Summary of an open history lesson for grade 8.
The theme of the lesson is "Man of industrial civilization" (Grade 8).
Developed and conducted
teacher of history and social studies
second qualification category
GBOU secondary school No. 667 of Moscow
Apukhtina Natalya Sergeevna
educational- expand and deepen students' knowledge about the human world of industrial civilization, changes in the material world of man, changes in human consciousness, ideas about social mobility, civil society, new ideas in the world.
Educational- develop independent thinking student activities, communication skills and creativity, personalized thinking.
Educational- educate - a sense of collectivism and responsibility; in the discussion - a culture of polemic, a tolerant attitude towards a different point of view.
Lesson type- Combined lesson.
Application: tests, self-control sheets, texts with errors, presentation.
Lesson plan.
1. Changes in the material world
2. Explosion of social mobility.
3. Changes in the minds of people.
4. New in the world of ideas.
I. Organizational moment
II.Checking homework
I option.
1. Entente a) June 1881
d) June 1993
2. Entente b) Austria-Hungary
g) France
II option
I. Correlate the union and the date of its creation.
1. Entente a) June 1993
II. Correlate the union and the states that were part of it:
2 Triple alliance b) France
3. Entente c) Germany
g) Austria-Hungary
III. Explanation of new material
Topic update.
We are studying history. And who plays the main role in the formation of history? (Man). Today in the lesson we will be interested in man. And in what way can we be interested in a man in a history lesson? (The material world, life, consciousness, his position in society ...) We you and I know that history is divided into different levels, stages of social development, material and spiritual culture - that is, civilization. So far we know two types of civilization. Which ones? (Agrarian, industrial) What kind of civilization will we be interested in today? (Industrial)
The topic of our lesson is "The world of a man of an industrial civilization."
Writing in the topic notebook.
Today in the lesson we will study what changes have taken place in the material world of man, in the consciousness of people, in social mobility, what has appeared new in the world of ideas in industrial civilization.
Today in the lesson you will work with self-control sheets. On the self-control sheets you have tasks on today's topic, that is, you yourself will check how you understood today's topic. At the end of the lesson, you will grade yourself according to the completed tasks.
1. In order to find out what changes have occurred in the world of an industrial civilization, you need to remember what are character traits industrial civilization. Take the sheets of self-control, sign them, find task 1 and complete it. (Task 1. Find the characteristic features of an industrial civilization. Write down the answer with the numbers that indicate the characteristic features of an industrial civilization.
3. Energy is used from "natural" batteries (muscular strength of humans and animals, sun, wind, water ..)
10. Science and production are practically unrelated
agricultural civilization
In the process of labor, a person deals mainly with nature, obeys the natural cycle
In the process of labor, a person deals mainly with machines, obeys the rhythm of their work.
The tools of labor and the labor process itself remain practically unchanged.
The tools of labor and the labor process itself are continuously updated.
Energy is used from "natural" batteries (muscular strength of humans and animals, sun, wind, water ..)
Energy is used from artificial sources (steam, electricity)
Production has a piece character
Production is massive
Science and production are practically not connected.
Technological progress is determined by scientific achievements.
Examination.
Answer: 2,5,7,8,9. Characteristics (how many): 5
Write down which civilization the rest of the traits belong to.
Answer: agrarian (traditional) civilization
2Changes in the material world.
In the 19th and early 20th centuries, many discoveries and inventions were made that completely changed the face of civilization. But what kind of discoveries and inventions you will now see on the board and write down in your notebook.
Presentation.
How did a person take advantage of the fruits of technological progress? (His life became much more comfortable, he could use new means of transport and communication)
3. Explosion of social mobility.
What is social mobility?
The ability to move to other cities and countries, as well as change their social position.
Why is there an explosion of social mobility at this particular time? (The emergence of new states, the emergence of new modes of transport, the emergence of new cities, the industrial revolution, the agrarian revolution)
Completing the task on the self-control sheet: Task 2: Social mobility has made possible the formation of a completely new state. What?
Answer: (USA)
Why did large flows of emigrants rush to the USA? (The USA was a rapidly developing and at the same time relatively sparsely populated country. They were in dire need of cheap labor supplied by emigrants.)
The ability to change one's social position Economic growth based on the introduction of technological innovations and political democratization led to the loosening of the old social structure in which a person's place in society was determined by his belonging to a certain group (usually hereditary). But this process had dual consequences: one could not only climb up the social ladder, but also go down, having fallen to the social bottom. One of the negative social consequences of industrialization was massive unemployment. An increasing number of people, as the industrial transition spread to agrarian regions, lost the old area of application of labor efforts and could not find a new one. In search of a livelihood, they tend to accumulate in big cities organizing activities in a man-made environment.
But not everyone rushed to other countries, many continued to seek happiness in their homeland. Class restrictions were finally eliminated, the expansion and strengthening of the circle of bourgeois-democratic freedoms, a not very fast but stable rise in living standards created favorable conditions under which people could fundamentally change their property and social status. Of course, it was not easy, but it is quite possible. Thus, the structure of society is changing. Now society no longer consisted of closed groups, whose representatives had certain rights and obligations transmitted by inheritance, but of groups of people that differed in their place in a historically defined system of social production, in their relation (for the most part fixed and formalized in laws) to means of production, according to their role in the social organization of labor, and consequently, according to the methods of obtaining and the size of the share of social wealth that they dispose of. In an industrial society, yesterday's peasants and artisans became merchants and entrepreneurs, made a military, and sometimes even a political career. At first, only a few managed to make such an ascent, make a career, then - tens, hundreds, thousands.
Completing the task on the self-control sheet. Task 3
Into what groups was society divided in an industrial civilization?
Answer: classes
Major groups formed in the 19th century?
Answer: proletariat, bourgeoisie
4. Changes in people's consciousness.
What do you think of the changes that have taken place in the political, economic life, in a person’s everyday life, how could they affect a person’s consciousness? (A person began to understand responsibility not only for his own life, but also for the fate of society, the interconnection of the whole world, thanks to the development of transport and the development of communication systems. With the expansion of horizons, consciousness becomes more flexible, more receptive to other people's points of view, to become not indifferent to various phenomena of life.
It is thanks to these changes in the consciousness of people that society becomes civil.
What is civil society look at the blackboard.
Civil society is a society capable of independent activity, based on the initiative not of the state, but of the society itself.
Performing a task on a self-control sheet. Task 4.
Answer: England.
Why did civil society begin to take shape in England earlier than in other countries? (Various associations (parties, unions, groups, clubs, etc.) appear that, regardless of the state, protect certain interests of the population.)
In England, much earlier than in other countries, a civil society began to take shape, because in England the transition from the feudal system to the bourgeois one was carried out in a more peaceful, evolutionary way. In this case, the results were of great effect, since the transition was more or less smooth and not subject to chaotic revolutionary influence. (in many countries the transition was accompanied by bloody and destructive revolutions) the industrial revolution took place in England faster than other states.
Confirm with the facts that in England in the first half of the 19th century. civil society is emerging. That is, due to the fact that society at this time becomes more conscious and mature, it becomes possible to shift part of the responsibility of the state to society.
5. New in the world of ideas. (Student's speech with the message "New in the world of ideas")
In a word, man became civilized, and this separated him more and more from distant ancestors and from nature. In the XVIII-XIX centuries. the civilization of manners has reached its apogee. Therefore, it is not surprising that the books of Charles Darwin (1809-1882) "The Origin of Species" (1859) and "The Descent of Man" (1871), which outlined the theory of evolution, made such a deep impression on contemporaries. It was a kind of shock to the foundations: Darwin showed the connection of man with the brute animals (monkey), with the forces of nature. It was no longer that poetic and mysterious nature, to merge with which the romantics called for. It was nature, in which instincts reign and there is a ruthless struggle for existence.
How do you think society accepted this theory, with enthusiasm? (No. Many took this theory with hostility. Who would want to recognize a monkey as their relative.)
Which version do you think suits them better? (Man was created by God)
Late 19th century man began to discover the "beast" in himself. Darwin's theory was only the first step on this path. The second - and even more decisive - were the discoveries of the Austrian scientist Sigmund Freud (1856-1939) in the field of psychoanalysis. Freud looked into the secret of the secret souls of man and, under the cover of civilization, saw a dark abyss in which primitive unbridled passions seethe. Freud proved for the first time in the history of science that personality is multi-layered. He singled out in it the area of consciousness (“window” through which we perceive the world), the subconscious, which is a “boiling cauldron of instincts” and obeys only the principle of pleasure, and preconsciousness, which is the rational beginning in a person, carries out “censorship” over passions, transfers them to another, higher realm.
Freud's discoveries, which made a revolution in medicine, went far beyond the limits of psychiatry, since in his works global conclusions were made regarding not only sick people, but also a person in general, as well as the role of culture and civilization in the history of mankind.
For the first time, Freud showed the reverse side of the civilization of manners: the victory of consciousness over the unconscious costs a person dearly. Suppressed and repressed desires result in mental disorders, guilt and inferiority complexes, unreasonable fears.
Freud did not say that civilization is evil, but he described civilization as violence against the human person, which is carried out through a complex and extensive network of prohibitions - prohibitions so firmly entrenched in the mind that a person has long ceased to understand what he really is.
The studies of Darwin, Freud, and other scientists, it would seem, debunked all the old values. But they helped people rethink familiar concepts, take a critical look at their passions and instincts, in order to more consistently restrain and control them. At the turn of the 19th and 20th centuries, this became especially important, since changes in human consciousness did not always turn out to be beneficial for society.
Such was the world of man of industrial civilization.
IV. Fixing.
I want to present you an essay by a grade 8 student on the topic: “The world of a man of an industrial civilization.” There are several mistakes in this essay. I suggest you find them.
Composition on the topic: “The world of a man of an industrial civilization. »
The life of a man of an industrial civilization has changed little. Human labor has become more difficult because machines have been replaced by manual labor. Social mobility in the 19th -20th centuries. goes down. This was due to the fact that the means of transportation were horse-drawn carriages. Each person belonged to any class, and could not change their property and social status. The human mind is changing. He begins to understand that his fate depends on God. Society at this time becomes civil, that is, capable of independent activity based on the initiative of the state. Contemporaries enthusiastically accepted Darwin's theory, which appeared at that time, that man was created by God. Thus, the human world of the era of industrial civilization has changed slightly.
Summing up. Grading.
10-11 points 5.
7-9 points 4.
4-6 points 3.
less than 4 2
V. Homework.
What would you suggest homework on this topic. (Offer to write an essay on the topic "The world of a man of an industrial civilization")
Application
I option. Surname first name______________________
I. Correlate the union and the date of its creation.
1. Entente a) June 1881
d) June 1993
II. Correlate the union and the states that were part of it:
1. Union of three emperors a) Russia
2. Entente b) Austria-Hungary
3. Tripartite Alliance c) Germany
g) France
II option Last name First name ______________________
I. Correlate the union and the date of its creation.
1. Entente a) June 1993
3. The Union of the Three Emperors c) June 1881
II. Correlate the union and the states that were part of it:
1. Union of three emperors a) Italy
2 Triple alliance b) France
3. Entente c) Germany
g) Austria-Hungary
Self-control sheet.
Surname first name______________________
(Task 1. Find the characteristic features of an industrial civilization. Write down the answer with the numbers that indicate the characteristic features of an industrial civilization.
1. In the process of labor, a person deals mainly with nature, obeys the natural cycle
2. Tools of labor and the labor process itself are continuously updated
3. Energy is used from "natural" batteries (muscular strength of humans and animals, sun, wind, water ..)
4. Production has a piece character
5. In the process of labor, a person deals mainly with machines, obeys the rhythm of their work.
6. Tools of labor and the labor process itself remain practically unchanged.
7. Energy is used from artificial sources (steam, electricity)
8. Technical progress is determined by scientific achievements.
9. Production is massive
10. Science and production are practically unrelated.
Characteristics (how many):
Write down which civilization the rest of the traits belong to.
Task 2: Social mobility made possible the formation of a completely new state. Which one?
Task 3
Into what groups was society divided in an industrial society?
The main groups that formed in the 19th century?
Task 4.
In which state did civil society develop earlier than others?
Find mistakes and fix them. Underline the errors and write correctly below, and do not forget to write the number of the error.
Composition on the topic: "The world of a man of an industrial civilization."
The life of a man of an industrial civilization has changed little, in comparison with the life of a man of an agrarian civilization. Human labor has become more difficult because machines have been replaced by manual labor. Social mobility in the 19th -20th centuries. goes down. This was due to the fact that the means of transportation were horse-drawn carriages. Each person belonged to some class, and could not change their property and social status. The human mind is changing. He begins to understand that his fate depends on God. Society at this time becomes civil, that is, capable of independent activity based on the initiative of the state. Contemporaries enthusiastically accepted Darwin's theory, which appeared at that time, that man was created by God. Thus, the human world of the era of industrial civilization has changed slightly.
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General history. History of the New Age. Grade 8 Burin Sergey Nikolaevich
§ 27. The world of man of industrial civilization
Changes in the material world
At the end of the 18th century, at the dawn of industrial civilization, the industrial revolution that initiated it had many opponents. Some scientists even argued that fast the economic growth will cause a conflict between man and nature: the land will be depleted, mineral reserves will run out, there will be less livestock, fish, birds. After all, at that time the land seemed the only means of obtaining food and raw materials, and coal and wood were considered the main sources of energy, the resources of which were huge, but by no means unlimited.
However, in the XIX century. humanity has found new opportunities, which, of course, no one could have foreseen at the beginning of the industrial revolution. In particular, new sources of energy and more economical ways of using it were discovered. By the end of the XIX century. the value increases sharply oil industry. Another new energy base was made possible by the development electrical energy. The internal combustion engine was also invented, which later made a real revolution in transport, agriculture and military equipment. Electrochemistry and electrometallurgy arose, urban transport also changed - horse-drawn carriages were replaced by trams, and then cars and buses.
American inventor Thomas Edison
In the XIX - early XX century. many discoveries and inventions were made that completely changed the face of civilization: the telegraph, electric lighting, radio, telephone, aeronautics, automobiles, cinema, etc. The work and life of man were completely transformed, which was associated with the active introduction of machines into production. True, it was sometimes said that the mechanization of labor leads to the transformation of the worker into an appendage of the machine, an impersonal being, a "cog". But the time of medieval craftsmen, who lovingly and leisurely created piece products bearing the stamp of the “author’s” individuality, was irrevocably a thing of the past. The advantages that technical and scientific progress gave to mankind became more and more obvious from year to year.
What led to the rapid development of scientific and technological progress? How did it affect the environment and human society?
An explosion of social mobility
In the XVII-XVIII centuries. the mobility of society has increased significantly, that is, people have the opportunity to move to other cities and countries, as well as significantly change their social status. Social mobility has become one of the most important signs of industrial civilization. It, in particular, made possible the emergence in North America of a completely new state - the United States. To a certain extent, this can also be said about the countries of Latin America that won independence in the first decades of the 19th century. After all, their population also largely consisted of the descendants of European conquerors (Spaniards and Portuguese) and blacks forcibly transported from Africa.
Thus, European society already in the XVII-XVIII centuries. lost its former staticness (i.e., immobility), literally coming into motion. But in the 19th century there is a real explosion of social mobility. Its content is also changing: mobility becomes less spontaneous, that is, it ceases to depend on many random circumstances. So, in the XVII century. many Protestants would probably prefer to remain in their European homeland if they did not suffer religious persecution there. And the Negroes, masses exported from Africa in the holds of ships, were not asked at all if they wanted to go to America unknown to them.
The main flow of immigrants in the XIX - early XX century, as before, was sent to the United States. Between 1820 and the outbreak of the First World War, that is, in 94 years, about 32 million people arrived in the United States (mainly from Europe). Among them were the British and French, Germans and Italians, by the end of the 19th century. there has been a marked increase in the influx of immigrants from the South and of Eastern Europe, including from Russia. Many Europeans also moved to the colonies - to Algeria and India, Canada and Australia, etc. And in southern Africa, Boer republics arose with a significant white population. White colonists willingly moved there even after the conquest of these republics by Great Britain.
At the telephone exchange
grew significantly in the 19th century. social mobility and among those who continued to seek happiness in their homeland. The final elimination of class restrictions, the expansion and strengthening of the circle of bourgeois-democratic freedoms, the not very rapid but stable rise in the standard of living created favorable conditions under which energetic and enterprising people could fundamentally change their property and social status. Of course, it was much more difficult for a worker or peasant to get to the top of society than for those who were practically guaranteed this by kinship or solid capital.
Why did the explosion of social mobility take place in the 19th century? What changes in the economy and society did it lead to?
Changes in people's minds
Serious political and economic changes in the life of society that occurred by the beginning of the 20th century could not but affect the consciousness of a person of the industrial era. He began to understand more and more clearly his responsibility not only for his own life, but also for the fate of society. The development of transport and various communication systems contributed to the perception of the world by man as a single organism.
This was also helped by the constant expansion and deepening of the flow of information. By the beginning of the XX century. the broad masses of the population could receive information about events of interest to them (for example, the course of the Anglo-Boer War or the results of the presidential elections in the United States) almost simultaneously with eyewitnesses of these events. Newspaper owners hurried as quickly as possible, ahead of competitors, to convey all the important news to their readers.
Statue of Liberty in New York. France's gift to the American people. Sculptor F. Bartholdi
Along with the expansion of the horizons of a person of the era of industrial civilization, the quality of his consciousness also changed: it became more flexible, more sensitive to "foreign" points of view, positions, theories, about which until about the middle of the 19th century. knew only a very narrow circle of people. The former indifference of a significant part of society to the most important phenomena of life (politics, ideology, etc.) created a kind of abyss between the bulk of the population and those on whom the fate of tens, and sometimes hundreds of millions of people, depended to one degree or another. And this often allowed the authorities of states to act (and thinkers to create) contrary to the interests of society.
During the 19th century this position has changed over time. The state, step by step, seemed to transfer its powers to society, which increasingly became civil, that is, capable of independent activity. Of course, this required a sufficiently high maturity and consciousness of society, its readiness to take on some of the responsibility that previously lay with the state and professional politicians.
Of course, in every country, in every society, this process developed differently. Where democratic rights and freedoms appeared and were strengthened earlier, the population reacted more quickly to changes in a particular country and in the world as a whole. In those states where the rights and freedoms of the people were limited or they were not given due attention, a split arose between the authorities and a significant part of society. The level of public consciousness in such countries, as a rule, was not sufficiently developed, it was often exposed to primitive radical propaganda.
Which countries in the 19th and early 20th centuries What are the most favorable conditions for the emergence of a mature civil society? What was it about?
New in the world of ideas
The spiritual world of man in the conditions of industrial civilization during the 19th century. became immeasurably richer. The changes in people's minds that we just talked about made them want to get more information and participate more actively in society. These changes also led to the fact that more and more people sought to join new philosophical and scientific ideas, compare them with their own views, which became more mature and meaningful. This was facilitated by educational reforms carried out in many countries.
At the same time, the very ideas, theories and teachings became clearer and more accessible to people. Contemporaries were literally shocked by the works of the English naturalist Charles Darwin (1809-1882): after all, it followed from them that man was not at all created by God in his own image and likeness. Darwin, whose theory continues to be debated to this day, argued that man was created by the forces of nature and descended from a highly developed animal - a monkey. Of course, many contemporaries accepted the new theory with hostility: who would want to recognize a furry, hunched creature as their "relative"!
Charles Darwin
Even greater rejection was caused by the works of Sigmund Freud (1856–1939). This Austrian psychiatrist created the theory of psychoanalysis, which allows you to look into the most hidden corners of the human soul. To the indignation of many, Freud saw primitive passions there, which again reminded us of the relationship between man and the animal world. Based on numerous experiments, Freud showed that in the depths of the human mind is hidden the subconscious - a "boiling cauldron of instincts" - which obeys only the desire for simple pleasures. And so in the human mind there is a constant struggle between the rational principle and animal instincts.
The studies of Darwin, Freud and other scientists, it would seem, debunked all previous values. But they helped people rethink familiar concepts, take a critical look at their passions and instincts in order to restrain and control them. At the turn of the XIX-XX centuries. this became especially important, since changes in human consciousness did not always turn out to be beneficial for society. Disbelief in reason and progress, selfishness, and even nihilism (that is, the denial of everything, all cultural, moral and other values) have become quite widespread.
Some thinkers in one form or another made it clear that by the beginning of the 20th century. European civilization, having achieved the utmost success, experienced a serious illness, just as at the end of even the brightest life, death still occurs. It was this picture that the prominent German philosopher O'swald Spengler (1880-1936) painted in his main work "The Decline of Europe". But time has shown that the "sunset" was only apparent. Crisis phenomena in politics and economics, in the mood of society did not become decisive for its development and, on the whole, were successfully overcome.
Summing up
Significant changes in the material and spiritual world of man in the era of industrial civilization gradually changed his consciousness. A mature civil society arose in a number of countries, which, in alliance with the state, sought to promote progress and increase the well-being of the population. Maturity and growing Civil responsibility societies helped to overcome various kinds of crises. And yet the most serious political crisis has led mankind to a world war.
one*. What scientific discoveries and inventions that appeared by the beginning of the 20th century ... posed a threat to nature, man and society? Is it possible to avoid negative consequences by banning "harmful" scientific research?
2. Which countries have benefited from mass immigration? How did she harm? Why?
3. What was the advantage of countries in which a civil society has developed? Why were they able to advance faster along the path of progress?
4. What exactly gave rise to a number of thinkers at the turn of the XIX-XX centuries. fears of a severe crisis of civilization? Were there objective grounds for such fears?
one*. By the end of the XIX century. increased emigration from Russia to the United States. Based on what you know about the United States and about Russia in the late 19th - early 20th centuries. (from a textbook, other literature, films, etc.), make up a short story “on behalf of” a Russian emigrant. You can choose his profession and social position yourself. In addition to what you want to “tell”, be sure to briefly highlight the following questions: reasons for leaving Russia; the goals that the emigrant wanted to achieve; his first impressions and reviews of the USA.
2. German philosopher of the XIX century. F. Nietzsche wrote in his book “The Anti-Christian”: “... more power, more power! Not peace, but war, not virtue, but valor... Let the weak and ugly perish - this is the first commandment of our philanthropy! We need to help them die."
Express your opinion on these words. Representatives of what areas of social thought of the XIX century. supported these ideas, and which ones would you condemn?
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Problem (to solve during the lesson)
Does industrialization affect the nature and organization of the labor process, the role of man in it, and civilization as a whole.
Lesson plan.
1. Birth of industrial civilization:
1.1. the most important features of industrial civilization, its differences from the traditional (agrarian);
1.2. advantages and disadvantages of industrial civilization through the eyes of philosophers and economists of the 19th century.
2. Science and technological progress:
2.1. the role of the natural sciences in an industrial society;
2.2. machines in human life in the 19th century.
3. Industrialization and monopoly capitalism:
3.3. the main forms of organization of production in the 19th and 20th centuries;
3.4. the consequences of the emergence of monopolies for the economic life of the capitalist countries.
The main task: show fundamentally the difference between agrarian (pre-industrial, traditional) civilization and industrial civilization.
Lesson start- intellectual workout. After a few sentences, the students themselves determine what will be discussed in the lesson. (Working material of the lesson, on the tables.)
So this is what we call... industrialization.
Now let's define the meaning of this process. I suggest you answer the questions: yes or no. Let's discuss.
Exercise.
Imagine that such a survey was conducted in the middle of the 19th century; one country received 100% “Yes” responses; in the other - 80% of the answers are “No”. Which of these countries had the best prospects of turning their society into an industrial one (“to build capitalism”)? (the one in which there is no, why).
But before we talk about industrial civilization, we must remember what the features of pre-industrial civilization are. You are offered two definitions belonging to well-known Western scientists. (Handout).
In pre-industrial civilizations, life "is mainly an interaction with nature. The labor force is occupied mainly in the extractive industry: agriculture and forestry, mining and fishing. Man uses brute muscle strength, acts by methods inherited from previous generations ..." (D.Bell.)
Civilizations of the "first wave" (that is, agrarian) "received energy from "living batteries" - the muscular strength of man and animals - or from the sun, wind and water ... goods were usually produced in an artisanal way, products were made by the piece and to order ... " (A. Toffler.)
Based on these definitions, as well as the material presented in the textbook pp. 364-365, let's sort out the characteristic features of the agrarian and industrial civilization in groups (There are leaflets with written characteristics on the board that need to be sorted into groups (text with errors).
| agricultural civilization | industrial civilization |
| In the process of labor, a person deals mainly with nature, obeys the natural cycle | In the process of labor, a person deals mainly with machines, obeys the rhythm of their work. |
| The tools of labor and the labor process itself remain practically unchanged. | The tools of labor and the labor process itself are continuously updated. |
| Uses energy from "natural" batteries | Energy is used from artificial sources (steam, electricity) |
| Production has a piece character | Production is massive |
| Science and production are practically unrelated | Technological progress is determined by scientific achievements. |
Where does industrial civilization lead? Answer to inventions.
What inventions were made in the 19th century? Students' answers about the revolution in the means of transport, means of communication, new sources of energy, means of communication.
It was not enough to invent, it was necessary to apply these inventions. For example, the windmill has been known since ancient times, but was used as a toy. Only around 800 it turned into a mechanism for grinding grain, and 300 years later, after 1100, it began to be used in shipbuilding (before that, sails operated only when a tailwind was blowing, now you can use the energy of a side and headwind). In the industrial age, inventions began to be introduced into all industries and crafts, where it was possible, and in as soon as possible. So, D. Watt used his steam engine for metallurgy (air supply to the blast furnace), and Boulton's companion realized that a steam engine is suitable for any industry, especially for the textile industry. After 35 years, the American Fulton launched the first steamboat on the Hudson River, after 20 years the first steam locomotive appeared. By the middle of the 17th century, the steam engine had changed everything from glass making to book printing. The changes affected both industry and agriculture.
But is it possible to use machines and mechanisms indefinitely? Let's look at the problem proposed by T. Malthus, textbook p.365. (relative scarcity of natural resources and the need to search for new sources of energy) + (Handout.)
Exercise: Malthus believed that "the reproductive capacity of the population is infinitely whiter than the ability of the earth to provide man with the means of subsistence." Modern scientists, based on the historical experience of two centuries, refute this point of view. In their opinion, natural resources are inexhaustible - you just need to be able to use them, that is, to master the technology: "with the help of technology, tares can turn into grains, and grains into tares right before our eyes."
Question: What facts support this?
What is the main thing in development?
Student answer:The main thing in civilization is man.
The creators of industrial civilization are internally free, self-confident optimists, active people, for whom the increase in wealth is not the end in itself of a miser-hoarder, not the ability to eat fat and drink sweets, but new and new opportunities for creative work in everything in which the Creator gave them talents (from science or trade to agriculture or baking).
A society that gave such people the freedom to do what each of them considered necessary (and without which life itself was not a joy for them), in a historically short period of time, was transformed beyond recognition - it entered (often gradually) into new world industrial civilization with all its great possibilities and painful contradictions.
Thanks to the efforts of a few (each in a particular area), the order of life of everyone else has changed. The advantage in the new society was given to those who were previously condemned by general rumor - individualists, recalcitrant to tribal clans, thirsting for novelty and freedom.
Everyone had to live in this unprecedented world of individualism - both those who wanted it and those who wholeheartedly condemned new trends. In this world, there was no longer the usual division into older and younger; from now on, everyone was “adult”, “adult”.
Why did the industrial revolution move faster in some countries and slower in others? What did it depend on?
We have almost answered this question.
People capable of creating an industrial civilization by their activity exist in greater or lesser numbers in every country, live everywhere (often without even suspecting their potential). Thus, the rate of entry of a country into an industrial civilization depends on the extent to which the state and, most importantly, society provide individual freedom.
Here we are talking not only (and not so much) about state policy, but about readiness for significant changes in society, about how deeply patriarchal-clan, “swarm” traditions have ingrained themselves into the public consciousness.
The age characteristics of our students are such that changes, the individualization of life a priori, are colored very positively for them. I think it will be useful to draw their special attention to the fact that the new order of life was born painfully, painfully. This will help high school students feel the tragic "truth" of "backward" conservatives.
This is also important because in modern Russia the question of entering an industrial civilization is still more than relevant.
Analysis of texts No. 1 and 2 (topics for seminars), p. 422, question p. 427.
Consider the problem proposed at the beginning of the lesson.
But how did the process of industrialization affect the appearance of cities, the way of life of people
Fixing:
Filling out the scheme - (each student)
Conclusion: industrialization required concentration of capital and production.
What we will be looking at in the next lesson.
Homework:§ 1 Chapter IX
Lesson vocabulary
industrial civilization.
All these processes, inextricably linked with each other, changed the appearance of a person, his value system
What caused this transition?
Exacerbation of relations between classes and groups of the population
nationwide crisis
Bourgeois revolutions accelerated the formation of nations, contributed to the formation of a new morality, a new lifestyle, i.e. formed the man of the new time
special treatment
Heroes of the New Age - bourgeois - a claim to the role of a new elite in society.
B. Franklin.
Do you like the image of a bourgeois - a gentleman, created by B. Franklin? Justify your answer.
"Industrial society"- Urbanization. What caused the emergence of new cities? What changes have taken place in the old cities? Industrialization. Urbanization (from lat. urbanus - urban) is the process of increasing the role of cities in the development of society. Social issue. The decline of crafts has led to an influx of labor Low wage Unemployment Demographic growth.
"Civilization and Society"- State. Civilizations are renewing, modernizing, developing new cultural experience. Traditionalism is characteristic of the peoples of the East, modernism - for the peoples of the West. Culture. "Thrown Stone". Cultural buildings. Let's repeat. Civilizations are synthetic, connecting several civilizations, developing the culture of a group of peoples.
"Culture and Civilization"- Concepts follow from constructive models, not constructive models follow from concepts. Horizons of constructive civilization. Ontology and transitology of the next stage of civilization. Experience of successes and failures of rational civilizations. Theoretical difference between culture and civilization. Ideas about new horizons of civilization (new transitology) are needed.
"Civilization of Japan"- Theme: Civilization of Japan. Own and alien in the civilization of Japan East and West in the history of Japan. Major events in the history of Japan in the Middle Ages.
"Character traits"- Thinkers. Summary of the lesson. What qualities do you consider good and what are bad? Test - reasoning. Questionnaire. your character traits. Warm up. Thank you Good afternoon Thank you Hello I'm sorry, please Goodbye. What is good? Thinker. What is bad? 1. Envy 2. Boasting 3. Kindness and caring 4. Practicality 5. Greed.
