The eternal city project and its inhabitants. The eternal city and its inhabitants

A tribe of Latins lived on the left bank of the Tiber. King Numitor ruled in one of their cities. He had a younger brother Amulius. He took power from Numitor, and the daughter of the king Rhea Sylvia forcibly made a vestal - a priestess of the goddess of fire and the hearth of Vesta. Now the girl must live in the temple of Vesta and throw firewood into the hearth of the goddess Vesta. She was forbidden to marry and have children. But Rhea Sylvia gave birth to two twin boys a year later. She swore they were the children of Mars, the god of war.

Upon learning of this, Amulius ordered the children to be drowned and Rhea Sylvia locked up in a dungeon. The servants threw the basket with the brothers into the Tiber, and left, but the basket caught on a tree branch and did not drown. A she-wolf came running to the cry of the children. She fed the children with her milk, and soon a shepherd found them and took them to his home.

The children were given the names Romulus and Remus, and they were raised. The children grew up as shepherds and hunters. Having learned about the secret of their birth, they decided to take revenge. They, armed, came to the house of Amulius and killed him. And the power was returned back to Numitor. In the places where the she-wolf found them, they decided to found a city.

The brothers had a falling out. Rem chose one of the hills for the city, and Ronol the other. When Romulus was building the wall of the city, Remus taunted this and Romulus hit Remus, the blow was fatal. Romulus founded the city and named it after his name Rome. Romulus became the first king of Rome.

The city on the hills and its inhabitants

The Romans believed in the legend of the twin brothers and were proud that the founder of their city was the son of the god of war Mars. But there is another assumption of the origin of the city of Rome. Several settlements lived on the Tiber hills near the sea. They gradually united, built common fortifications and elected common rulers. So from these settlements on the Palatine, Capitoline and other hills, the city of Rome arose.

The ancient Romans lived in round huts, the walls of which were made of willow twigs and plastered with clay on top. There was a garden and vegetable garden near the huts, and outside the city there were fields and pastures.

The Romans grew barley and wheat, grapes and flax. They raised cattle, pigs, horses and donkeys. They were engaged in blacksmithing, weaving, and making pottery.

Fighting with other Latin cities, they stole cattle from neighbors, seized weapons and slaves, and most importantly - pastures and arable land.

The architecture of the "Eternal City" and its inhabitants

Thousands of residents of Italy and the provinces are striving to get to Rome. Some came on business, others wanted to get a lucrative position in the service of the emperor. Everyone was attracted by gladiator games, chariot races, triumphs and all kinds of holidays. The city was decorated with palaces on the Palatine Hill, statues of gods and emperors, temples and porticoes, numerous fountains. Triumphal arches and columns reminded of the victories of the rulers of Rome.

The huge amphitheater Colosseum, which could accommodate about 50 thousand spectators, stood out for its size and beauty. Another attraction in Rome was the Pantheon (temple of all the gods). The pantheon is crowned with a dome that looks like half a ball. A huge hall is made inside the temple. In the center of the dome is a hole through which light flows. The pantheon is built of brick and concrete, inside it is faced with marble of brownish-gold tones.

Interior view of the Pantheon

Mansions on the city hills.

The richest Romans lived in their own mansion houses, which were located on the hills, where the air was healthier and cleaner. There were no windows in the main room of the house; four columns supported the ceiling. It had a through-out quadrangular opening, under which there was a pool, where rainwater fell. In this room, the owner of the house received visitors who came on business. And only close friends he invited to go inside the house, for example, into the courtyard garden, surrounded by porticoes. Flowers were fragrant in the garden, fountains beat. The mansion had several bedrooms and dining rooms, the master's office, and a room for slaves.

Multi-storey buildings in the lowlands between the hills.

Most Romans could not have a home of their own. They rented housing in five or six-story houses that belonged to the wealthy and provided their owners with a hefty income. In such a house, the lower floors were rented out for benches and taverns, and in the upper floors - rooms and apartments. Poor people huddled in closets under the roof tiles.

It is not easy for a person who does not know the city well to find the right street or house. There were no signs with their names on the streets, and numbers on the houses. It cost nothing to mistake the address, to take one multi-storey building after another: all these houses were sadly monotonous, and the streets on which they were located were dirty and narrow. Due to the tightness, there was no room for trees and flower beds. Dangers lay in wait for passers-by: broken dishes, all sorts of garbage flew from the windows, slops poured out.

Life in multi-storey buildings was full of inconveniences. There were no stoves. On damp and cold days, residents were warmed by braziers, where charcoal was poured. There were no real kitchens in the houses: food was cooked in the same way on braziers. Poor people often ate dry or on the go, buying hot food and a mug of cheap wine from street peddlers.

The windows in the houses had no glass and were shuttered in bad weather. Then, even during the day, one had to light a lamp. Water was not supplied to the apartments, it was taken from the city fountains and dragged up the steep stairs. Filth and stench accompanied the Romans who lived in high-rise buildings.

Multi-storey buildings in Rome

After spending the day in the stuffy streets under the sultry southern sun, the Romans felt the need to wash from head to toe. Every day they visited the baths - that was the name of the baths. There were about a thousand baths in Rome, and the entrance fee was low. The Saami are large and luxuriously finished baths, built at the behest of the emperors. These baths, richly decorated with statues, mosaics and wall paintings, were located in shady parks. Before swimming on the sports grounds, those who wished to play ball, compete in running, wrestling and lifting weights. Running, covered with dust and sweat, they went to wash. But before, in comfortable locker rooms, they gave clothes to the watchman for storage. Then they went into a room with warm water, a steam room, or plunged into a pool under open air... The baths were intended for bathing only. They had libraries and classrooms. Here you could meet friends, find out the latest news and gossip, do a fashionable hairstyle, and have a delicious meal.

Roman poetry and philosophical and political thought.

In Rome, many people were engaged in philosophy.

The life of the rich and the poor in Rome

Rome in the imperial period was decorated with magnificent forums, public buildings - theaters, baths, amphitheaters. Luxury imperial palaces and the houses of the Roman nobility, porticoes and basilicas were slender architectural ensembles decorated with sculptures and reliefs. Horace wrote with bitterness about the disappearance of the former simplicity and modesty, inherent in the earlier ancient Romans. However, the poor population of Rome lived in rented premises, four-story or five-story insula, dilapidated, collapsed and often exposed to fire. Juvenal gave sketches of the life of the poor, constantly suffering humiliation, suffering from the high cost of living in the capital of the world.

Agriculture in Rome

Lucius Junius Moderatus Columella, a native of Spain, lived for a long time in Italy and was well aware of the peculiarities of the development of Italian agriculture, the occupation of which he considered the most honorable for a Roman citizen. Columella wrote a tract "On Agriculture". In it, he noted the negative consequences of the expansion of his possessions by the Roman landowners - poor tillage, refusal to cultivate the highest varieties of grapes, olive trees, and the low quality of slave labor.

The only clean and noble way to increase our fortune is agriculture ... Now we neglect the independent management of the economy on our estates and do not attach any importance to putting a vilik (manager) an experienced person, and if not knowledgeable, then very energetic, who will soon get acquainted with what he does not know ... In the acquisition of land, as in any business, there must also be a measure. You should have in your possession as much as is necessary in order to give the impression of people who bought the land in order to become its masters, and not to shoulder the burden on themselves and snatch from others the opportunity to use this land. This is usually done by nobles who own whole countries, which they cannot even bypass and who leave to be trampled by herds and devastated by wild animals, or keep there citizens and convict slaves who are obliged to them.

When everything is arranged in this way, the master is required to show the greatest concern for everything, and especially for people. The latter are either columns, or slaves, free currents, or chained.

In some estates, where it is difficult for the owner to visit, all categories of land will be in better condition if they are cultivated by free columns than slave viliki, especially grain fields, which are much smaller than vineyards and trees, degrade from the owner's columns and suffer the most damage from slaves who turn over the bulls to the side, the slaves graze them and other livestock badly, do not turn the land thoroughly, indicate a much greater grain consumption than they gave good shoots; they daily reduce the amount of grain collected for threshing for threshing by cheating or negligence, since they themselves steal it, and do not protect it from other thieves.

Christianity

Christianity is one of the world religions, the central image of which is Jesus Christ (Greek Chistus - the anointed one), according to the Christian doctrine, the founder of the religion, the God-man, who accepted death on the cross in atonement for human sins, then resurrected and ascended to heaven. The name of Christ gave the name to the religion. Currently, it is assumed that a real historical person was behind the image of Jesus Christ.

Bible

The Bible is a collection of works of different times and character 8c. BC. - 2c. BC, considered Holy Scripture. The Bible has two parts: the Old Testament and the New Testament. The Old Testament is a collection of selected works of ancient Jewish literature. The New Testament is a collection of books of proper Christian origin, setting out the foundations of Christian teaching and mythology. Bible books are divided into chapters, and chapters into verses.

The Old Testament consisted of three sections. The first section includes the Pentateuch (five books: Genesis, Exodus, Leviticus, Numbers, Deuteronomy, the authorship of which is attributed to Moses). The second section consists of the Books of the Prophets, attributed to the political and religious leaders of the Jewish people, who mainly tell about their deeds. The third section includes the Scriptures containing psalms, parables, two books of wisdom, chronicles, Song of Songs. The books of the Old Testament are recognized as sacred by the Jewish and Christian religions.

The New Testament consists of four gospels about the life of Jesus (from Matthew, from Mark, from Luke, from John), the Acts of the Holy Apostles, the Epistles of the Apostles, the Revelation of John the Theologian. The books of the New Testament are recognized as sacred only by Christianity.

Romans clothing

The Romans wore a tunic right on the body - a woolen shirt with short sleeves, which was belted and tied so that in front it went down just below the knees. Only the poor allowed themselves to walk around the city in only one tunic. Wealthy Romans wore a toga over a tunic. It was a large oval-shaped piece of woolen cloth. They were wrapped in a toga so that the right shoulder remained open. It was difficult to do this, having beautifully arranged the sweets, without the help of a slave.

The toga was white. Citizens in important government positions wore a toga with a wide purple stripe around the edge. The victorious commander wore a toga dyed with purple and embroidered with gold.

The Roman, who wished to take the post of consul, appeared in a snow-white toga, bleached in a chalk solution. This toga was called Candida. Hence the word "candidate" arose, that is, a person striving to take some position.

Features of Roman names

Each Roman had three names. For example, Tiberius Sempronius Gracchus. The first - Tiberius - was a personal name. The second indicated belonging to one or another patrician or plebeian family (Tiberius was from the Sempronian family). The third name - Gracchus - was a family nickname. Sometimes another nickname was given for special merit. So, the famous commander Publius Cornelius Scipio after the victory over Hannibal received the nickname African. There were few personal names, the most common: Mark, Publius, Lucius, Guy, Tiberius, Gnei.

Women bore only a generic name. For example, the sister of Tiberius Gracchus was called Sempronia, and his mother, who was the daughter of Scipio, was Cornelia.

If the master let the slave free, he gave him his family name. So, the author of Roman comedies was a slave from Africa, Released for his talent to freedom. They began to call him Terence Afr.

Famous Roman people

There are many famous people who wrote works, did something scientific, invented something, etc.

Gaius Sallust Crispus (86-35 BC) - Roman historian, belonged to the popular party led by Julius Caesar, held a number of government posts. After the death of Caesar, he stopped politics and began to study literature. He wrote such works as: "Catiline's Conspiracy", "War with Yugurta", "History". Sallust's narratives are succinct, emotional, contain apt, aphoristic phrases.

Titus Livy (59 BC - 17 AD) - Roman historian, wrote the well-known work "Roman history from the founding of the city" in 142 books.

Dionysus of Halicarnassus - Greek historian, contemporary of Titus Livy, wrote the work "Roman Antiquities", which consisted of 20 books. Dionysus attempted to date an overview of Roman history from legendary times to 264. BC. The significance of his work is that he, using the works of early historians-analysts, gave information that differs from the messages of Libya.

Polybius (c. 200-120 BC) - one of the largest ancient Greek historians. He was critical of his sources, attached great importance to the historian's personal acquaintance with the peoples he studied, the theaters of military operations, believing that one should trust one's eyes more than one's ears. Traveled a lot. Wrote "General History" in 40 books.

Mark Tullius Cicero (106-43 BC) - a brilliant orator, lawyer, writer, statesman. His speeches, letters, treatises provide valuable material for studying the most diverse aspects of the life of Roman society in the most difficult period full of dramatic events. His philosophical treatises serve as a valuable source for characterizing the intellectual life of Rome. Cicero's speech against Gaius Veres denounces the unlimited arbitrariness of the governor of the province, his shameless robbery of the people of the province in order to enrich himself.

Mark Porcius Cato is a prominent statesman, orator, historian, author of the historical work "Beginning" and the treatise "Agriculture". The most honorable occupation for a Roman citizen, Cato considered agriculture. In his treatise "Agriculture" he gave a description of an exemplary medium-sized villa, typical of central Italy, new means of farming, providing quick enrichment of the owner, advice on how to rationally exploit slaves, organize supervision over them, and use wilik the most profitable.

Appian - a native of Alexandria, Greek, Roman citizen, was enrolled in the class of horsemen and became a major official. In old age, he wrote "Roman History", in which he outlined events from the founding of the city to the first decades of the 2nd century. n. e. "Roman history" is built in a peculiar way. Each of her 24 books presents the history of a particular people. Appio, negatively regarding slave uprisings, nevertheless, covers them quite fully. For Appio, the slave revolt is "war."

L. Anaeus Flor - wrote a review of Roman history, focused on the wars that Rome waged first with its Italic neighbors, and later with the peoples of the Mediterranean.

Guy Suetonius Tranquill, a lawyer, secretary of the Emperor Hadrian, wrote the work "Biography of the Twelve Caesars", in which he gave biographies of the Roman emperors from Caesar to Domitian Flavius. Using the imperial archive, Suetonius left a lot of interesting data, but at the same time he paid attention to insignificant facts, anecdotes.

Dion Cassius Kokkeian is a native of the city of Nicea. During the reign of the emperor Komod, he received the right of a senator and held public office. Wrote "Roman History", which is yet another attempt to present the history of the Roman state from the founding of the city to 229. n. e.

Titus Lucretius Kar created a wonderful philosophical poem "On the Nature of Things", which was distinguished by high artistic merit. Lucretius, a staunch follower of the ancient Greek atomism presented in the teachings of Epicurus, expounded in a poem the materialistic doctrine of nature and society. He argued that matter is eternal and infinite. Everything, the poet wrote, consists of indivisible principles - atoms that cannot be created or destroyed. Lucretius tried to give scientific explanation the origin of man and society and free people from religious superstition and fear. The poem Lucretius had a great influence on the subsequent development of philosophical thought.

Lucretius wrote the first book in 931-934. In it, he taught knowledge, tried to extract the spirit of man from superstition.

Publius Virgil Maron is the largest poet of the principate period - the "golden age" of Roman literature, the eldest of the members of the literary circle. He glorified the peaceful life that was established with the advent of Augustus to power, the princeps, the ancient simplicity of manners. A major work of the poet is "Bucolics" - a collection of shepherd's songs, which glorify rural life, love and silence. Another work - "Georgiki" is also devoted to rural activities: arable farming, viticulture, cattle breeding. The most famous work of the poet was "Aeneid", an epic poem about the wanderings and exploits of Aeneas - the hero of the Trojan War, the legendary founder of the Roman state, the divine ancestor of the Julian family. Virgil, imitating Homer, wrote in sonorous, strong verses about the greatness of Rome, the princeps, declared the right of the Romans to rule over other peoples. In ancient Rome, the "Aeneid" received universal recognition.

Quintus Horace Flank, the son of a freedman, a member of the Maecenas circle, created the best lyric poems in Latin poetry. In graceful, perfect in form satire, odes, messages, we find various plots. Like Anacreon, he wrote about love, the joys of friendship, the transience of life, the delights of rural life. The work of Horace, the singer of the principate, was characterized by political motives. The poet severely condemned civil warriors, disastrous for the Roman people, worried about the fate of the state, which he compared to a ship dependent on the raging sea elements. Horace attached high social significance to the poet's work. His poem "Monument" has evoked many imitations.

Publius Ovid Nazon is an outstanding Roman poet. He devoted his early cheerful elegies to love motives. In 8g. n. e. for an unknown reason, Augustus exiled Ovid to the city of Toma, remote from Rome, located on west coast The Black Sea. There, Ovid, yearning for his homeland, family and friends, wrote beautiful letters full of sorrow, rightly ranked among the best works of world poetry.

Decimus Junius Juvenal, a Roman satirist, denounced the vices of his time in angry verses: the despotism of the emperor's power, the depravity of the Roman aristocracy, the rich freedmen, the general decline in morals. His satires are full of sympathy for the poor, suffering from the high cost of living in Rome, the contempt of the people around them. Juvenal writes with bitterness about the humiliating, plight of the representatives of the intelligent professions - teachers, lawyers, poets, who receive paltry wages for their labor. The satyrs of Juvenal are a vivid and valuable source for studying the life of various social strata of Roman society.

Phaedrus is a Roman fabulist, a former slave from Macedonia, set free by Augustus. The material for his work was Aesop's fables and the Roman reality surrounding the poet. He showed the plight of the poor, deceived and offended by the rich, opposed the violence and oppression of the nobility, condemned the vices and injustice of those in power.

Sections: History and social studies

Class: 5

Lesson objectives:

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

Educational and methodological support of the lesson:

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

Lesson plan

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

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

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

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

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

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

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

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

Teacher asks questions, students answer. (Slide 3)

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

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

I I. Learning new material

Rome landmarks(Slide 4)

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

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

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

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

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

Pantheon.

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

Whose temples does it look like?

Students: The Pantheon is similar to ancient Greek temples.

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

What's new in the appearance of the Pantheon?

Students: new part - hemispheric roof.

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

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

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

Students: the invention of concrete.

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

Coliseum.(Slide 20)

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

Students: amphitheater.

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

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

Circus Maximus.(Slide 21)

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

Students: for horse racing.

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

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

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

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

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

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

Statue of Marcus Aurelius.(Slide 23)

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

Students give a negative answer.

Teacher: Equestrian statues are an innovation in Roman sculpture.

Aqueduct.(Slide 24)

Teacher: remember what kind of structure it is?

Students: water supply facility.

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

Students: Rome admired for its beauty, majestic buildings.

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

Students advise:

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

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

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

Teacher: What attracted Rome to thousands of Italian residents?

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

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

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

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

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

2. Dwelling of a poor Roman:

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

Teacher checks the assignment.

Students read the answers. (Slide 27)

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

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

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

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

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

Physical education.(Slide 30)

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

3. How the Romans rested(Slide 31)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

III. The final stage

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

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

Anchoring

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

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

Reflection. Summing up the lesson.

Teacher asks questions, students answer:

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

Teacher thanks the students for their work and informs homework:

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

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

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

Columns were built in many forums to glorify the emperors.

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

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

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

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

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

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"THE ETERNAL CITY" AND ITS RESIDENTS

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LESSON PLAN.

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

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LESSON ASSIGNMENT

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

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1.RIM- "HEART" OF THE EMPIRE.

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

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

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The building of the Colosseum has become the symbol of the city, intended for the organization of shows and performances. It accommodated about 50 thousand spectators Colosseum in Rome.

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The Pantheon is the temple of all the gods.

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

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Domus dwelling of a wealthy roman

Cabinet. Living rooms. Sloping roof - Atria. Atrium is a heated guest room. Premises for lease Dining room-triclinium.

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Insula city buildings.

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

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2. CITY BUILDINGS.

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

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3. PUBLIC BATH.

In the 3rd century, there were 1000 private and 11 public baths in Rome. One of the most beautiful buildings in the city was the THERMAS (baths) of the emperor Caracalla. Baths of Caracalla.

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At the entrance there were changing rooms with cells for storing clothes.