Download a presentation on the history of the castle. medieval castles. They were usually built on high hills or islands.

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Theme: Medieval castles

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Purpose: to consider defensive value medieval castles. Tasks: 1. Consider the reasons for the appearance of castles in Europe. 2. Consider the various defensive structures of the fortress in terms of their intended purpose. 3.Build a model of a medieval fortress. (Recreate a model of a medieval fortress using the constructor.)

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Plan. 1. Introduction. 2. The appearance of castles in Europe. 3. Defense of castles. 4. The conquest of castles. 5. Model of a medieval castle. 6. Conclusion. 7. Literature.

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The appearance of castles in Europe Starting from the 9th century, local leaders began to build fortifications in the form of castles. The first castles had a simple construction and design, but later they evolved into powerful and beautiful stone structures. The reason for building castles was to protect the territory from the barbarians, but the real reason was to consolidate their control over the subject territory. This was possible due to the fact that in Europe at that time there was no unified defense strategy and there was not a single strong centralized authority. An example of building castles in Europe is the French province of Poito. There were only three castles before the Viking raids in the 9th century and 39 castles in the 11th century. Similar processes took place throughout Europe. Castles could be built very quickly. Before the advent of cannons, castle defenders had a huge advantage over those who stormed castles. But the wide distribution of castles and the creation of huge armies for their defense did not lead to truces between the warring parties, but, on the contrary, inflamed the wars even more.

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Castle defense The main principle of castle defense was to increase the losses of the attacking enemy while reducing the negative consequences for the defenders. A well-built castle could effectively defend even a small army and hold it for a very long time. Strong defenses allowed the castle's defenders to hold out against an assault or siege until reinforcements arrived, or until the attacking troops were forced to retreat due to food shortages, disease, or casualties. Fortress: A fortress is a small castle, often part of a large castle complex. This is a heavily fortified building that often served as the residence of the owner of the castle. If the enemy took the outer walls of the castle, the defenders could retreat to the fortress and continue to defend themselves. Many castles grew from fortresses, which were the initial fortified points. Over time, the castles expanded and the old outer walls of the castles became the outer defenses of the fortress.

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Defenders: In peacetime, very few warriors were needed to protect the castle. At night, the bridges were raised, and the lowered bars were lowered, thus blocking the castle. In the event of a threat or assault, a much larger army was involved in the defense of the castle. Well-aimed archers or crossbowmen could prevent the enemy from storming the castle or preparing for an assault by shelling. Also, many people were needed to throw stones from the walls and pour hot liquids on the attackers. A considerable number of workers were needed to repair the walls damaged by the storm and extinguish fires caused by fire arrows. Aggressive defenders occasionally sally out of the castle and attack the besieging army. These lightning-fast raids allowed the defenders to burn down the besiegers' ladders and forests, lowering their morale. In case of danger, local peasants took to defending the walls. Lacking sufficient skill with a sword, spear, or bow, they could do many other important jobs.

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Barbican: Powerful castles had outer and inner gates. Between them was an open space called the Barbican. It was surrounded by walls and became a trap for the enemy, who managed to destroy the outer gate. Once in the Barbican, the enemy became very vulnerable and could either retreat through the outer gates or storm the inner ones. The defenders at this time generously poured tar or boiling oil on the attackers, threw stones and spears at them.

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Slits: Walls and towers have been adjusted to provide maximum protection to the defenders. A platform behind the top of the wall allowed the defenders to stand and fight. Slotholes were cut into the upper part of the walls so that the defenders could shoot or fight while under partial cover. The slits may have had wooden shutters for even more protection. In the upper part of the walls, battlements were often built with thin slots, due to which the archers could shoot with little or no risk. During the assault, closed wooden platforms expanded from the tops of the walls and towers. From them, the defenders could shoot straight down at the attackers, or throw stones and boiling liquids at them, while remaining protected. These wooden buildings were upholstered with skins to prevent the wood from burning. Stone versions of these scaffolds were called hinged loopholes and were sometimes built over gates.

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Walls: Stone walls protected the castle from arson, arrows and other projectiles. Enemies could not climb smooth walls without special equipment such as ladders or siege scaffolding. The defenders on the walls could shoot down or drop heavy objects on the attackers. The attackers, who were in the open and fired upwards, were at a very disadvantageous position compared to the defenders, who were protected and fired down. If possible, they tried to strengthen the defensive power of stone walls by building walls on hills and cliffs. Gates and doors in the castle walls were few and heavily fortified.

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Moats and drawbridges: To enhance the advantage of the walls, ditches were often dug at their base, completely surrounding the castle. Where possible, these ditches were filled with water. Such ditches greatly hampered the assault on the walls. Armored soldiers could drown if they fell into shallow water. Moats with water also made it very difficult to dig walls, as water could wash away the digging tunnel and flood the diggers. Often the attackers had to drain the water ditches in order to continue the assault. Often the ditch was also partially filled in to set up ladders or siege scaffolding. Drawbridges over ditches or water ditches allowed the inhabitants of the castle to enter and leave the castle as needed. In case of danger, the drawbridge was raised, thus disconnecting the castle from the outside world. Bridges were raised by a mechanism inside the castle, well protected from the enemy.

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Sliding Portal: A lowered portcullis made of thick metal rods tightly blocked the gates of the castle in case of danger. The gates of the castle, as a rule, were inside a special tower, which was well fortified. The bypass gate (a secret underground passage) could also be located in this tower. This tunnel was usually blocked by several powerful bars. The mechanism that lifted the bars was on top of the tower and was heavily protected. The lowered bars could be combined from iron rods and thick logs. Defenders and attackers could shoot at each other and stab through the bars.

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Raising ramp catering pottern: Some large castles were outfitted in this way to avoid surprise attack and at the same time the accidental entry of spies. Heavy loads and carcasses of animals were pulled inside by a winch along the skids lying in the middle of the flooring.

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Shutters: In addition to performing protective functions, they covered archers or crossbowmen from blinding by the sun and from the views of the enemy, who could be viewed quite calmly.

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Towers: There were towers in the corners and often at intervals along the walls. The towers protruded beyond the castle walls, allowing the defenders from the towers to bombard the castle walls. From the corner towers, the defenders could fire on two walls. Gates were often defended by towers on both sides. Some castles started out as simple towers and grew into false complexes of walls, an inner fortress, and additional towers.

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Castle Conquest The conquest and defense of castles was a major military activity during the Late Middle Ages. At that time, cities grew and developed rapidly and were of great strategic importance. A well-fortified castle city could defend and hold a small well-armed detachment of warriors, and to capture such a fortress, much more military force was needed. The attackers had to have a large enough army to seize and subdue the lands adjacent to the castle, prepare positions for the assault on the castle, or at least not give the castle defenders a break. Siege: To prevent escapes or sorties from the enemy's castle, the besieging army took up positions around this castle. Nearby farms and villages were captured by the besieging troops. Patrols were posted everywhere so that they could quickly bring information about the approach of the enemy army and for food. The leaders of the patrols examined the situation and decided what to do: either simply lay siege to the castle, or actively prepare for a massive assault. If they were going to take the castle with the help of hunger, then they did not attack the castle, but allowed the defenders to starve to death by preventing food carts and reinforcements from reaching the castle.

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Siege equipment: Siege equipment was used to overcome the walls and other fortifications of the castle. Having broken through with the help of siege equipment through the fortifications of the castle, the entire power of the attacking army comes face to face with a small garrison of defenders. Most siege equipment is designed specifically to crush or breach walls. In addition to the usual ladder, siege equipment was most commonly used during the Middle Ages. Siege weapons consisted of large catapults - trebuchets *, ballistas **, siege towers, massive rams and large shields to cover people. As soon as a breach was made in the wall or the siege tower was brought into place, detachments of brave volunteer soldiers began the assault. These detachments of volunteers are known in history as "suicide squads," since almost all of them died in battle with the defenders of the fortress. But those few who managed to survive received the highest rewards in the form of promotions, titles and loot.

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Until the last moment of the assault, the warriors will shoot at the castle wall to prevent the defenders from preparing for the assault from the siege tower. If the first group of attackers from the tower manage to get onto the wall, then a stream of armed warriors will rush along the bridge behind it in order to finally capture the castle.

"Knights and castles" - Castles were built on the banks of rivers and seas. Prepared by the teacher of the Lopatinskaya secondary school Artemova I.V. Chainmail. The fourth is extra. Armor and a helmet with a visor. Military competition of knights in strength and dexterity. Sign of military prowess A short saying explaining the meaning of the coat of arms. A bridge led across the moat to the castle. The service of a squire to his knight.

"Architecture of Byzantium" - Initially, the traditions of ancient art were strong in Byzantium. PLAN OF THE BYZANTINE BASILIC (basilica is a type of temple). SAVIOR. Main nave. DEESIS. Then the Christian CANON gradually took shape, and the appearance of the icons changed. View of the dome from the inside. West. Interior. GREGORY THE WONDERWORKER. Icon of the 6th c. Anthimius of Tralus and Isidore of Miletus.

"Culture of Western Europe" - Cradle of a new culture. Students needed more and more textbooks. The individual comes into his own. Culture of Western Europe in the XIV - XV centuries. Petrarch and Laura. With the development of crafts and trade in the cities, literacy grew rapidly. Instead of ontological questions, ethical questions come to the fore.

"The Hundred Years' War" - Chapter 8 CENTURIES OF CRISIS AND RENEWAL: § 31. The Hundred Years' War 1337 - 1453 (1471) French miniature. Magna Carta. Miniature of the 15th century. Edward III. The execution of Joan of Arc. XIV - XV centuries. England Flanders Holy Roman Empire Portugal Aragon. The role of Joan of Arc. The heirs of Philip IV the Handsome.

“Noble Knight” - Oh, Holy Motherland, What heart does not tremble, blessing You? .. Icon “The Miracle of George about the Serpent” (XV century) The rider soars on a white horse. Saint George became the ideal image of a warrior - the defender of the Motherland. The knight was on horseback. He came from a noble family in Asia Minor, which was part of the Roman Empire. 3. What do you know about jousting tournaments and military battles of knights?

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Text content of presentation slides: Assyrian conquerors. Presentation on World History in grade 5. Author: history teacher MBOU secondary school No. 2 p. Dobrinka Rodionova Irina Vasilievna Lesson objectives: Tell about the history and culture of the Neo-Babylonian state; Describe the development of the countries of Western Asia - the Lydian and Median kingdoms. Instill students in the world of beauty. Develop interest in the past. Kingdom of Lydia A wealthy state in the west of the peninsula of Asia Minor, where for the first time in ancient world minted gold and silver coins. The creation of the Neo-Babylonian state Egypt captured: Palestine, Syria, Phoenicia. Carchemish Ruler of Babylon Nebuchadnezzar in 605 BC Carchemish recaptured from the Egyptians Captured: Syria, Phoenicia, the Kingdom of Judah. ​​Became king of Babylon. In 587 B.C. after a long siege, Jerusalem was taken. Its walls and the temple of Yahweh were destroyed, thousands of inhabitants were forcibly relocated to Babylon. Thus began the “Babylonian captivity” of the Jews, which is described in the Bible. Nebuchadnezzar II (605-562 BC) was one of the greatest conquerors in history. The Neo-Babylonian kingdom was not much inferior in size to the Assyrian military power. But the Babylonian kings did not have despotic power, like the rulers of Assyria. The priests and the nobility, with whom the kings reckoned, played a large role here. The city of Babylon in the 7th-6th centuries BC Babylon was rebuilt. Remember what happened to him? Under Nebuchadnezzar, he became the largest city in the world with a population of about 200 thousand people. Nebuchadnezzar built a huge palace in Babylon, the decoration of which was the “hanging gardens.” In ancient times they were considered one of the “seven wonders of the world.” A seven-story ziggurat towered over the city, the temple of the main god of Babylon, Marduk. The pearl of Babylon was the Ishtar Gate, which was one of the eight gates that surrounded Babylon. The gates were lined with blue tiles depicting bulls. Decorations on the Ishtar Gate Babylonian Scientific Knowledge Assignment: Based on the text in your textbook on page 99, complete the following table. Name of Science Achievements Medes and Persians. In the east and north, the possessions of the Babylonian kings bordered on the Kingdom of Medes, which belonged to the number of Aryan tribes. Aryan nomads came from the north through the Caucasus and settled a vast country from the Caspian Sea to the Persian Gulf. This country was called Iran. The Aryan tribes were engaged in agriculture and crafts. Assyrian kings often made predatory campaigns in Iran, rich in copper, silver and iron. The Medes united against them and created a state with the capital Ecbatana. Cyaxares, king of the Median kingdom May 28, 585 BC the battle with the army of the Lydian kingdom, but a sudden solar eclipse forced the parties to stop the battle and make peace! He married his daughter to Nebuchadnezzar II, and married his son Astyages to the daughter of the Lydian king, thereby establishing peace between the three states. CHECK YOURSELF 1. Complete task 3 on page 44-45 in the workbook. Complete task 6 of the paragraph on page 100? ?? What do the following dates mean: 605 BC. , 587 BC, May 28, 585 BC Homework: § 18 Workbook assignment 1, p. 44 Preparation for control work Internet resources used: http://commons.wikimedia.org/wiki/File:Nebukadnessar_II.jpg?uselang=ruhttp://icocnews.ru/images/stories/2013/4/ishtar_lion.jpghttp://icocnews.ru /images/stories/2013/4/ishtar_gate.jpghttp://4.bp.blogspot.com/-2ee0OJ5yDWo/UGKvVztdGyI/AAAAAAAAEYY/uMokeA72zIg/s1600/350px-Hanging_Gardens_of_Babylon.jpghttp://karnegi.blogspot.ru/2012/ 09/blog-post_26.htmlhttp://www.mysticspot.ru/wp-content/uploads/vav1.jpghttps://www.google.ru/search?q=temple+of god+marduk&newwindow=1&safe=off&tbm=isch&tbo= u&source=univ&sa=X&ei=Nh2OUvTDNIzGswad1YCgAg&ved=0CCkQsAQ&biw=1920&bih=935#facrc=_&imgdii=oKQQ_Cgg_S9kVM%

Theme: Beyond the castle walls.

Grade: 6th.

Type of lesson: explanation of new material.

Level of readiness of a class: average.

Lesson Objectives:

Educational:

give an idea of ​​a medieval castle, its structure;

to introduce students to the features of knighting, knightly equipment, the lifestyle of medieval knights;

together with the students to formulate the knight's code of honor;

find out why only rich people from the nobility could afford to be knights.

Practical:

improve the ability to perceive new information and apply the acquired knowledge in practice;

to teach the analysis of material from various sources.

Methodical:

improve the ability to express their thoughts and argue them;

improve the ability to correctly take notes in a notebook;

develop the basic operations of logical thinking.

Educational:

to educate students in the study of medieval history;

on the basis of a knightly code of honor, to cultivate such moral qualities as a sense of duty, nobility, a desire to help the weak, respect for the female sex.

Teaching aids: presentation, excerpt from a medieval poem, illustrative material.

During the classes

Orgmoment

Hello guys. Sit down.

I know that the flames of the Middle Ages have not been extinguished,

But it is so difficult to keep it in the palms of your hands.

An old castle and a bridge and a heavy banner -

The banner of our partings and forgotten meetings.

Bright torches light in short passages,

The rustle of a dress and a look - a long look behind your back,

The light of former beauty from ancient tapestries

On this day, the guys are calling for us.

Ad new topic, setting goals for the lesson, familiarization with the plan (2 min.)

Today in the lesson we will visit a medieval castle, get acquainted with the knights, their way of life, find out what the code of honor of a knight is.

Open notebooks, write down the date and topic of the lesson

We will work according to the following plan:

Medieval castle.

Knights and their equipment.

Knight Tournaments.

Knight's code of honor

Explanation of new material

1. In the X century. in Europe, the construction of castles - fortresses begins everywhere

Work with the presentation "Medieval castle"

Slide show No. 2,3,4, 5

For greater security, a moat was built around the dwelling, which was filled with water.

The owners of the castle erect towers crowning an artificial embankment on top. From here originates the donjon - the main tower.

The entrance to the castle is protected by a drawbridge. On the banks of the canal, the approach to the bridge is guarded by a small fort - this is a barbican

Post-watch conversation:

1. Why do you think castles were built?

2.Where were castles built?

3. Why did the castle need towers?

4. What was the name of the main tower of the castle?

Teacher's story. The main tower of the castle - the donjon - consisted of 3 floors (. On the top floor were the owner's chambers. The middle floor was intended for servants. Downstairs there was a kitchen and a refectory.

Pay attention to the spiral staircase leading out of the master's quarters. What was it for, do you think?

The teacher asks the students to write in their notebooks Lock functions (3 minutes)

Slide Show #15

Functions of a medieval castle.

Defense from the enemy.

Protection of the population living in the vicinity of the castle.

Entertainment center.

Center of culture.

Students check their notes with the text of the slide, make changes to the notebooks.

2. The teacher's story. The owner was protected not only by the powerful walls of the castle, but also by warriors - knights. The word "knight" comes from the German "ritter" - rider.

What do you know about knights?

Becoming a knight was not easy. Only a family nobleman who reached the age of 21 could be knighted. Boys were prepared for initiation from a very young age with special care. They demanded strength, endurance, good health. In addition, a thorough study of all the duties of a warrior was required.

The upbringing of future knights took place in three stages:

10-14 years old - page;

15-20 years old - squire;

21 years - knighthood.

As we can see, the service of the sons of the nobles began with pages. When they were 10 years old, their parents sent them to be raised by knights with whom they were related or friends.

Having risen to the rank of squires, the young men had to be different

good behavior, show courage and bravery.

And why did the knights need squires?

Having become squires, young people began to seek knighthood. Finally, the sovereign appointed the day of consecration. This usually happened during big holidays.

The initiation procedure required special preparation. The established order can be presented in the form of a diagram:

Fasting - repentance for sins - a night of prayers - a bath, putting on a white shirt (ask students why?) - blessing the priest, teaching - putting on chain mail, mantles with coats of arms - dedication, three blows with a sword (indicate that this is the only blow in the life of a knight, to which he could not answer) - putting on armor, spurs, explaining the symbolic meaning of weapons - reading the laws of honor.

After this ceremony, one of the "old" knights brought the new initiate a beautiful war horse, covered with an expensive blanket, on which the family coat of arms of the young knight was depicted on all sides. The noble horse was assigned to the knight as an assistant to perform feats.

Thus, at the end of the initiation, the knight was fully dressed and armed.

Let's stop our eyes on knightly armor.

Working with the visual aid placed on the blackboard

At first, armor was made of leather with iron plates attached to it. Then they began to make chain mail, woven from rings. By the 15th century armor appeared, which consisted entirely of iron - armor.

Half of the armor wore a quilted jacket made of cotton, which was called "gambeson".

The head of the knight was protected by a helmet, on which a visor appeared over time.

The weight of all equipment sometimes reached 50 kg. How do you think the knights moved in their armor?

The warhorse was also protected by iron armor. Naturally, the knights did not always walk in military armor. They also had casual clothes.

3.Fizminutka (1 min.)

One two three four,

Three, four, arms wide.

We are in a tournament today.

We look to the left

We look to the right

Let's close our eyes,

Let's sit straight.

Perform a physical exercise.

What word did we meet while doing a physical minute? (Tournament)

In their free time from campaigns, the knights tried to maintain their glory by participating in tournaments.

Have students read the paragraph on page 114 - 115. (3 minutes)

Conversation with the class

1.What is a tournament? (military competition)

2. What weapons were used in the tournament? (Usually safe - spears with blunt ends, wooden swords)

3. How was this competition? (The tournament consisted of several bouts, sometimes in groups, sometimes in pairs)

4. What were the goals of the participants? (Strike a shield or armor with a spear to knock out of the saddle, but leave alive.)

5. Who awarded the winner? (King or fair lady)

And now let's turn to the last point of our lesson plan.

Knights had to show not only courage and courage, but also nobility. They greatly valued their good name, their honor.

Knights obeyed special rules behavior that was called the "Code of Honor".

Listen carefully to an excerpt from a medieval poem:

All that is due, a hero has been learned,

He knew no fear, no reproach.

For this, noble girls admired him.

He was so generous

That everyone could not be surprised.

And so he was brave, as the rumor says,

What took revenge on enemies and loved ones defended the rights.

He sought not benefits, but honor in every case.

Tales were written about him and songs were sung about him.

Let's, based on this passage, formulate the main features of the ideal knight - write it down in a notebook. Students formulate together with the teacher and make notes in a notebook

1. Masculinity

2. Generosity

4. Loyalty to the word

5. Protector of the weak

Lesson summary (3 min.)

So, guys, today we visited a medieval castle, got acquainted with the knights and their interesting life. Did you like this introduction?

Now think and answer the last question: why were only rich people knights?

Answer.

Setting homework

The purpose of your work at home is to assimilate the lifestyle of medieval knights. The materials of the 12th paragraph in the textbook and entries in the notebook will help you with this.

write down homework in the diary.

Lesson #12 § 12

Subject: Beyond the castle walls.

Purpose: To introduce students to the housing and life of the knights of feudal Europe, while using various forms assimilation of educational material.

Used: M* - music;

P* - presentation;

V* video project.

Plan:

1. The purpose of the lesson. ( P*M*). t*= /3 minutes/

2. When and how did the knight appear in Europe? ( P * armament of a knight). t*=/10 minutes/

3.Behind the walls of the castle. (Scheme on the board). t* /7 minutes/

4. Tale of a knight. (Staging mini-performance). Terms. t*=/ 6 minutes /

5.Entertainment of knights.( AT*). t* = /6 minutes/

6. What do you remember? (Test). t*=/8 minutes/

7.How are you feeling?

1. Against the background " Music of the Forest” there are pictures of a knight, a knight's army, a medieval castle ..... (Presentation fragments 1 - 12).

The teacher asks: Guys, what do you think we will talk about today? Using fragments of the presentation, students answer the question of the teacher.

Teacher: Indeed, we will get to know you with the dwelling and life of the knights of medieval Europe. We will learn not only how they lived, but also why they appeared. At the lesson, I will need from you not only discipline and attention, but also help in creating a mini performance about the life of a young knight and his lady of the heart.

2. Teacher: The very concept of a knight appeared in Europe when there were significant changes in the organization of the medieval army. The fact is that at first the army was on foot and any person who wielded a sword and shield could participate in the battle, but already in the 8th century, after the invasion of the Arabs into Gaul, an army of heavily armed warriors was needed to protect against these raids. They began to be called Knights * from the German Ritter - rider.

The teacher uses the Knight's Armament Presentation. Let's take a closer look at the weapons of the knight. (Fragments of the presentation 13-17) No. 13 definition Knight *- ....... To equip the knight, it was necessary to spend 45 cows!!! Could simple peasants be knights?

№14 Invention - stirrups!

The stirrup appeared in the vast expanses of Asia around the 4th century. Then this unique invention became known in Europe. The knight became more stable, which allowed him to use a heavy spear and a long sword in battle.

No. 15 Chain mail, spear sword.

No. 16 Mace and flail.

No. 17 Helmet and visor.

AT:The invention of the stirrup allowed a heavily armed knight to mount a horse and become stronger than any warrior of the Middle Ages.

3. But even the knights could not resist the terrible danger that came from the north since the VIII century. There is even a saying in Europe:

"God, deliver us from the fury of the Normans." So for protection from the "people of the north"

No. 18 Normans

The feudal lords began to build first wooden and then stone fortresses - castles * - dwellings and fortresses of the feudal lords.

No. 19 Punishment of medieval Europe

The scheme on the blackboard: schoolchildren redraw it in a notebook, the teacher shows and tells what parts a medieval castle consists of.

Donjon Castle

font-size:14.0pt">B*: Knight's Z Amok in the XI-XIII centuries. becomes the center of feudal landownership in medieval Europe. Whoever owns the castle owns the land.

4. Tale of a knight (staged mini-performance).

3. Here, for greater importance, we need two knights.

"I trained for two years,

Fencing and practicing

Sang songs, read poems,

And now I'm mature!"

Here the lord takes the blade:

"I by my noble will

I declare repeatedly

You are not a young man now

Knight and damask hero

follow the code of honor

Lord honor

save the lady of the heart

Protect the weak!"

5. The duel was short-lived,

The young knight won.

The lady of the heart is saved

They play a glorious wedding

And the hero is glorified, well, our friends bow to us, for the performance

And a hint to the good fellows a lesson.

Thank you all, everyone take their seats.

(the squire helps the knight take off his armor).

5.After the wedding, just right and have fun. Let's fast forward to the jousting tournament. Video project* "Knight's Tournament"

Source: Film "Ivanhoe" USA 1952.

Read the passage carefully and answer the questions:

a) Which country?* b) Who are heralds?

c) Who is in charge of the tournament?

d) Why do you need a crown in a tournament?

e) What does the winner of the tournament receive?

f) What role did coats of arms play in the tournament?

Presentation

No. 22 Form of the coat of arms

No. 23 Coats of arms of European countries

6. What do you remember? Students are asked to answer questions to reinforce what they have learned.

Test

1. From what century did they begin to actively build castles in Europe?

1.10

2.11

2. What does a knight mean in German?

1. stirrup

2.spear

3.mister

4. rider

3. What protected the knight from head to toe?

1.helmet

2.mail

3.visor

4.horse

4. What did the winners of the knightly tournament receive?

1. armor of the vanquished

2. vanquished horse

3.glory

4. all of the above

5. Distinctive sign of the genus

1. coat of arms

2. motto

3.flag

4.anthem

7.How are you feeling?

6. Today's lesson for you

1.liked

2.didn't like it

3. did not cause any emotions

The teacher and students check the test results and write down the homework. D / z: § 12 write a story about the life of a knight, know the terms.

Teacher: Today at the lesson you were not just listeners, but the true creators of the lesson. Thank you for that.

The Tale of the Knight (staged mini-performance). t*=/ 5 minutes/

“In one of the medieval countries there lived a beautiful lady.

(one of the girls of the class is invited, she sits down at the prepared place).

1. She was so beautiful and intelligent that she was kidnapped and put to languish in a dungeon and assigned to guard the evil Norman.

2. A young man lived in the same area. (one of the boys is invited, he passes by a beautiful lady twice and falls in love with her).

The young hero, passing by the place of imprisonment of the girl, saw how beautiful she was.

He vowed to save the beauty. I trained for a long time (takes dumbbells, push-ups, squats).

3. Here, for greater importance, we need two knights.

(two young men come out, take the shields and stand in a solemn pose).

Approaching the denouement, we turn to poetry.

The day has come and the young lad goes into the hall to the seigneur and addresses him:

"I trained for two years,

Fencing and practicing

Sang songs, read poems,

And now I'm mature!"

Here the lord takes the blade:

"I by my noble will

I declare repeatedly

You are not a young man now

Knight and damask hero

follow the code of honor

Lord honor

save the lady of the heart

Protect the weak!"

4. The young man is now a hero, he calls to himself a page - a squire

(another boy comes out and helps the knight put on his armor)

he puts on armor and goes out to the enemy.

5. The duel was short-lived,

The young knight won.

The lady of the heart is saved

They play a glorious wedding

And the hero is glorified, and our friends bow to us,

For the performance and hint

Good fellows lesson.