The eternal city and its inhabitants plan. "eternal city" and its inhabitants. Agriculture in Rome

The city of Rome celebrates its 2,766th anniversary this year. The history of the city is its monuments, striking in their grandeur and scope at all times. It is no coincidence that the city of Rome is called the Eternal. In today's lesson, we will take an unusual tour of ancient city, plunge into the atmosphere of imperial Rome.

Background

In II A.D. The Roman Empire was at its peak (see lesson). The center of a huge empire was the city of Rome. 372 stone-paved roads led from it to all ends of the empire (province), every thousand steps appeared tablets indicating the distance to Rome. Rome and its major buildings, such as the Pantheon, were designed to embody the idea of ​​the power and greatness of the empire.

Events

The main structures in ancient Rome

During this period, more than a million people lived in Rome. Thousands of residents from Italy and the provinces sought to get to Rome every day. Some came on business, others wanted to get a lucrative position in the service of the emperor. Someone came to see the gladiator games in the Colosseum (Flavian Amphitheater), which could hold about 50 thousand people, or the chariot race in the Circus Maximus.

The main attraction of Rome was the Pantheon (temple of all gods). The pantheon is crowned with a dome that looks like half a ball. The temple is built of bricks and concrete, inside it is faced with marble (Fig. 1).

The central square of Rome was the Forum (Fig. 2). Here was the temple of Saturn, the temple of the keeper of the hearth Vesta, the column of Milliarius (from which the distance was measured not only in Rome, but also beyond), the buildings of the curiae were located, in which the Senate sat and the proceedings were held.

Rice. 2. Roman Forum ()

Each emperor strove to build his own forum. So the Forum of Caesar, Forum of Augustus, Forum of Trajan and others appeared in Rome.

The Romans loved to visit the theater. The first permanent stone theater was built around 55 BC. e. commander Gnei Pompey the Great. The Theater of Marcellus was built in 12 BC. e. and accommodated 11 thousand spectators. The actors used masks and colorful clothes so that the audience understood who was in front of them - an old man or a young maiden. All roles in the Roman theater were played by men. The theatrical craft was considered an unworthy occupation.

Baths - terms were one of the most visited public institutions in Rome (Fig. 3). There were over a thousand public baths in Rome. The largest and most luxuriously decorated baths were built at the behest of Emperor Trajan. Here the Romans came to relax and enjoy a pleasant conversation; sports grounds, swimming pools and libraries were also located here.

Rice. 3. Roman Baths ()

Rome was largest city empire, it was called the eternal, golden, or simply - the City.

Bibliography

1. A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya. Story Of the ancient world... Grade 5. - M .: Education, 2006.
2. A.I. Nemirovsky A book to read on the history of the ancient world. - M .: Education, 1991.
3. Ancient Rome. Book for reading / Ed. D.P. Callistova, S.L. Utchenko. - M .: Uchpedgiz, 1953.

1. Slovari.yandex.ru ().
2. Dic.academic.ru ().
3. Theater.helllab.ru ().

Homework

1. What were the most popular public places among the Romans?
2. What kind of public shows were held at the Circus Maximus?
3. What public institutions were located at the Forum?
4. Why did the Romans visit the baths?

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".

1 slide

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-takers Cement Concrete Whitewash. Dacia Parthia Syria

2 slide

3 slide

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

4 slide

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

5 slide

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

6 slide

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.

7 slide

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.

8 slide

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

9 slide

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.

10 slide

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

11 slide

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.

12 slide

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 the way of life 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. Ancient world history. 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 Triumphal arch 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 is a 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)