Lesson summary
Full name of teacher: Kochkina Tatyana Yurievna
Place of work: Tutaev Municipal Educational Institution Secondary School No. 2 named after V.A. Novikov
Job title: history and social studies teacher
Item: story
Class: 5
UMK: History of the ancient world: textbook for 5th grade of educational institutions / A.A. Vigasin, G.I. Goder, I.S. Svenitskaya. – M.: Education, 2012.
Equipment: History of the ancient world: textbook for 5th grade of educational institutions / A.A. Vigasin, G.I. Goder, I.S. Svenitskaya. – M.: Education, 2012., Map " The Ancient East", multimedia projector, Bible, K Chukovsky " Tower of Babel and other biblical tales", M., "New Time", 1990.
presentation for the lesson.
Lesson topic: Bible stories
Lesson type: combined.
Lesson objectives: Educational:
– deepen and expand students' understanding of the Bible as a historical source;
– find out the reasons for the emergence of monotheism;
– introduce children to biblical stories;
– consolidate knowledge on the topic: “Phoenician sailors.”
Educational:
– develop the ability to conduct a comparative analysis of the development and achievements of the peoples of Western Asia and Egypt;
– develop the ability to clearly formulate your thoughts orally and in writing, activate mental activity;
– improve skills in working with a historical map, source, chronology;
Educational:
– cultivate a culture of speech and behavior.
Planned results:
Subject:
Personal: nurturing a sense of self- and mutual respect; development of cooperation when working in pairs; nurturing interest in history, cultural and historical values, developing interethnic tolerance.
Metasubject : development of oral and writing; developing skills to work in a group, compare, generalize facts and concepts; development in students of independence, attentiveness, expansion of vocabulary, the ability to set educational goals and objectives, and develop skills in educational cooperation with peers and the teacher.
Subject: developing the ability to work with a textbook, developing the ability to determine the place of historical events in time, explain the meaning of basic chronological concepts and terms (millennium, century, BC, AD);
use a historical map as a source of information about the settlement of human communities Ancient world, location of ancient civilizations and states, places major events; search for information in fragments of historical texts and material monuments of the Ancient World; describe living conditions, main occupations, lifestyle of people in ancient times, monuments ancient culture; talk about events ancient history;
Teaching methods: explanatory-illustrative, problematic, heuristic
Forms of organization cognitive activity students: collective, individual, work in pairs.
Means of education: projector, presentation, textbook, workbooks, regular notebooks.
Basic concepts studied in the lesson: nomads, Jews, monotheism, Judaism, Bible, Old Testament, New Testament, commandments, covenant, tablets.
Lesson provision:
multimedia complex:
interactive board Elite Panaboard TU – 880 with multi-touch function,
projector,
computer with installed program EasyTeach Next Generation
Note: The table describes all stages of the lesson, regardless of whether digital equipment is used or not.
During the classes
Lesson stage, duration (min.)
+ screenshot
Teacher
Student
IO tools and functions
Stage 1 Organizing time
(3 min.)
Checks readiness for the lesson. The teacher shows the children the Bible and asks questions: do you know what kind of book this is? How many of you held it in your hands or read it?
Today in class we will get acquainted with this wonderful book.
Greetings from the teachers.
They answer the questions asked.
2.Phase Check homework(8 min.)
Gives the students the task: show Phenicia on the map;
Complete task No. 59 on p. 45 in your workbooks.
Evaluates student work.
Complete the assigned task and carry out self-assessment in pairs.
3. Stage Motivation.
Creating a problem situation (5 min.)
Determine with students a problematic issue on the topic of the lesson. What will we study in class? The teacher summarizes and proposes a formulation of the problem:
What is the significance of the Bible in acquiring knowledge of history, and what is its role today in human life, what does it teach us?
Trying to formulate the topic and goals of the lesson together with the teacher
4.Stage Studying new material (10 min.)
Through introductory dialogue, encourages students to independently read new material from the text of the textbook (point 1, paragraph No. 16), search for the meaning of new concepts; asks questions about the drawing on page 78 of the textbook.
They read the textbook independently, use presentation data, answer the teacher’s questions, independently formulate new concepts, check their wording, write down the topic of the lesson and the meaning of new terms in a notebook.
Look at the pictures in the textbook on pp. 78 – 79.
1 . The page provides information about the topic of the lesson
2. The page provides information about geographical location Hebrew tribes
3. The page provides information about the history of the Jewish tribes
4.The page provides information about the Bible
5. The page provides information about the Old Testament
5.Stage Dynamic pause (2 min.)
Physical education for a minute
Perform movements under the guidance of a teacher
6.Insert Video Page
6.Stage Research stage (12 min.)
Organizes work on preliminary educational assignments based on the book by K. Chukovsky “The Tower of Babel and other biblical legends”:
The Tale of the Creation of the World, The Tale of Adam and Eve, The Tale of the Great Flood.
They independently complete the tasks proposed on the slides, make notes in their notebooks, and carry out self-tests on the tasks.
7.The page provides information about the creation myth
8. Page “Click” on hidden texts - and questions about the myth of the Creation of the world are revealed
9-11. Pages present information "The Myth of the First People"
12.Page
Page “Click” on hidden texts - and questions open to the myth of the first people
13.Page Represents the task. One student works at the board. The answers are at the bottom of the page and have a "clone lock" applied to them. Answers are dragged into empty spaces.
14-16.Pages present information “The Myth of the Flood”
7. Stage Independent work in pairs
The teacher asks the students to work in pairs. Based on the data from the textbook and presentation, draw up a diagram of the “Tree of the Ancestors of the Jews.” After drawing up the diagram, a brainstorming quiz is held:
1.Who was the eldest ancestor of the Jews?
2.Who was Jacob related to Abraham?
3.Whose son was Joseph?
4.What did the brothers do with Joseph?
5.Where did Jacob's children settle?
6. How was Moses able to save his people?
They complete the task independently in their notebooks. They provide mutual assistance and check assignments with another pair, exchanging notebooks.
Students read the commandments in the textbook on page 81 and express their opinions.
The concepts of “covenant” and “tablets” are written down.
Pages 17-24 provide information “About the ancestors of the Jews”
8. Stage Reflective stage. Lesson summary (3 min.)
Summarizes the lesson and asks questions:
What did you learn in the lesson?
Which task was the most difficult, which was the easiest? Why? What else would you like to know about the topic of the lesson? Gives grades for lessons based on students’ self-assessment.
Answer the teacher’s questions, draw conclusions about the results achieved and their compliance with the goals set.
9.Stage Instructing homework (2 min.)
Announces homework: paragraph 16, answer questions 1,4; solve the crossword puzzle in workbook(task 68 on p. 51), if desired, read the biblical legends “Cain and Abel” and “Tower of Babel” based on the book by K. Chukovsky “The Tower of Babel and other biblical legends.”
Write down homework in a diary and ask questions about homework.
Biblical stories. 5th grade Lesson objectives: – to introduce students to the history of the creation of the Bible and the main biblical stories; – learn to analyze document texts and highlight logical parts in the text read; - develop speech, expand lexicon; – develop visual thinking; – introduce the biblical commandments and find out whether they are being fulfilled today; Lesson type: communication of new knowledge. Lesson form: lesson – journey with elements of role-playing game. Lesson progress 1. Teacher: Hello, my dear children! What can you not see in the world if you look around you! Look what surrounds us? Children's answer. Teacher: But there was a time when there were no people, no animals, no trees, no stones, no sky, no earth. There was only one Gracious God. He wanted peace to appear. The children are given the text “On the Creation of the World” and find out on what day what was created by hanging pictures on the board. Teacher: On the seventh day, God did not create anything and bequeathed to people the seventh day of the week to devote to God: going to church and praying at home, reading holy books, visiting the sick. I have a book of the Bible for children in my hands, guys, let's try to formulate the topic of our lesson. 2. Goal setting: going out on the topic of the lesson: Suggestions from children. Teacher: I’ll take the liberty of correcting it and we’ll call our lesson “Bible Tales.” Guys, let’s think about what we’ll talk about in the lesson. Children's suggestions lead to the purpose of the lesson. 3. Formation of new knowledge Teacher: The word “Bible” in ancient Greek means “books”. The Bible consists of two parts - the first most ancient part is called the Old Testament, the second part New Testament. Tell me, guys, what gods did the Egyptians worship? Students' answer Teacher: Once upon a time, the Jews, like the Egyptians, worshiped many gods. But over time, they came to monotheism and began to worship one god - Yahweh. They believed that Yahweh created the whole world and gave people commandments - rules by which they should live. The Old Testament begins with myths about the creation of the world, about the first people and the great flood. Together with the children, we analyze the myth about the first people from the text. Teacher: The history of an entire people in the Old Testament is presented as legends about one big family. Abraham, his son Isaac and grandson Jacob were considered the ancestors of the Jews. Jacob's middle name is Israel - and gave the name to the entire Jewish people: Israelites. From the sons of Jacob came 12 branches of the Jewish tribe. Jacob loved Joseph more than anyone. Joseph became a participant in exciting events. But he will tell us about this himself. The student is offered the following text: The brothers were jealous of Joseph and conspired to destroy me. They sold me into slavery to a merchant traveling with a caravan to Egypt, and they told my father that they had torn me to pieces. wild animals. In Egypt I became the slave of a nobleman. I was smart and lucky, and soon found myself in the court of the Pharaoh himself. Here I was able to explain the mysterious dreams of the pharaoh and predict the onset of crop failure and famine. I gave Pharaoh advice - to stockpile grain and rid the land of Egypt of disaster. After that I became an influential nobleman. Meanwhile, famine was raging in neighboring countries. Joseph's brothers heard that the Egyptian Pharaoh was giving grain to the hungry, and they came to ask him for help. They did not recognize me in Egyptian clothes. And I decided to give them a test and pretended that I wanted to execute the youngest of them.
brothers. The brothers stood up for the boy together. I saw this and forgave them for the old offense. Together with all our countless relatives, we settled in Egypt and lived there for almost 400 years. Questions about Joseph: 1. Why did the brothers hate Joseph? Do you think their anger was justified? 2. How did Joseph manage to turn from a slave into a ruler of Egypt? What personal qualities helped him in this? 3. Do you think Joseph was right to forgive his brothers? Teacher: But under Pharaoh Ramesses II, Jews began to be oppressed, forced to work on the construction of grandiose structures. The work was very hard. And then Pharaoh completely ordered the death of all Jewish male babies. Moses tells the story of his birth and the exodus of the Jews from Egypt to Moses. The student is offered the following text. Moses' mother put the newborn in a basket and hid it in the thickets on the banks of the Nile. The Egyptian princess saw the baby while bathing and felt sorry for him. Moses' sister Mariam contributed to this. When Mariam saw that the Pharaoh's daughter paid attention to the baby in the basket, she boldly approached the princess. The girl asked the princess if she would like to find a nanny for the baby. Having received consent, Mariam brought her mother, and she became the teacher of her own son. As an adult, Moses one day saw an overseer beating a Jew. Moses killed the offender and was forced to flee. Moses tended sheep in the desert. Suddenly the bush in front of him burst into flames with fireproof fire. A loud voice came from the burning bush. It was God himself who addressed Moses: “I am the God of your father, the God of Abraham, the God of Isaac, the God of Jacob. I saw the suffering of My people in Egypt and heard the cry of the poor Jews, and I command you to lead them out of Egypt!” In fear and trembling, Moses covered his face with his hands, afraid to see God. “What shall I say to the children of Israel when I come to them? What shall I call the God of their fathers?” - asked Moses. And God said to Moses: “I am Jehovah (God Yahweh). So say to the children of Israel: “He who is has sent me to you.” This is how God first appeared. Moses turned to Pharaoh with a request to release his fellow tribesmen. But Pharaoh only intensified the oppression of the Jews. Then the Jews decided to flee Egypt. The great exodus has begun. Teacher: The Jews reached the Red Sea, but then the chariots of Pharaoh’s warriors almost overtook them. The Jews rushed into the sea, and its waters, as the Bible says, parted before them. The fugitives walked along the bottom of the sea. Pharaoh's warriors rushed after them. But the sea waves closed over them and swallowed up their pursuers. The Jews ended up on the Sinai Peninsula. They could quickly reach their homeland. However, Moses led them through the desert for 40 years so that they would forget their captivity and slavery, so that their souls would become free. The Bible says that God saved the Jews from famine by sending them manna from heaven. The Jews settled at Mount Sinai. Moses ascended a mountain that was smoking and shaking with thunder. On Mount Sinai, Moses received stone tablets from God. The 10 commandments of God were inscribed on the tablets. These are the commandments. (The teacher examines each of the 10 commandments using the textbook with the students) Page 77 textbook on the History of the Ancient World, edited by A.A. Vigasina. 4. Consolidation and testing of knowledge Test work: 1. The word “Bible” means A. dictionary B. books C. textbook 2. The first part of the “Bible” A. Old Testament B. New Testament C. Old Testament 3. Commandments are: A. Rules by which people should live.
B. Code of laws C. Oral narration of events. 4. Jacob's middle name A. Israel B. Adam C. Moses 5. The Jews worshiped A. Many gods B. Two gods C. One god Cross-check 5. Summing up. Reflection At the end of the lesson - syncwine. 1. Bible. 2. Sacred, amazing. 3. Teaches, explains, instructs. 4. Read the Bible. 5. The smartest book! Homework: p. 16, optionally draw a picture: A. About the creation of the world. B. About the creation of man.
Lesson topic: Bible stories
The purpose of the lesson: 1. To introduce students to biblical stories, to show the special contribution of the ancient Jews to world culture - the creation of the first monotheistic religion.
learn to analyze document texts and highlight logical parts in the text read;
developing skills in working with a contour map;
develop speech by expanding your vocabulary with new terms and reading text aloud.
Lesson equipment:
1) map “Anterior Asia in ancient times”;
2) contour map“Anterior Asia in Antiquity”, colored pencils;
3) The Bible and other biblical texts;
During the classes.
I.Organizational moment.
Greetings. Mark those who are absent.
II.Updating students’ basic knowledge on the topic “Phoenician sailors.”
1.Checking homework using the KUIZ-CUIS-TRADE structure. The question is written on half the card and the answer on the other half.
In the last lesson, we studied the topic “Phoenician sailors”. Now let's prepare an answer to the question “What discoveries were made by the Phoenicians?” But for this you need to remember the answers to the questions that I have prepared for you. The questions are written on cards, and now I will give them to you. And you must stand up, raise your hand and find the nearest pair. 1 student asks the 2nd student (asks a question), the 2nd student answers. Then 1 student helps and praises. Then you switch roles. The next step is that you exchange cards and thank each other. You must change partners 4.5 times. (Annex 1)
III. Studying new topic
The topic of the lesson, plan, new words are written on the board:
Bible stories
Plan.
Old Testament
Myths and tales of the ancient Jews
New words: Old Testament, myth, traditions, commandments, covenant.
In the steppe and hilly areas between Egypt, Babylonia and the Phoenician coast Mediterranean Sea have long grazed their flocks Jewish tribes. Their elders carefully preserved in their memory the legends about their past, which were later included in the Bible. The word “bible” itself means “book” in ancient Greek.
1. Commented reading (clause 16, clause 1)
2. Explanation of new concepts
Old Testament-the first part of the Bible.
Myth-an ancient folk tale about heroes, battles, natural phenomena or an unreliable story, fiction.
Tradition- passing from mouth to mouth.
Commandments-rules by which people should live
Covenant-a contract between God and people
3.Work with ancient Jewish myths.
On the table you have pieces of paper called HEY AR GUIDE.
In the “BEFORE” column, put “+” if you agree with the statement, or “-” if you disagree with the statement. To make a decision, consider your personal experience, knowledge and beliefs. (Appendix 2)
On everyone’s table there are myths called “The Myth of the Creation of the World” (Appendix 3)
Now we have opened the textbooks on page 79 and you have a document there called “The Myth of the First People.” We read and talk about issues. (Appendix 4)
2 document “The Myth of the Flood.” Textbook p.80. Conversation on issues (Appendix 5)
Let's take the leaflet of the HEY AR GUIDE again. In the “AFTER” column, put “+” if you agree with the statement or “-” if you disagree with the statement.
1.Compare the “BEFORE” and “AFTER” columns. Have your beliefs changed? Why?
2.Which of these statements is the most important to you? Why?
sign and collect
IV. Reinforcing what has been learned in class
What can be said about the life of the ancient Jews from their myths and legends - what did they do, where did they live, what did they value?
V. Lesson summary
2.Prepare detailed answers to the questions:
What myths were included in the ancient part of the Bible, the Old Testament?
What commandments did God give to Moses?
Annex 1.
Where was Phenicia ? (On the eastern coast of the Mediterranean Sea there was the most ancient state Phoenicia).
What is the relief like on the territory of this state? (The relief of this state consisted of mountains and hills).
Which big cities were on the territory of this state? (Large rivers, as in Egypt and Mesopotamia, there was no. Three large port cities of Tire, Byblos and Sidon welcomed trade caravans from different parts of the world)
What was the main occupation of the Phoenicians? The Phoenicians were excellent sailors. They circumnavigated Africa, visited Greece, Spain, Italy, the islands of Crete, Cyprus, Sicily)
What could the artisans make?( artisans made colored glass, purple paint, and made fast ships)
What is the advantage of the Phoenician alphabet?( The Phoenicians invented the alphabet, from which the Greek alphabet, and later all the alphabets of the world, would appear)
Ancient country located between the sea (Phoenicia)
What punishment, according to the laws of Hammurabi, was due to a slave for insulting a free person? (cutting off ear)
Writing in Ancient Mesopotamia (cuneiform)
Babylonian king under whom the first laws were written (Hammurabi)
Where was the first alphabet invented? (Phenicia)
What does the term “colony” mean? »? ( settlement of Phoenicians in other countries)
Who was the first to sail around Africa? (Phoenicians)
What did traders take from Phenicia? (scaffolding)
What was the name of the country where Byblos, Sidon, and Tire were located? (Phenicia)
Appendix 2.
HEY AR GUIDE
BEFORE
Statement
AFTER
In the beginning God created the heavens and the earth
Heaven - “heavenly powers”
God separated the light from the darkness
On the fourth day the sun, moon and star were created
God created the Garden of Eden
God created the first people
People worked hard to survive
God punished people by causing a flood
Noah was a God-fearing and kind man
1.Compare the “BEFORE” and “AFTER” columns. Have your beliefs changed? Why?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.Which of these statements is the most important to you? Why?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Appendix 3.
Creation Myth
Days of creation of the world and living beings. For a very, very long time there was nothing, there was not even the Earth itself, but there was complete darkness, cold, emptiness - and only one almighty God. God began by creating the heavens and the earth. But they did not yet have a specific appearance, and, as the Bible says, only the Spirit of God hovered over the waters. Then God separated the light from the darkness and called the light day and the darkness night.
On the second day, God created a firmament, which divided the water so that part of the water was above it, and part was under it. He called this firmament the sky[more exact value Hebrew word translated as “firmament of the sky” - “gaseous layer”]. .
On the third day, God gathered the water that was under the sky into one place, and dry land appeared. He called it earth, and the waters seas. God liked what he created, and according to his desire, grass and trees grew on the earth. And God saw that it was good.
On the fourth day, God created the luminaries to give light to the earth and separate day from night. Days, months, and years could be counted by the luminaries. The big one shone during the day, the smaller one gave light at night, and the stars helped it.
On the fifth day, God took care of living beings. First, fish, aquatic animals and birds were created. God liked them all, and he wished that there would be as many of them as possible
God creates a helper for himself. On the sixth day, God created creatures that were supposed to live on land: cattle, snakes, and wild animals. But He had many other things to do, and He created an assistant for Himself - a man. Outwardly, he had to resemble God himself. And just as God rules over the whole world, so man had to rule over the whole earth and all living creatures. God created a man from the dust of the earth and breathed life into him, and after a while he created a woman (we will find out exactly how later). And God blessed them, saying: “Fill the earth and subdue it, and have dominion over the fish of the sea, and over the birds of the air, and over every living thing that walks and crawls on the earth.”
God looked at the heaven and earth he created, and he liked everything created. On the seventh day God rested from his labors. And He decided that from now on every seventh day would be a holiday.
Conversation on issues.
Who created the world?
What else did God create?
What two luminaries did God come up with?
How many days a week did God create all this?
What day was the day off?
Appendix 4.
"The Myth of the First People"
(text on p. 79 of Vigasin’s textbook)
Conversation on issues.
What were the names of the first people God created?
Why did God expel Adam and Eve from paradise?
Appendix 5.
"The Myth of the Flood"
(text on p. 80 of Vigasin’s textbook)
Conversation on issues
What did people do to survive?
Why did God punish people?
How did God punish people?
For what qualities did God take pity on Noah and help him build the ark?
Bible stories. Lesson 17
General History. Grade 5: History of the Ancient World
BIBLE STORIES.
"Bible" means "books" in ancient Greek.
The oldest part of the Bible isOld Testament.
Belief in one god - Yahweh
(monotheism)
39 separate compositions
were created throughout
thousands years
It contains myths and legends
about the Jewish people.
The Old Testament became sacred
book among Jews and Christians.
World creation. And God said: “Let there be light.” And there was light.
WORLD CREATION. AND GOD SAID: “YESTHERE WILL BE LIGHT." AND THERE WAS LIGHT.
And God created the beasts of the earth according to their kind... And God saw that it was good...
AND GOD CREATED THE BEASTS OF THE EARTH ACCORDING TO THEIR KINDS…..AND GOD SAW THAT IT WAS GOOD…
Creation of the first people. Expulsion of Adam and Eve from Paradise.
CREATION OF THE FIRST PEOPLE.EXILEMENT OF ADAM AND EVE FROM PARADISE.
Cain and Abel. The first crime in human history
CAIN AND ABEL. FIRST CRIME INHISTORIES OF HUMANITY
Flood. Noah builds the ark.
FLOOD. NOAH BUILDS THE ARK.Noah entered the ark with his wife, sons and their wives; there Noah took “every creature in pairs.”
NOAH ENTERED THE ARK WITH WIFE AND SONSAND THEIR WIVES; WHERE NOAH TOOK “EVERYONE”
CREATURES IN PAIRS.”
...the dove returned holding an olive leaf in its beak...Which myth of Mesopotamia preceded the biblical one?
…THE DOVE RETURNED, HOLDING IN ITS BEAKEOIL LEAF...WHAT A MYTH OF THE TWO FRIVERS
PRECEDED THE BIBLICAL?
The end of the flood
THE END OF THE FLOODTower of Babel What does this myth teach?
TOWER OF BABELWHAT DOES THIS MYTH TEACH?
Joseph - Jacob's favorite son
JOSEPH - JACOB'S FAVORITE SONJoseph's Dreams How does the dream characterize Joseph?
JOSEPH'S DREAMSHOW DOES THE DREAM CHARACTERIZE JOSEPH?
The brothers sell Joseph to merchants. Why is this tragedy happening?
THE BROTHERS SELL JOSEPH TO THE MERCHANTS.WHY IS THIS TRAGEDY HAPPENING?
Joseph was sold into slavery to a courtier. Joseph was successful in all his affairs even in slavery.
JOSEPH WAS SOLD INTO SLAVERY TO A GRANT.JOSEPH WAS SUCCESSFUL IN EVERYTHING IN SLAVERY
BUSINESS.
Joseph in prison interprets a dream to Pharaoh's cupbearer
JOSEPH IN PRISON INTERPRETING A DREAMPHARAOH'S CUP BEARER
Joseph interprets dreams to Pharaoh
JOSEPH INTERPRETS DREAMS TO PHARAOHSeven years of famine... The brothers came to Egypt for bread and did not recognize Joseph.
SEVEN YEARS OF HUNGER... THE BROTHERS CAME FOR BREAD INEGYPT AND THEY DID NOT RECOGNIZE JOSEPH.
Joseph reveals himself to his brothers.
JOSEPH REVEALS TO HIS BROTHERS.Joseph's meeting with his father. How have the brothers changed? How has Joseph changed?
JOSEPH'S MEETING WITH HIS FATHER. HOW HAVE CHANGEDBROTHERS? HOW DID JOSEPH CHANGE?