"Eternal City" and its inhabitants. Presentation on the theme "The Eternal City and its inhabitants" The Eternal City and its inhabitants

Thousands of residents of Italy and the provinces were eager to get to Rome. Some came on business, others wanted to get a lucrative position. But everyone was attracted by gladiatorial games, chariot races and triumphal processions.

The city was decorated with palaces on the Palatine Hill, statues of gods and emperors, temples and porticoes, numerous fountains.

Columns were built in many forums to glorify the emperors.

On the column itself there were bas-reliefs depicting scenes from the life of the emperors, and the columns were crowned with multi-meter statues of the emperors.

The huge amphitheater Colosseum, which could accommodate 50 thousand spectators, stood out for its size and beauty. The construction was carried out for 8 years, in 72 - 80 years as a collective building of the emperors of the Flavian dynasty. For a long time, the Colosseum was for the inhabitants of Rome and visitors the main place for entertainment, such as gladiator fights, animal baiting, sea battles. During the reign of Emperor Macrina, it was badly damaged by fire, but was restored by order of Alexander Sever. In 248, the emperor Philip still celebrated the millennium of the existence of Rome with great ideas. Honorius in 405 banned gladiatorial battles as disagreeing with the spirit of Christianity, which after Constantine the Great became the dominant religion of the Roman Empire; however, bestial persecution continued to occur in the Colosseum until the death of Theodoric the Great. After that, sad times came for the Flavian amphitheater.

Another attraction of Rome was the Pantheon temple (literally - the temple of all the gods). The pantheon was crowned with a dome that looked like half a ball. There was a huge hall inside the temple. There was a hole in the center of the dome, through which light penetrated.

Wealthy, well-to-do Romans lived in the hills, where there was a lot of fresh and clean air. There were no windows in the main room of the house, 4 columns supported the ceiling. There was a pool in the house, where rainwater fell. Here the owner of the house received guests on business. And only close friends he invited to the house, to the fragrant garden. There were many bedrooms in the house. The house also contained an office, slaves' bedrooms, a dining room, and a pantry.

Most of the Romans could not have their own house, so they rented housing in 5-6-storey buildings. Poor people huddled in closets under the roof tiles. There were no signs on the streets with street names and house numbers. Slop often poured out on passers-by from their windows. There were no stoves; on damp and cold days, residents were heated by braziers, into which charcoal was poured. Food was prepared right there. The poor often ate dry food. There were no glass in the windows of the houses and were closed with shutters.

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In the 2nd century. farmers translated in Rome SELECT THE CORRECT ANSWER. Trajan condemned Trojan conquered Romans invented For rent On vacant land In the province of Criminals Scammers bribe Cement Concrete Whitewash. Dacia Parthia Syria

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LESSON PLAN. 1.RIM- "HEART" OF THE EMPIRE. 2. CITY BUILDINGS. 3. PUBLIC BATH. 4. "BREAD AND SPECIES".

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LESSON ASSIGNMENT? Inhabitants from all Roman provinces tried to move to Rome. What do you think attracted them to " The eternal City» ?

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1.RIM- "HEART" OF THE EMPIRE. In Rome, there was a huge number of buildings designed to emphasize the power of the empire. Many city forums have established triumphal arches in honor of victories over enemies Arc de Triomphe

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1.RIM- "HEART" OF THE EMPIRE. Columns were built in many forums to glorify the emperors. On the column itself there were bas-reliefs depicting scenes from the life of the emperors, and the columns were crowned with multi-meter statues of the emperors.

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1.RIM- "HEART" OF THE EMPIRE. The building of the Colosseum has become the symbol of the city, intended for the organization of shows and performances. It accommodated about 50 thousand spectators Colosseum in Rome.

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The Pantheon is the temple of all the gods. Daylight. D-8.5 m. Niches. Lightened the dome. The height of the dome is 43 m. The walls are faced with marble. Dome bricks were held together with pumice cement

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Domus is the dwelling of a wealthy Roman Cabinet. Living rooms. Sloping roof - Atria. Atrium is a heated guest room. Premises for lease Dining room-triclinium.

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Insula city buildings. Public toilets. Taverns. Rooms for the nobility. Rooms of the rich. The rooms of the poor. Garbage and slops were thrown into the street

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2. CITY BUILDINGS. Houses were heated in cold weather, and the Romans were the first to come up with a central heating system. During construction, special fireplaces were installed on the ground floor. Warm air heated the floor and specially made pipes in the walls of the building. The heated stone retained heat for a very long time.

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3. PUBLIC BATH. In the 3rd century, there were 1000 private and 11 public baths in Rome. beautiful buildings the cities were considered TERM (baths) of the emperor Caracalla. Baths of Caracalla.

Sections: History and social studies

Class: 5

Lesson objectives:

• To form an idea of ​​the appearance of Ancient Rome, which went down in the history of world culture, to promote familiarity with the way of life and lifestyle of various strata of the Romans.
• To consolidate the ability to assimilate new material in the course of playing activities; classify information; develop the ability to solve creative problems - compose a story from a drawing; develop the ability to draw conclusions from the material studied.
• Contribute to the formation of respectful attitude towards people of a different culture and lifestyle, willingness to conduct a dialogue with them and reach mutual understanding.

Educational and methodological support of the lesson:

• General history. Story Of the ancient world... Grade 5: textbook for educational institutions / A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya; ed. A.A. Iskenderov. - M .: Education, 2012.
• Presentation "The Eternal City and Its Citizens". (Annex 1).

Lesson plan

I. The stage of actualization of knowledge and motivation of cognitive activity.

Teacher greets students and communicates the topic of the lesson. (Slide 1)

Teacher: the topic of our lesson is "The Eternal City and its inhabitants", let's write it down.

• Which city and why is it called “eternal”?
• What attitude of the Romans reflects this name?

Students guess that it will be about Rome. They explain that the Romans believed in the eternal existence of Rome, loved, admired and revered their city.

Teacher: today we will really talk about the city of Rome itself. What is important and interesting for us to learn about him? What are the objectives of the lesson?

Students formulate the objectives of the lesson. The teacher corrects them. (Slide 2)

Teacher: an interesting trip to the city of Rome awaits us. Let's prepare for it by remembering some important things about Rome.

Teacher asks questions, students answer. (Slide 3)

1. On which peninsula and on the banks of which river is Rome located?
2. Who founded Rome and when?
3. How many hills is the city on? What are the main hills?
4. Who were called columns in the Roman state?
5. Who in the Roman state was called “slaves with huts?” Why did their labor begin to be used instead of the labor of slaves?
6. Who and why did the Romans consider the best of the emperors?

Teacher: so, we are ready to get to know Rome of the 2nd century AD!

I I. Learning new material

Rome landmarks(Slide 4)

Teacher: The Romans were not in vain proud of their city: large (over a million inhabitants), it was filled with sights. It is difficult to confuse Roman buildings with the architecture you are familiar with from other countries of the Ancient World. Therefore, with the help of the knowledge gained during this year, I invite you to determine for yourself what structures are in Rome. Let's play "guess-ku": I will show you a number of buildings. If you know or suspect that there is a Roman building on the slide, raise your hands.

Students look at the slides, identify the Roman buildings. (Slides 5-16)

Teacher: So, what sights of Rome did we see? We name and write them all together.

Students: triumphal arch, Trajan's column, Colosseum, Pantheon, statue of Emperor Marcus Aurelius, Circus Maximus, aqueduct. (Slide 17)

Teacher: let's take a closer look at these cultural monuments.

Pantheon.

Teacher: The name “Pantheon” means “temple of all gods”. (Slide 18)

Whose temples does it look like?

Students: The Pantheon is similar to ancient Greek temples.

Teacher: Indeed, the Romans borrowed the architectural traditions of Greece.

What's new in the appearance of the Pantheon?

Students: new part - hemispheric roof.

Teacher explains, the students note that the hemispheric roof is a dome.

The diameter of the dome of the Pantheon is over 43 meters!

The invention of what material allowed the Romans to build such a large dome?

Students: the invention of concrete.

Teacher: one who enters the temple is struck by the luxurious decoration of the huge hall and the incredible lighting. Light pours from the nine-meter hole located in the center of the dome - the so-called “eye of the Pantheon”. (Slide 19)

Coliseum.(Slide 20)

Teacher: What is the name of a building of this shape?

Students: amphitheater.

Teacher: what is it built for? What is impressive?

Its huge size is impressive, it can accommodate about 50 thousand spectators; considering the layout of the building.

Circus Maximus.(Slide 21)

Teacher: The Circus Maximus is a hippodrome. Remember what a hippodrome is for?

Students: for horse racing.

Teacher: horse racing is one of the favorite pastimes of the Romans.

Triumphal Arch. Trajan's Column.(Slide 22)

Teacher: In honor of what did the Romans build such structures?

Students: The Romans built triumphal arches and columns in honor of their victories, for the triumphal processions of commanders.

Teacher: in honor of what was Trajan's Column erected?

Students: Trajan's Column was built in honor of the victory of Emperor Trajan over the Dacians and is decorated with a relief of the war with them.

Statue of Marcus Aurelius.(Slide 23)

Teacher: Do you remember the equestrian statues of the Greeks?

Students give a negative answer.

Teacher: Equestrian statues are an innovation in Roman sculpture.

Aqueduct.(Slide 24)

Teacher: remember what kind of structure it is?

Students: water supply facility.

Teacher: So, why did Ancient Rome evoke pride and admiration among its citizens?

Students: Rome admired for its beauty, majestic buildings.

Teacher: we now know Ancient Rome quite well. Let's help a visitor from faraway Sicily. He was completely confused in the big city and does not know what interesting things can be seen in Rome. Give him advice on where to go in Rome and what to see.

Students advise:

• Go to the Colosseum to see the gladiator fights.
• Go to the Circus Maximus to see the horse racing.
• Go to the Pantheon to pray to all the gods and admire the huge dome.
• Go to the Forum to see Trajan's Column to admire the relief depicting the conquest of the Dacians.
• Go to the Arc de Triomphe to see the solemn procession of the victorious commander.

Teacher: why do you think a visitor should go to the imperial palace?

Students make assumptions: admire the beauty of the palace, file a complaint, ask for a lucrative position.

Teacher: What attracted Rome to thousands of Italian residents?

Students: the city attracted many people with its sights, job opportunities, and a variety of entertainment.

1. How rich and poor Romans lived(Slide 26).

Teacher: people of different incomes lived in Rome: rich and poor. Scientists have studied and made descriptions of their dwellings, but here's the problem: the characteristics of the dwellings are messed up. Let's restore what the houses of the rich and poor Romans looked like. Arrange the cards in two columns: on the left, those that describe the houses of rich people, on the right, those of the poor. To complete the task, you can look at the textbook (p. 279-282, p. 2-3).

Students work with handouts (cards on each school desk), distinguish two groups of characteristics.

The dwelling of a wealthy Roman: located on a hill, the atrium is a ceremonial room with a hole in the center of the roof and a pool under it; courtyard garden, many flowers; porticoes; fountains; separate rooms for slaves; several bedrooms; several dining rooms; owner's office; stove heating.

2. Dwelling of a poor Roman:

Five-six-storey building (insula); located in the lowlands; a closet under a tiled roof; no kitchen; heating with charcoal braziers; slop pours out of the windows; no running water; windows without glass are closed with shutters; no trees and flower beds; food is cooked on a brazier.

Teacher checks the assignment.

Students read the answers. (Slide 27)

Teacher asks those who have no mistakes to raise their hands.

Teacher asks to write down the definitions of new words that were encountered during the task. (Slide 28)

• The atrium is a ceremonial room with a hole in the roof and a pool below it.
• Insula - multi-storey residential building in Ancient rome.

Teacher: Compare and Conclude How Rich and Poor Romans Lived. (Slide 29)

Students: the rich Romans lived in a comfortable luxurious house, and the poor - in multi-storey, cramped houses, devoid of basic amenities.

Physical education.(Slide 30)

Hands in front of you, rotation of the hands.
Hands locked in front of you.
Hands in front of you and up, stretched out.
Bends with a raised and bent arm over the head to the left, to the right.
Hands on the belt, turns.

3. How the Romans rested(Slide 31)

Teacher: How did the Romans spend their free time? What entertainments of the Romans do you know about?

Students remember gladiator fights, horse races. (Slide 31)

Teacher shows a drawing and photographs of the term and asks to think about why the Romans came here. (Slide 32)

Teacher: The baths are Roman baths. There were about a thousand public baths in Rome. After the exhausting heat of the day, going to the thermal baths was both a necessity and a pleasure. The most luxurious were the imperial baths. Thus, the Romans spent their free time in the baths.

Teacher: our textbook can only show us pictures of the past, but it is in our power to "revive" these pictures. I suggest one part of the class to "revive" the drawing in the textbook "In the imperial terms" (p.282), the other part of the class - the drawing "The Great Circus in Rome" (p.283). Imagine that you went to a bath or the Circus Maximus, tell us what you will see there, what you will do, whom you will meet, describe the appearance of the building. For clarification, you can look at the textbook (item 4 or item 5, second paragraph). (Slide 33)

Students make up stories based on drawings and perform with them. Others complement them. (Slides 34-35)

Teacher: If you were in the baths or at the races, what would you talk to the Romans about? Could you be friends with any of them?

Students suggest what they would have talked to the Romans about and realize that they are ready to make friends with them.

Teacher: So where did the Romans spend their free time?

Students: The Romans spent their free time in the baths, chariot races, gladiatorial fights.

Teacher: What human qualities can the Romans' fascination with gladiatorial fights and chariot competitions indicate?

Students: the Romans showed toughness, contempt for human life, rough tastes, gambling.

Teacher: Roman emperors considered it necessary to arrange free shows and distribute free bread to the Roman poor (“bread and circuses”). Why do you think the emperors did this? (Slide 36)

Students: to appease the people, so that they support the emperor, so that there are no uprisings.

Teacher: Why do you think the poor expected free bread from the emperor, and did not earn it themselves?

Students make assumptions, the teacher corrects them as necessary: ​​firstly, it was difficult to find a job in Rome. Secondly, the poor did not strive to work, because labor was considered the lot of slaves and the Romans treated labor with contempt. So slavery made life easier for the Romans, but spoiled their morals.

III. The final stage

Teacher: so, today we have learned a lot about Ancient Rome and its inhabitants. Make a conclusion about what Ancient Rome was like, pick up epithets. (Slide 37)

Students: Ancient Rome is a beautiful, majestic, stunning, noisy, full of entertainment, diverse city.

Anchoring

Teacher: let's put your knowledge to the test. Tell me if the following statements are correct:

1. Rome was one of the the most beautiful cities antiquity (yes).
2. The Romans loved to watch gladiatorial battles in the Pantheon (no).
3. The Colosseum is the largest amphitheater of the Ancient World (yes).
4. The Romans went to the Circus Maximus to watch horse racing (yes).
5. Wealthy Romans lived in high-rise buildings, insul (no).
6. In the closets of the poor, there was no kitchen, stove and running water (yes).
7. Terme is a Roman theater (no).
8. The Roman poor demanded from the emperor “bread and circuses” (yes).

Reflection. Summing up the lesson.

Teacher asks questions, students answer:

• What interesting things have you learned for yourself?
• What important things did you learn in the lesson?
• How many of you are satisfied with your work in the lesson?

Teacher thanks the students for their work and informs homework:

• retell p. 58;
• prepare a written report about one of the landmarks of Rome. (Slide 38)

CHOOSE THE CORRECT ANSWER.
In the 2nd century. in Rome transferred
farmers
For Rent
To vacant lands
In the provinces
Trajan condemned
Criminals
Scammers
bribe-takers
Trojan conquered
Dacia
Parthia
Syria
The Romans invented
Cement
Concrete
Whitewash.

"THE ETERNAL CITY" AND ITS RESIDENTS

LESSON PLAN.

LESSON ASSIGNMENT

1.RIM- "HEART" OF THE EMPIRE.

1.RIM- "HEART" OF THE EMPIRE.

1.RIM- "HEART" OF THE EMPIRE.

The Pantheon is the temple of all the gods.

Domus dwelling of a wealthy roman

Insula city buildings.

2. CITY BUILDINGS.

3. PUBLIC BATH.

3. PUBLIC BATH.

3. PUBLIC BATH.

3. PUBLIC BATH.

4. "BREAD AND SPECIES".