The project contains a study of the names of 5th grade students with educational purposes to learn the meaning of names and country of origin, studied in 5th grade in history lessons.
The project product was “Name Flower” (application drawing), placed in the 5th grade classroom corner.
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Project work on history Topic: The history of our names is rooted in the ancient world Completed by: Salobuto Nadezhda, Salobuto Ekaterina, 5th grade students Supervisor: Sokolova O.I.
Project type: informational, mono-project on the subject of history, group project Project goal: to find out the history of the origin of the names of the children in our class Project product: wall newspaper “Flower of Names”
Project objectives Conduct a survey of children Study information using literature and Internet sources Design a wall newspaper “Flower of Names” Prepare a presentation and speech
Work planning: We determined the topic of the project, set the goal, the objectives of the project Interviewed the guys Read the literature Wrote a report on the work Made a product (wall newspaper)
Collection of information http://imya.com/ http://planeta-imen.narod.ru/namehistory.html http://onlineslovari.com/slovar_lichnyih_imen/ http://www.onlinedics.ru/slovar/nam.html http://litrus.net/book/read/67332 http://www.slovopedia.com/19/192-0.html Please note that all sites are DICTIONARIES of personal names containing complete, scientific information!
Questioning (10 guys) What does your name mean (translation)? Where does your name come from? 6 people - know, 1 person - knows incorrectly 3 people - don’t know 2 people - know incorrectly 8 people - don’t know
Where do our names come from?
Our names on the map of the Ancient World ()
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MBOU "Vaskovo Secondary School"
HISTORY PROJECT
“The history of our names goes back to the ancient world”
Completed by: 5th grade students
Solobudo Ekaterina
Solobudo Nadezhda
Head: Sokolova O.I.
Vaskovo
2015
INTRODUCTION
In history lessons in 5th grade we studied the History of the Ancient World. Reading the textbook, listening to the teacher, we noticed that often the heroes of antiquity had the same names as us: Anna, Elizabeth, Alexander, Philip. We wondered - are people’s names really that ancient? It never occurred to us that names, just like people, have a homeland, the place where they appeared. Having learned about this, we decided to research the history of our names and the names of the children in our class.
Objective of the project : find out the history of the names of the children in our class.
Project objectives:
- conduct a survey of classmates (are they familiar with the history of their name)
- collect information about the history of the names of classmates and the class teacher
- prepare a project product: wall newspaper “Flower of Names”
Project productthere will be a wall newspaper for our class “Flower of Names”
Our project is informational, short-term.
While working on the project, we determined the topic, goal, and objectives of the project, conducted a survey of classmates and analyzed the results of the surveys, collected information about the history of names, drew a wall newspaper, and prepared a presentation and speech.
The main sources of information were:
http://imya.com/ (very detailed site about all famous names)
http://planeta-imen.narod.ru/namehistory.html (dictionary of names, name etymology)
http://www.slovopedia.com/19/192-0.html (dictionary of Russian personal names)
We would like to draw your attention to the fact that all of these sites contain competent, scientific information.
Making a wall newspaper “Flower of the name”:
- collected information about the names of classmates, selected the most significant according to the plan: 1) name, 2) country of origin of the name, 3) translation, meaning of the name
- recorded information about each name on a separate petal
- glued the petals and painted them
MAIN PART
We began our work by asking the children in our class (10 people) whether they knew the origin of their name. The questionnaire that the children filled out consisted of three questions:
- What is your name?
- What does your name mean?
- Where does your name come from?
Survey results:
On the second question: 3 people don’t know, 1 person knows incorrectly
On the third question: 8 people do not know the origin of the name, 2 people know incorrectly.
Thus , most of the guys know the meaning (translation) of their name, but no one knows the country of origin.
Then we began to study information about the meaning of names and their origins. The information we collected was compiled into a table:
Name | origin | translation | meaning, features |
LYUDMILA | Slavic | “darling to people” | |
ANNA | Hebrew | Ancient Hebrew name Hanna. From hen - grace, prettiness, "merciful" | |
CATHERINE EUSTOLIA HOPE DIANA ELIZABETH VICTORIA IVAN NIKITA | ancient Greek ancient Greek Slavic ancient Roman (Latin) Hebrew ancient Roman (Latin) Hebrew ancient Greek | “pure, immaculate”, it comes from the Greek. katharios - clean “well armed, equipped, dressed.” "we must act" From lat. deus - god. Divine, goddess Ancient Hebrew name Eliseba - God is my oath, I swear by God. The name Elizabeth means God's oath, vow to God, honoring God, oath of God, oath by God, God's help lat. Victoria - victory winner God had mercy, God had mercy, Gift of God grace of God Ancient Hebrew name Iohanan, Iehohanan From Greek nikao - to win. winner | appeared as a translation of the Greek name Elpis (Hope) In the calendar - John. The most “Russian” of all names, almost a common noun |
We realized that the main countries of origin of our names are Ancient Greece, Ancient Rome, Ancient Palestine, Ancient Rus'.
Based on the information collected, we drew a wall newspaper with the names of the guys.
In the course of our work, we were faced with the fact that a huge amount of material on Internet sites cannot serve as a source of truthful, reliable information. We had difficulties selecting information. To cope with the problems that arose, we had to turn to the teacher for help.
CONCLUSION
We really enjoyed working on the project to study the history of our names. She helped us find out the origin and meaning of our own names, as well as the names of our classmates and class teacher.
We realized that, despite the fact that we live in Russia, our names may come from other ancient countries, such as Greece, Rome, Palestine. And they came to us thanks to the close cultural and religious communication of our ancestors in ancient times.
Preview:
Name | origin | translation | meaning, features |
LYUDMILA | Slavic | “darling to people” | female form of the male Slavic name Lyudmil: from the words “lyud” (people) and “mil” (darling). The name Lyudmil is common in Bulgaria. |
ANNA | Hebrew | "merciful" or "grace" Ancient Hebrew name Hanna. From hen - grace, prettiness | If we talk about Rus', then it came to us in the 10th century along with other Christian names. And since the princes were the first to be baptized, this name was initially considered an aristocratic one. And only over time it passed to the people |
CATHERINE EUSTOLIA HOPE DIANA ELIZABETH VICTORIA IVAN NIKITA | ancient Greek ancient Greek Slavic ancient Roman (Latin) Hebrew ancient Roman (Latin) Hebrew |
Explanatory note
The creative design work “Museum of the Ancient World” is being submitted for defense.
Museum -this is somethingan institution engaged in the collection, study, storage andexhibiting objects - historical monuments. Having begun to seriously study the history of the Ancient World, we decided to create the “Museum of the History of the Ancient World” project, since the theoretical knowledge gained is always interesting to put into practice.
Relevance The project is determined by the curriculum itself and the fact of 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 contributes to this in the best possible way.
Practical significance The project is manifested in the possibility of using it in history lessons and MHC, as well as in preparation for test work.
When implementing the project, we were guidedhypothesis that the systematization of knowledge implemented in the museum layout will help consolidate acquired knowledge, raise interest in studying the subject, and develop creative potential.
Target our project: to create conditions for the accumulation and implementation of experience in intellectual and creative activity through independent research and creation of a model of the “History of the Ancient World” museum.
Tasks project:
Get acquainted with the history and features of ancient Primitive society, Egypt, Greece, Rome, China, India.
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 summarize knowledge by creating a model of the “History of the Ancient World” museum.
When creating the project we usedmethods system analysis, grouping of facts, modeling, etc.
In its implementation, the project went through severalstages : preparatory (choice of topic and implementation model, preparation of the exposition); practical (collection and analysis of information, creation and placement of exhibits, design of the museum layout); final (design of project work, presentation and defense).
The project carriesinterdisciplinary 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. 5th grade.Vigasin A.A., Goder G.I.M.: 2015. We also decided to create the museum exposition in accordance with the logic of this textbook. 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 room according to the principle of significance, importance and accessibility. Responsibilities for completing the project assignment were distributed among group members.
To make the base of the model, it was decided to use thick cardboard. The remaining materials were selected for a specific exhibit (faux fur, leather, hair, natural materials). Markers and gel pens were used as writing materials. It was decided to attach the exhibits using double-sided tape and Moment Universal glue.
Practical stage
After selecting the exhibits, work began on searching for information and creating exhibition objects. In addition to the specified textbook, the following literature was used in collecting information: The Ancient World. Complete encyclopedia. Hardman S., Steele F., Thames R. M.: 2007. and the Ancient World. Encyclopedic Dictionary. V. D. Gladky. Publisher: Tsentrpoligraf, 2001. Resources of the World Wide Web were also used.
Hall "Primitive Society". We suggest starting a mini-tour of our “museum” with the “timeline”. It allows you to understand how a particular period in world history is dated and determines the place of historical events in it. The birth of the Christian religion is considered a milestone event for the countdown of our era. Among the exhibits on the model is a figure of a primitive man in traditional clothing, which was made from animal skins. The material could be leather or plants. Also presented is one of the variants of the tool – a stone axe. 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. To hunt large animals, mainly driven hunting was used, in which a crowd of people drove the animal into a pre-prepared trap (pit), then the animal was finished off with tools. Another point reflected in our model is the rock (cave) painting of primitive people. To create the designs, dyes of various origins were used: mineral (hematite, clay, manganese oxide), animal, vegetable (charcoal). Dyes were mixed, if necessary, with binders such as tree resin or animal fat, 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 and their rituals.
Hall "Ancient Egypt". The first thing that is associated with Egypt in general, and ancient Egypt in particular, is the pyramids. The pyramids are stone tomb structures of Egyptian pharaohs. The ancient Egyptians created a number of burial customs that they believed were necessary to ensure immortality in the afterlife. These rituals include mummification, the selection of magical spells, and the provision of graves with everything necessary for life in the afterlife. Our museum displays part of the mummy's canvas. It is a bandage made of fine linen cut into ribbons, smeared with gum. In addition, the model shows the system of an ancient Egyptian sarcophagus. An interesting moment in the history of Ancient Egypt is the unification of the Upper and Lower Egyptian kingdoms. The ruler not only united life, established a common capital, but also accepted a common rule, the symbol of which was the crown, which united 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 commonly used characters, 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, a writing material made from a reed plant, first appeared. Papyrus stems were dismembered and glued into layers, which were later used for writing. Also in the Ancient Egyptian Hall there is information about the main Egyptian gods in the belief system. In the sources you can find more or less clear information about the following gods: Amon - first the god of air, then he became the god of the sun. He appeared as a man, with a crown and two tall golden feathers on it, sometimes he could appear as a man with the head of a ram; Anubis is the patron saint of the world of the dead. Depicted as a man with the head of a black jackal. Sometimes he could appear entirely 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 as a huge serpent. Ra fought with him every night; Horus is the god of the earth, the divine ruler of Egypt. He appeared in the guise of a man with a duck on his head; Min is the god of fertility and reproduction of people and animals. He was depicted as a man with a disproportionately large hard phallus (a symbol of fertility), one hand raised up, the other holding a whip. On the head is a crown with tall 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. He was most revered by the common people of Egypt; Ptah is the god of crafts and creativity, truth and justice. He was 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. He was depicted as a man with the head of a crocodile, on his head a high golden crown; Thoth is the ancient Egyptian god of knowledge. He holds a long thin staff in his hands; 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. On his head is a papyrus crown, in his hands he holds vessels with water; Horus is the god of heaven and royal power, the patron of the army. The Egyptian pharaohs were considered the embodiment of Horus on earth. Depicted as a man with the head of a falcon; Heh – the embodiment of the elements. The images include a man with the head of a frog; Khnum is the creator of people, the god of creation, water and the setting sun. Created life-threatening rapids of the Nile River. Depicted as a man with the head of a ram; 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 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 as a man standing on one knee, raising his hands up, and holding the heavens; Yah is the god of the moon. He was represented in the image of a man crowned with a lunar disk and a lunar crescent. Our “museum” provides brief information about the following gods:_________.
Hall “Ancient India and China”. The combined hall of two cultures includes rather modest exhibits. It refers to China as a fragment of the Great Wall of China, the construction of which began in Ancient China (IIIV. BC), and ended in the 17th century. The wall was supposed to clearly define the borders 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 tablets with hieroglyphs. These are the first books in China bearing the title "jian". Among the exhibits are bamboo sticks. Writing on wooden plates was not easy, but making them was even more difficult. In order to create the future book, it was necessary to cut bamboo blanks into lengths and then split them into thin strips. To protect the wood from rotting and from all kinds of insects, it was heated over a fire.
Cleaned and dried thin slices of bamboo were connected several at a time using metal staples. The Chinese book was similar to modern sliding curtains. Later they began to use planed plates. Ready-to-paint canvases ranged in length from 20 to 70 cm and a width of 10-15 cm. After a series of studies, it was revealed that bamboo about 23 cm long was used for private correspondence, and 68 cm long for government laws.
Hand-made books were not scratched out, but were written with a special solution. To write hieroglyphs, the Chinese used the sap of the lacquer tree, from which special “ink” was prepared. The “mascara” turned out to be of very high quality and long-lasting; any mistake made could be removed only by thoroughly scraping it with a knife. A writing instrument 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.
Exhibits on the history of Ancient India include national dress - Sari for women and Dhoti for men. A sari is a rectangular piece of fabric, usually 5 to 9 meters in length. Plain or with floral patterns, it can be both casual and festive. Although there are many ways to drape a sari, the most common style is in which Indian women tie the sari around the waist, forming folds in front, and throw the end (pallu) over the shoulder, covering the chest. The saree is worn with a blouse called choli or ravika and a petticoat. Dhoti is a draped, loincloth garment for Indian men. Dhoti is a strip of rectangular fabric, usually 5 meters long, white or another solid color.
It is impossible to talk about India without mentioning the structure of society. A closed caste system was widespread in India. According to legend, God Brahma divided people into castes, defining their occupations, rights and responsibilities. The position of each caste was determined by its origin. Even the color of clothes was chosen for each caste. From his mouth, Brahma created a caste of Brahmin priests. Therefore only a brahmana can speak on behalf of god. From his hands Brahma created warriors. Farmers were created from the thighs. From feet covered in mud, Brahma created a caste of servants. The position of untouchables who were not members of any caste was especially difficult and humiliating. 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 main 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. Has four arms, representing the four cardinal directions. The cult of Brahma is less widespread in Hinduism, despite his position in the pantheon of gods. Shiva personifies creation and destruction. Considered the founder of yoga. Depicted as a four-armed creature sitting in a lotus position. He has a spiritual family: his 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 Hindu followers is spiritual liberation, which promotes a harmonious existence. In the understanding of the religious movement, 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 liberation from the unnatural and superficial. The search for pleasure is the main goal of the human being, however, pleasure does not mean trivial pleasures of an illusory nature, but the achievement of spiritual enlightenment. A form of comprehending the truth is reincarnation, which contributes to the accumulation of life experience through a temporary cessation of physical activity. A person's behavior directly affects his life experience and spiritual development. People who commit bad deeds doom themselves to illness, sorrow and disappointment. Karma is the result of a being’s activities in current and past lives. The implementation of sacred duty helps to get rid of suffering and find spiritual harmony. The sacred book of Hinduism is the Vedas, which describes ancient traditions, sacrificial formulas, spells, etc.
Hall "Ancient Greece". You can devote not just an entire hall to the history of ancient Greece, but an entire museum, scientific work, etc. We have placed in this room the most interesting moments for us. Our hall begins with the Olympic Games. The Olympic Games of Ancient Greece were a religious and sports festival held in Olympia. The first documented celebration dates back to 776 BC. e., although it is known that games were held earlier. During the games, a sacred truce was declared; during this 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 elevated to Olympus. Olympus, in the understanding of the Greeks, was the refuge of the Gods. The deity system was quite developed. The ancient Greeks honored the 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 underground kingdom. Zeus is the main deity of ancient Greek mythology, the king of all other gods, the personification of the boundless sky, the lord of lightning. In Roman religion, he corresponded to Jupiter Poseidon, the god of the seas; among the ancient Greeks, he was the second most important deity after Zeus. As the personification of the changeable and turbulent water element, Poseidon was closely associated with earthquakes and volcanic activity. In Roman mythology he was identified with Neptune. Hades is the ruler of the gloomy underground kingdom of the dead, inhabited by the ethereal 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 involved in agricultural cults, with which his wife, Persephone, was closely associated. The Romans called him Pluto. Hera is the sister and wife of Zeus, the main female goddess of the Greeks. Patroness of marriage and conjugal love. Jealous Hera severely punishes violation of marriage bonds. For the Romans, it corresponded to Juno. Apollo was originally the god of sunlight, whose cult then acquired a broader meaning and connection with the ideas of spiritual purity, artistic beauty, medical healing, and retribution for sins. As the patron of creative activity, he is considered the head of the nine muses, and as a healer, he is considered the father of the god of doctors, Asclepius. The image of Apollo among the ancient Greeks was formed under the strong influence of Eastern cults (the Asia Minor god Apelun) and carried refined, aristocratic features. Apollo was also called Phoebus. Under the same names, he was revered in Ancient Rome by Artemis, 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). Artemis's close connection with forests stems 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 sciences, arts, spiritual pursuits, agriculture, and crafts. With the blessing of Pallas Athena, cities are built and public life continues. The image of Athena as a defender of fortress walls, a warrior, a goddess who, at her very birth, emerged from the head of her father, Zeus, armed, is closely connected with the functions of patronage of cities and the state. For the Romans, Athena corresponded to the goddess Minerva. Hermes is the ancient pre-Greek god of roads and field boundaries, all boundaries separating one from the other. Because of his ancestral connection with roads, Hermes was later revered as the 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), and knowledge of foreign languages. The Romans have Mercury. Ares is the wild god of war and battles. 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 image of Astarte (Ishtar) and Isis. The famous legend about Aphrodite and Adonis is inspired by the ancient eastern myths about Ishtar and Tammuz, Isis and Osiris. The ancient Romans identified it 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, as Artemis once was, 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 directed the cycle of human life - from birth to death. This last side of the cult of Demeter constituted 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 home 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 drive a person to crazy delight. Dionysus was not one of the 12 “Olympian” gods of Ancient Greece. His orgiastic cult was borrowed relatively late from Asia Minor. The common people's veneration of Dionysus was contrasted with the aristocratic service to Apollo. From the frenzied dances and songs at the festivals of Dionysus, ancient Greek tragedy and comedy later emerged. When studying the history and culture of Ancient Greece, we often came across a large number of different 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, and the crater served as a vessel for mixing wine with water. One of the characteristic features of Ancient Greek art is ornament. Our museum displays 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 suckled 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 limited to wars. In our museum you can see what the everyday clothes of a Roman looked like. It consisted mainly of a toga and a tunic. We found a little-known fact from the cultural history of Rome very interesting (so we included it in our “Museum”): it was in Ancient Rome that the art of mosaics from pieces of glass, which today is commonly called stained glass, originated. Our museum has a self-created stained glass window.
Total: the layout of the Museum “History of the Ancient World” has 5 halls, ____ exhibits. Some exhibits can be replaced if necessary. The layout can also be expanded by adding additional pages or sections to existing ones.
Final stage
During the implementation of the project, we studied a textbook, a thematic encyclopedia, a dictionary, a number of works of artistic culture and visual sources. The group participants turned to topics that had already been studied, and independently (with the advice of the teacher) studied material that had not yet been covered in class.
The goals and objectives set before the start of work were achieved. During the implementation of the project, conditions were created for the accumulation and implementation of experience in intellectual and creative activity, by conducting independent research and creating a model of the “History of the Ancient World” museum.
The project group got acquainted with the history and features of 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 “History of the Ancient World” museum.
The project team had to create a number of exhibits manually, which, in addition to increasing knowledge in history, helped improve knowledge and skills in other areas, and also contributed to the development of communication skills.
TABLE OF CONTENTS
INTRODUCTION………………………………………………………………………………3
MAIN PART…………………………………………………….....5
Our distant ancestors……………………………………………………………..5
Tools………………………………………………………5
The most ancient people obtained food by gathering and hunting…….6
Primitive people gradually settled in the cold countries of Europe and Asia………………………………………………………….7
Hunting has become the most important activity…………………………………….7
Tribal communities…………………………………………………….…8
Bow and arrows……………………………………………………………8
Primitive hunters………………………..…………………………8
The earliest people………………………………………………………5
Tribal communities of hunters and gatherers…………………………..7
CONCLUSION………………………………………………………...14
REFERENCES…………………………………………………………...15
INTRODUCTION
Relevance of the project “Discoveries and Inventions of Ancient Hunters” is that modern man still uses the discoveries and inventions of ancient hunters today. At the beginning of time, hunting and man were inseparable. It has such a great influence on humanity that its importance is difficult to overestimate. It was thanks to hunting that man became human. In paleoanthropology there ishypothesis hunting, according to which Australopithecus turned into the species Homo Sapiens, precisely when he began to make the first stone weapons and learned to use fire. For primitive man, hunting was far from entertainment; it was the only way to survive, to protect himself from predators, and the main source of food. This is also part of the worldview, since hunting was also part of rites and rituals. When studying the topic of history in the 5th grade, “The Life of Primitive People,” the subject teacher uses mainly visual materials in the form of presentations, drawings, pictures depicting the inventions and discoveries of ancient hunters, but due to the absence at school, visual aids of the inventions of ancient hunters are not used at all, That isproblem for more effective study of interesting topics in history. Therefore, the project goals are as follows:
talk about the discoveries and inventions of ancient hunters;
demonstrate some types of tools, inventions for hunting, used by ancient people. To achieve the goals, the following tasks have been developed:
study literature about ancient tools and inventions of ancient hunters;
find out what role the most ancient tools, inventions and discoveries of ancient hunters played in the life of primitive people;
make visual aids for some inventions and tools.
When developing the project we usedmethod analysis of information sourcesusing logical techniques, both analysis and synthesis.
Thus, the design and creative work “Discoveries and Inventions of Ancient Hunters” is submitted for defense. For the first time during the implementation of the project, such a task as the production of visual aids of inventions and tools of ancient man was set, which confirms itsnovelty . Practical significance The design and creative work “Discoveries and Inventions of Ancient Hunters” consists of using visual aids made during the implementation of the projectfor demonstration in history lessons when studying the topic “Life of primitive people”.
MAIN PART
CHAPTERI. ANCIENT PEOPLE
1.1 Our distant ancestors
The most ancient people lived in hot countries where there were no frosts or cold winters. In East Africa, archaeologists are excavating bones of people who lived more than two million years ago. Using these finds, it is possible to reconstruct the image of our most distant ancestors. The earliest man was very similar to a monkey. He had a rough face with a wide, flat nose, a heavy lower jaw without a chin, and a forehead extending back. There was a ridge above the eyebrows, under which the eyes were hidden, as if under a canopy. People's gait was not yet completely straight, it was jumping; long arms hung below the knees. People didn't know how to talk yet. Like animals, they terrified predators with their screams, called for help, and warned of danger. People did not live alone, but in groups.
1.2 Tools
If we could observe the earliest people, we might see such a picture. People approached the river, they were looking for stones in the shallow water. Not everyone takes it. One will be discarded - no good. They will raise another one - this one is suitable!
The man picked up a pebble - a smooth round stone. With blows from another stone, he split the pebbles so that their edges became sharp like a knife. It turned out to be a crude tool. Even the smartest animals cannot come up with it. Only people knew how to sharpen stones in order to use them to cut down clubs, sharpen digging sticks, or perform other work.
The ability to make tools was the main difference between ancient people and animals.
The earliest people obtained food by gathering and hunting.
All day long, all of them, young and old, were engaged in gathering: they were looking for edible roots and snails, wild fruits and berries, and bird eggs. How did people hunt? Maybe so…
Let's imagine: a large herd of zebras is peacefully nibbling grass. People scared the herd, which fled for safety. Zebras rush like the wind: of course. You can't catch them! But there are sick people in the herd, there are very old and very young animals. They can't keep up with others and fall behind. If the hunters manage to cut a zebra off from the herd, they club it and stun it.
1.3 Mastery of fire
Various dangers awaited man. One of the worst was fire. Let’s imagine: lightning lit up the bushes and grass, and everything around was on fire. Birds fly away from the fire, both animals and people flee.
How did man master fire? Nobody knows this. Maybe one day, overcoming fear, the brave souls approached the fire. It could be a tree set on fire during a thunderstorm or burning lava from a volcano. Then a great discovery was made: if you put a branch into a flame, you will get fire!
Bonfires blazed in people's camps. Meat baked over coals turned out to be tastier and more nutritious than raw meat. A bright fire warmed a cold night, dispersed the darkness, and scared away wild animals. For a long time, people did not know how to make fire: day and night they kept fires in their camps.
Our distant ancestors still had a long path of development ahead of them before becoming like modern people.
CHAPTERII. FAMILY COMMUNITIES OF HUNTER AND GATHERERS
2.1 Primitive people gradually settled in the cold countries of Europe and Asia
Hundreds of thousands of years have passed. The appearance of a person changed, his brain increased. Speech arose. More than half a million years ago they appeared in the south of what is now Russia.
Our ancestors managed to survive frosty winters because they used fire and learned how to make it. They invented new tools, they had clothes and homes.
Clothes were made from animal skins. Caves became dwellings, serving as a refuge from predators, cold wind, rain and snow. In areas where there were no caves, people dug dugouts and built huts from tree branches, bones and skins of large animals.
2.2 Hunting has become the most important activity
For a long time, the main hunting weapon was a spear made entirely of wood. Primitive people chose long and strong sticks and sharpened them with stone axes. And then to give greater hardness they burned it on fire. Then a new invention appeared - a sharp stone tip; it was tied to the spear shaft with plant fibers or a leather strap. Such a composite spear, made of wood and stone, became formidable and reliable in the fight against animals.
Acting harmoniously and amicably, dozens of men drove a herd of wild animals to a steep cliff, into a swamp or deep ravine, from where it was difficult for them to get out.
People hunted wild goats, horses, deer, bison, as well as animals that no longer exist on Earth - woolly rhinoceroses and cave bears. The most desirable prey was the mammoth - a huge elephant with long yellowish-brown hair and strongly curved tusks.
2.3 Tribal communities
About 40 thousand years ago, man became the same as people of our time. Scientists call him a Homo sapiens. At this time, human groups became more united. “People of reason” lived in tribal communities. In such communities, family ties were the main, fundamental ones. All close and distant relatives were considered relatives. People then reasoned like this: this is my relative, which means he belongs to us, we must always help him in everything. If a stranger offends a person from our clan, injures him or kills him, then our entire clan will take revenge on the offender and his clan.
The clan had common dwellings, supplies of food and firewood, and a hearth where the fire burned. Relatives - men hunted animals together. Women gathered, prepared food, and took care of children. During excavations, archaeologists find figurines of women whom primitive people revered as ancestors and guardians of the hearth.
The ancestors of all the peoples inhabiting the Earth once lived in tribal communities.
2.4 Bow and arrows
For thousands of years, hunting large animals provided people with meat, skins and bones. But to hunt small and fast-running animals, it was necessary to create a weapon that could hit a target at a great distance. People noticed that the bent tree straightened with force. This property of trees helped make the greatest discovery - the hunting bow and arrow. A well-aimed hunter from afar, from a distance of hundreds of steps, hit the animal with arrows. Bird hunting has also become more successful. To hunt large fish, people invented a bone harpoon.
2.5 Primitive hunters
Besides game, the only food of primitive people were berries, fern roots and nuts, fruits of wild apple trees, cherries and plums. And the bees gave their supplies into the greedy hands of the savages, who tore apart the honeycombs and devoured them, wasting no time in squeezing out the honey. Snails, mollusks, larvae, beetles and fatty caterpillars were also eaten. But still, the greatest joy for the tribe was a dead elephant, hippopotamus or, say, rhinoceros; then the tribe sat around and gnawed the skeleton. But this abundance did not last long; Harsh times came with frost, and the tribe had to go to distant lands in search of food. People grew lean and wild, like wolves. Hunger forced them to attack living prey, and in a fight with a wild beast, some died, while others survived. The meal of the surviving members of the tribe was hardly a pleasant sight; they tore the beast into pieces and ate it raw.
The prey of the first hunters were large animals - elephants, antelopes, bison and mammoths.
One can imagine what strength, dexterity, and resourcefulness the first people must have had in order to fight such opponents, wielding only a stone or a club. It was impossible to hunt alone; collective roundups or pens with a large number of participants were used; animals were also driven onto cliffs, from where they fell and crashed.
A group of primitive hunters used real hunting cunning. Fleeing from pursuit, the hunters ran not in a straight line, but in a very wide arc. And if you run along a straight line that closes both ends of the arc, then, even without the skills of fast running, you can catch up with a horse or antelope. They also used the tactics of continuous pursuit, when even the hardiest animal surrenders to the long continuous onslaught of a two-legged beast that tirelessly pursues it.
Over time, hunting and hunting tools improved. In the Middle Paleolithic (40-100 thousand years ago), the hunter used a truly deadly invention, which contributed to the severe impoverishment of the animal world. We are talking about a wooden spear. A spear is not just a stick sharpened at one end and smoothly planed. A spear in the hands of a skilled hunter is a terrible weapon. Already today, archaeologists, using primitive tools of those times, have created a so-called replica of a spear. And what happened? “Using birch and beech spears, the experimenters pierced through a 10 mm thick wooden board and three layers of deer skin.” What if the tip of a spear is burned at the stake? After all, the hunter of that time not only knew fire, but also used it for practical purposes.
The ancient miner was not only smart, but also cunning. Sneaking up behind an Australopithecus and stunning him with a club or a stone, sneaking up unnoticed on a herd of sleeping monkeys and killing him was his favorite pastime in East Africa. If in Southeast Africa the hunter hunted antelopes and wild horses, then in the vastness of Eurasia he was confronted by the fossil elephant (Elephas antiquus). The dimensions of the ancient colossus were truly impressive, weighing up to 2 tons, height reaching 4 m. In addition, he had huge, almost 2 m long tusks. Even the sharpest spear was of no help here. But the hunter already had a weapon worse than a spear - fire. In the Spanish highlands of Guadarrama, at sites in Ambrone and Torralbo, archaeologists found many bones of fossil elephants, a fragment of a wooden spear, many stone tools and charred logs mixed with earth. The location of the bones of killed animals and the remains of tools make it possible to reconstruct events that occurred about 400,000 years ago.
Early, early morning. A chilly breeze blowing from the top of the hill blows through the handful of ancient people. Some are draped in the skins of killed animals, others are protected only by the thick hair that covers their body. The hunters are pretty cold, their muscles are stiff from the cold, but they wait patiently. Giant elephants should soon be walking along their favorite path here. They, with luck, will be good food for the children and women left in the camp. Below was a vast swamp, which the ancient people intended to use for their own purposes. Some of them hold smoldering firebrands in their hands.
People diligently cover them from the wind. A trumpet roar cuts through the valley and a herd of ancient elephants appears. Bent even lower on the grass damp from the morning dew, people wait patiently. Here an old leader of the herd passed by, with smart little eyes, all covered with scars, evidence of military victories. The females passed by, but people did not touch them. Finally, three adult males, two female elephants and two baby elephants caught up with the hunters. It was time, and at a signal from the leader, several tall hunters rushed towards them with loud shouts and spears at the ready. The cry of ancient elephants does not frighten them, even the roar of a cave lion will not frighten them. But fire, with its sharp yellow claws, hurts more than a cave lion. Luck that day favored the ancient hunters; the wind blew towards the swamp. The suffocating poisonous smoke clogged the mammoths' nostrils, and the fire painfully wounded them with its yellow claws. And in panic, the ancient elephants ran towards the swamp, hoping to find salvation there from the sharp claws of fire. But they found their death there. With a disgusting champing sound, the swamp slowly sucked in its victims. But light hunters don’t care about the swamp. With cheerful guttural cries, they surrounded the elephants stuck in the quagmire and began to finish them off. The skin of an ancient elephant is durable, even a cave lion or a cave bear cannot bite through it, but it cannot withstand a stone tool or a spear whose tip is hardened by fire. Under a hail of blows from guns and spears, it burst, revealing pink mounds of muscle. Emitting their last loud cries, the ancient elephants desperately fight back with their powerful trunks with the only weapon they can use. One of the hunters, with a deep gasp, grabbed his back, and the elephant broke the legs of another hunter with its trunk. But the rest are cautious and evasive. The strength of the ancient elephants is weakening in an unequal struggle. Finally, the last elephant was killed and fell on its side. With loud cheerful cries, the hunters began to butcher the still trembling elephants.
It is believed that the predatory nature of hunting at this time is one of the reasons for the reduction in numbers and then the disappearance of such animal species as the hairy rhinoceros, mammoth, etc.
In the Upper Paleolithic (10-40 thousand years ago), tools and methods of hunting were further improved.
For example, a real work of art of this period was a spear thrower. For all its advantages, the spear as a weapon of distance combat had one significant drawback. Having thrown it, a person found himself unarmed until he managed to pick up the thrown projectile. Therefore, the ancient “designer” of weapons tried to ensure that the spear flew faster and further - and accurately struck the enemy. An important step in this direction was the invention of spear throwers. These simple devices increased the effective impact zone of a spear to 80 meters. The American Indians called them atlatls, and the Australian aborigines called them wommars. They were sticks or planks with a hook at one end, into which the back edge of a spear or dart rested, while the other remained in the palm. At the moment of throwing, the spear thrower seemed to increase the length of the arm (i.e., the lever). Accordingly, both the sharpness and power of the blow increased. In the Paleolithic era, spear throwers were distributed almost everywhere.
At the same time, small animals (Arctic foxes, hares) appear in the prey; the bone remains are still dominated by the bones of a horse, mammoth, deer, brown bear, but rarely - the bones of a woolly rhinoceros, aurochs, bison, and cave lion. At this time, harpoons with bone tips with one and two teeth appeared, which made it possible to catch small animals such as hares, arctic foxes, marmots, partridges, etc. Small animals acquired economic importance. At the end of this period (10-15 thousand years ago), conditions for large herbivores worsened, their numbers decreased, and some species disappeared. The main types of game animals are kulans, elk, roe deer, wild boars, etc. Of the smaller ones, hares, beavers, etc., hunting tools are being improved. Bows, arrows, and self-catchers appeared, which was a huge conquest for people; it sharply increased labor productivity. It became possible to create stocks of meat (dried, dried). This allowed a certain part of people to engage in cattle breeding, farming or making tools. Capturing wild animals using pits and keeping them (young animals) led to the subsequent domestication of animals and cattle breeding.
And only at this time, after thousands of years, hunting gradually acquires secondary importance and becomes more of an entertainment, interesting and dangerous pastime than the only source of survival. But during this time, hunting managed to merge with male nature and retain its significance and attractiveness to this day.
CONCLUSION
Completing the design and creative work, let’s summarize briefly and draw conclusions. The goals we set at the beginning of the project were successfully achieved. During today's defense, we talked about the discoveries and inventionsallowed ancient people to survive in those distant times. During the presentation, they demonstrated and visually demonstrated some types of tools, inventions for hunting, used by ancient man in the form of visual aids for studying the history of the Ancient World in the 5th grade.
To achieve our goals, we completed a number of tasks - we studied the literature about the ancient tools, inventions of ancient hunters, found out what role the ancient tools, inventions and discoveries of ancient hunters played in the life of primitive people, made visual aids of some inventions and tools.Thus, in the course of our research, we established that thanks to the inventions that appeared, man made progress in development and became the master of nature.
Municipal educational institution Orekhovskaya secondary school
2013-2014 academic year
Information project on the topic:
Olympic Games in ancient and modern times.
The project was completed by:
5th grade student
Tereshchenkova Anna Sergeevna
Item:ancient world history
Supervisor:a history teacher
Fedorina G.A.
S. Orekhovka
Cpossession:
1. Introduction.
2. Purpose of the project.
3. Project objectives
3. Relevance.
4. The emergence of the first Olympic Games
5. Revival of the Olympic Games, symbols and ritual of their opening.
6. Olympic Games in Russia.
Introduction
I chose this topic for several reasons. In 2013, our country hosted the Winter Olympic Games in Sochi. We explore the world of history, learn about the development of the Olympic Games in ancient Greece, and how the Olympic Games took place when our mothers and fathers were still quite small.
Objective of the project:
Study the emergence and development of the Olympic movement.
Project objectives:
Learn about the history of the Olympic Games
Increase your knowledge about the symbols of the Olympic Games
Find out information about the revival of the Olympic movement and the holding of the Olympic Games in our country
Relevance:
Currently, a lot of attention is paid to sports. Sports facilities are being built, new sports are appearing, a city in our country has been chosen to host the 22nd Winter Olympics, and a third hour of physical education lessons has been introduced. But many questions arise:
1. Where did the Olympic Games originate?
2. Who did not have the right to take part in the Olympic Games?
4. Which sports were included for the first time in the Olympic Games?
6. When were the Olympic Games not held?
7. When and where was the International Olympic Committee (IOC) created?
8. When and where were the first modern Olympic Games held?
9. What do the rings on the Olympic banner symbolize? How many rings and what color are they?
10 In what year were the Olympic Games held in Russia? Which city was considered the capital of the Olympics?
11. What was the mascot of the 22nd Summer Olympic Games?
12. What does the motto mean: “Sitius, altius, fortius”?
13. Where is the Olympic flame lit?
And I decided to look into all these issues.
Project plan:
1. Find out the origin of the first Olympic Games.
2. Get acquainted with the revival of the Olympic movement, the symbolism and ritual of the beginning of the Olympic Games.
3. Talk about the modern Olympic Games in our country: the 22nd Summer Olympics in 1980 in Moscow, the 22nd Winter Olympics in Sochi in 2014.
1. The emergence of the first Olympic Games.
In this question, I find out: when the first Olympic Games arose, the competition program, what the athletes competed in, to whom they were dedicated and what the winner was awarded with.
And so my first question is “When did the first Olympic Games arise?” To answer this question, I turned to literature. And I learned that the first Olympic Games were held in 776 BC. e. in the city of Olympia on the banks of the Alpheus River. It was the greatest holiday in all of Greece, where delegations and embassies gathered. During the games, all kinds of wars stopped. The Olympic Games were held in honor of the supreme Greek god Zeus every four years. It was a pan-Greek holiday in which only men participated. Women, slaves, barbarians, as well as people punished by court did not have the right to participate in the games. The games lasted five days.
The competitive part of the festival consisted of a race of 1 stage. What are stages? The stage did not have a strictly defined length, as it was measured by the judges' feet - 600 feet, about 190 meters. From the word stages came the word stadium. The winner of the first Olympic Games was a cook from Elis, Korab.
The runners' competitions were held in several stages until the 4 fastest remained, who competed for 1st place. Before 704 BC the game program consisted only of running, and at the 18th Olympiad, the pentathlon (now called pentathlon) appears in the program. At that time, the pentathlon included: wrestling, javelin and discus throwing, jumping, running. After 5 Olympiads there is a fist fight, and after another 2 Olympiads there is chariot racing. After 32 years, pankration is included in the Olympiad program. Pankration is the most brutal and popular form of ancient Greek martial arts, which combines elements of wrestling and fist fighting.
What clothes did the athletes wear? They performed in loincloths, but history left a memory that allegedly during a running competition one of the participants lost his loincloth, but won. From 720 BC athletes began to perform naked.
At the Olympic Games they were awarded with an olive wreath. The olive tree, according to legend, was planted by Hercules himself. This simple award was valued by the Greeks more than gold and jewelry; it gives its owners eternal glory and honor.
Not only athletes performed at the Olympic festivities, but also poets who read poems and hymns composed in honor of the games, and speakers glorified them in their speeches. Since the 84th Games, an art competition has become part of the Olympic competition program. Herodotus, Socrates, Demosthenes, and Lucian performed at the games.
In 146 BC, when Greece lost its independence, the Olympic Games were no longer held. In 394 AD The Roman Emperor Theodosius was the first to issue edict banning the Olympic Games. In 392 - 395 AD. The ancient Greek Olympic Games ceased to be held.
2. Revival of the Olympic Games, symbolism and ritual of the opening of the Games.
In this matter, I became acquainted with the names of people who proposed reviving the Olympic movement, with symbolism and ritual.
B For more than a thousand years, the ruins of Olympia remained untouched. Only in 1824, the English archaeologist Lord Stanhof began the first serious excavations on the banks of the Alpheus and drew a plan of Olympia as it was in ancient times.
In 1793, one of the founders of the German gymnastics school, Guts-Muts, proposed to revive Olympism, but he did not find support. 59 years later, the idea of the Olympic Games was brought to the general public in the form of a lecture entitled “Olympia”, given on January 10, 1852 by another German gymnast, Ernst Curtius, in Berlin. At the end of the last century, the first international sports associations were created, and competitions began to be held with the participation of athletes from various countries. With the emergence of sports on the international stage, the need arose to hold large complex competitions and form a center for the international sports movement.
Under these conditions, the French public figure Pierre de Coubertin made a proposal to revive the Olympic Games. He believed that the ideas of the Olympic movement would breathe into humanity “the spirit of freedom, peaceful competition and physical improvement” and would contribute to the cultural cooperation of peoples.
On November 25, 1892, in the main hall of the Sorbonne in Paris, Coubertin gave a lecture on “The Olympic Renaissance.” It was then that he uttered his famous phrase: “We need to make sport international, we need to revive the Olympic Games!”
And in front of the amazed listeners, he painted a beautiful picture of Hellenic civilization, the goal of which was to educate a harmoniously developed, intelligent and beautiful person. The ancient Hellenes elevated a harmoniously developed person into a cult; deficiencies in physical development were considered as shameful as flaws in intellectual education. Plato called lame both the one who could not write and the one who could not run or swim. History has preserved the names of outstanding citizens of the ancient world who corresponded to the term “harmonious person.” Pythagoras, whose theorem is known to schoolchildren all over the world, was a powerful fist fighter. The father of medicine, the ancient Greek physician Hippocrates, was considered a very good fighter and horseman. The philosophers Plato and Socrates and the tragic poets Sophocles and Euripides were recipients of various awards for sporting prowess. - And we are the heirs of this civilization! - exclaimed Pierre de Coubertin. So the call was issued. With the help of friends in many countries, Coubertin managed to organize a world meeting of Olympian supporters. This meeting - or rather the Founding Congress - took place on June 23, 1894 at the Sorbonne. Two thousand delegates from twelve countries unanimously decided to revive the Olympic Games and establish the International Olympic Committee (IOC). This is the highest governing body of the Olympic movement, which included fourteen representatives from twelve countries, including our country - Lieutenant General, teacher A.D. Butovsky.
H In order to stretch the thread connecting two civilizations - Hellenic and ours, Athens was chosen as the venue for the First Olympic Games of our time. 1896 was named the year of the First Olympics. And since then, every four years a fire runs across the planet, lit on the altar of Olympia, covered with the breath of centuries. It goes beyond the mountains, descends into the valleys... This fire crosses one border after another. A person passes it on to another. And thus, representatives of different nations become closer, the Olympic flame unites them.
And now we come to the question of symbolism and rituals.
Olympic flame
R 
The ritual of lighting the sacred fire originates from the ancient Greeks and was revived by Coubertin in 1912. The torch is lit at Olympia by a directed beam of sunlight formed by a concave mirror. The Olympic flame symbolizes purity, the attempt to improve and the struggle for victory, as well as peace and friendship. The Olympic torch is delivered to the main stadium of the Games during the opening ceremony, where it is used to light a fire in a special bowl in the stadium. The Olympic flame burns until the end of the Olympics.
Motto consists of three Latin words - Citius, Altius, Fortius. Literally it means “Faster, higher, stronger.” This three-word phrase was first said by the French priest Henri Martin Didon at the opening of a sports competition at his college. Coubertin liked the motto; he believed that these words reflected the goal of athletes around the world.
Olympic principle was defined in 1896 by the founder of the modern Games, Pierre de Coubertin: “The most important thing in the Olympic Games is not victory, but participation, just as the most important thing in life is not triumph, but struggle.”
Emblem consists of five interlocking rings. This symbol was designed by Pierre de Coubertin in 1913. Five rings are a symbol of the five continents (Europe - blue, Asia - yellow, Australia - green, Africa - black, America - red).
Flag The Olympic Games is an image of the Olympic rings on a white background. The color white symbolizes peace during the Games. The flag first appeared at the 1920 Olympic Games in Antwerp (Belgium). The Olympic flag is used in the opening and closing ceremonies of each Olympics.
Olympic Oath
The text of the oath was proposed by Pierre de Coubertin, later it changed somewhat and now reads as follows: “On behalf of all participants in the competition, I promise that we will participate in these Olympic Games, respecting and observing the rules by which they are held, in a true sportsmanship spirit, for the glory of sport and the honor of our teams.” Coaches, team officials, and sports judges take the oath. The Olympic oath was first taken in 1920. In 2000, at the Sydney Olympics, words about non-doping in competitions appeared for the first time in the text of the oath.
ABOUT 
Olympic medals
The winner receives a gold medal (this medal is actually silver, but covered with a relatively thick layer of gold). A silver medal is awarded for second place, and a bronze medal for third place. The medals are presented at a special ceremony after the competition. The winners are located on the podium in accordance with the places won. The flags of the countries whose representatives are the winners are raised. The anthem of the country whose representative is the gold medal winner is played.
Opening ceremony of the games
In the parade of countries, the Greek team always comes out first. Next, the country teams are listed in alphabetical order. The team of the host country of the Games closes the parade. The President of the Organizing Committee and the President of the IOC will speak at the ceremony. The Olympic flag is raised during the playing of the Olympic anthem. The Olympic torch, brought from Greece, is used to light the Olympic flame. Doves are produced as a symbol of peace. All athletes and team officials take the Olympic oath.
3. Olympic Games in Russia.
3.1. Oolipiada-80
In this question I learned: which countries did not take part, about the Olympic mascot - 80, about the winning countries. The city of Moscow sent official invitations and applications to the IOC to host the Olympic Games 2 times, and only 2 times did Moscow receive consent to host the 22nd Summer Olympic Games. The story of the Moscow Olympics is a clear example of the use of sport to exert political pressure from some countries on others. In the period from 1974 to 1980, a lot was done, especially by the US administration and in particular by then President Jimmy Carter, to disrupt the 80 Olympics in Moscow, this was due to the entry of Soviet troops into Afghanistan. D. Carter in 1978, by his decision, banned the sale of computers for the needs of the Olympics, and he also called on national television for a boycott of the Olympic Games in Moscow. But the 1980 Olympics still took place. Sports delegations from 81 countries took part in the 1980 Olympics. 5189 athletes (1115 women). 21 sports. Sports delegations from the USA, Germany, Japan and some other countries did not arrive at the Moscow Olympic Games. Leaders in the unofficial team competition: 1. USSR (80-69-46); 2. GDR (47-37-42); 3. Bulgaria (8-16-17)
The mascot of the games, the Olympic Bear, turned out the way the whole country loved it, thanks to the artist Viktor Chizhov. The competition for the symbol of the Olympics was great - many artists fought for the right to present their creation as a talisman of the country at the games. Viktor Chizhov was invited to participate in the competition by his old friend, artist Vladimir Pertsev. Having gathered in the studio of Viktor Chizhov, several artists began to work on images of bears.
The balloons were inflated about 2 days before the end of the Olympics. But the bear cub inflated for only 20 minutes! And the reason lies in the machine that inflated the balloons! The device, one might say, treats small and not very large objects more carefully and compassionately, but correspondingly not so with large objects. The reason is a defective device from Germany.
The Olympic Games were held not only in the capital of our homeland, Moscow, but also in Minsk, Kyiv and Tallinn.
At the IOC session in Moscow, a new IOC President, Juan Antonio Samaranch, was elected. This is what he said about the 80 Olympics: “... As for the Moscow Games, I would like to note their excellent preparation and excellent sportsmanship. It is a pity that athletes from individual countries did not participate in them. I am sure that the Moscow Olympics will go down in history with its excellent organization.
The Moscow Olympics surpassed the previous Games in Munich and Montreal in technical parameters.
3.2 22 Winter Olympics in Sochi in 2014.
In this question, I got acquainted with the origins of the Winter Olympic Games and the 22nd Winter Olympics in Sochi.
In 1925, the IOC decided to hold the Winter Olympic Games. A year earlier, the International Sports Week was held in Chamonix (France) on the occasion of the 8th Olympic Games. She, subsequently, received the rank of the 1st Winter Olympic Games. The competition program included 5 – 6 sports. Our athletes first performed at the 7 Winter Olympic Games in 1956 in Italy in Cortina d'Ampezzo. The first medal was brought by L. Kozyreva. At the 17th Olympic Games, 1994 in Lillehammer, Russia was represented by an independent team for the first time since 1922.
The day before, the IOC put forward two initiatives: the declaration of 1994 as the international year of sport and the Olympic ideal and the obligation of all IOC member states to observe the Olympic Truce. The UN supported both of these initiatives.
As you know, the Winter Olympic Games until 1994 were held in the same year as the Summer Olympics. Considering the increased role in the ISD and the equal importance with the Summer Olympic Games, the IOC in 1994 decided to hold these Olympiads with a difference of 2 years. And the next Winter Olympic Games were held in 1998.
For the first time, Russia accepted the title to host the Winter Olympic Games on July 4, 2007. The city of Sochi has been declared the capital city of the 22 Winter Olympic Games.
The capital of the Olympics, Sochi, was chosen during the 119th IOC session in Guatemala City, the capital of Guatemala on July 4, 2007. Upon completion, the winter Olympic Games will be held at the same facilities.
On June 22, 2006, IOC President Jacques Rogh, out of 7 applicants, named the names of 3 candidate cities: Sochi, Salzburg, Pyeongchang.
On March 1, 2010, at the closing ceremony of the 2010 Olympics at 5:25 Moscow time, the IOC President handed over the Olympic flag to Sochi Mayor Anatoly Pakhov. The Russian anthem was performed by the Moscow State Academic Choir (conductor Vladimir Minin), and the Russian Flag was raised over the Stadium of the capital of the 2010 Olympics. After this, at 5:30, the celebration began, introducing Sochi, the capital of the 2014 Olympics. The introductory part opened with the symphonic Tunguska meteorite, which, as we know, arrived in the year when Russia (then the Russian Empire) was first represented at the Olympic Games. Then ice crystals began to grow from the ground, a symbolic race began, the cosmonaut launched a satellite, and the Russian troika raced through the stadium. The monument “Worker and Collective Farm Woman” appeared against the backdrop of the raised bridges and the monument to the “conquerors of space.” A ballerina floats on a snowboard in the moonlit night sky. Natalia Vodianova lifts a transparent ball with the logo of the Sochi 2014 Olympics, blows on the screen and a frosty pattern appears with the inscription “Welcome to Sochi”.
The main 8-minute part of the performance begins, as is customary at the closing ceremonies of the Olympics. Snow White, surrounded by 7 dwarves, touches the transparent ball, and people inside the transparent spheres begin to move around the stadium. Spectators at the stadium are transported to Moscow, where on Red Square the Mariinsky Theater Symphony Orchestra, inside the glowing Olympic rings, performs Georgy Sviridov’s music for the film “Time, Forward!” After this, the music of the 3rd part of the 6th symphony began to sound in the stadium, and the artists of the combined group of the Mariinsky Theater, Bolshoi and Novosibirsk Theaters appeared on stage, creating symbols of Olympic sports in dance. They perform in colorful costumes from different eras of Russian history (the times of the Russian Empire, the Great Patriotic War, and modern times).
A dolphin, filmed from under the water from below (the “window” effect is noticeable), takes viewers to the shore of the Black Sea coast, where the famous Tatyana Navka and Roman Kostomarov perform in the open air.
The performance ends with the appearance of a giant 2014 Olympics logo.
September 1, 2010. An all-Russian competition was announced, in which anyone could take part. There were 24,048 works in total.
On February 2, an alternative site was operational. By February 26, the 2 most popular symbols were determined: Polar Bear and Leopard. Hare, Ray and Snowflake were at the end of the list.
Of the final options on February 26, they were finally chosen by voting and the TV show “Talismania. Sochi 2014. Final" on the first TV channel. The jury announced 3 winners - Polar Bear, Bunny and Leopard. According to the announced choice of Paralympic athletes, the mascots of the games were a ray and a snowflake.
Conclusion.
While working on the project, I expanded my knowledge of the history of the Olympic Games, learned to look for information that interests me from additional literature, use the Internet to search for material for the project, and especially liked looking for illustrations for the presentation. It was interesting to create your own presentation rather than use a ready-made one from the Internet.
I realized during the work that there was a lot of literature on this issue, this was the main difficulty, finding the necessary information and carefully selecting it to cover the topic of the project.
To make the presentation colorful, I had to look for illustrations. I learned how to insert pictures into a slide, work with the slide designer, font format and text alignment, and slide template. Ability to add color to inscriptions. I realized that creating a presentation is very exciting, I will master animation effects. This is a creative process, you can create your own work.
Ancient world history. 5th grade. 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. 5th grade." The manual is addressed to students. For each of the information and creative projects provided in the textbook, the manual offers step-by-step algorithms for their implementation. Students will be able to understand the purpose and meaning of each project and will find the necessary information in the textbook, the Internet, and additional literature for their implementation. The notebook provides the opportunity to record information collected from various sources and prepare a project based on it. The notebook also includes tasks for creative work on the history of the Ancient World (working with a timeline, contour maps, illustrations, ciphergrams; completing tasks in the “Historical Quiz “Historical Experts” section). Working with a notebook will help in implementing the requirements of the Federal State Educational Standard for basic general education to develop students' skills in research and project activities, and will also help to 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 intended for completing educational projects and creative tasks. The word “project” means “a developed plan aimed at creating something new and useful.” The implementation of a project is called project activity. For every modern person, it is extremely important to plan their activities and achieve the fulfillment of their plans. By working on educational projects, you can acquire skills that will be useful in the future. History - one of the most interesting sciences - opens up wide opportunities for preparing research and creative projects.
In the textbook on p. 300 authors have included topics for information and creative projects that you will work with during the school year. You can complete them with the help of your teacher. Some projects require group work.
The notebook will help you organize your work correctly. All projects have different content and should have different results, but the work scheme is usually the same. First of all, you will begin your activities by asking the question “What do I want to know and find out?”
The main questions that you can add are written down in the notebook and marked with a gch icon. The following is a goal, the implementation of which will mean the completion of the project.
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