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

Thousands of inhabitants of Italy and the provinces sought to get to Rome. Some came on trade matters, others wanted to get a profitable position. But everyone was attracted by gladiatorial games, chariot races and triumphal processions.

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

To glorify the emperors, columns were built in many Forums.

Bas-reliefs with scenes from the life of emperors were placed on the column itself, and multi-meter statues of emperors crowned the columns.

The huge amphitheater of the Colosseum, which could accommodate 50,000 spectators, stood out for its size and beauty. Construction was carried out for 8 years, in 72 - 80 years as a collective building of the emperors of the Flavian dynasty. For a long time, the Colosseum was for the inhabitants of Rome and visitors the main place of entertainment spectacles, such as gladiator fights, animal persecution, sea battles. Under Emperor Macrinus, it was badly damaged by fire, but was restored by order of Alexander Severus. In 248, Emperor Philip still celebrated the millennium of the existence of Rome in it with great performances. Honorius in 405 forbade gladiatorial battles as disagreeing with the spirit of Christianity, which became the dominant religion of the Roman Empire after Constantine the Great; however, animal persecution continued to occur in the Colosseum until the death of Theodoric the Great. After that, sad times came for the Flavian amphitheater.

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

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

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

The city of Rome is celebrating its 2766th anniversary this year. The history of the city is its monuments, striking in their grandiosity and scope at all times. It is no coincidence that the city of Rome is called the Eternal. In today's lesson, we will unusual excursion through the ancient city, we will plunge into the atmosphere of imperial Rome.

background

In II AD The Roman Empire reached its peak (see lesson). The center of a vast empire was the city of Rome. From it, 372 stone-paved roads led to all parts of the empire (province), and signs indicating the distance to Rome appeared every thousand steps. Rome and its main buildings, such as the Pantheon, were designed to embody the idea of ​​​​the power and greatness of the empire.

Developments

Major buildings in ancient Rome

During this period, more than a million people lived in Rome. Thousands of inhabitants from Italy and the provinces sought daily to get to Rome. Some came on trade matters, others wanted to get a profitable position in the service of the emperor. Someone came to watch the gladiatorial games in the Colosseum (Flavian Amphitheatre), which could accommodate about 50 thousand people, or the chariot races in the Circus Maximus.

The main attraction of Rome was the Pantheon (the temple of all the gods). The Pantheon is crowned with a half-ball dome. The temple is built of brick and concrete, lined with marble inside (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 of Vesta, the Milliarium column (from which the distance was measured not only in Rome, but also outside it), the buildings of the curia were located, in which the Senate met and court proceedings were held.

Rice. 2. Roman Forum ()

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

The Romans loved to visit the theatre. The first permanent stone theater was built around 55 BC. e. commander Gnaeus Pompey the Great. The theater of Marcellus was built in 12 BC. e. and seated 11,000 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. Theatrical craft was considered an unworthy occupation.

One of the most visited public institutions Rome had baths - terms (Fig. 3). In total, there were more than 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 terms ()

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. History ancient world. Grade 5 - M.: Education, 2006.
2. Nemirovsky A.I. A book to read on the history of the ancient world. - M.: Enlightenment, 1991.
3. Ancient Rome. Book for reading / Ed. D.P. Kallistova, S.L. Utchenko. - M.: Uchpedgiz, 1953.

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

Homework

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

Sections: History and social studies

Class: 5

Lesson Objectives:

• To form an idea of ​​the appearance of Ancient Rome, which entered the history of world culture, to promote acquaintance with the life and way of life of various layers of the Romans.
• Strengthen learning skills new material during gaming activities; classify information; to develop the ability to solve creative problems - to compose a story according to a drawing; develop the ability to draw conclusions from the studied material.
• To promote respect for people of other cultures and lifestyle willingness to engage in 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.: Enlightenment, 2012.
• Presentation " The eternal City and its inhabitants." (Attachment 1).

Lesson plan

I. Stage of actualization of knowledge and motivation of cognitive activity.

Teacher greets students and informs 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.

• What city and why is 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 know about it? What are the objectives of the lesson?

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

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

Teacher ask 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? Name the main hills.
4. Who were called columns in the Roman state?
5. Who were called "slaves with huts" in the Roman state? Why was their labor used instead of the labor of slaves?
6. Whom and why did the Romans consider the best of the emperors?

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

I I. Learning new material

Sights of Rome(Slide 4)

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

Students watch slides, identify 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 get to know these cultural monuments closer.

Pantheon.

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

What temples does it look like?

Students: Pantheon is similar to ancient Greek temples.

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

What's new in the Pantheon skin?

Students: a new detail - a roof in the form of a hemisphere.

Teacher explains, the students write down that the hemispherical roof is a dome.

The diameter of the dome of the Pantheon is more than 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 incredible lighting. Light pours from a 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: amphitheatre.

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

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

Big circus.(Slide 21)

Teacher: The Big Circus is a hippodrome. Remember what the 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 generals.

Teacher: in honor of what was erected the column of Trajan?

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

Statue of Marcus Aurelius.(Slide 23)

Teacher: do you remember equestrian statues among the Greeks?

Students give a negative answer.

Teacher: Equestrian statues are an innovation in Roman sculpture.

Aqueduct.(Slide 24)

Teacher: Do you remember what kind of building this is?

Students: facility for supplying water.

Teacher: so, why did Ancient Rome cause pride and admiration among its citizens?

Students: Rome admired with its beauty, majestic buildings.

Teacher: we now know ancient Rome quite well. Let's help a visitor from distant Sicily. He is 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 you can see there.

Students advise:

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

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

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

Teacher: What attracted thousands of Italians to Rome?

Students: the city attracted many people with its sights, service opportunities, various entertainments.

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 mixed up. Let's restore what the houses of 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 into the textbook (p. 279-282, p. 2-3).

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

The dwelling of a wealthy Roman: located on a hill, atrium - front room with a hole in the center of the roof and a pool under it; patio-garden, many flowers; porticos; fountains; separate quarters for slaves; several bedrooms; several canteens; owner's office stove heating.

2. The dwelling of a poor Roman:

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

Teacher checks the job.

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 met during the task. (Slide 28)

• Atrium - front room with a hole in the roof and a pool under it.
• Insula - a multi-storey residential building in ancient Rome.

Teacher: compare and conclude how rich and poor Romans lived. (Slide 29)

Students: rich Romans lived in a comfortable luxury home, and the poor in multi-story, cramped houses, devoid of basic amenities.

Fizkultminutka.(Slide 30)

Hands in front of you, rotation of the brushes.
Hands locked in front of you.
Hands in front of you and up, stretched.
Tilts with a raised and bent arm above 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 recall gladiator fights, horse races. (Slide 31)

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

Teacher: terms are Roman baths. There were about a thousand public baths in Rome. After the sweltering 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 also 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 that one part of the class “revive” the drawing in the textbook “In the Imperial Baths” (p. 282), the other part of the class - the drawing “The Great Circus in Rome” (p. 283). Imagine that you went to the baths or the Great Circus, 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 (p. 4 or p. 5, second paragraph). (Slide 33)

Students compose stories from 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 about with the Romans? Could you make friends with any of them?

Students guess what they would talk about with the Romans 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 baths, chariot races, gladiator fights.

Teacher: what human qualities can the Romans' passion for gladiator fights and chariot competitions testify to?

Students: the Romans showed rigidity, contempt for human life, coarse tastes, gambling.

Teacher: Roman emperors considered it necessary to arrange free spectacles and distribute free bread to the Roman poor (“bread and circuses”). Why do you think 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 waited for free bread from the emperor, and did not earn it themselves?

Students they make assumptions, the teacher corrects them if necessary: ​​first, it was difficult to find a job in Rome. Secondly, the poor did not want 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 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 test your knowledge. Say if the following statements are correct:

1. Rome was one of most beautiful cities antiquity (yes).
2. The Romans loved to watch gladiator fights 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 the horse races (yes).
5. Wealthy Romans lived in high-rise insula buildings (no).
6. In the closets of the poor there was no kitchen, stove and running water (yes).
7. Baths is a Roman theater (no).
8. The Roman poor demanded “bread and circuses” from the emperor (yes).

Reflection. Summing up the lesson.

Teacher asks questions, students answer:

• What interesting things did you find out for yourself?
• What is the most important thing you learned in the lesson?
• Which of you is satisfied with your work in the classroom?

Teacher thanks the students for their work and informs homework:

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