"The primitive world - the first steps of humanity"
Lesson format: lesson-research.
Target: creation of pedagogical conditions for the development of research activity.
Tasks.
learn about the appearance of the first people;
identify the achievements of the people of the Primitive world;
explain ideas about good and evil in the Primitive world and in our time;
learn to find in modern life phenomena, discoveries, achievements preserved from the times of the Primordial world
create an image of the era of the Primitive world,
Equipment:
presentation
tests :
| Put the historical eras in the correct order: | Choose what time do you live in? | Select historical sources: |
| new time; middle Ages; the newest world; primitive world; | new time; ancient world; middle Ages; the newest world; primitive world | your math textbook; stone axe; icon of the XY century; your lyceum; |
Educational and methodological kit
Danilov D.D., Sizova E.V., Kuznetsov S.S. Methodological recommendations for teachers on the course of the surrounding world “Man and Humanity”. M.: “Balass”, 2010.
Vakhrushev A.A., Danilov D.D., Sizova E.V., Kuznetsov S.S., Tyrin S.V. Textbook for grade 4 (1-4), “Man and Humanity”, part 2. M.: “Balass”, 2009.
During the classes
I. Organizing time.
Target: organization of motivation for educational activities and defining the scope of the lesson: man and the past of humanity.
Methods: verbal – frontal conversation, visual – illustration on a slide.
| Teacher activities | Student activity | Comments |
| Lived in the world primitive | ||
| Read the topic of the lesson. Before you start new topic, let's remember the material from the last lesson. | View slide 1 Reading the lesson topic | The topic of the lesson is written on the slide. |
Result: Students get the opportunity to visualize the era of the topic being studied.
Examination homework: testing – each student is given a test.
Purpose: to identify the level of knowledge of students.
Result: Students get the opportunity to test their level of knowledge.
II. Updating knowledge
Target: updating the knowledge necessary to pose the problem.
Methods: verbal, visual
| What is the Primordial World? There are several theories about the origin of man. What do you know about this? | First era world history 1. Man descended from a monkey. 2Divine theory. 3.Space | Slide2 |
| What theory of human origin is depicted on this slide? Who is its author? | 1. Man descended from a monkey. Darwin's theory. | Slide 3 |
| What do you think: did primitive people know how to grow plants and animals? | Slide4 |
|
| Who is a primitive man? At what age does a person develop acquired signs? What needs to be done to answer the question : Why is the Primordial world called “the childhood of humanity”? | A man who lived in the distant past In childhood Compare the primitive world with childhood | Slide4 |
| Summarize. What we already know. | ||
| What don't we know? | What changes in human society during the era of the primitive world allow us to call it the “childhood of humanity” | |
Result: Students will remember the basic concept of “The Primeval World.”
III. Formulation of the problem
Target: Creation problematic situation associated with the fact that two contradictions collide.
Methods: verbal, visual – presentation slides.
| Teacher activities | Student activity | Comments |
| Repeat the topic of the lesson | The primitive world - the first steps of humanity | |
| What could primitive people do? Remember how primitive people were similar to animals and how they differed from them? Discuss in groups, write down on pieces of paper, choose speakers. | Children's responses based on pictures. | Slides 5-9 Work in groups. |
| Name the differences and similarities between primitive people and animals. | Walked on two legs | Slide10 |
| Why is the Primordial world called “the childhood of humanity”? Let's figure it out | The students are faced with a problematic question that requires an answer. |
|
Result: a problematic issue arises among students in the class. The question causes the need to find a solution, motivates knowledge, and involves it in mental work.
IV. Hypothesizing
Target: listen to students' hypotheses .
Methods: visual – fixing versions on sheets of paper.
Result: Students express their versions to answer the question posed.
Target: find the answer to the question posed: Why is the Primordial world called the “childhood of humanity”?
Methods: visual: group work plan, report.
Result: each group using different sources information, finds the answer to the question: Why
The primitive world is called the "childhood of humanity"
VI. Dynamic pause
Target: avoid overloading students, physical relaxation.
Methods: verbal, practical.
Result: promote the formation of a competent attitude towards one’s health.
V. Discovery of new knowledge. Finding a solution to the problem
Target: find an answer to the question posed: “Why is the Primordial world called the “childhood of humanity”?
using different sources of information: map, illustrations, text.
Methods: 1) verbal: leading dialogue; theatrical performance.
2) visual – illustrations on slides for each group, report.
Result: each group, using different sources of information, finds the answer to the question: “Why
Is the primitive world called the “childhood of humanity”?
| Teacher activities | Student activity | Comments |
| From assumptions, let's move on to finding a solution to the problem . Settlement of primitive people on the planet | ||
| Look at the map pp. 48-49 What territory is shown? | The whole world. | |
| What time? | Primeval world | |
| What do the symbols mean? | Talk | |
| Will the map help us solve the problem? | ||
| Find out in what part of the world the ancestral home of humanity is located? | ||
| Let's trace on the map how ancient people settled? | From Africa to all continents except Antarctica How in childhood in the era of the Primitive world people received their first knowledge about the world | |
| Ancestral home - cradle | Settling around the planet - getting to know your room, your home. | |
| Conclusion. | We mastered the planet - the house, like a child masters his home. | We conquered the planet. Place the card on the board |
| Complete the task on page 50 | Group work 10 minutes | |
| Children's answers based on slides 12,13 |
||
| Why did they have to work together? | It's hard to survive alone. | |
| Read the text on page 47 | Reading the text on page 47 (from paragraph 2) | |
| Humanity mastered all these achievements in the Primordial era. How is it like childhood? | Ability to dress, cook, communicate. | |
| Conclusion. | Learned to deal with hunger and cold | Learned to deal with hunger and cold. Place the card on the board |
| The emergence of art | ||
| The emergence of religion | ||
| Primitive Morality How does the morality of primitive people differ from the morality of modern people? | Children's statements. | |
| Conclusion. | First ideas about good and evil | We received our first ideas about good and evil. Place the card on the board |
Result: during the announcement of the research results, students will learn how primitive people learned to live
VIII. Reproducing knowledge Expressing solutions to problems
Target: use of new knowledge in standard conditions.
Methods practical
| Teacher activities | Student activity |
The primitive world - the first steps of humanity
4th grade, “School 2100” program
Textbook “Man and Humanity”, topic 10
Create an image of the era of the Primordial world, learn to find in modern life phenomena, discoveries, achievements that have been preserved since the times of the Primordial world.
Explain why it is impossible to agree with the ideas about good and evil that prevailed in the era of the Primordial world.
Develop the ability to compare and draw conclusions.
Foster a sense of mutual assistance and friendliness.
Teacher activities
Student activities
Formulation of the problem.
Let's look at the photos. (slides)
What kind of place is it?
What do you know about him? remember?
On this website you can learn more about this wonderful place ( ) (slide)
Today in class we will talk about the primitive world. (slide)
Let's read the conversation between the computer and Anyuta.
- Humanity took its first steps more than 2 million years ago. The era of the Primordial world can be called “the childhood of humanity,” the Computer began the story.
- Why “first steps”? Were all primitive people just learning to walk?! – Anyuta was surprised.
What didn’t Anyuta understand?
What is the question?
Versions of children, updating of knowledge.
What is the Primordial World?
What is it historical era?
Remember from the course “ The world» 3rd grade, did the very first people know how to grow plants and animals?
At what age does a person develop acquired signs?
What do we need to know to answer the lesson question?
Let's enter your answers into the “We know - we don’t know” table:
We know
We don't know
What exactly are the changes in human society during the era of the Primordial World that allow us to call it the “childhood of humanity”?
Look at the table. Can you make any assumptions about the lesson problem?
Finding a solution to a problem (discovering new knowledge)
The settlement of primitive people on the planet.
Let's look at the map on p. 48-49. What territory is shown on it? (slide)
What time?
What do the symbols on this map mean?
Let's conclude: can this map help us solve the problem?
Let's complete tasks 1 and 2 for the map. (In what part of the world is the ancestral home of humanity? How did ancient people settle around the planet?)
- Is the fate of humanity in the era of the primitive world similar to the fate of a small child?
In the “don’t know” column we write: EXPLORED THE PLANET
2. Physical exercise. (slide)
Song "If there were no schools"
3. Conquest of nature by people primitive society. (slide)
Group work
Each of you has a piece of the puzzle on your desk. You need to unite in groups by collecting a picture. By collecting it, you will find out whose species you represent (foxes, wolves, bears, hares)
Group assignments.
How did a community of ancient people differ from a pack? ancient people? (according to Fig. 1 and 2 on p. 50)
Than the earliest community of people modern look different from the community of ancient people? (according to Fig. 2 and 3 on p. 50)
How did the community of modern humans differ from the early community? (according to Fig. 3 and 4 on p. 50)
What discoveries and inventions did primitive people make? (p. 47 of the textbook, film (see appendices), encyclopedia)
Since you are still modern people and live in the times of primitive society, how will you work in groups?
Let's draw conclusions:
Flocks of ancient people - without clothes and fire, eat fruits and small animals.
Communities of ancient people use clothing and fire, live in caves, and hunt.
An early community of modern humans - collective hunting, bows and arrows, simple dwellings.
Communities of modern people grow plants, domesticate animals, build houses and pottery from clay.
Why did people have to live and work together?
You and I watched a film about the achievements of primitive society. Humanity has mastered all these achievements in primitive era. In what other ways is it similar to a child’s childhood?
In the “don’t know” column we write:
LEARNED TO FIGHT HUNGER AND COLD
Primitive morality.(slide)
Imagine if people thought like that modern society. Would you agree with them?
How do the characters' ideas about good and evil differ from modern ones?
What are the ideas of good and evil called?
MORALITY WAS DIFFERENT FROM MODERN
- In the “don’t know” column we write:
FIRST IDEAS ABOUT GOOD AND EVIL
Let's change the column title "We don't know" on "We learned"
We know
We don't know
The primitive world - the first era of world history
A historical era is a long period of time, part of human history.
The very first people did not know how to grow plants and animals
Childhood is a time of growth and maturation of a person, when he acquires “human characteristics”
Mastered the planet
Learned to deal with hunger and cold
The first ideas about good and evil appeared
Expressing a solution to a problem.
Let's return to the main question of our lesson. What did we want to find out today? (slide)
What answer can you give to this question?
Lesson summary.
What did you find difficult?
What do you think was the most interesting?
Complete one of the workbook tasks
Creative task (to depict the achievements of universal human culture in the era of the Primitive world)
Homework.(slide)
This is the Ustinovsky Limestones canyon in the Ilmensky Nature Reserve - a unique natural monument. The calcareous rock outcrops are just under 300 million years old. They keep many secrets...
We were in this place during the autumn holidays.
(slide)
The first era of world history (timeline, p. 46)
A large period of time, part of human history.
No.
In childhood. (Topic 1)
- What does the era of the primitive world have in common with human childhood?
(children's versions are recorded)
In the era of the primitive world, people learned to speak (reminiscent of childhood)
Learned how to grow plants and tame animals
All continents except Antarctica.
In the era of the Primordial world.
Yes.
- The ancestral home of people is the cradle, the crib of a person who does not yet know how to walk.
- Settling around the planet - getting to know your room, home.
Children perform movements to this song.
Together, listening to each other’s opinions, without interrupting, with respect...
Groups perform.
Living alone is very difficult.
In childhood, a person acquires many skills: dressing, preparing simple food, communicating with people.
Children act out the skit described in the textbook on pp. 50-51
No.
Morality.
- Why is the Primordial world called “the childhood of humanity”?
Students confer in groups.
Conclusion:
How in childhood, in the era of the Primitive world, they received knowledge about the world
Learned to live in it
Separate good from evil
1. Insert the missing words into the text.
era primitive peace- this is the time of the first appearance of people and them resettlement around the planet.
Insert the missing words into the text.
In primitive society, people united in unions tribes and clans which consisted of of people who had common ancestors. Only a man of his own was considered a real person to whom no harm should be done. cities And tribe .
2. Using your knowledge from the sections of the course “The World Around You,” circle those features of primitive man that distinguished him from animals.
- Walked on two legs.
- Lived in a cave.
- He made tools.
- I went hunting.
- Dressed in animal skins.
- Wasn't afraid of fire.
- I developed and came up with something new.
- He had mobile, dexterous limbs.
- Communicated through speech.
- He could foresee and predict the results of his actions.
Circle those features of primitive man that made him similar to animals.
3. Write in the box how many years ago these events took place.
Put the same data in the frames on the “river of time” (page 31).
On the “river of time”, look at the drawings indicating the achievements and inventions of the people of the Primitive World. Write captions for these drawings: taming a dog, mastering fire, agriculture, settling around the planet.
4. Complete tasks to contour map(see pages 82-83)
- Write the names of the oceans.
- Label the parts of the world.
- Paint over the place where the ancestral home of humanity was located.
- Color in the areas where the first civilizations appeared.
Write in which parts of the world the first civilizations were located.
Asia, Africa
5. Look carefully at the pictures. What do you think primitive people would have done? Draw or write a continuation of this story from the point of view of primitive morality.
Primitive people grabbed a found boy from a foreign tribe, tied him up and brought him to their village. After that, they tied him to a tree so that the prisoner would not escape anywhere. In the evening, when the whole tribe gathers in the center of the village, this strange boy will be sacrificed to the spirits.
Continue the sentence.
Position (opinion) I wouldn't want to be treated the same way captured and sacrificed.
Argument(s) because people should not harm each other, but should help, even strangers.
Think about what you, a person of the 21st century, would do in a similar situation. Draw or write a continuation of this story from the point of view of a modern person.
If I saw an injured boy, I would call ambulance, and then would call the boy's parents to inform them about the incident. Then I would stay to hold him until the ambulance or his parents arrived. I would try my best to help him.
Draw a conclusion.
Position (opinion) I believe that modern people should help each other, especially in difficult situations.
Argument(s) because you have to treat people the way you want to be treated. People should be kinder to each other.
Teacher MBOU "Lyceum" Arzamas
Sukhanova Iraida Anatolevna
Theories of the appearance of man on Earth
Human -
God's creation
accident
special
ground conditions
person - product
alien
origin
Human -
result
biological
evolution
Primitive people are called people who lived before
invention of writing, before the emergence of the first states
and big cities.
Gathering – collecting prepared foods:
roots, wild fruits, shellfish, etc.
In primitive society, gathering
coexisted with hunting and fishing.
The Stone Age is the oldest period in development
humanity, when the main tools and weapons
were made mainly from stone,
but wood and bone were also used.
According to the characteristics of stone products stone Age divided into:
- paleolithic – Old Stone Age;
- Mesolithic – Middle Stone Age;
- Neolithic – new stone age.
Art – creative reflection
actually a person.
Religion - belief in existence
highest divine power.
What new views among people does the ancient funeral rite indicate?
The territory of our region at that time was
tundra and forest-tundra
Glacier melting in Western Asia → drought →
death of many animals and plants.
The environmental crisis forced people to start artificially breeding plants and raising animals.
Chicken
domesticated
9 thousand years ago
Goat
domesticated
9 thousand years ago
Sheep
domesticated
10 thousand years ago
Dog
domesticated
15 thousand years ago
Pig
domesticated
9 thousand years ago
Buffalo
domesticated
7 thousand years ago
Horse
domesticated
5.5 thousand years ago
Donkey
domesticated
6 thousand years ago
Homo erectus (Homo erectus) –
first person to leave Africa
Pithecanthropus
1 million
years ago
Sinanthropus
500 – 700 thousand
years ago
Heidelberg
Human
400 thousand l. back
V brain -
V brain -
1000 cm3 .
V brain -
1000 cm3 .
- - 900 cm3 .
Homo sapiens ( Homo sapiens) .
30 - 40 thousand years ago.
Cro-Magnons
V brain -
Sections: Primary School
Purpose of the lesson: to give an idea of the era of the Primitive world.
Lesson objectives:
- learn about the appearance of the first people;
- trace the settlement of primitive people around the planet;
- identify the achievements of the people of the Primitive world;
- explain ideas about good and evil in the Primitive world and in our time;
- learn to find in modern life phenomena, discoveries, achievements that have been preserved since the times of the Primitive world
Equipment:
- computer;
- interactive board;
- presentation;
Organizing time.
There lived a primitive man
For the first time in his life he even saw snow
He built huts and killed game
And he shouted loudly to the monkeys
Today's lesson topic is "The primitive world - the first steps of humanity"
Let's remember the material from the previous lesson.
Checking homework (working with an interactive whiteboard)
Put the historical eras in the correct order:
- new time;
- ancient world;
- middle Ages;
- the newest world;
- primitive world;
Choose what time do you live?
- new time;
- ancient world;
- middle Ages;
- the newest world;
- primitive world
Select historical sources:
- your math textbook;
- stone axe;
- folk tale;
- icon of the XY century;
- your school;
Statement of the problem (working with an interactive whiteboard)
How were primitive people similar to animals, and how were they different from them?
Find the differences and similarities between primitive people and animals and distribute them into columns
How did people in the Primitive world store and transmit knowledge and experience? (assumptions)
Acting out a scene from the textbook on page 47
What didn’t Anyuta understand? What is the question?
Why is the Primordial world called “the childhood of humanity”?
Updating knowledge
What is the Primordial World? (First era of world history)
What is a historical era? (Large period of time, part of human history)
What do you think: did primitive people know how to grow plants and animals? (No)
At what age does a person develop acquired signs? (In childhood)
What needs to be done to answer the question : Why is the Primordial world called “the childhood of humanity”? ( Compare the primitive world with childhood)
Let's summarize: what we already know.
What don't we know?
(What changes took place in the Primordial World?)
Children write their guesses on the interactive board.
Why is the Primordial world called the “childhood of humanity”? What are your opinions? (children's statements)
Finding a solution to the problem
Settlement of primitive people on the planet
Look at the map pp. 48-49
What territory is shown?
What time? (Primitive World)
What do the symbols mean? (Speak)
Will the map help us solve the problem?
Find out in what part of the world the ancestral home of humanity is located? (In Africa)
Let's trace on the map how ancient people settled? (From Africa to all continents except Antarctica)
Is the fate of humanity similar to the fate of a child?
Ancestral home - cradle
Settling around the planet - getting to know your room, home
Conclusion: mastered the planet
Conquest of nature by people of primitive society
Complete the task on page 50 (Work in groups 10 minutes)
Slide 21-22
Group 1: signs of a flock.
Slide 23-24
Group 2: signs of a community of ancient people.
Slide 25-26
Group 3: signs of an early community of modern people.
Slide 27-28
Group 4: signs of a community of modern people.
The group leaders present the work.
Why did they have to work together? (It's hard to survive alone)
Reading the text on page 47
Humanity mastered all these achievements in the Primordial era. How is it like childhood? (Ability to dress, cook, communicate)
Conclusion: we learned to fight hunger and cold)
Primitive Morality
Theatrical performance (pp.50-51)
- Do you agree with this reasoning? Why?
- How did primitive people divide? (friends-people, strangers-non-people)
- How does the morality of primitive people differ from the morality of modern people?
Conclusion: the first ideas about good and evil.
5. Expressing a solution to a problem, working with an interactive whiteboard
Application of new knowledge
Fill in the missing words.
The era of the primitive world is the time of the appearance of the first people and their settlement around the planet.
In primitive society, people united in unions - tribes, which consisted of clans that had common ancestors. Only a person of his own clan and tribe was considered a real person to whom harm should not be done.
Emphasize those features of primitive man that distinguish him from animals.
Walked on two legs lived in a cave, made tools, went hunting, dressed in animal skins, was not afraid of fire, developed, came up with something new, had mobile, dexterous limbs, communicated through speech, could foresee and predict the results of his actions.
Lesson summary.
- What did we want to find out? (Why is the Primordial world called the “childhood of humanity”?)
- What answer can you give to this question? (Children answer)
- Evaluate your work: what seemed difficult or incomprehensible; What was the most interesting?
Homework.
- Pages 47-51 in the textbook
- Page 34 No. 3, 4 in the notebook.
Literature.
- Danilov D. The world around us: Man and humanity Methodological recommendations for teachers / D. Danilov, E. Sizova, S. Kuznetsova. - M.: BALASS, 2010
- revolution.allbest.ru>Culture and art >00061710_0.html
- www.ref.by/refs/41/8162/1.html
- www.countries.ru/library/primitive/dec.htm
www.chay.info/library-dishes.html
Additional materials for the lesson.
How people domesticated dogs
The domestication of dogs dates back to the end of the Stone Age. The ancestor of the dog was the wolf. The dog became man's faithful friend for many years.
The first evidence of cohabitation between a man and a dog (a dog's paw print) dates back to the 22nd millennium BC. e. Genetic calculations indicate that the dog and wolf split about 125 thousand years ago.
Packs of wild dogs constantly followed people - after all, near their camps people often left leftover food, unnecessary tripe, and bones. People did not drive away dogs - after all, primitive man was constantly afraid for his life. He listened to every rustle, to an unfamiliar sound: was the enemy creeping up? And the dog hears what a person cannot hear, smells smells that are inaccessible to the human sense of smell. Their sensitivity is especially heightened at night: after all, in the past the dog was a nocturnal predator. And if a predator was creeping up to the parking lot at night, the dog was the first to hear it. By barking, the dogs warned people of approaching danger, thereby saving their lives.
It took thousands of years before the predator forgot its wild habits and became a true friend of man. Gradually, the man taught the dog to guard the cave and give an alarm signal in advance by barking.
Later, the dog began to help the man on the hunt: he looked for game, brought it to the owner, and helped the man defend himself. After all, a dog could easily find by smell a shot game that had fallen into the depths of a thicket, or rush into the water to bring back a killed duck. And when man took up cattle breeding, the dog began to guard the cattle. Everywhere people live, dogs are found next to them.
About the dwellings of primitive people.
Historians for a long time believed that primitive people did not know how to build homes for themselves, that they lived under open air, and sheltered from bad weather under dense tree crowns or in caves. But this idea turned out to be wrong. And it changed after the English archaeologist Louis Leakey found in Africa the remains of a dwelling built approximately one million seven hundred and fifty thousand years ago. After some time, similar structures were discovered in France, in the place where the city of Nice is now located. Here they found the remains of huts built approximately 400-200 thousand years ago from stones and stakes covered with animal skins. In the middle of each hut there was a fireplace, fenced with stones on the side from which the wind blows in the Nice area. This means that dense walls were not yet made.
As a rule, the first dwellings were temporary structures, because even primitive people did not stay in one place for a long time. In search of food, they constantly moved from place to place. In places with a harsher climate, people built dugouts. They dug a hole, covered it on top with a ramp of poles or logs, and thus protected themselves from bad weather and attacks from animals. Over time, the ramp began to be lifted and laid in the form of a hut. This is how houses appeared, in which the Slavs, Germans, and other peoples lived in the distant past.
An entire clan, consisting of many families, often lived in huge dugouts. Sometimes deep niches were dug into the walls of the dugout, in which individual families were located. Such dwellings had neither doors nor windows. They entered through holes in the roofs.
Ancient people were very inventive in building houses. The ancient inhabitants of Siberia, for example, built them from mammoth tusks or whale ribs, covering them with skins. Later, in the Stone and Bronze Ages, they began to build buildings made of stone or wood on a stone foundation. Gradually, dwellings increased in size, and some peoples already began to build multi-story buildings. In Canada and many other parts of North America, Indians built houses with 3-4 and even 5 floors.
Household items of primitive man
At first, the bare earth served as a bed, chair, table and wardrobe for man. Only having reached a certain stage of development, when nature ceased to seem so harsh to him and he had the opportunity to turn his abilities and strengths not only to the struggle for existence, did man begin to make household items that have a certain shape and purpose. The ability to think and work brought man out of the state of animal vegetation. When primitive man straightened up, he became more helpless, but the primitive household items he created compensated for this deficiency. As the ability to make utensils developed, the art of decorating these objects also began to develop.
Just as primitive animals developed the ability to adapt to the environment, to be ready for defense and attack, settling into nests and caves, having shells, teeth and claws, so primitive people learned to make utensils, weapons, shelter and clothing, expanding the scope their activities in order to live, endure and enjoy what they have created.
This is interesting
People lived where it was always warm, so they did not care about warm clothes. At home, beatings were needed only for protection from the sun's rays. Part of the time was spent searching for food; women and children picked fruits from trees, dug up edible roots, and looked for insect larvae. This way of life was called gathering. But people also needed meat. It was obtained by men while hunting. At that time, mammoths lived on Earth - the main prey of hunters. A mammoth could kill a person with a blow from its trunk, but people still hunted. They immediately had a lot of meat, fat and skins. The success of hunting and gathering largely depended on the vagaries of nature: either a forest fire would destroy trees with edible fruits and drive away animals, or drought would destroy the grass. The hunters went hunting, not knowing what awaited them. One day the women noticed that in the place where they usually grind grains, spikelets with the same grains grew and guessed that these were randomly scattered grains that had sprouted. They tried to scatter the grains where they had been scattered by chance, and received specially grown ears. Later they began to grow grains near the house, rather than roaming through forests and meadows. Men, having killed a wild pig while hunting, brought home the remaining piglets. They placed the cubs in a pen, fed and raised them. This is how agriculture and cattle breeding arose.
The most ancient dishes were hollowed out of wood and woven from twigs. If it was necessary to bring water, the wickerwork was coated with raw clay. One day, the wicker accidentally fell into the fire, the rods burned, and the clay became hard. This is how people learned to make pottery. Baskets and rugs were woven from leaves, twigs, and plant bark. There were plant stems that looked like threads - flax, hemp. They began to make coarse, thick fabrics from such threads, but the clothes were comfortable for them. They tried to make threads from sheep's wool - woolen fabrics appeared.
In ancient times, people were afraid of fire, but gradually they noticed that fire is warmth, light and protection from wild animals. Then people began to make fires, using fire from a fire or from volcanic eruptions. They had to be on duty at such a fire, collecting brushwood, since they could not make fire themselves. But over time, they noticed that if one piece of dry wood is rubbed against another, it will begin to smolder.