Educational project on the history of the Ancient World “Comprehension of the craft. Educational project on the history of the Ancient World "Comprehension of the craft Project in grade 5 history
Educational project on history in grade 5
"Comprehension of the craft"
teacher of history and social studies
Municipal budgetary educational institution
"Vesegonskaya secondary school"
Explanatory note
This project was carried out as part of the training course History ancient world Grade 5 when studying the section "Primitive society".
This project contributes to the consolidation of theoretical knowledge about the origin of crafts, as well as the formation of practical ideas about the work of our ancestors. The topic of this project is relevant, because in the modern age of technology, children have too limited knowledge about the manual labor of an artisan. It is also relevant because it helps to form UUD.
Objective of the project: formation of ideas about the manual labor of our ancestors, gaining their own experience.
Project objectives:
1. To give theoretical knowledge about the most ancient crafts of our ancestors.
2. Contribute to the formation of practical skills of manual labor.
3.Develop the ability to work in a group, coordinate actions, follow the algorithm.
4. To form the communication skills of children.
5. Involvement of parents for the purchase and production of auxiliary materials necessary for the implementation of the practical part of the project.
Duration of the project: 2 lessons.
Preparatory stage. 1 lesson
- familiarization of students with the objectives of the project;
Discussion of the topic, identification of existing knowledge and problematic issues;
Assimilation of theoretical information.
Main stage. 2 lesson.
Application of theoretical knowledge in practice.
Presentation of the results of work on the project.
Reflection.
Forms and methods of work:
frontal work, group work, peer review, presentation viewing, application of knowledge in practice, mutual assessment and self-assessment.
Necessary teaching aids and materials: at the stage of assimilation of theoretical information - interactive board, computer or laptop, presentation on the topic of the project, self-assessment and mutual assessment sheets, sheets for recording the work algorithm for the production of the product; for the practical part - sheets or oilcloth to keep the workplace clean, clay or plasticine to imitate the work of an artisan - a potter, plasticine, "slingshots" and crossbars to build a kind of loom, threads to imitate work on a loom (prepared in advance with the help of parents or the teacher himself).
Project cost: 300 rubles due to the sponsorship of parents.
Planned result: knowledge on the topic and handmade products.
Project implementation
Preparatory stage (first lesson).
1. Dive into the project
Teacher activity
In the course of a frontal conversation, he formulates the problem of the project, the plot situation, the goal and objectives.
Organizes activities - proposes to divide into groups of 4 people, separately boys and girls, distribute roles in groups.
Student activities
Carry out personal assignment of the problem by filling out a self-assessment sheet with a table
Carry out the adoption, concretization and clarification of goals.
Carry out a breakdown into groups, distribute roles in the group.
2. Assimilation and consolidation of theoretical information.
Teacher activity
Gives students a problem: after watching the presentation, they will need to complete tasks, so try to remember the information in as much detail as possible.
With the help of the presentation, the teacher asks the following questions:
1. Reasons for singling out the craft.
2. What is called a craft?
3. First crafts
4. The most ancient ways of handicraft production.
Unobtrusively controls the performance of the task by students.
Organizes peer review.
Student activities
They learn the material, perform the task on the cards prepared for each group, carry out mutual checks using the “carousel” method, i.e. moving from group to group.
| What in this list is the reasons for the selection of the craft? *increasing the number of products produced *improved weather conditions * improvement of the person himself, the accumulation of knowledge and skills *appearance of money *development of natural materials, the study of their inherent properties. |
| What concept "crumbled" into letters? Write down the concept and put the words in the correct order. Letters: ESLEOMR Words: make, hands, products, own, skill, various. |
| List the names of the crafts that you remember. Underline those that are considered to be the first. |
| What materials and devices did the first artisans use? |
The lesson ends with reflection: Which groups completed the task in full? What new knowledge did you gain? Did you enjoy working in a group? What needs to be fixed in the next lesson?
In conclusion, the teacher sets a homework assignment: complete the assignments in the workbook for paragraph 3.
Main stage (second lesson).
Organizing time.
Teacher activity
In the course of a frontal conversation, it reminds the problem of the project, the plot situation, the goal and tasks for groups of boys and girls.
Organizes activities - offers to get acquainted with the materials prepared for work, write a sequence of actions on a sheet, distribute responsibilities in a group.
Student activities
Carry out the adoption, concretization and clarification of goals.
Recall the sequence of production operations.
Carry out the distribution of operations among group members.
Implementation of activities.
Teacher activity
Does not participate in activities, but advises, gives new knowledge, if required, unobtrusively controls and monitors the preservation of the working environment and active involvement in the activities of all members of the groups and all groups.
Student activities
They work actively and independently, in case of difficulty they seek advice from the teacher.
Presentation of results of activity.
Teacher activity
Offers to prepare for the demonstration of products.
Student activities
They show the results of their work, explain who did what and answer questions.
Reflection.
Which groups did the best job? What new knowledge did you gain? Did you enjoy working in a group?
Final self-assessment sheet of work on the project.
| Participated actively or did everything right | Took partial participation or completed everything, but with errors | Took little or no part in everything | Didn't take part or didn't complete the task |
|
| Self-assessment sheet "I know, I'm interested, I want to know" | ||||
| Frontal conversation | ||||
| Verification questions homework in the presentation | ||||
| Completing a task for fixing | ||||
| Completion of a practical task | ||||
| Participation in reflection |
List of sources: https://ru.wikipedia.org/wiki /%D0%A0%D0%B5%D0%BC%D0%B5%D1%81%D0%BB%D0%BE
Practical implementation of the project
Ancient world history. Grade 5 Notebook of projects and creative works. Vigasin A.A. and etc.
3rd ed. - M.: 2018 . - 8 0 s.
The notebook was created for the textbook by A. A. Vigasin, G. I. Goder, I. S. Sventsitskaya “General History. Ancient world history. Grade 5". The guide is for students. For each of the information and creative projects provided for in the textbook, step-by-step algorithms for their implementation are proposed in the manual. Students will be able to understand the purpose and meaning of each of the projects, find the necessary information in the textbook, the Internet, additional literature for their implementation. The notebook provides an opportunity to record the information collected from various sources and prepare a project based on it. The notebook also includes assignments for creative work on the history of the Ancient World (working with a timeline, contour maps, illustrations, ciphergrams; performing assignments under the heading “Historical quiz “History Experts”). Working with a notebook will assist in the implementation of the requirements of the Federal State Educational Standard of basic general education for the formation of students' skills in research and project activities, and will also help increase the interest of fifth-graders in the subject.
Format: pdf
Size: 9.5 MB
Watch, download:drive.google
Dear fifth grader!
You are holding a notebook in your hands, which is designed to complete educational projects and creative tasks. The word "project" means "a plan developed to create something new, useful." The implementation of a project is called a project activity. For each modern man it is extremely important to plan your activities and achieve your plans. By working on study projects, you can learn skills that will be useful in the future. History - one of the most interesting sciences - opens up wide opportunities for the preparation of research and creative projects.
In the textbook on p. 300 authors have placed topics of information and creative projects that you will work with during school year. You can complete them with the help of a teacher. Some projects require group work.
A notebook will help you organize your work properly. All projects have different content and should have different results, but the scheme of work, as a rule, is the same. First of all, you will begin your activity by asking the question “What do I want to know and find out?”
The main questions that you can add are written in the notebook and marked with the icon hch. The following is the goal, the implementation of which will mean the completion of the project.
MOU Tvorishinskaya secondary school
General history project on the topic:
"Seven Wonders of the World"
The project was completed by:
5th grade student
Kudrin Konstantin
Head: history teacher
Meleshenko E.I.
With. Tvorishino
2015-2016 academic year year
Content:
Introduction.
1. Seven wonders of the world:
1.2 Egyptian pyramids
1.3. Hanging Gardens of Babylon
1.4. Statue of Zeus
1.5. mausoleum in Halicarnassus
1.6. Pharos Lighthouse (Alexandria Lighthouse)
1.7. Colossus of Rhodes
2.Conclusion
Literature
Introduction
The desire of modern people to learn as much as possible about the history, culture, traditions, both of their ancestors and of all mankind, has not dried up. Some really travel the world, get acquainted with nature, monuments, architecture, features and achievements of other peoples. Others do the same with the help of school, literature, the Internet. Modern technologies allow people to quickly and in large volumes receive information about issues of interest, share their knowledge with friends and with the whole world. Over the past millennia, mankind has created many beautiful works of art and architecture. Scientists and poets wrote about them. They were admired. They were arguing about. As far as one temple overshadows another, it should be considered a wonder of the world or there is more beautiful. Gradually, a list of the most outstanding wonders of the world, surprising with its unusualness, was formed. Initially, the list consisted of three miracles, then there were seven.
In ancient times, the number "7" was surrounded by a halo of mystery. Among the ancient Greeks, the "seven" was considered a magical, lucky and perfect number. Seven bright stars in the sky, seven colors of the rainbow, seven days of the week, seven muses, seven wise men. In fairy tales you can find the words: "behind the seven seals, behind the seven gates, behind the seven hills"
Guided by the ideas of the completeness and perfection of the number "7", the ancient Greek scientist Philo of Byzantium 2200 years ago for the first time described and classified seven famous creations of the ancient world, seven monuments, SEVEN WONDERS OF THE WORLD.
So the concept of "seven wonders of the world" arose. So there was a list of indisputable (without anyone doubting) seven wonders of the world.
Target:
1. To study information about the ancient Wonders of the World, the history of their occurrence and the reasons for their disappearance.
2. Show the uniqueness and uniqueness of the monuments of the ancient world.
Tasks:
1. Select and study the literature on this topic.
2. Get a holistic view of the Wonders of the World as the great creations of ancient culture.
3. Understand why each of the Wonders of the World is unique and inimitable.
The relevance of the topic of my work lies in the need for a modern person of cultural heritage and acquaintance with world art monuments. Seven wonders of the world as monuments of ancient culture.
SEVEN WONDERS OF THE WORLD, (Latin septem miracula mundi), the most famous monuments of the ancient world are the Egyptian pyramids in El Giza, the Hanging Gardens of Babylon, the Olympian Zeus statue, the Mausoleum in Halicarnassus, the Artemis Temple of Ephesus, the Pharos lighthouse, the Colossus of Rhodes.
Compiling a list of the most famous poets, philosophers, generals, great kings, as well as monuments of architecture and art, the traditional "small" genre of Greek Hellenistic poetry and a kind of exercise in rhetoric. The very choice of the number is consecrated by ancient ideas about its completeness, completeness and perfection, the number 7 was considered the sacred number of the god Apollo (Seven against Thebes, Seven Wise Men, etc.). Like collections of sayings of famous sages, collections of anecdotes, and stories of curiosities, writings about the Seven Wonders of the World were popular in antiquity and included descriptions of the grandest, most magnificent, or technically the most amazing buildings and monuments of art. That is why they were called miracles, while many authentic masterpieces of ancient architecture and art are missing from the list. The Acropolis in Athens with the creation of Phidias, the statue of Athena Parthenos, the famous statue of Aphrodite of Cnidus by Praxiteles, etc.
Mentions of the Seven Wonders appear in the writings of Greek authors starting from the Hellenistic era. They should have been known already at school, scientists and poets wrote about them. In the text of one Egyptian papyrus, which was a kind of tutorial, the names of famous legislators, painters, sculptors, architects, inventors, which are obligatory for memorization, are mentioned, then the largest islands, mountains and rivers, and, finally, the seven wonders of the world. The first mention of all the Seven Wonders in Rus' is found by Simeon of Polotsk, who was familiar with their description from some Byzantine source. In modern Europe, they became widely known after the publication of Fischer von Erlach's (1656-1723) book Sketches on the History of Architecture, which also contains the first reconstructions of famous monuments of ancient architecture known to us.
Egyptian pyramids.
EGYPTIAN PYRAMIDS, the tombs of the Egyptian pharaohs. The largest of them are the pyramids of Cheops, Khafre and Mikerin in El Giza in ancient times were considered one of the Seven Wonders of the World. The erection of the pyramid, in which the Greeks and Romans already saw a monument to the unprecedented pride of kings and cruelty, which doomed the entire people of Egypt to senseless construction, was the most important cult act and was supposed to express, apparently, the mystical identity of the country and its ruler. The population of the country worked on the construction of the tomb in the part of the year free from agricultural work. A number of texts testify to the attention and care that the kings themselves (albeit of a later time) paid to the construction of their tomb and its builders. It is also known about the special cult honors that turned out to be the pyramid itself. The pyramids were built on the left western bank of the Nile (the West is the kingdom of the dead) and towered over the entire city of the dead with countless tombs, pyramids, temples. The largest of the three pyramids of Cheops (architect Hemiun, 27th c. BC.). Its height was originally 147 m, and the length of the side of the base was 232 m. For its construction, 2 million 300 thousand huge stone blocks were required, average weight of which 2.5 tons. The slabs were not fastened with mortar, only an extremely precise fit holds them. In ancient times, the pyramids were lined with polished white limestone slabs, their tops were covered with copper slabs that sparkled in the sun (only the pyramid of Cheops preserved the limestone sheathing, the Arabs used the coating of other pyramids in the construction of the White Mosque in Cairo). One of the largest statues of antiquity rises near the Khafre pyramid and of our time, a figure of a lying sphinx carved from the rock with portrait features of Pharaoh Khafre himself. The great pyramids were surrounded by a number of small tombs of the wives of the pharaohs and their entourage. Such complexes necessarily included the sanctuaries of Upper and Lower Egypt, large courtyards for the celebration of heb-su, mortuary temples, the ministers of which were supposed to support the cult of the deceased king. The space around the pyramid, surrounded by steles, through a long covered passage connected with the temple on the banks of the Nile, where the body of the pharaoh was met and the funeral ceremonies began. All the pyramids are precisely oriented to the cardinal points, which indicates high level astronomical knowledge of the ancient Egyptians, the calculation of the angles of inclination of the faces is absolutely impeccable. In the pyramid of Cheops, the angle of inclination is such that the height of the pyramid is equal to the radius of an imaginary circle into which the base of the pyramid is inscribed. load on its floors. In addition to the chambers in the pyramid, there are other voids - corridors, passages and galleries, the entrances to which were carefully walled up and disguised. Nevertheless, the burials in the pyramids were plundered, apparently quite soon after the burial of the pharaohs. The thieves knew all the traps well, so they were most likely associated either with the builders or with the priests who carried out the burials. The buildings in El Giza, with their grandeur and apparent uselessness, amazed the imagination already in antiquity, which is best conveyed by an Arabic proverb: “ Everything in the world is afraid of time, but time is afraid of the pyramids.
Hanging Gardens of Babylon.
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HANGING GARDENS OF SEMIRAMIS, gardens in the palace of the Babylonian king Nebuchadnezzar II (605-562 BC), which he ordered to be laid out for his beloved wife, the Median princess; traditionally ranked among the Seven Wonders of the World. The first mention of wonderful gardens was preserved in the "History" of Herodotus, who probably visited Babylon and left us the most complete description of it. Perhaps, with an eye on the "father of history", the hanging gardens in the Hellenistic era were placed on the list of the greatest and most famous buildings. Already in the time of Herodotus, the construction of the hanging gardens was attributed to the legendary conqueror of all Asia, the Assyrian queen Shamurmat (in the Greek pronunciation of Semiramis). The gardens were located on a wide four-tiered tower. The terrace platforms were built of stone slabs covered with a layer of reeds and filled with asphalt. Next came the laying of two rows of bricks fastened with plaster and lead slabs, which did not let water into the lower floors of the garden. All this complex structure was covered with a thick layer of fertile earth, which made it possible to plant the largest trees here. The tiers rose in ledges, connected by wide staircases with slabs of pink and white. Every day, thousands of slaves pumped water from deep wells to the top into numerous canals, from where it flowed down to the lower terraces. The murmur of water, the shade and coolness among the trees (taken from distant Media) seemed like a miracle. At the base, the structure rested on columns and vaulted ceilings. It was in these halls of the palace in the lower tier of the garden that Alexander the Great, the conqueror of Babylon and Asia, died. and supporting columns. The only trace of the once grandiose monument of engineering has now been discovered thanks to the excavations of Robert Koldewey in 1898, a network of intersecting trenches near the Iraqi city of Hille (90 km from Baghdad), in the cuts of which traces of dilapidated masonry are still visible.
Statue of Olympian Zeus.
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STATUE OF OLYMPIC ZEUS, the famous statue of the king of the gods and people by the great Greek sculptor Phidias; one of the Seven Wonders of the World. The statue was placed in the cult center of the Olympian sanctuary, the temple of Zeus, in the sacred grove of Altis. To the question of the artist Panen, how Phidias planned to represent the supreme god, the master answered: “... So, as Zeus is represented by Homer in the following verses of the Iliad: Rivers, and as a sign of black Zeus waves his eyebrows: chapters; and the multi-hilled Olympus shook.” The statue was made by Phidias in the chrysoelephantine technique: the exposed parts of the body were lined with ivory plates, the robes were cast from gold, and the base of the sculpture was wooden. The height of the statue reached approx. 17 m high. If the god "rose", his height would far exceed the height of the temple itself. Travelers who saw Zeus at Olympia call the combination of authority and mercy, wisdom and kindness in his face amazing. In his hand, the Thunderer held a statue of Nike (a symbol of victory). The richest throne of Zeus was also made of gold and ivory. The back, armrests and foot were decorated with ivory reliefs, golden images of the gods and goddesses of Olympus. The lower walls of the throne were covered with drawings of Panen, his legs with images of dancing Nik. The feet of Zeus, shod in golden sandals, rested on a bench decorated with golden lions. In front of the pedestal of the statue, the floor was lined with dark blue Eleusinian stone, a pool for olive oil carved in it was supposed to save the ivory from drying out. The light that penetrated the doors of the dark temple, reflected from the smooth surface of the liquid in the pool, fell on the golden clothes of Zeus and illuminated his head; it seemed to those who entered that the radiance came from the very face of the deity. Perhaps at the end of the 4th century. the statue of Zeus was transported to Constantinople and installed at the capital's hippodrome, where it died during one of the fires.
Mausoleum in Halicarnassus.
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THE MAUSOLEUM IN HALICARNASS, the tomb of Mausolus of Caria (died 353 BC), one of the Seven Wonders of the World. Like other Greek monuments from among the Seven Wonders of the World, the mausoleum was famous not only for the grandeur of its architecture, but also for the collection of sculptures the base of the pyramid, on which the Greek-type temple and another pyramid rested, were decorated with reliefs with scenes of Amazonomachy by the most famous sculptors of the 4th century BC. BC e. Leochar, Skopas, Briaxis and Timothy. The almost untouched mausoleum stood for approx. 1800 years in the middle of a deserted city until the 15th century, when it was dismantled by the crusaders, who strengthened its stronghold on the Aegean Sea with its plates, the castle of St. Petra (modern Bodrum in Turkey). It was within the walls of the fortress and the surrounding houses that in 1857 the English archaeologist C. T. Newton discovered relief slabs from the basement of the tomb (now in the British Museum in London and the Archaeological Museum in Istanbul), the statues of Mausolus and his wife Artemisia (who continued after her death king, the construction of their common tomb) and a colossal chariot that crowned the entire structure.
Temple of Artemis of Ephesus.
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ARTEMIS EPHESUS TEMPLE (Artemision), one of the most famous and revered pilgrimage centers of the ancient world; since the Hellenistic era, it has traditionally been included in the list of the Seven Wonders of the World. The oldest traces of the veneration of Artemis near the place of her birth date back to pre-Greek times; a giant temple of the goddess was built in the 6th century. BC e. architect Hersiphron of Knossos. During one of the sieges, the inhabitants of Ephesus stretched a rope from the temple to the city, thereby turning it into an inviolable sanctuary. The glory of Artemision was so great that people from all over the Greek ecumene placed their savings in it. The student of Socrates, the famous historian Xenophon, who transferred a large amount of money to the goddess for safekeeping before going to Persia (described in Anabasis), upon his return he built a small temple on them as a token of gratitude to Artemis, an exact copy of the Ephesian one in the town of Skillunte in Elis. July 21, 356 to n. e. the temple of Artemis of Ephesus, the main shrine of the Greeks of Asia Minor, was burned by Herostratus, a sacrilege was committed that shook the entire Hellenic world. Subsequently, a legend arose that Artemision burned down on the day when the future conqueror of Asia, Alexander the Great, was born. When Alexander approached the city after 25 years, he wished to restore the temple in all its splendor. The architect Alexandra Deinocrates, who supervised the work, retained his previous plan, only raised the building to a higher stepped base. The whole building was striking in its splendor and scale unusual for Greek architecture. The temple occupied a huge area of 110 x 55 m, the height of the Corinthian columns (there were 127), a double row surrounding the structure, was also grandiose about 18 m; the roof of Artemision was covered with marble tiles. One of the sights of the building were 36 columns, decorated at the base with reliefs almost in human height. The great Greek masters took part in the decoration of such a revered place: Praxiteles sculpted reliefs for the altar in the sanctuary fence, the reliefs of the columns were made by Skopas, Apelles placed his paintings in the temple; the art gallery of Artemision was as famous as the collection of paintings in the Athenian propylaea. The sanctuary also flourished under the Romans, sources report rich gifts to the temple of silver and gold statues and the construction of a portico along the road from the city to the sanctuary (about 200 m). The Acts of the Apostles mentions the indignation caused in the city by the preaching of the Apostle Paul, which interfered with the trade in silver models of the temple of the goddess, the manufacture of which was the most profitable craft here. In 263, the Goths who broke into Asia Minor, having heard about the innumerable riches of the city and Artemision, plundered the sanctuary; the next blow was the prohibition of pagan cults in the Roman Empire in 391 under Theodosius I the Great. It is known, however, that the cult of Artemis continued to go here for another two centuries, until this place was finally abandoned after an earthquake. In 1869, as a result of excavations begun by the English archaeologist J. T. Wood in a swamp at the supposed site of the sanctuary, the base plate of the structure was discovered and numerous offerings to the temple were found. The famous reliefs of the columns of Artemision are currently in the British Museum (London).
FAROS LIGHTHOUSE (Lighthouse of Alexandria).
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FAROS LIGHTHOUSE (Lighthouse of Alexandria), a lighthouse on the east coast of about. Pharos within the boundaries of Alexandria, the Hellenistic capital of Egypt; one of the Seven Wonders of the World. The builder of this miracle of technology, the first and only colossal lighthouse in the entire Greek world, was Sostratus of Cnidus. On the marble wall of the building, Sostratus carved the inscription: "Sostratus, the son of Dexifan from Cnidus, dedicated to the gods-saviors for the sake of sailors." He covered this inscription with a thin layer of plaster with the glorification of King Ptolemy Soter written on it. Over time, the fallen off plaster revealed the true name of the builder and great engineer. During the construction of the lighthouse, the most remarkable and ingenious inventions of Alexandrian scientists were used. The lower floor of the three-tier 120-meter tower had four faces facing north, east, west and south, eight faces of the second tier were oriented in the direction of the eight main winds. On the third floor, a lantern crowned a dome with a statue of Poseidon about 7 m high. A complex system of metal mirrors intensified the light of the fire that lit on the top of the structure and made it possible to observe the expanse of the sea; the lighthouse itself was also a well-fortified fortress with a large military garrison. Travelers who saw the lighthouse wrote about the cunningly arranged statues that adorned the lighthouse tower: one of them always pointed to the sun along its entire path and lowered its hand down when it set, the other beat every hour day and night, the third one could find out the direction wind. The amazing building stood until the 14th century, but even in its already badly destroyed form, its height was approx. 30 m. At present, only the base of the lighthouse has been preserved, entirely built into a medieval fortress (now the base of the Egyptian fleet).
The Colossus of Rhodes.
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THE COLOSS OF RHODES, a gigantic statue of Helios by the sculptor Hares on the island. Rhodes; one of the Seven Wonders of the World. It was erected with the money received by Rhodes after the sale of the siege machines of Demetrius I Poliorket, who tried to capture this richest Greek island in 305 BC. e.Helios was not just a particularly revered deity on the island, he was its creator: having no place dedicated to him, the sun god carried the island on his hands from the depths of the sea. The statue of the god towered right at the entrance to the harbor of Rhodes and was visible to swimmers already from the neighboring islands, the height of the statue was approx. 35 m, i.e., almost three times higher than the "Bronze Horseman" in St. Petersburg. At the base, the statue was made of clay with a metal frame, finished with bronze sheets on top. To work on the image of the god directly at the site of its installation, Chares used a cunning technique: with the gradual elevation of the sculpture, the earthen hill around it also rose; the hill was subsequently torn down, and the statue in its entirety was revealed to the astonished inhabitants of the island. It took 500 talents of bronze and 300 talents of iron to make a grandiose monument (about 13 and about 8 tons, respectively). The colossus also gave rise to a kind of fashion for giant statues, on Rhodes already in the 2nd century. BC e. about a hundred colossal sculptures were installed. The creation of the bronze giant lasted approx. 12 years, but he stood, however, only 56 years. In 220 BC e. during the earthquake, the statue collapsed, unable to withstand the vibrations of the ground. As Strabo writes, "the statue lay on the ground, overthrown by an earthquake and broken at the knees." But even then the Colossus was surprising for its size; Pliny the Elder mentions that only a few could grasp with both hands thumb statue hands. The wreckage of the Colossus lay on the ground over a thousand years, until, finally, they were sold by the Arabs, who captured Rhodes in 977, to a merchant who, as one of the chronicles tells, loaded 900 camels with them. At present, it is not possible to fully reconstruct the appearance of the statue.
Conclusion.
So, in my work, I talked about the Seven Wonders of the World.
The six wonders of the world have long disappeared from the face of the Earth, and only the Egyptian pyramids have stood the test of time.
One might think that fate was especially unkind to the wonders of the world, whose fate was so tragic. This is wrong. Houses, temples, cities, entire countries and empires have completely disappeared from the face of the earth over the past centuries. There is nothing left of them. Time is merciless to everything. Fortunately, this has never deterred people from new attempts to build, sculpt, paint - somehow express themselves. New architectural masterpieces appear and then they say: "This is the eighth wonder of the world." Looking at the extraordinary buildings of the past centuries and the present, we can say with confidence that there are many great masters and miracles created by them on Earth. There are not seven or eight, or even forty, but much more. And while our planet continues to fly in the universe, while life is in full swing on it, more and more miracles will be created!
1. The list of the Seven Wonders of the World includes the greatest creations of ancient culture.
2. Each of the ancient monuments is unique.
3. None of the disappeared Wonders of the World can be restored in its original form.
Literature:
1. A. A. Vigasin, G. I. Goder, I. S. Svenitskaya. story. History of the ancient world. - M. "Enlightenment", 2016.
2. Electronic encyclopedia "Circumnavigation". 7 wonders.
4. “Brief Encyclopedia schoolboy". Seven wonders of the world. Dragonfly, 2000
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Theme of the project: "The wise men of antiquity about the rules of conduct"
5th grade student of OBOU "Sudzhan boarding school"
Supervisor: history teacher Shustikova A.V.
Objective of the project: get acquainted with the teachings of the ancient sages about the rules of conduct.
Project objectives: to find out what is common in the rules, why the instructions of the ancient sages are valuable for people of our time.
Introduction.
From time immemorial, people have sought to develop rules of good manners and behavior. A well-bred person is always pleasant to others. He speaks correctly, has good manners, respects and honors his parents and those around him. It became interesting for me to find out how valuable the instructions of the sages of antiquity are for us, people of the 21st century. What did they teach their contemporaries. Sages Ancient Greece and the Ancient East were the main creators of the treasury of world wisdom, and it is in their sayings that we still find the enduring values of the eternal truths of our life.
What did the Buddha teach?
He abandoned his beautiful palace and rich, carefree life. Gautama wandered for a long time, starving and suffering hardships. And one day, when he was sitting cross-legged under a huge tree, indulging in meditation, he gained wisdom. Since then, they began to call him Buddha, which means “enlightened”, “awakened”. And he became a great spiritual mentor and founder of Buddhism in ancient India.
The Buddha said that all life is accompanied by suffering, but you can improve your lot if you always tell the truth, strive for good, do not take someone else's, and do not feel anger and envy for anything. He urged not to kill living beings, to be merciful, to honor parents.
The Buddha taught: « The jug is filled gradually, drop by drop. To succeed, you need to start small and work hard. The wise man taught forgiveness: « Holding back anger is like grabbing a hot coal with the intention of throwing it at someone else; you're the one who burns."
Buddha said: "No matter how many commandments you read, no matter how much you talk about them, they will mean nothing if you do not follow them."
What did Confucius teach?
Confucius (c. 551 BC - 479 BC) is an ancient thinker and philosopher in China. His teachings had a profound impact on the life of China and East Asia, becoming the basis of the philosophical system known as Confucianism.
Truth, justice. An insignificant person seeks profit, and a noble person seeks justice.
Loyalty to customs, observance of the traditions of ancestors.
Common sense, prudence, prudence
Sincerity, good intention, conscientiousness.
An educated person, according to Confucius, is easy to recognize by his behavior:
Take off your shoes before entering the house.
Do not walk around with loose hair.
Must be polite, not rude. With elders - respectfully, and favorably with the younger ones.
A person must understand and forgive the offender, guide him on the right path.
What did Socrates teach?
Socrates (469 - 399 BC) - the famous teacher and philosopher of ancient Greece. He urged people to think about how to lead a good life.
"Plato is my friend but the truth is dearer" owes its birth again to Socrates. The main occupation of a person "in life" is the education of his own soul through reasonable, moral behavior.
Socrates believed that there should be friendly relations between people: “Without friendship, no communication between people has value.”
What did Jesus Christ teach?
rich and Lazarus, the unrighteous steward, the Lord Jesus Christ instructs us how we should show love to people.
From these parables it follows that the works of mercy, in their external manifestations, can be very different. The deeds of mercy include all the good that we do for others: forgiveness of offenses, assistance to the afflicted, consolation of the mourners, good advice, prayer for our neighbors, and much, much more. The parable of the prodigal son, who returned to his father, having squandered all the money, teaches us forgiveness and compassion, the belief that a person can stumble and he needs to be understood and forgiven, put on the right path. In the parable of the talents, laziness and negligence are condemned.
And the biblical law Golden Rule morality: "Treat people the way you want totreated you."
Conclusion
Norms and rules of conduct have existed since ancient times. Many sages and philosophers created them in different countries and at different times. But they all teach one thing: mercy, respect for parents, generosity, forgiveness, always tell the truth, do not offend the weak, love your neighbor, be polite. These rules are always valid.
But, unfortunately today, many people forget about these values, swear, be rude to each other, lie, do not respect parents, kill, do bad deeds and do not repent of it.
And so I want to appeal to people: “Be kinder, more merciful! And everyone will be fine!”
Explanatory note
The creative design work "Museum of the Ancient World" is submitted for defense.
Museum -it's somethingan institution that collects, studies, preserves andexhibiting objects - monuments of history. Having begun to seriously study the history of the Ancient World, we decided to create the project "Museum of the History of the Ancient World", since the theoretical knowledge gained is always interesting to put into practice.
Relevance of the project is due to the curriculum itself and the fact of the continuity of the history course. Thus, in order to study the next period in history, it is necessary to consolidate knowledge about the previous one at a sufficient level. This project is the best way to do that.
Practical significance project is manifested in the possibility of using it in the lessons of history and MHK, as well as in preparation for testing work.
During the implementation of the project, we were guidedhypothesis that the systematization of knowledge implemented in the layout of the museum will help to consolidate the acquired knowledge, raise interest in the study of the subject, and develop creative potential.
Target of our project: to create conditions for the accumulation and implementation of the experience of intellectual and creative activity through independent research and creation of a model of the museum "History of the Ancient World".
Tasks project:
Get acquainted with the history and features of the ancient Primitive society, Egypt, Greece, Rome, China, India.
To study the life and culture of ancient people, learn about the knowledge and inventions of the people of these countries and their scientific application.
Systematize and generalize knowledge by creating a layout of the Museum "History of the Ancient World".
When creating the project, we usedmethods system analysis, grouping of facts, modeling, etc.
In its implementation, the project went through severalstages : preparatory (choosing a topic and implementation model, compiling an exposition); practical (collection and analysis of information, creation and placement of exhibits, design of the museum layout); final (design design work, presentations and protection).
The project wearsinterdisciplinary character, since in its implementation we involve the knowledge of many other disciplines: the actual knowledge of history, mathematics, computer science, literature, geography, fine arts, technology, etc.
The project hasdevelopment perspective : in agreement with teachers and parents, create an exhibition or mini-museum (temporary) in the creation of which everyone can take part.
Project implementation
Preparatory stage
When creating the project, we used the textbook History of the Ancient World. Grade 5Vigasin A.A., Goder G.I.M.: 2015. We also decided to create the museum exposition in accordance with the logic of this tutorial. It was decided to organize the following halls of our museum: "Primitive Society", "Ancient Egypt", "Ancient Rome", "Ancient Greece", "Ancient India and China".
It was decided to place information and exhibits in each hall according to the principle of significance, importance and accessibility. Responsibilities for the implementation of the project task were distributed among the group members.
For the manufacture of the base of the layout, it was decided to use thick cardboard. The rest of the materials were selected for a specific exhibit (artificial fur, leather, hair, natural materials). Markers and helium pens are used as writing material. It was decided to fasten the exhibits with the help of double-sided adhesive tape and Moment Universal glue.
Practical stage
After selecting the exhibits, work began on finding information and creating objects of the exposition. In addition to the indicated textbook, the following literature was used in collecting information: The ancient world. Complete encyclopedia. Hardman S., Steele F., Themes R. M.: 2007. and The Ancient World. Encyclopedic Dictionary. V. D. Smooth. Publisher: Tsentrpoligraf, 2001. The resources of the World Wide Web were also used.
Hall "Primitive society". It is proposed to start a mini-tour of our "museum" from the "time tape". It allows you to understand how this or that period in world history is dated and determines the place of historical events in it. The turning point for the countdown of our era is the birth of the Christian religion. Among the exhibits on the model is a figure of a primitive man in traditional clothes made from animal skins. The material could be leather or plants. Also presented is one of the options for a tool - a stone ax. Depending on the region where they lived, primitive people hunted different mammals: wild boars, goats, bulls, bears, elephants and mammoths, the exhibit of which is presented on our model. For hunting a large animal, driven hunting was mainly used, in which a crowd of people drove the animal into a pre-prepared trap (pit), then the animal was finished off with guns. Another point reflected in our model is the rock (cave) painting of primitive people. To create drawings, dyes of various origins were used: mineral (hematite, clay, manganese oxide), animal, vegetable (charcoal). Dyes were mixed with binders, such as tree resin or animal fat, if necessary, and applied directly to the surface with the fingers; tools were also used, such as hollow tubes through which dyes were applied, as well as reeds and primitive brushes. Cave painting of the Paleolithic era consisted of lines and was dedicated mainly to animals. Over time, cave painting evolved as primitive communities developed; in the painting of the Mesolithic and Neolithic eras, there are both animals and handprints and images of people, their interactions with animals and with each other, as well as the deities of primitive cults, their rites.
Hall "Ancient Egypt". The first thing that is associated with Egypt in general, and ancient Egypt in particular, is the pyramids. Pyramids are stone structures-tombs of the Egyptian pharaohs. The ancient Egyptians created a number of burial customs that they believed were necessary to ensure immortality in the later afterlife. These rituals include mummification, the selection of magical spells, and the provision of graves with everything necessary for life in the afterlife. In our museum, a part of the mummy's canvas is presented. It is a bandage of linen linen cut into ribbons, smeared with gum. In addition, the layout shows the system of the ancient Egyptian sarcophagus. An interesting moment in the history of Ancient Egypt is the unification of the Upper and Lower Egyptian kingdoms. The ruler united not only life, arranged a common capital, but also accepted general rule, the symbol of which was the crown, which combined elements of the two territories. The most common writing system in ancient Egypt was hieroglyphic writing. In total, it contains about 700 of the most common signs, the outline of which could have different variations. They are divided into signs that convey the sounds of the language (phonograms) and semantic concepts (ideograms). It was in ancient Egypt that papyrus first appeared - writing material from a reed plant. The papyrus stems were dissected and glued into layers, which were later used for writing. Also in the Ancient Egyptian Hall, information about the main Egyptian gods in the belief system is presented. In the sources you can find more or less clear information about the following gods: Amon - first the god of air, then became the god of the sun. It was presented in the form of a man, with a crown and two high golden feathers on it, sometimes he could appear in the form of a man with a ram's head; Anubis is the patron of the world of the dead. Depicted as a man with the head of a black jackal. Sometimes he could appear completely in the form of an animal, namely a black dog; Apophis is the god of darkness and darkness, the eternal enemy of the sun god. Lives underground. Depicted in the form of a huge snake. Ra fought with him every night; Horus is the god of the earth, the divine ruler of Egypt. It was presented in the guise of a man, on whose head a duck was depicted; Ming is the god of fertility and reproduction of people and animals. Depicted as a man with a disproportionately large hard phallus (a symbol of fertility), one hand is raised up, in the second he holds a whip. On the head is a crown with high golden feathers; Montu is the god of war. He had the appearance of a man with the head of a falcon, on his head a crown with two feathers and a solar disk, holding a spear in his hand; Osiris is a democratic god, the god of hunting and war. He was also considered the god of fertility. Most revered common people Egypt; Ptah is the god of craft and creativity, truth and justice. Seen in tight clothes, holding a staff in his hands; Ra - the most famous Egyptian solar god, was seen with the head of a falcon crowned with a solar disk; Sebek is the god of rivers and lakes. Depicted as a man with the head of a crocodile, on his head a golden high crown; Thoth is the ancient Egyptian god of knowledge. He holds in his hands a long thin staff; Hapi is the deity of the Nile River, the patron of moisture and harvest. He presented himself as a fat man with a huge belly and female mammary glands. There is a papyrus crown on his head, he holds vessels with water in his hands; Hor is the god of heaven and royal power, the patron of the army. The Egyptian pharaohs were considered the incarnation of Horus on earth. Depicted as a man with the head of a falcon; Heh - the embodiment of the elements. In the images - a man with a frog's head; Khnum is the creator of people, the god of creation, water and the setting sun. Created the life-threatening rapids of the Nile River. Depicted as a man with a ram's head; Shai is the god of the vine, the patron of wealth. Later he began to be considered the god of fate, who determined the time of the course of human life; Shesemu - the god of the afterlife, guarded the mummy and punished sinners. God of embalming; Shu is the god of air who separates heaven and earth. Depicted in the form of a man who is on one knee, raising his hands up, and holding the heavens; Yah is the god of the moon. It was presented in the form of a man crowned with a lunar disk and a lunar crescent. In our "museum" brief information about the following gods:_________.
Hall "Ancient India and China". The united hall of two cultures includes rather modest exhibits. A fragment of the Great Wall of China belongs to China, the construction of which began in ancient China (IIIV. BC), and ended in the 17th century. The wall was supposed to clearly fix the boundaries of Chinese civilization, contribute to the consolidation of a single empire, and protect it from external enemies. Evidence of the development of Chinese writing dates back to the 17th-11th centuries. BC. The most important achievements of Chinese antiquity are wooden and bamboo boards with hieroglyphs. These are the first books in China to have the title "jian". Among the exhibits are bamboo sticks. It was not easy to write on wooden plates, but it was even more difficult to make them. In order to create a future book, it was necessary to cut the bamboo blanks into knees, and then split them into thin strips. To protect the wood from decay and from all kinds of insects, it was heated on a fire.
Scrubbed and dried thin bamboo plates were connected in several pieces using metal staples. The Chinese book was like modern sliding curtains. Later, planed plates began to be used. The canvases ready for writing had a length of 20 to 70 cm and a width of 10-15 cm. After a series of studies, it was revealed that for private correspondence, bamboo was used about 23 cm long, and for government laws - 68 cm.
Man-made books were not scratched out, but were written with a special solution. To write hieroglyphs, the Chinese used the juice of a lacquer tree, from which they prepared special "ink". “Ink” turned out to be of very high quality and resistant, the mistake made could be removed only by carefully scraping it with a knife. A writing tool resembling a brush was made from bamboo fibers. The text on the plates was written from right to left, from top to bottom. Each vertical line contained from 10 to 40 hieroglyphs.
To exhibits on history ancient india refers to the national outfit - Sari for women and Dhoti for men. A sari is a rectangular piece of fabric, typically 5 to 9 meters long. Plain or with floral patterns, it can be both casual and festive. Although there are many ways to drape a sari, the most common is the style in which Indian women tie the sari around the waist, forming folds in front, and the end (palla) is thrown over the shoulder, covering the chest. The saree is worn with a blouse called a choli or ravika and an underskirt. Dhoti is a draped, loincloth garment for Indian men. Dhoti is a strip of rectangular fabric, usually 5 meters long, white or other solid color.
It is impossible, when talking about India, not to mention the structure of society. India had a closed caste system. According to legend, God Brahma divided people into castes, defining their occupations, rights and duties. The position of each caste was determined by its origin. Even the color of clothes Each caste picked up a special one. From his mouth, Brahma created a caste of Brahmin priests. Therefore only a brahmin can speak in the name of God. Brahma created warriors from his hands. Farmers were created from thighs. From the mud-stained feet, Brahma created a caste of servants. Particularly difficult and humiliating was the situation of the untouchables, who did not belong to any of the castes. Our layout reflects the principle of creating castes and represents the figure of Brahma.
The basis of the religious system of Ancient India was Hinduism - a unique religion that does not have a founder, like most popular religious movements. Hinduism is a generalized system of beliefs and traditions, as well as spiritual and bodily practices.
The pantheon of Indian gods is quite extensive. There are three dominant deities that complement each other, but at the same time have different functions: Vishnu - a four-armed deity, soaring on an eagle, is an all-pervading entity, conscious of the past and future, creating and destroying universes. Vishnu himself also has several forms that are responsible for the universe and maintaining balance in nature. The main incarnation of God is Krishna, whose goal is to destroy evil and save fallen souls. Brahma is a self-born entity endowed with the ability to create. It has four arms representing the four cardinal directions. The cult of Brahma is less common in Hinduism, despite his position in the pantheon of gods. Shiva - personify creation and destruction. Considered the founder of yoga. Depicted as a four-armed creature sitting in a lotus position. Has a spiritual family: wife Parvati and two sons: Ganesha and Skanda. Known as the destroyer of three demonic cities built to carry out evil. The main goal of adherents of Hinduism is spiritual liberation, which contributes to a harmonious existence. In the understanding of the religious trend, a person is a soul that finds itself in the conditions of the material world, where disappointment, suffering and ignorance reign. Video about the meaning of human life in Hinduism The meaning of human life in Hinduism lies in the liberation from the unnatural and alluvial. The search for pleasure is the main goal of a human being, however, pleasure is not understood as trivial pleasures of an illusory nature, but the achievement of spiritual enlightenment. The form of comprehension of the truth is reincarnation, which contributes to the accumulation of life experience through a temporary cessation physical activity. A person's behavior directly affects his life experience and spiritual development. People who commit evil deeds doom themselves to illness, sorrow and disappointment. Karma is the result of the activity of a being in the current and past lives. The realization of sacred duty helps to get rid of suffering and find spiritual harmony. The sacred book of Hinduism is the Vedas, which describe ancient traditions, sacrificial formulas, spells, etc.
Hall "Ancient Greece". The history of ancient Greece can be devoted not just to a whole hall, but to a whole museum, scientific work, etc. We have placed in this room the most interesting moments for us. Our hall begins with the Olympic Games. Olympic Games Ancient Greece was a religious and sports holiday held in Olympia. The first documented celebration dates back to 776 BC. e., although it is known that the games were held before. At the time of the games, a sacred truce was declared, at which time it was impossible to wage war. The winners of the competitions were revered as heroes in war. The reward for victory was a wreath of wild olive or laurel, the winner was placed on a bronze tripod and given palm branches in his hands. The winner was raised to Olympus. Olympus in the understanding of the Greeks was a haven of the Gods. The system of deities was quite developed. The ancient Greeks honored 12 Olympian gods. Their list usually included Zeus, Hera, Athena, Hephaestus, Apollo, Artemis, Poseidon, Ares, Aphrodite, Demeter, Hermes, Hestia. Hades is also close to the Olympian gods, but he does not live on Olympus, but in his underworld.Zeus is the main deity ancient Greek mythology, the king of all other gods, the personification of the boundless sky, the lord of lightning. In the Roman religion, Jupiter Poseidon, the god of the seas, corresponded to him, among the ancient Greeks, the second deity in importance after Zeus. As the personification of the changeable and stormy water element, Poseidon was closely associated with earthquakes and volcanic activity. In Roman mythology, he was identified with Neptune. Hades is the lord of the gloomy underground kingdom of the dead, inhabited by the incorporeal shadows of the dead and terrible demonic creatures. Hades (Hades), Zeus and Poseidon made up the triad of the most powerful gods of Ancient Hellas. As ruler of the depths of the earth, Hades was also associated with agricultural cults, with whom his wife, Persephone, was closely associated. The Romans called it Pluto. Hera is the sister and wife of Zeus, the main female goddess of the Greeks. The patroness of marriage and conjugal love. Jealous Hera severely punishes the violation of marriage bonds. The Romans corresponded to Juno. Apollo - originally the god of sunlight, whose cult then received a wider meaning and connection with the ideas of spiritual purity, artistic beauty, medical healing, retribution for sins. As a patron of creative activity, he is considered the head of the nine muses, as a healer - the father of the god of doctors Asclepius. The image of Apollo among the ancient Greeks developed under strong influence Eastern cults (Asia Minor god Apelun) and carried refined, aristocratic features. Apollo was also called Phoebus. Under the same names, he was revered in Ancient Rome Artemis is the sister of Apollo, the virgin goddess of forests and hunting. Like the cult of Apollo, the veneration of Artemis was brought to Greece from the East (the Asia Minor goddess Rtemis). The close connection of Artemis with forests comes from her ancient function as the patroness of vegetation and fertility in general. The virginity of Artemis also contains a dull echo of the ideas of birth and sexual relations. In ancient Rome, she was revered in the person of the goddess Diana. Athena is the goddess of spiritual harmony and wisdom. She was considered the inventor and patroness of most of the sciences, arts, spiritual pursuits, agriculture, and crafts. With the blessing of Pallas Athena, cities are being built and public life. The image of Athena as a defender of the fortress walls, a warrior, a goddess who, at her very birth, came out of the head of her father, Zeus, armed, is closely connected with the patronage functions of cities and the state. Among the Romans, Athena corresponded to the goddess Minerva. Hermes is the most ancient pre-Greek god of roads and field boundaries, all borders separating one from the other. Due to his primordial connection with the roads, Hermes was later revered as a messenger of the gods with wings on his heels, the patron of travel, merchants and trade. His cult was also associated with ideas about resourcefulness, cunning, subtle mental activity (skillful differentiation of concepts), knowledge foreign languages. The Romans have Mercury. Ares is the wild god of war and battle. In ancient Rome, Mars. Aphrodite is the ancient Greek goddess of sensual love and beauty. Her type is very close to the Semitic-Egyptian veneration of the productive forces of nature in the form of Astarte (Ishtar) and Isis. The famous legend about Aphrodite and Adonis was inspired by the most ancient oriental myths about Ishtar and Tammuz, Isis and Osiris. The ancient Romans identified with Venus. Hephaestus is a god whose cult in the era of hoary antiquity was associated with volcanic activity - fire and roar. Later, thanks to the same properties, Hephaestus became the patron of all crafts associated with fire: blacksmithing, pottery, etc. In Rome, the god Vulcan corresponded to him. Demeter - in Ancient Greece personified the productive force of nature, but not wild, like Artemis once, but "ordered", "civilized", the one that manifests itself in regular rhythms. Demeter was considered the goddess of agriculture, who rules the annual natural cycle of renewal and decay. She also led the cycle of human life - from birth to death. This last aspect of the cult of Demeter was the content of the Eleusinian mysteries. Hestia is the patron goddess of the hearth, family and community ties. Altars to Hestia stood in every ancient Greek house and in the main public building of the city, all citizens of which were considered one big family. Dionysus is the god of winemaking and those violent natural forces that bring a person to insane delight. Dionysus was not one of the 12 "Olympic" gods of Ancient Greece. His orgiastic cult was borrowed comparatively late from Asia Minor. The popular veneration of Dionysus was opposed to the aristocratic service of Apollo. From frenzied dances and songs at the feasts of Dionysus later came the ancient Greek tragedy and comedy. When studying the history and culture of Ancient Greece, we often met with a large number of various vessels. In our layout, we presented two: the first is a classic amphora, the second is a crater. Both vessels were associated with winemaking: the amphora was used to transport and store wine, while the crater served as a vessel for mixing wine with water. One of the characteristic features of ancient Greek art is the ornament. Our museum has several varieties.
Hall "Ancient Rome". It is impossible to study the history of Ancient Rome without touching on the legend of the she-wolf who nursed Romulus and Remus. We also placed the legend and sculpture of the she-wolf and the legendary brothers on our layout. The Roman state was famous for its military traditions, so the next exhibit is a Roman warrior. But the life of the Romans was not only in wars. In our museum, you can see how the daily clothes of a Roman looked like. It consisted mainly of a toga and a tunic. A little-known fact from the history of the culture of Rome seemed very interesting to us (that's why we included it in our "Museum"): it was in ancient Rome that the art of mosaics from pieces of glass, which today is usually called stained glass, originated. In our museum there is a self-created stained glass window.
Total: the layout of the Museum "History of the Ancient World" has 5 rooms, ____ exhibits. Part of the exhibits can be replaced if necessary. Also, the layout can be expanded by adding additional pages or sections to existing ones.
Final stage
In the course of the project, we studied a textbook, a thematic encyclopedia, a dictionary, a number of works of artistic culture and visual sources. The group members turned to the topics already studied, independently (with the teacher's advice) studied the material that had not yet been covered in the lessons.
The goals and objectives set before the start of the work were implemented. During the implementation of the project, conditions were created for the accumulation and implementation of the experience of intellectual and creative activity, by conducting independent research and creating a model of the Museum "History of the Ancient World".
The project team got acquainted with the history and characteristics of the ancient Primitive society, Egypt, Greece, Rome, China and India. The life and culture of ancient people were studied, knowledge was accumulated about the achievements of science, culture and inventions of the people of these countries and their application.
It was possible to systematize and generalize knowledge by creating a model of the museum "History of the Ancient World".
