, set of competitions. Olympic Games in Sochi 2014 | 1 | Olympic Games | § 33, messages of student choice, presentations | ||||||||||||
| The rise of Athens in the 5th century. BC. and the rise of democracy (4 hours) | ||||||||||||||||
| 42 | In the harbors of the Athens port of Piraeus. Composition of the population of Athens: patricians, plebeians | 1 | Maritime Union | § 36 | ||||||||||||
| 43 | City of Athens. Architecture of Athens. In Athenian schools and gymnasiums. Education of the Athenians: primary school, gymnasiums, views of ancient scientists. | 1 | Parthenon | § 37, § 38, message on the education of the Athenians | ||||||||||||
| 44 | The emergence of theater: tragedy, comedy | 1 | Theatre, orchestra, comedy, tragedy | § 39, message about the Athenian tetar | ||||||||||||
| 45 | Athenian democracy under Pericles. People's Assembly. Friends and associates of Pericles | 1 | Democracy, People's Assembly, historical portrait | § 40 | ||||||||||||
| Macedonian conquests in the 4th century. BC. (4 hours) | ||||||||||||||||
| 46 | Rise of Macedonia. Macedonian army. | 1 | Civil strife, phalanx, siege tower | § 41 | ||||||||||||
| 47 | The campaign of Alexander the Great to the East. Greece's loss of independence. The power of Alexander the Great and its collapse | 1 | § 42, message about Alexander the Great | |||||||||||||
| 48 | In Ancient Alexandria of Egypt. Trade and cultural center of the Eastern Mediterranean, museums, libraries | 1 | Amphora, museum, pyros, portico, Agora, Acropolis, column, Parthenon, pediments, gynasiae, style, palaestra, Pharos lighthouse, Library of Alexandria | § 43, messages | ||||||||||||
| 49 | Generalization on the topic “Ancient Greece” | 1 | All concepts of this topic | Repeat § 24 – 43 | ||||||||||||
| Section 5. Ancient Rome (17 hours) | ||||||||||||||||
| Rome: its origins before the domination of Italy (3 hours) | ||||||||||||||||
| 50 | Ancient Rome. Nature and population of Ancient Italy. The legend of the founding of Rome. Management in ancient Rome | 1 | § 44 | |||||||||||||
| 51 | The emergence of the Roman Republic. Military victories of the Romans. The structure of the Roman Republic. Consuls. Senate. Occupations and position of the inhabitants. Patricians and plebeians | 1 | Vostama, lictors, patricians, plebeians, senate, consul, republic, veto, tribunes of the people | § 45 – 46 | ||||||||||||
| 52 | Religious beliefs: totemism, animism, fetishism | 1 | Totemism, animism, fetishism | Messages by student choice | ||||||||||||
| Rome: the strongest power and civil wars (7 hours) | ||||||||||||||||
| 53 | Roman army. Wars of Rome with Carthage: causes, main events, results. Battle of Cannes | 1 | § 47 | |||||||||||||
| 54 | Establishment of Roman dominance throughout the Mediterranean. Defeat of Macedonia. The defeat of Syria and the end of the Macedonian kingdom | 1 | § 48 | |||||||||||||
| 55 | Slavery in Ancient Rome. The position of slaves. Gladiators. Sources of slavery. Use of slave labor | 1 | Gladiators, amphitheater | § 49, message on the situation of slaves in Ancient Rome | ||||||||||||
| 56 | Civil wars: causes, main events, results, significance. Land law of the Gracchi brothers. Rise of Spartacus | 1 | Civil war, rebellion | § 50, 51, table “The Rebellion of Spartacus” | ||||||||||||
| 57 | The crisis of governing the republic. Autocracy of Caesar | 1 | Emperor, philanthropist | § 53, message about Gaius Julius Caesar | ||||||||||||
| 58 | Establishment of the Empire in Rome. The struggle of Antony and Octavian for autocracy. The unity of Octavian Augustus | 1 | § 54 | |||||||||||||
| 59 | Generalization on the topic “Rome: the strongest power and civil wars” | 1 | All topic concepts | Repeat § 47 – 54 | ||||||||||||
| Roman Empire in the first centuries AD and the defeat of the Western Roman Empire (7 hours) | ||||||||||||||||
| 60 | Territory of the Roman Empire. Neighbors of the Roman Empire. Administration of the Roman Empire | 1 | § 54, 55 | |||||||||||||
| 61 | Spread of Christianity. The essence of religion. Causes of occurrence. The attitude of government to religion | 1 | Christianity | § 56, message on the fundamental tenets of Christianity | ||||||||||||
| 62 | The rise of the Roman Empire in the 2nd century. Reign of Trajan | 1 | § 57 | |||||||||||||
| 63 | Division of the Roman Empire into Western and Eastern. Reasons for the fall of the Roman Western Empire | 1 | Rome and the barbarians. Goths and Huns | § 59, 60 | ||||||||||||
| 64 – 65 | Cultural heritage of Ancient Rome. Architecture and sculpture of Ancient Rome. Roman literature. Development of sciences | 2 | Oratory | Messages: “Architecture and sculpture of Ancient Rome”, “Roman literature”, “Development of sciences” | ||||||||||||
| 66 | Generalization on the topic “The Roman Empire in the first centuries AD. and the defeat of the Western Roman Empire" | 1 | All topic concepts | |||||||||||||
| 67 | Repeating and generalizing lesson. Features of the civilization of Greece and Rome. Contribution of ancient peoples to world culture | 1 | Seven Wonders of the World | With. 294 – 295, notes in notebooks | ||||||||||||
| 68 – 69 | Final review: knowledge of the history of the Ancient World | |||||||||||||||
