Lesson Plan
2. Crisis of traditional society. Features of the new society.
Problematic question
- How is modern times fundamentally different from the Middle Ages?
1. Concept and periodization of the New Time
Assignment: Having studied the “timeline”, characterize the concept of New Time
1. Concept and periodization of the New Time
New time- a period in human history located between the Middle Ages and Newest time .
formation of a single planetary civilization.
1. Concept and periodization of the New Time
Chronological framework Modern times: the turn of the XV-XVI centuries. – turn of the XIX-XX centuries.
Stages of the New Time:
Stage
Chronological framework
XV – XVIII centuries
XIX – XX centuries
2. Crisis of traditional society. Features of the new society
Agrarian civilization
Industrial civilization
- Natural economy.
- Division of society into classes.
- Manual labor.
- Limited power of the king.
- Religion shaped a person's view of the world.
- Development of commodity relations.
- Division of society into classes.
- Machine labor.
- Unlimited power of the king.
- A new worldview.
Exercise: Based on the text of the textbook, answer the questions:
What traits did a man of modern times possess?
What purposes did the entrepreneurial spirit serve?
Homework
- Page 5-8, answer the questions.
The purpose of the lesson: Students’ assimilation of the concept of “New Time”
Tasks:
1. Educational: To provide conditions for the assimilation of new terms, to lead to the understanding that the study of a new historical period, which has its own characteristics, is beginning.
2.Developing:continue to develop the ability to analyze cause-and-effect relationships, explain historical facts, formulate conclusions
3. Educational: Learn to objectively evaluate your work in class.
Plan for learning new material:
1.Chronological framework and main content of the first period of modern history.
2. Man of the New Age.
3.What connects us with the New Time.
Teacher's opening speech: Dear seventh graders. You see in front of you a textbook that we will use for the next 28 lessons, 2 times a week. Please answer the questions:
What is the name of the historical period that we are about to study?
What chronological framework does it cover?
Analyze the structure of the textbook. In what ways do the authors supplement the texts of the paragraph? What other additional material does the textbook contain7
After students answer, start working with the text of the introduction: page 5, paragraph 1. What was the name of society in the Middle Ages?
1. Definition in a notebook. Tradition means transmission in Latin. Traditional society is a society in which life is based on traditions. Next, we write down the definition highlighted in the text of the textbook: in such a society, spiritual values, lifestyle, and organization of work activities are passed on almost unchanged from generation to generation for a long time.
2.Characteristics.
Students write down the main features of traditional society in their notebooks, simply by number or in the form of a cluster:
1) the predominance of agricultural production;
2) dominance of subsistence farming;
Then students find in the text the changes that occurred in the lives of people in the 15th century (pp. 5-6). Oral answers from students:
1.Interest in ancient culture;
2.Striving for earthly life and posthumous glory;
3. Interest in the person, etc.
Next, the teacher says that when studying history, we must understand that changes come to society gradually and therefore the boundaries between eras are very arbitrary. And even on the issue of the exact date of the beginning of the New Age, there is no consensus among historians.
Dates with explanations appear on the board or screen:
1485 year-end of the War of the Roses in England,
1492 year of Columbus's discovery of America,
1517 the year of the beginning of the Reformation in Europe.
The teacher emphasizes that in any case, the history of the New Time begins at the turn of the 15th-16th centuries and this transition is a gradual and long-term process. Here he draws attention to the fact that the Modern Time ends at the beginning of the 20th century. In the 16th-18th centuries, society remained agrarian. Manual labor predominated, but new technologies were gradually created (entry in a notebook: technology is a set of methods for processing raw materials and materials in the production process). In the 18th century, machine production and factories appeared. The widespread use of technology begins in the 19th century, when society moves to the next, industrial, stage of development. (Here you can pay attention to the meaning of the word industrial (from the Latin Indastria - activity). (Pictures on the screen that illustrate the gradual transition from primitive tools to machine production).
So, in 7th grade we will study the period of New History of the 16th-18th centuries. In order for people's lives to change, the person himself must change. Let's move on to the second point of the lesson plan.
Question: What were the names of the groups of people who made up medieval society?
Answer: Estates. Students remember that estates are large groups of people with certain rights, responsibilities and privileges, morals and customs, enshrined in traditions or law and passed on by inheritance.
The teacher emphasizes that the class division of society remained, but at the same time a new type of personality appeared in society - a person who felt the strength for independent activity, the ability to make decisions and bear responsibility for them. This was the man of the New Age.
Question: What new traits do you see among the representatives of the Fugger family? What strata of society did they come from?
Student answers: desire to get rich, ability to make decisions and be responsible for them, personal success. Such people often came from the lower nightingales.
People develop different values. Entry in a notebook (Values are what is most significant in a certain period). Question: What values appeared in modern times? (Answers: wealth, fame, success, freedom)
Let's move on to the third point of the lesson plan: What connects us with the New Time? What sources can we use to study this period?
Students’ answers should convey the idea that this period is not very far from our time, therefore there are many material and written sources for studying it. Students themselves can remember events, works and other facts that will connect us with the period of history that we We will study it in 7th grade. In order to motivate course learning, you can offer images on the screen of the teacher's choice. As images appear, they are discussed.
On the screen:
Terms: Constitution, rule of law, civil society;
Portraits of artists: Raphael, Rembrandt, Durer;
Portraits of enlighteners, Montesquieu, Rousseau, Voltaire;
Portraits of politicians: Jefferson, Washington, Robespierre.
If names and terms are unfamiliar to students, they will have additional motivation to study the course. If you are familiar, this is motivation to expand knowledge
So, this textbook will introduce you to the most important events of the first modern period. Each page is a story about people's lives. When we finish studying this course, you will answer the questions: What new did I learn about myself? What events from this course particularly impressed me? The fate of which historical figures seemed interesting and worthy of imitation to me?
Homework: 5-8, questions 1-5, p.8. Review and learn terms and definitions.
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Purpose of the lesson: Students will master the concept of “New Time” Objectives: 1. Educational: To provide conditions for the assimilation of new terms, to lead to the understanding that the study of a new historical period, which has its own characteristics, is beginning. 2. Developmental: continue to develop the ability to analyze cause-and-effect relationships, explain historical facts, formulate conclusions 3. Educational: Learn to objectively evaluate your work in class. Plan for studying new material: 1. Chronological framework and main content of the first period of modern history. 2. Man of the New Age. 3.What connects us with the New Time. Teacher's opening speech: Dear seventh graders. You see in front of you a textbook that we will use for the next 28 lessons, 2 times a week. Please answer the questions: 1. Who are the authors of the textbook? 2. What is the name of the historical period that we have to study? 3. What chronological framework does it cover? 4. Analyze the structure of the textbook. In what ways do the authors supplement the texts of the paragraph? What other additional material does the textbook contain?7 After the students’ answers, start working with the text of the introduction: page 5, paragraph 1. What was the name of society in the Middle Ages? 1. Definition in a notebook. Traditionally translated from Latin - transmission. Traditional society is a society in which life is based on traditions. Next, we write down the definition highlighted in the text of the textbook: in such a society, spiritual values, lifestyle, and organization of work activities are passed on almost unchanged from generation to generation for a long time. 2.Characteristics. Students write down in a notebook the main features of a traditional society simply by number or in the form of a cluster: 1) the predominance of agricultural production; 2) dominance of subsistence farming; 3) class inequality, etc. Further, the teacher says that the term “New Age” itself appeared in the 15th century among the humanists of Italy, and what it meant for them (the era of “awakening minds”). Then students find in the text the changes that occurred in the lives of people in the 15th century (p. 56). Oral answers from students: 1. Interest in ancient culture; 2.Striving for earthly life and posthumous glory; 3. Interest in people, etc. Next, the teacher says that when studying history, we must understand that changes come to society gradually and therefore the boundaries between eras are very arbitrary. And even on the issue of the exact date of the beginning of the New Age, there is no consensus among historians. Dates with explanations appear on the board or screen:
1485 the end of the Wars of the Roses in England, 1492 the discovery of America by Columbus, 1517 the beginning of the Reformation in Europe. The teacher emphasizes that in any case, the history of the New Time begins at the turn of the 15th-16th centuries and this transition is a gradual and long-term process. Here he draws attention to the fact that the New Time ends at the beginning of the 20th century. In the 16th and 18th centuries, society remained agrarian. Manual labor predominated, but new technologies were gradually created (entry in a notebook: technology, a set of methods for processing raw materials and materials in the production process). In the 18th century, machine production and factories appeared. The widespread use of technology begins in the 19th century, when society moves to the next, industrial, stage of development. (Here you can pay attention to the meaning of the word industrial (from the Latin Indastria activity). (Pictures on the screen that illustrate the gradual transition from primitive tools to machine production). So, in grade 7 we will study the period of New History of the 16th-88th centuries. In order for people's lives to change, the person himself must change. Let's move on to the second point of the lesson plan. Question: What were the names of the groups of people that made up medieval society? Answer: Estates. Students remember that estates are large groups of people that have certain rights, responsibilities and privileges, morals and customs, enshrined in traditions or law and passed on by inheritance. The teacher emphasizes that the estate division of society was preserved, but at the same time a a new type of personality: a person who felt the strength for independent activity, the ability to make decisions and bear responsibility for them. This was the man of the New Age. Assignment: read the document “The Age of Fuggers”, p.4849. Question: What new traits do you see among the representatives of the Fugger family? What strata of society did they come from? Student answers: desire to get rich, ability to make decisions and be responsible for them, personal success. Such people often came from the lower nightingales. People develop different values. Entry in a notebook (Values are what is most significant in a certain period). Question: What values appeared in modern times? (Answers: wealth, fame, success, freedom) Let's move on to the third point of the lesson plan: What connects us with the New Age?
What sources can we use to study this period? Students’ answers should convey the idea that this period is not very far from our time, therefore there are many material and written sources for studying it. Students themselves can remember events, works and other facts that will connect us with the period of history that we We will study it in 7th grade. In order to motivate course learning, you can offer images on the screen of the teacher's choice. As images appear, they are discussed. On the screen: Terms: Constitution, rule of law, civil society; Portraits of artists: Raphael, Rembrandt, Durer; Portraits of enlighteners, Montesquieu, Rousseau, Voltaire; Portraits of politicians: Jefferson, Washington, Robespierre. If names and terms are unfamiliar to students, they will have additional motivation to study the course. If you are familiar, this is a motivation to expand your knowledge. So, this textbook will introduce you to the most important events of the first period of modern times. Each page is a story about people's lives. When we finish studying this course, you will answer the questions: What new did I learn about myself? What events from this course particularly impressed me? The fate of which historical figures seemed interesting and worthy of imitation to me? Homework: 58, questions 15, p.8. Review and learn terms and definitions.
7th grade Lesson No. 1
Lesson topic: “Introduction. From the Middle Ages to the New Age".
Lesson objectives:
1. Give an idea of the chronological framework and boundaries of New History;
2. To introduce the features of the social structure and economic development at the beginning of the New Age;
3. Develop interest in historical science.
During the classes:
I. Organizational moment (5 min.)
II. Preparation for conscious assimilation of new material (10 min.)
What chronological framework does the history of the Middle Ages cover?
What society dominated in the Middle Ages?
What kind of social system did people live in the Middle Ages?
Learning new material (25 min.)
The era following the Middle Ages is called New Time or New History. The term "modern time" appeared for the first time in Italy inXVcentury. People wanted to contrast themselves with medieval society, to emphasize that the era of “awakening minds” had begun. Why did people start thinking this way? People turned their attention to the ancient achievements of mankind, they became interested in human, earthly joys. People began to look at the world in a new way. People tried to comprehend new phenomena in the world, and most of all they were interested in man himself. People began to travel more, not only for economic purposes, but out of curiosity.
There are different points of view on the beginning of modern times.
Start: FrontierXV – XVIcenturies, the time of the late Italian Renaissance, great geographical discoveries and the Reformation.
Completion: milestoneXIX – XXcenturies.
New time is divided into two periods:
1st period:XV – XVIIIi.v. early modern time.
2nd period:XVIII – XXi.v. late modern time.
There is no specific date for the beginning of the New Age. The transition from medieval society to modern times took place gradually and over a long period of time. It was a time when new features in society existed along with the old, medieval way of life.
Already in the 15th century, the decline of the Middle Ages began in Western Europe. Traditional society is gradually being destroyed.
A new type of personality is emerging - a man of a new time. Such a person felt the strength to independently conduct activities and bear responsibility for them. Most often, these people came from humble backgrounds - wealthy peasants, artisans, and merchants. There were also representatives of the city elite - bankers, lawyers and poor nobles. What united them? The desire to get rich. To achieve this goal, one had to prove oneself - engage in trade, entrepreneurship, enter the civil service, or join the army. Such people had an entrepreneurial spirit. We weren't afraid to take risks.
INXVI – XVIIIFor centuries, society remained agrarian and manual labor predominated. But people striving for personal success improved their tools and created new technologies. INXVIIIcentury, machine production appeared and factories arose. The widespread use of technology begins already inXIXcentury, which will be called industrial (from the Latin industry - activity). And the society will begin to be called industrial, since technology will begin to develop in it at a rapid pace.
Society XVI – XVIII centuries is an early modern society moving from traditional to industrial.
New history studies the events of the recent past. It's easier than studying ancient society. Lots of historical finds and artifacts. Many cities were formed in modern times and contain many architectural monuments of that period.
In modern times, a political system of governance began to take shape, which still exists today. It was then that the first constitutions were written. Much of that time is close and understandable to you.
IV . Consolidation of the studied material (5 min.)
Questions on page 5.
V . Homework : pp. 3 – 5. questions on page 6 for the new paragraph.
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