Agriculture and cattle breeding: emergence, division. The emergence of agriculture and animal husbandry The emergence of agriculture and animal husbandry led to

Development of a lesson in grade 5 on the history of the Ancient World

The emergence of agriculture and animal husbandry.

The purpose of the lesson: to form an idea of ​​students about the emergence of agriculture, cattle breeding and crafts among primitive people

Tasks :

• Educational:consider the causes, essence and significance of the emergence of agriculture, cattle breeding and crafts for primitive people
• Developing : develop the ability of students to analyze theoretical material, think logically, compare historical facts and phenomena, express their point of view, draw conclusions; explain the meaning of the studied historical concepts and terms, work in a group, solve test tasks, public speaking skills, self-examination and self-assessment, determine, on the basis of educational material, the causes and consequences of the most important historical events;
• Educational: fostering a conscious attitude to work, to the choice of a profession, to maintain health

Basic concepts: Farming, stone ax, hoe, sickle, grain grinder, herding, pottery, spinning, weaving, craft, manufacturing household, tribe, elder, council of elders

Equipment:

• A computer
• Multimedia projector
• Screen
• Presentation "The emergence of agriculture and cattle breeding"
• Self-check sheets
• Atlas History of the Ancient World
• Vigasina A.A. History of the ancient world: textbook for grade 5. educational institutions / A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya. - M., Education, 2014

Key dates : about 10 tl. - the emergence of agriculture and animal husbandry

Lesson type : a lesson in the formation and improvement of students' competencies

Lesson form: lesson - game

Elements of pedagogical technologies:ICT, research, problem-solving, gaming, health-saving, group learning.

Teacher: Z hello guys. Sit down.We continue our tour of the history of the Ancient World. What did primitive people do? Students: They were engaged in hunting, gathering and fishing.

Teacher: Let's remember what primitive artists painted?

Students: Primitive artists on the walls of the cave depicted animals (mammoths, bison, goats, etc.), hunting weapons.

Teacher: Well done boys! Now, guys, pay attention to the pieces of paper that are on your table. You need to complete test tasks. Read the question and answer options carefully. Highlight the answer that you think is correct.

a) Altama;

b) Altamira;

c) Ilmira.

a) in Southern Europe;

b) in East Africa;

c) in North Africa;

d) in West1 Asia.

3. Homo sapiens appeared

a) 100 thousand years ago;

b) 60 thousand years ago;

c) 40 thousand years ago;

e) 25 thousand years ago.

a) North America;

b) North Africa;

c) Northern Italy;

d) Northern Spain.

Technological map for the lesson "The emergence of agriculture and cattle breeding"

Test: "Primitive gatherers and hunters."

1. What is the name of the cave in which archaeologists first found drawings of primitive people:

a) Altama;

b) Altamira;

c) Ilmira.

2. The remains of the oldest man were found

a) in Southern Europe;

b) in East Africa;

c) in North Africa;

d) in West1 Asia.

3. Homo sapiens appeared

a) 100 thousand years ago;

b) 60 thousand years ago;

c) 40 thousand years ago;

e) 25 thousand years ago.

4. What is called art?

a) the desire of man to explain the mysteries of nature;

b) the desire of people to hunt better, get more food;

c) creative reproduction of the surrounding world.

5. In which country did archaeologists first find drawings of primitive people?

a) North America;

b) North Africa;

c) Northern Italy;

d) Northern Spain.

6. Occupation of primitive people:

About 10 thousand years ago, ancient people learned what agriculture and cattle breeding are. Initially, the tribes living in the Stone Age collected fruits and berries of edible plants for their food. Among them were cereals similar to rice, barley, and wheat. Basically, these species grew in Asian countries. And also the ancient people paid much attention to collecting potatoes, tomatoes, corn grown in America.

It is important to know that the very first systematic collection of cereals was discovered in Palestine in the 10th century BC. This territory was inhabited by tribes of hunters and fishermen. They ceased to lead a nomadic lifestyle and began to settle in caves. Thus, entire settlements were created.

Soon, the ancient people realized that to collect edible plants you should not go far from their homes, since the soil allows you to grow the necessary cereals right next to them. This is how people themselves began to loosen the land with special tools and sow it with seeds. Gradually, Stone Age man became a farmer. Then the inhabitants of the settlements also began to domesticate wild animals. The first domestic animal was a dog, which was both a protector and a helper in one "person". After people have tamed, wild goats, sheep, pigs. The animals themselves followed the man, as he began to feed them. Then people invented special pens where animals lived. Pens were built on the territory of a human settlement. Females of sheep, goats and pigs bore offspring. Thus, herds of animals appeared, which grazed in the pastures. This is how, in small steps, the development of cattle breeding began among the ancient people.

Agriculture and cattle breeding - have become an important revolution in the life of all mankind. These two types of activity were more developed in the new Stone Age, which was called the "Neolithic". Translated from Greek, "neolithic" is a new stone. The largest region where people began to consciously engage in agriculture and livestock raising was the Middle East. This stage fell on the 18th and 17th millennium BC. And in Europe, for the first time, sowing land and raising animals began in the 6th - 5th millennium BC. A big breakthrough in the development of agriculture was its cultivation in the northern parts of the planet. Although the ancient people experienced difficulties in planting plants in these areas, they still managed to "conquer" nature. In America, the first "shoots" of the emergence of cattle breeding and agriculture fell on the 6th millennium BC. Maize and legumes began to grow there.

Household innovations have made it much easier to get food. That is, people stopped thinking only about eating. The tribes began to gradually turn into a civilized society. Also, people stopped nomadic life and began to build permanent places of residence. They got families and settled in the same area. This is how villages and cities arose.

The division of agriculture and cattle breeding took place at a time when it became clear that one person could not immediately cover the entire occupation. Therefore, there were separate farmers who are engaged only in the cultivation of grain. Then the workers who are engaged in breeding livestock and poultry.

It is interesting that in this way the ancient people achieved a high level of labor productivity. They came to the conclusion that it is unprofitable for one person to teach many types of activities, since this will require large expenditures of strength and energy. As a result of these changes, for the first time, such a concept as trade appears.

In conclusion of this article, I would like to note that the emergence of agriculture and cattle breeding on earth was the first strong impetus for the development of modern society. And the separation of these two activities led to the emergence of commodity-money exchange and initiated the trade process.

Lesson goal: To teach:

Identify changes in society that led to the emergence of the first farmers and pastoralists; explain the peculiarities of governance in the tribe and clan community, using the concepts:, council of elders, popular assembly; highlight the reasons for the transition of primitive people to agriculture and cattle breeding; give their own assessment of the changes in the life of primitive people that occurred as a result of the transition from hunting and gathering to agriculture and cattle breeding.

Planned results:

Personal education of feelings of self - and mutual respect; development of collaboration when working in groups; fostering interest in history as a science.

Meta-subject development of speech; the formation of skills to compare, generalize facts and concepts; development of students' independence.

Subject development of skills to work with a textbook, mastering the concepts of gathering, herd, tribal, rational people, witchcraft, beliefs, soul, religion, primitive people.

Equipment:

Computer Multimedia projector Screen Presentation "The emergence of agriculture and cattle breeding" Didactic handouts for group work (in the table) Plates on tables with the names of "clan communities" Sheets of self-control (Appendix 2) Concepts, date, problematic issue - signs on the board1 Table "Tools labor and transport. Ancient world "Goder notebook on the history of the Ancient world. 5 cl. in 2 issues. - M., Enlightenment, 2008 Vigasin of the ancient world: textbook for 5th grade. educational institutions /,. - M., Education, 2012

Lesson type: formation and improvement of students' competencies. Lesson form: lesson - the game "People's Assembly".

Key dates: about 10 tons BP - the emergence of agriculture and animal husbandry

Elements of pedagogical technologies: ICT, research, problem-solving, play, health-preserving, group learning.

During the classes:

Epigraph: A heart seeking laziness cannot find strict knowledge.

If the pillow is sweet to the forehead - do not be friends with the crown.

There is no prosperity for the country, the king does not know victory

Where people, lazy, walk with a sleepy face.

Knowledge update (slide 1). Teacher:

What did you eat yesterday and today? What products are these dishes made from? Can you live without food, clothing, dishes, shelter, etc. Why? Where did the very first people get their food? Has gathering and hunting always provided food for humans?

Teacher: Today in the lesson we will talk about how and why the ancient people switched to more reliable occupations - agriculture and cattle breeding.

(Record the topic of the lesson.)

Your task: to draw a conclusion: what determines the well-being of a person, his family, society?

Pay attention to the epigraph of the lesson (slide 2): what is the meaning of these words? (try to explain them at the end of the lesson)

Motivation (slide 3).

Teacher: Let's imagine that in our age of technological progress a time machine has been invented, on which we can travel to any historical era. I propose to make a trip back in time to primitiveness, 10 tons years ago. to Western Asia.

But what is it? We see a distress signal from the Fire Tribe. Let's land and find out what's the matter?

We see exhausted people. For several days now, women and men of the tribe have returned from the forest empty-handed. There was a threat of famine and extinction of the tribe.

How can we help them? Let's imagine ourselves in the place of these people and try to draw up a program to save the tribe from death.

Learning new material:

Teacher: The Tribe of Fire (slide 4) consists of three tribal communities: the Wolf clan, the Eagle clan and the Bear clan (we divide into 3 groups of students).

Choose an elder of your clan, he will guide your work, give advice, explain incomprehensible material, then make a report at the People's Assembly.

After each elder's speech, we will test the ability to survive childbirth by solving tests, whose lineage scores more points - more chances to survive ..

Group work (slide 5):

People's Assembly: The elders report on the work of the groups (the pictures on slides 6,8,10 are used for the story).

Checking the "survival" of the genus. After the report of each elders of the clan - the solution of the tests (slides 7,9,11).

Teacher: The Tribe of Fire is monitoring your work, and has sent clarifying questions:

Reinforcement: Questions to the groups (after the report of each "elder"):

Farming: What is Farming? (slide 7)

1. Agriculture originated from:

B) gathering

C) fishing

D) crafts

2. Find unnecessary:

In agricultural work, they used:

A) a hoe

C) stone ax

D) potter's wheel

3. Agriculture emerged:

A) more than 2 million years ago. in East Africa

B) about 40 thousand years ago. in North Africa

C) about 10 t. BP. in Western Asia

D) about 7 tons BP in Mesopotamia

Animal husbandry: What is animal husbandry? (slide 9)

4. Cattle breeding arose from:

B) gathering

C) fishing

D) crafts

5. The first animal that was tamed by ancient people was:

B) horse

C) cow

D) dog

6. Name the principle that unites these concepts: Gathering and farming, hunting and cattle breeding

A) these activities allowed primitive people to survive in the struggle with nature

B) gathering arose at the same time as agriculture, hunting - with cattle breeding

C) farming arose from gathering, from hunting - cattle breeding

Craft (slide 11):

7.What is craft?

A) cultivation of the land

B) cattle breeding

C) manufacture of products

D) sale of goods

8.What craft did not arise among primitive people

A) making knightly armor

B) pottery

C) spinning

D) weaving

9.Pottery is:

A) making threads

B) making pottery

C) fabric making

10. Choose the wrong answer: Several tribal communities living in the same area:

A) made up a tribe

B) consisted of large families

C) ruled by a council of elders

General question (in writing - slide 15)

Distribute classes by type of economy (in the table):

A) gathering

B) cattle breeding

D) agriculture

E) crafts

Checking the correctness of answers, setting and calculating points. For each correct answer - 1 point, students put on the self-control sheet 2.

(slide 16) Calculation of points, marking. Calculation of the total score of the genus. by summing up the marks (or points), which "kind" has more - the greater the ability to survive.

Teacher: What general conclusions did you draw (slide 14)? What salvation program will we offer to the Fire Tribe?

1.10 t. Ln. in Western Asia, agriculture arose from gathering, and animal husbandry from hunting.

2. The appropriating economy is gradually being replaced by a producing economy.

3. People have more, they began to engage in craft.

4. The standard of life of ancient people increased, now they depended not on the whims of nature, but on their labor, therefore, to save the tribe of Fire from hunger, you need to go to a producing economy, start growing grain and vegetables, fruits, and raising livestock.

Practical focus (slide 17):

Do you think it is possible for you to apply the knowledge gained today in your future adult life, in providing your family with the necessary things? (You can organize a small business: for boys to farm, sow grain, raise livestock, build, girls to garden, spin, sew, paint dishes, etc.) Rank the conditions a person needs to organize a small business: decency, money, frugality, hard work, activity, economy, health (referring to the epigraph - slide 18) How did you understand the meaning of the statement? What determines the well-being of a person, his family, society? What is your main work today? (There will be education - there will be a profession, and your own business, and money, and prosperity, etc.)

Reflection:

What was the main thing in the lesson? What was interesting? What new did I learn in the lesson? What have you learned?

Homework:

p. 4 No. 16 in the workbook (solve the crossword puzzle)

List of used literature:

Brandt of the ancient world. Tests. 5th grade: Educational method. allowance. - M .: Bustard, 2002 (some tests) Roll call of centuries: Reflections, judgments, statements / Comp. ... - M .: Mysl, 1990 (epigraph) Starobinskaya and assignments on the history of the Ancient World:. - M .: ARKTI, 2003

Appendix 1. Plates on the board

1. What determines the well-being of a person, his family, and society?

2.10 thousand years ago

Western asia

3.Agriculture

Stone ax

Grain grater

4. Cattle breeding

Pottery

Spinning

Weaving

Appendix 2. Self-check sheet

student 5 ___ grade ________________________________

1 See Appendix 1

The technical revolution that took place during the Mesolithic period and at the beginning of the Neolithic created the necessary economic prerequisites for the transition from the first phase of the primitive communal mode of production, when egalitarian relations reigned supreme, consisting in the fact that all the extracted product and all the tools of labor were the property of the collective, to the second. phase. The widespread use of composite insert and polished large-stone tools led to a significant increase in labor productivity and caused a contradiction between the achieved level of productive forces and the equalizing method of distribution. This contradiction was resolved as a result of the so-called "Neolithic revolution". It was a manufacturing revolution. Its essence is the transition from an appropriating economy to a producing one, from hunting to agriculture and animal husbandry. In the second phase of the development of the primitive communal mode of production, the labor method of distribution becomes dominant, in which the tools of labor are distributed individually, and part of the product obtained by a person becomes his more or less complete property.

The term "Neolithic revolution" was introduced by the English researcher G. Childe in the 30s of the XX century. to characterize the process of transition from an appropriating economy to a producing one. Now this term is used by many historians. Acad. BA Rybakov in 1968 spoke about the enormous changes in the development of human society caused by the Neolithic revolution. The history of the Neolithic revolution is most thoroughly described in the works of VM Masson, in particular in the book "The Settlement of Dzheitun (the problem of the formation of a producing economy)". But there are also opponents of using the term "neolithic revolution". They proceed from the fact that in some regions this process took several millennia and therefore, in their opinion, one cannot talk about revolution, but only about evolution.

Neolithic stone ax

F. Engels attached great importance to the development of agriculture and animal husbandry. He associates the introduction of animal husbandry and agriculture with the period of barbarism. In the book "The Origin of the Family, Private Property and the State" F. Engels wrote: "... savagery is a period of predominantly appropriation of finished products of nature; products artificially created by man serve mainly as auxiliary instruments for such appropriation. Barbarism is the period of introduction of animal husbandry and agriculture, the period of mastering the methods of increasing the production of natural products with the help of human activity "( K. Marx, F. Engels Works, vol. 21, p. 33).

There are different points of view about the origin of agriculture and animal husbandry. Some researchers believe that cattle breeding arose among hunting tribes, and agriculture among tribes that were mainly engaged in the collection of edible plants. Other scientists argue that cattle breeding arose only when the developed agriculture created the prerequisites (feed stock) for breeding animals. The latest archaeological data indicate that the preconditions for the transition to agriculture and cattle breeding began to take shape in the Mesolithic period among the tribes who were engaged in hunting, fishing and gathering at the same time.

Loosening the earth with a digging stick a - reconstruction; b - stone weighting agent to the stick

We have shown above that the technical conditions that made it possible to move from an appropriating form of economy to a producing one, arose almost everywhere, but this transition was not carried out at the same time due to the unevenness of historical development. Back in the 30s of the XX century. the outstanding Soviet scientist N.I. Vavilov identified seven independent centers of origin of cultivated plants and at the same time seven probable centers of independent emergence of agricultural culture. The first focus includes the territories of present-day Turkey, Iran, Afghanistan, Central Asia, Pakistan; in the second - Hindustan, Indochina; in the third - eastern and mountainous China; in the fourth - the territories of the Mediterranean countries; in the fifth - mountainous and eastern Africa (mainly Ethiopia). The conclusions drawn by N.I. Vavilov on the basis of paleobotanical data were largely confirmed by subsequent archaeological discoveries.

Throughout the X-VIII millennium BC. NS. among the hunting tribes that lived in Western Asia, the prerequisites for the transition to agriculture and cattle breeding began to be created earlier. Settling mainly in mountainous areas, these tribes were engaged in hunting for gazelles, bezoar goats, etc. At first, the gathering and domestication of animals still does not play a large role in the economy of these tribes. Gradually, the collection of wild-growing cereal plants begins to occupy, if not the leading, then a significant place in the economy of primitive tribes. Simultaneously with the collection of cereal plants, the process of domestication of animals also took place. The first domestic animals (excluding the dog), according to the latest data, were goats. Sheep were domesticated almost simultaneously.

The collection of wild-growing cereals and the beginning of the domestication of animals led to the transition of hunting tribes from a nomadic and semi-nomadic lifestyle to a sedentary one, to farming. The earliest monuments - the settlements of the first farmers - were discovered in those areas where the necessary prerequisites for this transition were formed. Archaeologists trace a certain continuity of these monuments with the monuments of the Mesolithic period. Agricultural settled settlements appear in the Middle East in the 8th-7th millennia BC. NS. in Jordan (Jericho), in northern Iraq (Jarmo), in southwestern Iran (Ali-Kosh), in southern Turkey (Chatal Guyuk). People began to lead a sedentary lifestyle, building adobe houses, domesticating sheep, goats and, somewhat later, pigs.

Stone hoes of the neolithic period

The settlement of agricultural tribes in the arid regions of Mesopotamia led there to the emergence of irrigated agriculture, which gave clear advantages over agriculture in the mountainous regions. Chronologically, this refers to the 6th millennium BC. NS. Agricultural settlements were widespread in the interfluve of the Tigris and Euphrates to Baghdad. As a result of the advancement of agricultural tribes further to the south, in the subsequent time one of the most ancient civilizations, the Sumerian, was formed there. It is difficult to say whether agriculture in Egypt developed independently or whether it arose under the influence of the settlement of the Syro-Palestinian agricultural tribes in the south. However, it is known that in the 5th millennium BC. NS. in the Nile Delta in Upper Egypt, there was an established agricultural culture.

The Asia Minor agricultural and cattle breeding center influenced the spread of agriculture in Greece, where settlements of the 6th millennium BC were discovered. NS. with developed forms of conducting such an economy. From Greece, agriculture penetrates into the 5th millennium BC. NS. to the Balkans. From V to III millennium BC NS. agriculture spreads across Central Europe and reaches southern Scandinavia and the British Isles. Perhaps, the agricultural and cattle-breeding culture of China (Yangshao) developed independently. It dates back to a late time: III millennium BC. BC, but the initial period dates back to the 5th-4th millennia BC. NS.

The development of Soviet archeology led to interesting discoveries: in the south-western part of Central Asia, in the foothills of the Kopet-Dag Mountains in Turkmenistan, settlements of early farmers were found, which by their nature resemble the early agricultural settlements of the Middle East. Settled agricultural culture in Turkmenistan dating back to the 6th-5th millennia BC e., received the name Dzheytunskaya. In the northern regions of Central Asia, separated from the southern agricultural settlements of Turkmenistan by the desert, as well as on the territory of modern Kazakhstan, signs of the addition of productive forms of economy appear in the 4th millennium BC. NS. In Transcaucasia, the oldest agricultural settlements (Shomu-Tepe, Shulaveri) date back to the 5th-4th millennia BC. NS. To the north of the Caucasian ridge inhabited mainly cattle-breeding tribes (III millennium BC). Cattle breeding tribes are known in the Northern Black Sea region in the 7th-6th millennia BC. e., in Moldova in the VI millennium BC. NS. Agricultural settlements related to the so-called Trypillian culture were discovered on the Right Bank of Ukraine and date back to the 4th-3rd millennium BC. NS. The tribes living in the northeastern regions of the European territory of the USSR led a hunting lifestyle. At the same time, they already knew polished tools and pottery, which can be attributed to the Neolithic era. At the same time, microliths, which were an integral part of the insert tools, were not found in this area.

The apogee of the development of the appropriating economy of the early clan community was the achievement of a relative provision with natural products. This created the conditions for the emergence of two of the greatest achievements of the primitive economy - agriculture and cattle breeding, the appearance of which, following G. Child, many researchers call the "Neolithic revolution". The term was proposed by Child by analogy with the term "industrial revolution" introduced by Engels. Although agriculture and animal husbandry did not become the main sectors of the economy for most of humanity in the Neolithic, and many tribes remained hunting and fishing, not knowing agriculture even as an auxiliary branch of production, nevertheless, these new phenomena in industrial life played a huge role in the further development of society.

Ceramics making:
1 - spiral-rope technique, New Guinea; 2 - molding, Africa

Eskimo sleigh and leather boat - kayak

For the emergence of a productive economy, two prerequisites were required - biological and cultural. The transition to domestication was possible only where there were plants or animals suitable for this, and only when this was prepared by the previous cultural development of mankind.

Agriculture arose from highly organized gathering, in the process of development of which man learned to take care of wild plants and obtain their new harvest. Already the aborigines of Australia sometimes weeded the thickets of cereals, and digging yams, buried its heads in the ground. At the Semangs of Malacca, in the 19th century. which stood at about the same stage of development as the Bushmen, the collection of wild fruits was accompanied by the beginnings of their cultivation - pruning the tops of trees, cutting down shrubs that hindered the growth of trees, etc. wild rice. Societies at such a stage of economic development were even designated by the German ethnographer J. Lips with a special term: "peoples - harvest gatherers."

It was not far from here to real agriculture, the transition to which was facilitated both by the appearance of food supplies and the associated gradual development of a sedentary life.

At some sites of the Mesolithic era, signs of highly organized gathering, or, perhaps, even emerging agriculture, are archaeologically traced. Such, for example, is the Natufian culture, widespread in Palestine and Jordan, and named after finds in the Wadi en-Natuf area, 30 km north-west of Jerusalem. It dates back to the 9th millennium BC. NS. The main occupation of the Natufians, like other Mesolithic tribes, was hunting, fishing and gathering. Among the Natufian tools, stone inserts were found, which together with the bone handle formed sickles, peculiar hoes made of bone, as well as stone basalt mortars and pestles, which apparently served for crushing grain. The same are those dating back to 11-9 millennia BC. NS. the cultures of the Near East, represented by the upper layer of the Shanidar cave, the settlement of Zawi-Chemi (Iraq), etc. The inventor of agriculture was undoubtedly a woman: having arisen from gathering, this specific sphere of female labor, agriculture for a long time remained predominantly a female branch of the economy.

On the issue of the place of origin of agriculture, there are two points of view - monocentric and polycentric. Monocentrists believe that the primary focus of agriculture was Asia Minor, from where this important innovation gradually spread to Northeast Africa, Southeast Europe, Central, Southeast and South Asia, Oceania, to Central and South America. The main argument of the monocentrists is the consistent emergence of an agricultural economy in these areas; they also indicate that it was not so much different agricultural cultures that spread, but the very idea of ​​agriculture. However, the paleobotanical and archaeological material accumulated to date makes it possible to consider the theory of polycentrism developed by N.I. Vavilov and his students more justified, according to which the cultivation of cultivated plants independently arose in several independent foci of the subtropical zone. There are different opinions about the number of such foci, but the main of them, the so-called primary, apparently, can be considered four: Asia Minor, where no later than 7 millennium BC. NS. barley and single-grain wheat were cultivated; the Yellow River basin and adjacent regions of the Far East, where millet-chumiza was cultivated in the 4th millennium; Southern China and Southeast Asia, where by the 5th millennium BC. NS. rice and some tubers were cultivated; Mesoamerica, where no later than 5-4 millennia there were cultures of beans, pepper and agave, and then maize; Peru, where beans have been grown since the 6th millennium, and pumpkin, peppers, maize, potatoes, etc.

The original cattle breeding dates back to about the same time. We saw the beginnings of it already in the Late Paleolithic - Mesolithic, but in relation to this time we can only speak with confidence about the domestication of the dog. The taming and domestication of other species of animals was hindered by the constant movement of hunting tribes. With the transition to settled life, this obstacle disappeared: the osteological materials of the early Neolithic reflect the domestication of pigs, sheep, goats, and possibly cattle. How this process went can be judged by the example of the Andamans: they did not kill the pigs caught during the round-up hunts, but fattened them up in special pens. Hunting was the sphere of male labor, therefore, cattle breeding genetically related to it became a predominantly male branch of the economy.

The question of the place of origin of cattle breeding also remains a subject of controversy between monocentrists and polycentrists. According to the first, this innovation spread from Western Asia, where, according to modern paleozoological and archaeological data, cattle, a pig, a donkey and, probably, a one-humped camel were first domesticated. According to the second, cattle breeding convergently arose among various groups of primitive mankind, and at least some animal species were domesticated completely independently of the influences of the Central Asian focus: the bactrian camel in Central Asia, the deer in Siberia, the horse in the European steppes, guanacos and the guinea pig in the Andes. ...

As a rule, the formation of a productive economy took place in a complex form, and the emergence of agriculture was somewhat ahead of the emergence of cattle breeding. This is understandable: for the domestication of animals, a solid food base was needed. Only in some cases could highly specialized hunters domesticate animals, and, as ethnographic data show, in these cases, some kind of cultural influence of sedentary herders-farmers usually affected. Even the domestication of the reindeer was not an exception: although there are still disputes about the time and centers of its domestication, the most reasoned point of view is that the peoples of Southern Siberia, already familiar with horse breeding, who moved to northern regions unfavorable for horses, took up reindeer husbandry.

With the emergence of agriculture and animal husbandry, a transition was made from the appropriation of finished products of nature to their production (reproduction) with the help of human activity. Of course, at first, the producing (reproducing) economy was in one way or another combined with the appropriating one, and in many areas of the ecumene highly organized hunting and fishing remained the main or even the only type of economy for a long time. In general, the invention of agriculture and cattle breeding, associated with certain conditions of the natural environment, increased the unevenness in the historical development of mankind. But the results of this became apparent later and mainly already outside the framework of the era of the primitive clan community.