Medieval village and its inhabitants questions. Presentation on the theme of the medieval village and its inhabitants

History lesson in 6th grade

Goals: to acquaint with the peculiarities of life in a medieval village; highlight the signs of natural economy.

Planned results:

subject: learn to explain the essence and character traits natural economy; to study and systematize information from various historical sources about the life and way of life of peasants; apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence and significance of events and phenomena;

meta-subject UUD: independently organize educational interaction in a group; determine their own attitude to the phenomena of modern life; express your point of view; listen and hear each other; express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; independently discover and formulate educational problem; choose the means to achieve the goal from the proposed ones, as well as look for them on your own; predict the result and the level of assimilation of the material; determine a new level of attitude towards oneself as a subject of activity; give definitions of concepts; analyze, compare, classify and generalize facts and phenomena; to form the basis of semantic reading of educational and cognitive texts;

personal UUD: form motivation for self-improvement; comprehend the social and moral experience of previous generations.

Equipment: scheme "Reasons for the unification of peasants into communities"; textbook illustrations; multimedia presentation.

Lesson type: discovery of new knowledge.

During the classes

I. Organizational moment

II. Motivational-target stage

A medieval French proverb says: "Whoever you skin once, you cannot shear twice." Who is it talking about and what was it washed away with? We'll discuss this in class.

III. Knowledge update

When and how did the peasants of Europe lose their freedom and land?

Who formed the class of dependent peasants?

(Student answers.)

By the middle of the XI century. in Europe, a social system was established, which modern historians call feudal. Power in society belonged to the landowners-feudal lords. The vast majority of the population were dependent peasants. It is about them that we will talk.

Suggest what questions we should consider in our lesson.

(Students formulate lesson objectives using the Colored Leaves technique.)

Announcement of the topic, learning outcomes and course of the lesson (presentation)

Theme of the lesson: "Medieval village and its inhabitants."

(Introduction to the lesson plan.)

Lesson plan

Master's land and peasant allotments.
Feudal lord and dependent peasants.
Peasant community.
How peasants lived and worked.
Natural economy.

Formulation problematic issues lesson. Why was the life of peasants in the early Middle Ages very difficult? What was the difference between medieval serfs and Roman slaves? Why was the dominance of subsistence farming inevitable at that time?

IV. Work on the topic of the lesson

1. Master's land and peasant allotments

“There is no land without a lord” - such a rule existed in the Middle Ages. The whole earth to the IX-X centuries. was taken over by the feudal lords. Fields, forests, meadows, even rivers and lakes became their property. A feudal patrimony, or estate, arose.

(Working with a dictionary.)

Votchina - hereditary land ownership of the feudal lord.

Estate - the farm of the feudal lord, in which dependent peasants worked.

Let's take a virtual journey through time and get to know the medieval village and its inhabitants.

slide 1. Before you is a feudal estate. The manor's yard, and later - the castle, was surrounded by a fence, later - a wall. Here were the house of the feudal lord and his manager, barns for storing grain and other products, a stable, a barn, a poultry house, a kennel.

Slide 2. The arable and other land in the patrimony was divided into two parts: the master's and the peasant's allotments. The harvest from the master's fields went to the owner's barns. Working on his farm, the peasant fed himself and his family. On his oxen, with his own tools, he cultivated both the master's field and his allotment. Forests, meadows and waters were captured by the feudal lords, but the peasants also used them.

Exercise: in notebooks, graphically depict the feudal estate.

(Students do the task.)

2. Feudal lord and dependent peasants

Problem question. What do you think, under what conditions did the feudal lords provide dependent peasants with the opportunity to use the land?

(Student answers.)

For the use of land, dependent peasants had to bear duties, that is, to perform compulsory duties. The main duties were corvée and dues.

Exercise: working with the text of paragraph 2 of § 11, fill in the table.

Exercise: read the historical document and answer the questions.

historical document

“The peasant Virad has a full allotment of land. He gives for him one pig, a pound of flax, 3 hens, 18 eggs; annually carries half a cart of grapes in May and October; delivers 5 carts of manure from his farm; 12 times brings an armful of firewood (the size of the armful is indicated); bakes bread and brews wine. According to custom, he tends pigs in the forest for a week. For three days every week throughout the year, he cultivates a plot of the master's field (the size of the plot is indicated). In harvest time, he harvests crops on it, and during haymaking he mows a haystack, works in a manor's estate. And his wife has to weave linen clothes. Instead of military duty, he works out with a cart and bulls from May to August. (“From the descriptions of the possessions of a monastery.” Xin.).

— What duties of Virad constitute corvée and dues?

What types of corvée are Virad and his wife serving?

- Do you think it was easy for the peasants to live?

- Why were the peasants forced to obey their feudal lords?

(Checking the execution of the task.)

- What types of peasant dependence in the Middle Ages do you know?

- How do you understand the expression "land dependent peasants"?

- Why was the situation of personally dependent peasants especially difficult?

(Student answers.)

3. Peasant community

Peasants in the Middle Ages were united in communities.

Exercise: working with the text of paragraph 3 of § 11, explore and name the reasons that forced the peasants to unite in communities.

(Checking the completion of the task and drawing up a diagram.)

Reasons for the unification of peasants in communities:

The peasants decided important questions that concerned all members of the community: when, what and where to sow, when to harvest

Equally distributed plots of land, creating equal conditions for housekeeping
Maintained peace and order in their territory
Was in charge, first of all, of economic affairs
Followed the observance of traditions and customs
Helped the poor pay taxes
Looking for criminals
She took care of peasant widows and orphans
Hosted festivities and games
She sought to limit feudal duties and the arbitrariness of masters

4. How peasants lived and worked

How did peasants live and work in the Middle Ages?

Exercise: listen to the story and make a plan.

Additional material

Long before dawn, a peasant family rises. Today you need to serve your corvée on the master's field. It's time to plow and sow. The peasant's wife kindles a fire in the hearth: striking flint on flint, she strikes a spark and blows the tinder. As it flares up, the fire illuminates the miserable furnishings of the hut.

Peasant housing is a house made of local stone, logs or poles, plastered with clay and covered with straw or reeds. Small windows, covered with rags, hay or bull bladders in cold weather, let in little light. The smoke from the fire exits through a hole in the ceiling or open door, but a lot of it remains indoors, smokes the walls and ceiling. The whole situation consists of a rough table, benches along the walls, a bed, a chest in which festive clothes passed down from generation to generation.

There is the lowing of a cow and the clucking of chickens. While oatmeal stew is being cooked in a cast-iron pot suspended on an iron tripod chain, the peasant woman goes to the second half of the hut - she must clean up after the cow and chickens. After all, all the past winter, cattle and poultry were kept indoors with people.

Meanwhile, a peasant in the yard harnesses a couple of oxen to a heavy wheeled plow. Only recently he managed to make it, and for the plowshare, knife and wheels he had to pay grain to the village craftsmen. But a pair of oxen will not pull a plow into the field, three pairs are needed. Therefore, you have to turn to neighbors for help.

While the father and mother are doing household chores, the children got up. The peasant woman is in a hurry to feed them: today she has to go to the workshop to weave a linen for the master.

Finally, all the work is done, and the family is seated on the benches at the table. With wooden spoons scoop unsalted oatmeal stew from a bowl. There is no salt, you have to pay dearly for it. Yes, and the chest with flour was empty - there is not enough grain until the summer. Having refreshed themselves with a meager breakfast, the peasants go to corvée.

All day, from dawn to dusk, the peasants work on the master's field: some plow, others sow, and still others graze the master's cattle. A heavy wheeled plow can plow the soil deep and turn over the earth layer.

Only late in the evening the peasants return home. Having dined with the same oatmeal soup, the peasant family again gets to work ...

Autumn has come. The Lord's bread has already been taken away and bound into sheaves. The peasants are in a hurry to clean up their strip: torrential rains are about to charge, cold autumn winds are blowing. And so already a lot of grain crumbled, a lot of it was pecked by birds. Without straightening their backs, all day the whole family reaps the ears and knits them into sheaves.

But what is it?! Why was everyone flinching as if they were afraid of something? There was the sound of a hunting horn, the barking of dogs, whooping and whistling. A cavalcade of smartly dressed horsemen appeared on the field. Today, guests arrived at the owner of the estate, and the owner decided to amuse them with hunting. Without looking at the road, they rush along the unmowed field. With contempt, the gentlemen look at the peasants bowing in bow - their lot is work, humility, patience. The peasants are still powerless to do anything, but their hearts are full of anger and hatred.

Many peasants on this day, the gentlemen destroyed part of the fruits of their hard work. The outrage of the villagers knew no bounds. Without saying a word, everyone rushed to the main village square in front of the church - a community gathering always gathers here. One can see indignant faces, clenched fists, eyes burning with anger. When it becomes unbearable, the peasants act as a whole community, and then the masters have a bad time.

The Lords do whatever they want with us! exclaims the young peasant. - They sell and buy like cattle, they beat them with whips!

Everyone talks about their grievances and humiliations. One peasant complains that after the death of his father, the manager took a cow to the master's yard; another says that he had to give a quarter of the property in order to get the master's permission to marry his daughter to a serf from a neighboring estate.

“These are the old customs,” the old men try to reassure the young. - It has long been established that the master needs to give the best head of cattle when transferring the inheritance - this is the right of the “dead hand”. And for the loss of a worker, it is necessary to pay the master a marriage tax.

- We must run. After all, you can’t break a butt with a whip, ”says a young family peasant.

“We have nowhere to run,” they answer him. - The Lord has captured the land everywhere. Need to fight!

From that day on, the community members began to work worse in the corvee, sometimes even refused to serve the corvee and pay dues. Increasingly, there were contaminants of the master's bread. One night, the master's barn caught fire, and in the morning everyone knew that the young peasant, who spoke passionately at the meeting, had fled the estate. In pursuit of him, the master equipped armed servants on horseback and with dogs. Two days later, the beaten, tormented fugitive was brought to the court of the feudal lord. The inexorable master is himself both judge and accuser. Pour him a hundred lashes, shackle him in chains and throw him into a pit - such is the sentence. The servants furiously attacked their victim and dragged him to the stable to beat him with whips. Then the brutally beaten peasant was thrown into the dark basement of the manor's house, chained to the wall. The next day, he died from beatings, and no one was held responsible for his death. Although the master by law has no right to kill his serfs, he can punish as he pleases.

The death of a peasant overflowed the cup of patience. The tocsin buzzed from the bell tower of the village church - this is a signal for gathering. "To the master's court!" - the cry sounded. Hastily armed with whatever they could - with stakes, axes, pitchforks, scythes, the peasants, in a discordant but formidable crowd, moved towards the feudal lord's house. The master's servants tried to fight off the invasion. But the most daring of the attackers approached the wooden fence with torches and, throwing branches, set fire to it, smashed the gate with a large log and entered the master's courtyard. The master and his family could not be found: at the very beginning of the siege, they managed to escape through the second gate. The rebels unleashed their wrath on the cruel servants.

But a few days later the feudal lord returned with the soldiers of his neighbors. A massacre began with the villagers. Participants in the uprising were interrogated under torture, several leaders were hanged, many were brutally flogged with whips. Everything seemed to go on as before. But the gentleman well remembered the lesson given to him by the peasants: he no longer dared to oppress them so cruelly as before. And in order to avoid a new uprising, he set the amount of duties for each peasant household - this was recorded in special local books. Now the peasants could devote more time to their farm. Gradually, the cultivation of the land and tools improved, and crops increased. But after a while, the gentlemen forgot about the fear they had experienced and again increased the oppression ...

(Checking the execution of the task.)

5. Subsistence farming

- How did the peasant provide himself with clothes, shoes, furniture?

Who made the tools?

— Who built the house of the feudal lord?

- Who provided everything necessary for the feudal lord?

What is the name of such a farm?

(Working with a dictionary.)

Natural economy - a type of economy in which products and things are produced not for sale, but for their own consumption.

- Indicate the two main reasons for the dominance of subsistence farming by filling in the gaps in the sentences.

1. Technique Agriculture…, so the crops were… .

2. In all estates they produced ..., therefore there is nothing ....

(Checking the execution of the task.)

V. Summing up the lesson

— Why was the life of peasants in the early Middle Ages very difficult?

What was the difference between medieval serfs and Roman slaves?

- A medieval French proverb said: "Whoever you skin once, you cannot shear twice." Who is it talking about? What is its meaning?

Why was the dominance of subsistence farming inevitable at that time?

(Checking the assignment and summarizing the lesson.)

VI. Reflection

- What did you learn in the lesson?

What skills and abilities did you develop?

What new terms have you learned?

What did you like and dislike about the lesson?

- What conclusions did you draw?

Homework(differentiated)

For strong students - §11, answer the question: have the elements of subsistence farming been preserved in the modern village? If so, which ones?
For average students - §11, draw up a diagram of "Services: Medieval Peasants".
For weak students - §11, questions and assignments for the paragraph.

The vast majority of the medieval population lived in villages. In the countries of Europe, such settlements were, as it were, templated, and if there were any differences between them (depending on countries and cities), they were quite insignificant. The medieval village is a special reminder for historians, which allows you to restore the picture of the past life, traditions and features of the life of the people of that time. Therefore, now we will consider what elements it consisted of and what it was characterized by.

General description of the object

The plan of a medieval village has always depended on the area in which it was located. If this is a plain with fertile lands and spacious meadows, then the number of peasant households could reach fifty. The less useful the land was, the fewer households there were in the village. Some of them consisted of only 10-15 units. In mountain ranges, people did not settle in this way at all. 15-20 people went there, who formed a small farm, where they ran their small farm, autonomous from everything else. A notable feature was that the house in the Middle Ages was considered a moving property. It could be transported on a special wagon, for example, closer to the church, or even transported to another settlement. Therefore, the medieval village was constantly changing, moving a little in space, and therefore could not have a clear cartographic plan, fixed in the state to which it belonged.

cumulus village

This type of medieval settlement is (even for those times) a relic of the past, but such a relic that has existed in society for a very long time. In such a settlement, houses, sheds, peasant lands and the estate of the feudal lord were located "just like". That is, there was no center, no main streets, no separate zones. The medieval village of the cumulus type consisted of randomly arranged streets, many of which ended in dead ends. Those that had a continuation were taken out into the field or into the forest. The type of farming in such settlements was, accordingly, also disorderly.

cruciform settlement

This type of medieval settlement consisted of two streets. They intersected each other at right angles, thus forming a cross. At the intersection of roads, there was always the main square, where either a small chapel was located (if the village consisted a large number of residents), or the estate of a feudal lord who owned all the peasants living here. The medieval village of the cruciform type consisted of houses that were turned with their facades to the street on which they were located. Thanks to it, it looked very neat and beautiful, all the buildings were almost the same, and only the one on the floor stood out against their background. central square.

village-road

This type of settlement was typical for areas where there were large rivers or mountain slopes. The bottom line was that all the houses where peasants and feudal lords lived were gathered in one street. It stretched along the valley or river, on the banks of which they were located. The road itself, of which, in general, the whole village consisted, might not be too straight, but it exactly repeated the natural forms that it surrounded. The terrain plan of a medieval village of this type included, in addition to peasant lands, the feudal lord's house, which was located either at the very beginning of the street or in its center. He was always the tallest and most luxurious compared to the rest of the houses.

beam villages

This type of settlement was the most popular in all cities, because very often its plan is used in cinema and in modern novels about those times. So, in the center of the village there was the main square, which was occupied by a chapel, a small temple or other religious building. Not far from it was the house of the feudal lord and the courtyards adjacent to it. From the central square, all the streets diverged to different ends of the settlement, like the rays of the sun, and between them houses were built for peasants, to which plots of land were attached. The maximum number of inhabitants lived in such villages, they were distributed in the north, and in the south, and in the west of Europe. There was also much more space for doing various types economy.

Urban situation

In medieval society, cities began to form around the 10th century, and this process ended as early as the 16th. During this time, new urban settlements arose on the territory of Europe, but their type did not change at all, only their sizes increased. Well, the village had a lot in common. They had a similar structure, they were built up, so to speak, with typical houses in which ordinary people lived. The city was distinguished by the fact that it was larger than the village, its roads were often paved, and in the center a very beautiful and large church (and not a small chapel) certainly towered. Such settlements, in turn, were divided into two types. Some had a direct arrangement of streets, which could, as it were, be entered into a square. This type of construction was borrowed from the Romans. Other cities were distinguished by the radiocentric arrangement of buildings. This type was characteristic of the barbarian tribes that inhabited Europe before the arrival of the Romans.

Conclusion

We examined what were the settlements in Europe in the darkest historical era. And to understand their essence was easier, the article has a map of a medieval village. In conclusion, it can be noted that each individual region was characterized by its own type of construction of houses. Somewhere clay was used, somewhere stone, in other places frame dwellings were erected. Thanks to this, historians can identify which people exactly belonged to a particular settlement.

Technological map of the lesson

Subject: ____________________ Grade: _______ Date ___________

TOPIC 4. FEODAL OWNERS AND PEASANTS

Lesson topic. Medieval village and its inhabitants

Goals

to acquaint with the peculiarities of life in a medieval village; highlight the signs of natural economy.

Planned results

Planned results:

subject: learn to explain the essence and characteristic features of subsistence farming; to study and systematize information from various historical sources about the life and way of life of peasants; apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence and significance of events and phenomena;

meta-subject UUD: independently organize educational interaction in a group; determine their own attitude to the phenomena of modern life; express your point of view; listen and hear each other; express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; independently discover and formulate a learning problem; choose the means to achieve the goal from the proposed ones, as well as look for them on your own; predict the result and the level of assimilation of the material; determine a new level of attitude towards oneself as a subject of activity; give definitions of concepts; analyze, compare, classify and generalize facts and phenomena; to form the basis of semantic reading of educational and cognitive texts;

personal UUD: form motivation for self-improvement; comprehend the social and moral experience of previous generations.

Basic concepts

Intersubject communications

Resources

scheme "Reasons for the unification of peasants into communities"; textbook illustrations; multimedia presentation.

Lesson type

discovery of new knowledge.

Lesson Form

During the classes

1. Organizational moment

Teacher activity: Greetings, positive attitude to cooperation.

Checking the attendance of students, checking the readiness of students for the lesson.

Filling in the class journal and notebooks of acceptance and transmission.

Student activities: Greetings from the teacher. Getting ready for work.

The class attendant reports to the teacher about those absent from the class and the readiness of students for the lesson

2. Motivational-target stage

A medieval French proverb says: "Whoever you skin once, you cannot shear twice." Who is it talking about and what was it washed away with? Let's discuss this in class..

3. Knowledge update

When and how did the peasants of Europe lose their freedom and land?

Who formed the class of dependent peasants?

(Student answers.)

Suggest what questions we should consider in our lesson.

(Students formulate lesson objectives using the Colored Leaves technique.)

Announcement of the topic, learning outcomes and course of the lesson (presentation)

Theme of the lesson: "Medieval village and its inhabitants."

(Introduction to the lesson plan.)

Lesson plan:

1. Lord's land and peasant allotments.

2. Feudal lord and dependent peasants.

3. Peasant community.

4. How the peasants lived and worked.

5. Natural economy.

Formulation of problematic questions of the lesson. Why was the life of peasants in the early Middle Ages very difficult? What was the difference between medieval serfs and Roman slaves? Why was the dominance of subsistence farming inevitable at that time?

IV. Work on the topic of the lesson

1. Lord's land and peasant allotments

“There is no land without a lord” - such a rule existed in the Middle Ages. The whole earth to the IX-X centuries. was captured by the feudal lords Fields, forests, meadows, even rivers and lakes became their property. A feudal fiefdom, or estate, arose.

(Working with a dictionary.)

Votchina - hereditary land holding of a feudal lord.

Estate - the farm of the feudal lord, in which dependent peasants worked.

Let's take a virtual journey through time and get to know the medieval village and its inhabitants.

2. The feudal lord and dependent koestians.

slide 1. Before you is a feudal estate. The manor's yard, and later - the castle, was surrounded by a fence, later - a wall. Here were the house of the feudal lord and his manager, barns for storing grain and other products, a stable, a barn, a poultry house, a kennel.

Exercise: working with the text of paragraph 2 of § 11, fill in the table

The duties of the peasants

Corvee

quitrent

All the work of the peasants on the farm of the landowner:

cultivation of the master's arable land;

construction and repair of his house, bridges;

cleaning of ponds;

fishing

The peasants had to give the owner of the estate:

the share of the products of their economy (grain, livestock, poultry, eggs, lard, honey);

products made by them (linen, leather, yarn), and in some cases money

Exercise: read the historical document and answer the questions.

historical document

“The peasant Virad has a full allotment of land. He gives for him one pig, a pound of flax, 3 hens, 18 eggs; annually carries half a cart of grapes in May and October; delivers 5 carts of manure from his farm; 12 times brings an armful of firewood (the size of the armful is indicated); bakes bread and brews wine. According to custom, he tends pigs in the forest for a week. For three days every week throughout the year, he cultivates a plot of the master's field (the size of the plot is indicated). In harvest time, he harvests crops on it, and during haymaking he mows a haystack, works in a manor's estate. And his wife has to weave linen clothes. Instead of military duty, he works out with a cart and bulls from May to August.(“From the descriptions of the possessions of a monastery.” X century).

Students answer the questions:

What duties of Virad constitute corvée and dues?

What types of corvée are Virad and his wife serving?

Do you think life was easy for the peasants?

Why were the peasants forced to obey their feudal lords?

(Checking the execution of the task.)

What types of peasant dependence in the Middle Ages do you know?

How do you understand the expression "land dependent peasants"?

Why was the situation of personally dependent peasants especially difficult?

(Student answers.)

PHYSMINUTKA

dance

These physical minutes are especially loved by children, as they are performed to cheerful children's music, arbitrary movements.

3. Peasant community

Peasants in the Middle Ages were united in communities.

Exercise: working with the text of paragraph 3 of § 11, explore and name the reasons that forced the peasants to unite in communities.

(Checking the completion of the task and drawing up a diagram.)

4. How peasants lived and worked

- How did peasants live and work in the Middle Ages?

Exercise: listen to the story and make a plan.

Additional material

Peasant housing is a house made of local stone, logs or poles, plastered with clay and covered with straw or reeds. Small windows, covered with rags, hay or bull bladders in cold weather, let in little light. The smoke from the fire comes out through a hole in the ceiling or through an open door, but a lot of it remains inside the room, smoking the walls and ceiling. The whole setting consists of a rough-hewn table, benches along the walls, a bed, a chest in which holiday clothes acquired over the years are stored, passed down from generation to generation.

There is the lowing of a cow and the clucking of chickens. While oatmeal is being cooked in a cast-iron pot suspended on an iron tripod chain, the peasant woman goes to the second half of the hut - she must clean up after the cow and chickens. After all, all the past winter, cattle and poultry were kept indoors with people.

While the father and mother are doing household chores, the children got up. The peasant woman is in a hurry to feed them: today she has to go to the workshop to weave a linen for the master.

Only late in the evening the peasants return home. Having dined with the same oatmeal soup, the peasant family again gets to work...

But what is it?! Why was everyone flinching as if they were afraid of something? There was the sound of a hunting horn, the barking of dogs, whooping and whistling. A cavalcade of smartly dressed horsemen appeared on the field. Today, guests arrived at the owner of the estate, and the owner decided to amuse them with hunting. Without looking at the road, they rush along the unmowed field. With contempt, the gentlemen look at the peasants bowing in bow - their lot is labor, humility, patience. The peasants are still powerless to do anything, but their hearts are full of anger and hatred.

For many peasants on this day, the gentlemen destroyed part of the fruits of their hard work. The outrage of the villagers knew no bounds. Without saying a word, everyone rushed to the main village square in front of the church - a community gathering always gathers here. One can see indignant faces, clenched fists, eyes burning with anger. When it becomes unbearable, the peasants act as a whole community, and then the masters have a bad time.

- The Lord does whatever they want with us! exclaims the young peasant. - They sell and buy like cattle, they beat them with whips!

These are the old customs, - the old people are trying to calm the young. - It has long been established that the master needs to give the best head of cattle when transferring the inheritance - this is the right of the “dead hand”. And for the loss of a worker, it is necessary to pay the master a marriage tax.

Gotta run. After all, you can’t break a butt with a whip, ”says a young family peasant.

We have nowhere to run, they answer him. The Lords have taken over the land everywhere. Need to fight!

The death of a peasant overflowed the cup of patience. The alarm sounded from the bell tower of the village church - this is a signal for gathering. "To the master's

yard!” - there was a cry. Hastily armed with whatever they could - with stakes, axes, pitchforks, scythes, the peasants, in a discordant but formidable crowd, moved towards the feudal lord's house. The master's servants tried to fight off the invasion. But the most daring of the attackers approached the wooden fence with torches and, throwing branches, set fire to it, smashed the gate with a large log and entered the master's courtyard. The master and his family could not be found: at the very beginning of the siege, they managed to escape through the second gate. The rebels unleashed their wrath on the cruel sluts.

(Checking the execution of the task.)

5. Subsistence farming

How did the peasant provide himself with clothes, shoes, furniture?

Who made the tools?

Who built the house of the feudal lord?

Who provided everything necessary for the feudal lord?

What is the name of such a farm?

(Working with a dictionary.)

Natural economy - a type of economy in which products and things are produced not for sale, but for their own consumption.

Exercise . State the two main reasons for the dominance of subsistence farming by filling in the gaps in the sentences.

Agriculture technique... so the crops were....

In all estates they produced ..., therefore there is nothing ....

(Checking the execution of the task.)

V. Summing up the lesson

Conversation on:

Why was the life of peasants in the early Middle Ages very difficult?

What was the difference between medieval serfs and Roman slaves?

Medieval French proverbt: "Whoever you skin once, you can't shear twice." Who is it talking about? What is its meaning?

Why was the dominance of subsistence farming inevitable at that time?

(Checking the assignment and summarizing the lesson.)

VI. Reflection

- What new did you learn in the lesson?

What skills and abilities did you develop?

What new terms did you learn?

What did you like and dislike about the lesson?

What conclusions did you draw?

Homework (differentiated)

For strong students - §11, answer the question: have the elements of subsistence farming been preserved in the modern village? If so, which ones?

For average students - §11, draw up a diagram of the "Duty of medieval peasants."

For weak students - §11, questions and tasks for the paragraph.

The medieval village supplied food to the feudal lords, clergy and cities. Most of Europe's population lived in rural areas.

What did the medieval village look like?

Usually rural graying was small - somewhere around 13-15 households. In regions especially favorable for farming, their number increased to 50. If people settled in mountainous areas, then this was no longer a full-fledged village, but a farm for 15-20 people.

A village house, as a rule, was built of wood, which was coated with clay on top. This allowed them to keep warm. The roof was thatched, sometimes wealthy people could afford tiles.

Rice. 1. Village house.

In Medieval Europe, houses belonged to the category of movable property - going to a new place, the family could easily dismantle their home and assemble it where they moved.

If the village was large enough to afford a church, then it was placed in the center of the village. Near this religious building there was usually a source with drinking water, and at the services people not only prayed, but also learned local news.

Rice. 2. Church.

Immediately outside the village there were fields where useful crops were grown, and beyond the fields there were meadows where cows and horses were driven to graze.

village economy

The medieval peasant worked every day. It was necessary not only to manage the economy, but also to control it. Special permits were required for literally everything, from grazing to fishing. It was very important to ensure that the cattle did not go to the neighboring village.

It was extremely difficult to sell the land - all residents had to give their permission to do so. Most often, people united in collective farms, each member of which performed an important function.

The collective farm could erect some common buildings, for example, a mill, its members independently resolved inheritance issues, regulated land-related transactions and the division of property. If the village belonged to a feudal lord, his representative was present at the gathering.

Rice. 3. Mill.

The population of the medieval village

If you write a report on the topic “Medieval village and its inhabitants”, it is certainly worth noting that the population was divided into people who cultivated the land, those who were engaged in crafts, and those who raised cattle. Basically, social life depended on whether people were in the fortress or were free.

So, usually free and serfs lived mixed up, and in order to avoid confusion, a corresponding sign was hung on the gate. But basically everyone was illiterate and poor, regardless of position.

Early marriages were practiced so that the young wife had time to give birth to 3-7 children. In the most prosperous villages, they even received an education in a church school.

They were taught to work from an early age - they grazed cattle, fished, nursed babies, picked berries and did many other useful things.

Usually, children inherited the occupation of their parents and did it quite early: for example, the son of an artisan by the age of 17 had mastered the secrets of craftsmanship. The children of dependent peasants also became dependent and were forced to work for the feudal lord. How much they worked depended mainly on the desire of the feudal lord.4.7. Total ratings received: 169.

Medieval village and its inhabitants questions. Presentation on the theme of the medieval village and its inhabitants

General description of the object

cumulus village

cruciform settlement

village-road

beam villages

Urban situation

Conclusion

What did the medieval village look like?

village economy

The population of the medieval village

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