What history studies sources of knowledge about the past. History

History lesson summary.
Class: 5
Lesson topic: Sources of knowledge about the past.
Lesson type: combined.
The purpose of the lesson: to form ideas about the order in historical science on the example of dividing historical sources into groups.
Lesson Objectives:
- based on work with a textbook, illustrative series, be able to classify information, give a description of historical sources;
- based on the analysis of information obtained from various sources, learn to formulate and solve cognitive tasks;
- to develop communication skills when working in groups, to form skills for assessing their own activities and the activities of the team.
Equipment: - textbook: A.N. Maikov. History. Introduction to history. 5th grade. M. "Ventana-Graf" 2010;
- cards (Appendix 1).
During the classes:
Lesson stages Teacher activity Activation cognitive activities pupils
Organizing time
Checks how comfortable the students feel, the readiness of the workplace, creates a situation of success. Checks those present. Prepare the workplace.
Homework survey
Oral from the spot (optional) Estimated answers:
History is the science of the past.
Archeology, chronology, ethnography, numismatics, heraldry, genealogy, etc. Questions:
What is history?
What sciences are helpers of history do you know?
Moving on to learning new material
Conversation Organizes a conversation with students:
Introductory speech.
Anyone has been to a museum at least once in their life, and you were there? What did you see? And how do you think the exhibits can learn about the past events?
Tells the topic of the lesson: You have already understood that the topic of the lesson is "Sources of knowledge about the past."
Read the topic of the lesson and try to formulate your tasks for the lesson.
Significant tasks of the lesson for everyone on the topic:
To study the concepts: historical source, monument, archive, museum, library, document.
Be able to classify sources.
Determine the purpose of museums, archives, libraries. They answer questions, write down the topic of the lesson in a notebook, formulate tasks, write down tasks in a notebook.
Learning new material
Conversation
Storytelling - introduction
Working with cards Since ancient times, people have carefully preserved information about the past: they passed on from generation to generation legends about heroes, wrote down information about wars and disasters, erected monuments, photographed their loved ones, filmed.
Estimated answers:
Photos, letters, things, especially those that belonged to older generations.
Supposed answer:
Most likely no. Things can deteriorate, they can be destroyed inadvertently.
Look at the pictures and determine the reasons for the death of objects (Appendix # 1).
As you can see, there are many forces capable of destroying the past! We must cherish the evidence of the past. Everything that was once created by people is called historical sources. They enable scientists to study human history.
In any science, scientists strive to put in order the information they receive. Historical science is no exception. Look at the image on page 11 and identify the groups of sources (written, material).
Questions:
How is history kept in your families?
Can all items from the past be saved?
Identify and name items that tell about family history.
Question:
Do you think there is anything that can destroy them?
Are called natural phenomena, which can become the causes of the death of historical evidence.
Question:
And can a person himself become the cause of the destruction of the evidence of past years? How does this happen? (Appendix # 1).
Indicate the destructive results of human activity.
Write down the definition in a notebook:
A historical source is the whole complex of documents and cultural objects that reflected historical process, on the basis of which the idea of ​​a particular historical epoch is recreated, hypotheses are put forward about the causes or consequences that led to certain historical events.
Work with illustrations on p. 11., draw conclusions, write in the notebook.
All objects can be divided into two groups: written, material.
What group do you think sources such as legends, proverbs, songs, tales belong to? (Oral, i.e. sources that can be preserved orally by passing them on from older generations to younger ones.)
Physical education Includes musical accompaniment Perform the exercises shown by the teacher.
Learning new material
Conversation
Working with the textbook Historical sources are also called monuments.
Estimated answers:
Churches, the Hermitage, Peterhof, Peter and Paul Fortress, etc.
Write down the definition of the term in a notebook:
A monument is a reminder of the past, a particle of it.
Question:
Give examples of historical monuments on the territory of our city?
Express their assumptions. Monuments are named.
Question:
Have you ever wondered where art objects, historical monuments are kept and exhibited for public viewing?
They express their assumptions: museums, libraries, museum.
They work with the textbook p.16-18.
Write down definitions of terms in a notebook.
Final consolidation
Frontal poll
"Contest of experts" Organizes activities for the application of new knowledge: "Contest of experts". (Appendix # 2) Do the work.
Homework Choice task:
- compose a crossword puzzle on the topic covered;
- compose a test on the passed topic (no more than 10). Write down the assignment in a diary.
Reflection
"Cards" Suggests to conduct reflection Green - I liked the lesson very much.
Red - did not like it.
Appendix 2
How do natural phenomena or human activities lead to the death of historical monuments? Do you know of any cases of destruction of ancient monuments in our region? (The death of monuments as a result of earthquakes, landslides, hurricanes, floods. Human activities harm historical monuments: the creation of reservoirs, the construction of underground communications, refusal to carry out restoration work, negligence. renovation of the facades of old residential buildings, modern materials are used, while the unique architecture of the post-war period is lost).
How do people retain information about the past? (People create monuments that perpetuate historical events, heroes).
Name the groups of historical sources. (Written, material, oral).
What is the purpose of creating archives, museums, libraries? (They are created to store, study and use historical sources).
What museums located in Volgograd do you know? (Tsaritsyn Defense Museum, Stalingrad Battle Panorama Museum, Museum of Local Lore).

Development of lesson No. 5.2

Full name of the teacher: Ignatenko Ekaterina Nikolaevna.

Item: history.

Class: 5.

Occupation type: learning new material.

Lesson topic: Sources of knowledge about the past. (1 hour).

The purpose of the lesson: to form an idea of ​​order in historical science by the example of dividing historical sources into groups.

Lesson objectives:

educational: to uncover concepts that are new to students, such as historical source, material, oral, written historical sources, monument, document.

developing: develop the ability to classify information, give a description of historical sources.

educational: foster respect for the traditions of the people.

Lesson structure:

Notebook diagram:

Sources of knowledge about the past

Historical source- a subject created by people and carrying information about the past of human society.

Document- a historical source containing text, image, or sound.

Monument- a historical source that has survived to this day.

Class: 5

Item: History Of the ancient world

Teacher: history and social studies

Sergeeva Sargylana Alekseevna

Lesson topic: "What history learns"

Lesson objectives:

Subject- students will be able to define history as a science, will be able to list historical sources, will be able to characterize auxiliary historical disciplines;

Cognitive- students will be able to compare the types of sources, and name distinctive features everyone;

Regulatory- students will be able to make decisions in a problem situation, evaluate their activities in the lesson

Communicative- students will be able to express their opinions, learn to negotiate and come to common decision in joint activities, working in pairs.

Personal- students will be able to express their opinion about the role of history in people's lives, about the role of science assistants.

Lesson type: a lesson in the assimilation of new knowledge.

Goals:

Activity:

Formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional form (fixing their own difficulties in activities, identifying their causes, building and implementing a project for getting out of difficulties).

Consolidation and, if necessary, correction of the studied methods of action - concepts, algorithms.

Educational:

Determine the significance of the historical past for the present;

using the knowledge of students to bring them to the answer to the problematic question, which is expressed in the topic of the lesson.

Developing:

continue the development of speech through answering questions;

continue to develop textual skills and abilities

carry out an individual and differentiated approach (creative tasks);

develop thinking: the ability to compare, generalize, draw conclusions; develop cartographic skills and abilities.

Educational:

foster love for the Motherland;

a sense of pride in her past, present and future

the development of cognitive interest in the subject;

with the aim of aesthetic development to instill in students a sense of beauty.

Tasks: as a result of studying the topic, students should be able to:

give definitions to the concepts of history, heraldry, historical sources, country, anthem, flag;

give examples of material, written and oral sources;

be able to correlate the date and century;

know and name auxiliary historical disciplines;

form the ability to fill out the table;

determine and explain their attitude to the events of the studied period;

solve educational and life problems from the perspective of a person of the XXI century.

Forms of student work: group, individual, written, oral, paired.

Required technical equipment: computer, projector, presentation.

Lesson plan:

I. Organizational moment.

II. Learning new material:

1. What is history.

2. Historical sources.

3. Helpers of history.

4. Chronology

5. What he will tell you about historical map.

6. Anchoring.

7. Homework

During the classes:

1. Creation problem situation

During the classes:

I... Organizing time.

II... Knowledge update.

1. What do you see on the slides? Name the ones you know.

Legendary singer Bayan, telling about times bygone, our ancestors are Slavs who meet overseas merchants. On the canvas of Vasily Ivanovich Surikov, the Russian commander Suvorov is captured, making a heroic transition with his soldiers through the high mountains of the Alps, this is a painting by Alexander Pavlovich Bubnov "Morning on the Kulikovo field". In the center is a photograph of a rocket symbolizing our country's exploration of outer space.

2. Explain what unites the pictures (pictures of the past of our homeland)

3. What do you think we will talk about today in the lesson? About the science of history

4. What will help us in our work? Textbook,

2. Formation of the problem. (written on the board)

Today we will talk about history. This is a very interesting, fascinating subject. We will travel in time. Today we will be historians.

What is history? Why is history needed?

The word "history" has many meanings. We often say: "I will tell you an interesting story ..." or "An interesting story happened to me ..."

III... Learning new material.

1. What is history.

- Why is history needed?

- What assumptions do you have, versions of the solution to the problem?

Under learning problem records the keywords highlighted by the version authors themselves:

1) learn about the past;

2) understand why it happened that way;

- Use the dictionary to explain what the word "history" means.

1) Working with a dictionary.

The concept of "history" has several interpretations - an incident; story about what happened (narration); the science.

This is how history defines encyclopedic Dictionary – HISTORY(from the Greek historia - a story about the past, about the learned),

1) the process of development of nature and society.

2) complex social sciences(historical science), studying the past of mankind in all its concreteness and diversity. The facts, events and processes are investigated on the basis of historical sources, which are engaged in source studies and a number of auxiliary historical disciplines.

Find out two meanings of the word:

1. History - development process human society;

2) history - the science, helping to restore the past of humanity;

So, history is a science that studies the past of people. Yesterday is already HISTORY.

2) Working with a historical source.

Read the text. Answer the questions and retell it.

HISTORY AS A SCIENCE

History is the science of the emergence and development of human society! Man has existed on Earth for about two million years. Human society is developing and changing. The development of human society has its own laws, and history studies and explains these laws. History tells us how people lived many thousands of years ago. This science plays an important role in the study of the life of society and the culture of the people.

Answer the questions.

1. What is history as a science? History is the science of the emergence and development of human society!

2. What does history study? History tells us how people lived many thousands of years ago.

3. Why does this science play an important role in the life of society? The development process of human society has its own laws, and history studies and explains these laws.

Guys, you get basic knowledge of history from school textbook.

Where else can you learn about the past?

I will help you, look at the table and read where you can still gain knowledge of history. - But there is a problem, all definitions of terms are mixed.

Guys, try to correlate the correct definition of each term.

Hypotheses:

2. Historical sources

How do historians learn about the past? After all, it is not, it has passed, disappeared! Disappeared, but not without a trace, but leaving a TRACE.

We are accustomed to referring to footprints or paws as footprints. Historians, however, call traces everything that remains of the past that can tell us about the past.

- Analyze the text "Historical Sources" using the following icons.

"Historical sources"

History is a serious, complex science that studies the past different countries and cities, the life of great people of different ages. To distinguish legends from real historical facts, historians use special sources. All schoolchildren who teach history know what a historical source is. This is one of the main concepts in science, because it is from the study of historical sources that the study of a particular historical fact begins. A historical source is an item or document that dates back to a particular era. This object serves as a kind of witness to some event. It is with these testimonies that the analysis of a particular historical event begins, ideas about the reason for the actions of this or that historical figure are formed.

Historical sources - any traces of human activity, accidentally or deliberately left on the ground. This is the whole complex of documents and objects of material culture, directly reflecting the historical process and individual facts and events, on the basis of which the idea of ​​a particular historical epoch is recreated, hypotheses are put forward about the causes or consequences of certain historical events... Historical sources are very diverse. The totality of historical sources in modern historical science is usually divided into the following groups:

1. Written sources are all kinds of works, including literary works the studied era, inscriptions of the most different content that have come down to us;

2. oral;

3. Material sources are various monuments of material culture (remnants of buildings, tools and weapons, household items, coins, etc.);

4. Ethnographic sources are customs, rituals, beliefs, etc.,

5. Linguistic sources- these are language data (vocabulary, grammatical structure, etc.);

6. Folklore sources are monuments of oral folk art(legends, songs, fables, proverbs, etc.) that have come down to us thanks to the fact that they were subsequently written down;

7. cinema - photographic documents;

8. phonodocuments - sound recordings.

For example, in the cave, which was the refuge of ancient people, rock carvings were discovered. The cavemen depicted a hunting scene on the wall, where several men try to shoot a bull with a bow, and the rest of the inhabitants throw spears at the animals. Such a drawing immediately gives historians several realistic conclusions. Firstly, already in those years, the inhabitants of the cave were hunting, and secondly, they were interested in large prey, and since they killed the animal together, it means that they mental development it was already on high level... In addition, they already knew how to make primitive weapons.

Historical sources - this is all that can tell us about the past of people.

Even children's rhymes and sayings can be traces of the past. "Rain, rain more, I'll give you thicker!" - children shout during the rain and do not even suspect that this is an ancient promise of a gift to the rain god. It remains from the times when our ancestors believed in such gods.

2) Working with a historical source by options.

Option 1. Source number 1.

“In the garbage pit of the ancient settlement, archaeologists have found many bones. Most of them belonged to wild animals and birds, much less were the bones of domestic animals: dogs, pigs, goats; cow bones - none. Brain bones, including those of a dog, are crushed by sharp stones. Many pottery shards were found among the garbage. "

Draw conclusions from these findings:

1. What activities were familiar to the residents of the village?

2. What was more developed - cattle breeding or hunting?

3. Which animals have already been tamed

Option 2. Source number 2.

Imagine that in the mountains you see an inscription carved on a rock:

“I, the great king, the mighty king, the king of kings, set out on a campaign to a neighboring country. I defeated the enemy army, killed six thousand soldiers, burned twenty cities, took one hundred thousand men and women prisoner, stole horses, camels, sheep without counting. Whoever destroys this inscription, let the formidable gods punish him. "

What will this written source tell scientists?

3) Practical work.

Distribute sources into material and written.

If a written source is called, the first option rises.

If the source is called real, the second option arises.

1. certificates 2. weapons 3. coins 4. clothes. 5. shoes 6. documents 7. tools 8. household utensils 9. diaries 10. epics 11. medals 12. memories.

Written: 1,6,9,10,12.

1. certificates

6.documents

9.diaries

10. epics

12.memories

Real: 2,3,4,5,7,8,11.

4. clothes.

7.tools

8.household utensils

11. medals

5) Creative task:

What historical information can be gleaned from Russian fairy tales?

Difficulties in “reading” sources: finding, understanding, saving.

3. Helpers of history.

Studying the sources, scientists are recovering the past bit by bit. Sometimes this work is like a puzzle, unknown letters, language, material, and scientists need to put together all the information.

Guys, look at the screen, what do you see ??? (Table)

Let's imagine that the table top is history and the legs are its helpers. And let's remove the legs from the table, will it be a table?

This means that history will not exist as a science if it does not have helpers. And the following sciences provide assistance to history.

1) Working with a dictionary. Check out the auxiliary history disciplines.

- which ones do you know?

List the sciences - helpers of history

1. –archeology 2. –paleography 3. –onomastics 4. –heraldry 5. –sphragistics 6. –numismatics 7. –genealogy 8. –metrology

1. –archeology - a historical discipline that studies the historical past of mankind from material sources

2. –paleography - an auxiliary historical discipline (a special historical and philological discipline) that studies the history of writing, the patterns of development of its graphic forms, as well as monuments of ancient writing in order to read them, determine the author, time and place of creation.

3. – onomastics - the science that studies proper names of all types and their origin. 4. -5. -

4. – heraldry - a special historical discipline dealing with the study of coats of arms, as well as the tradition and practice of their use.

5. – sphragistics - an auxiliary historical discipline that studies seals (matrices) and their impressions on various materials.

6. – numismatics - an auxiliary historical discipline that studies the history of coinage and money circulation.

7. – genealogy - an auxiliary historical discipline, deals with the study of kinship relationships of people, the history of childbirth, the origin of individuals, the establishment of family ties, the compilation of generational paintings and genealogical trees.

8. – metrology - the science of measurements, methods and means of ensuring their unity and ways to achieve the required accuracy.

2) Blitz - tournament

I suggest you a Blitz - a tournament to determine which science studies the subjects that I will show you.

A sheet of an old book - paleography.

The medal is faleristics.

Coat of arms - heraldry.

Coin - numismatics.

Printing - sphragistics

Family tree - genealogy.

Flag - flagging

Vexillology is a historical discipline concerned with the study of flags and banners. It is related to heraldry. Indeed, many features combine flags with coats of arms, very often flags were only one of the ways to convey the coat of arms. Still, one should not equate coats of arms and flags. Although they are “berries of the same field,” there are plenty of differences in their history.

Scoop - archeology

Kettlebell - metrology

4. Chronology - the science of time.

People at all times appreciated time, learned to count it correctly, to take care of it. This is especially important for history. Without knowledge of dates, there can be no knowledge of history. I have to complete the task on the knowledge of chronology. Let's remember the public holidays of the Russian Federation.

1. Work in pairs, mutual check.

Public holidays of Russia. Correlate the holidays and their dates.

2. Independent work in notebooks, at the blackboard.

Write centuries in Roman numerals.

5. What the historical map will tell you about

“There is a sea - you can't swim,

There are roads - you can't go,

There is land - you can't plow. What is it? "

That's right - this is a historical map.

It is good to know the history, to visually represent the events to us and the historical map helps.

- what states of the Ancient World did you study?

- I propose to compare the Roman state in different periods of its existence.

Roman Republic in the 4th - 3rd centuries BC.

What answer can we give to the main question of the lesson? Whose versions were confirmed?

IVAnchoring.

"History is the past of mankind and the science of the past of mankind"

Estimated conclusion on the problem:

History is needed in order to understand the past and understand the present, and historical knowledge helps us in this.

APPLYING NEW LEARNINGS

1) work in groups

Do you think we, people of the 21st century, should remember what happened in the past? Formulate your position and argue (explain) it. Write down your answer.

Game trick:

Pupils take turns (or as desired) to express their judgment about history, starting with words "The world of history is ..."... The winner is the one whose judgment is liked by more classmates.

V... I would like to finish the lesson with the words of the ancient Roman orator Cicero: "Not knowing history means always being a child."

Let's study history to become adults! FORWARD! IN THE WORLD OF HISTORY!