Presentation on the history of slaves in ancient rome

Slide 17

WORK OF SLAVES IN AGRICULTURE

Slide 18

Marcus Porcius Cato (234-149 BC) was a prominent statesman, orator and historian. In his treatise "Agriculture" he gave a description of a villa typical of central Italy.

Slide 19

EXERCISE MINUTE

Slide 20

WORK OF SLAVES IN THE HOUSE OF THE OWNER

Slide 21

Read paragraph 3 § 49 "Slaves in a rich house", look at the illustrations for the paragraph. Find answers to the questions: 1) Where else was slave labor used? 2) How was the life of "domestic" slaves different from the life of slaves working in quarries, the estates of slave owners?

Slide 22

GLADIATORS Gladiator Modern reconstruction

Slide 23

Circus performance Drawing-reconstruction Gladiators had to participate in performances for free Romans, which were arranged in large circuses.

Slide 24

HISTORY OF ANCIENT ROME

Coliseum. Modern look

Slide 25

Fragment from the feature film "Spartacus" Director S. Kubrick. 1960 To view, click on the picture

Slide 26

Slide 27

HISTORY OF ANCIENT ROME

Today in the lesson I - found out ... - found out ... - understood ...

Slide 28

View all slides

Abstract

Public lesson on history.

Grade 5.

Lesson topic: Slavery in Ancient Rome.

The purpose of the lesson:

Lesson Objectives:

Educational:

Developing:

Educational:

During the classes.

Organizing time.

II. Repetition of what has been learned.

So that Italy on the map

Find in a short time,

Remember, you need a peninsula

Find similar to ... (boot).

Of course, the way there is not close,

To the peninsula ... (Apennine).

Quite impassable

Steep mountains ... (Apennines).

Where the Tiber is deep

Flows into green valleys

Settled in deep antiquity

Hardworking ... (Latin).

Until now in the Museum of Rome

There is even a monument to her.

And how can you not be surprised

That saved the kids ... (she-wolf).

Romulus gave the name to the place,

This is because im

The city was founded ... (Rome).

He was young and talented

(Hannibal)

Established domination of Rome,

He conquered many countries:

Today in the lesson I want to know …

to find out…

understand…

IV. Learning a new topic.

Sources of slavery.

Gladiators.

Slave- this is a person who is deprived of all rights and is the full property of the owner.

Slave owner- owner, master of slaves.

what are sources of slavery

.

Slave.

1st Slave:

2nd Slave.

Slave.

1st Slave.

captives children of slaves

Marcus Porcius Cato. Agriculture

Questions to the documents.

Physical education:

We love history, friends!

We study countries, we learn lines,

But we cannot live without rest!

So we will rest in the lesson:

One, two, three, four, five…

We won't get tired!

One, two, three, four, five…

We are pleased to have a rest!

Hands - up, then - to the left ...

Have a rest? Work boldly!

Conversation on questions:

Where else was slave labor used?

Gladiators.

gladiators amphitheaters -

WITH

- What do gladiators look like?

AFTER WATCHING!!!

So please tell me

What did gladiators look like?

(textbook pic).

Consolidation of what has been learned.

Today in class I

- found out ...

- found out ...

- understood)…

Grading.

Open lesson in history.

Grade 5.

History teacher Gimadieva Gulchachak Ismagilovna

Lesson topic: Slavery in Ancient Rome.

The purpose of the lesson: To acquaint students with the situation of slaves in ancient Rome.

Lesson Objectives:

Educational: Formation of an understanding of the most important features of slavery in Rome.

Developing: Development of skills to work with historical sources, textbook text, characterize events and participants.

Educational: contribute to the development of a sense of empathy, the development of interest in history.

During the classes.

Organizing time.

Hello guys! Have a seat.

I am very pleased to see rays of curiosity in your eyes. I feel that you are ready to listen and hear me. Let's create each other good mood- let's smile. I would like to wish you that this joyful and creative state does not leave you during the whole lesson.

I hope for a very pleasant and interesting work with you!

II. Repetition of what has been learned.

Over the course of several lessons, we will get acquainted with the history of Ancient Rome. Now let's turn over the pages of the history of this wonderful state and remember what we know about it. Listen carefully to the poems and finish them with the necessary words.

Read the verses carefully and complete the sentences:

So that Italy on the map

Find in a short time,

Remember, you need a peninsula

Find similar to ... (boot).

Of course, the way there is not close,

To the peninsula ... (Apennine).

Quite impassable

Steep mountains ... (Apennines).

Where the Tiber is deep

Flows into green valleys

Settled in deep antiquity

Hardworking ... (Latin).

Until now in the Museum of Rome

There is even a monument to her.

And how can you not be surprised

That saved the kids ... (she-wolf).

Romulus gave the name to the place,

This is because im

The city was founded ... (Rome).

He was young and talented

And he was known as a daredevil for everyone. And he fought bravely with Rome - that Carthaginian ... (Hannibal)

Established domination of Rome,

He conquered many countries:

Became an omnipotent master ... overnight.

III. Transition to the study of a new topic.

Rome became a powerful state, many countries were conquered by it. And wherever we look, everywhere we will meet many slaves.

So, the topic of the lesson is “Slavery in Ancient Rome”.

Think and tell me what is the purpose of our lesson.

Today in the lesson I want to know …

to find out…

understand…

Yes, indeed, today you and I should get acquainted with the life of slaves in ancient Rome.

IV. Learning a new topic.

Sources of slavery.

Slave labor in agriculture.

Slave labor in the slave owner's house.

Gladiators.

Working with the conceptual apparatus.

At the turn of the 2nd - 1st centuries BC. slaves created the wealth of Roman society. Who are slaves? "Pick a word" - a chain of synonyms, definitions, etc. to the words slave and slave owner. Maybe, you know?

Slave- this is a person who is deprived of all rights and is the full property of the owner.

Slave owner- owner, master of slaves.

1. Once, at a meeting of the Roman Senate, one of the speakers ended his speech with the words: “There is nothing more perfect than our society. We have nothing that would be contrary to justice and virtue. As for the slaves, they, in fact, should not be taken into account. " And where did so many slaves come from in Rome? We will now try to find the answer to this question. Now you will hear a conversation between the slaves, you need to think and answer the question: what are sources of slavery in Ancient Rome? Is the task clear?

A dramatization (two slaves and a slave) about the origin and sources of slavery.

A ship is sent to the Roman harbor along the waves Among the sea of ​​the earth, which will take us to the place . On it float people, between whom a conversation ensued. Let's listen to their conversation.

Slave. How much more to sail? Who knows what awaits us in our new life?

1st Slave: Nothing good. I heard about the cruelty of the Romans, about how they torture their slaves, beat them, starve them. At the same time, the Romans say: "A slave is not a man" or "A slave must work or sleep." Slaves for them are a talking tool.

2nd Slave. My mother was a slave and in all her life did not hear a single kind word from the master. And at night she often cried and told me about the wonderful island in the Aegean Sea, where the sun always shines and grapes ripen, about freedom. Neither me nor my children are destined to know such happiness.

Slave. But I know what freedom is. I used to transport cargo by sea, but once we were overtaken by pirates. They captured the ship, killed some, and I was captured.

1st Slave. In the place of my city of Rome, only a black lifeless field with ruins was not left. A terrible hell lasted seventeen days: arches and temples collapsed, libraries burned. All the inhabitants of my city were put on ships by the Romans.

Please tell me what were the sources of slavery in Rome?

Sources of slavery in ancient Rome

captives children of slaves

piracy selling children into slavery

2. Labor of slaves in agriculture.

Slave labor was used in various areas of Roman society: in agriculture, on the estates of Roman landowners, in mines and quarries, in the homes of wealthy and noble Romans, some of the slaves became gladiators.

Working with a historical document� Now I invite you to familiarize yourself with how slave labor was used in agriculture. Guys, take the printed leaflets. Each one to himself carefully read the text and the questions to it. Find the answers in the body of the document. You can work with a pencil. The time for work is 5 minutes. Raise your hands if you have any questions.

Marcus Porcius Cato. Agriculture

Marcus Porcius Cato (234-149 BC) was a prominent statesman, orator and historian. In his treatise "Agriculture" he gave a description of a villa typical of central Italy.

If it was rainy weather, then here are the works that can be done even in a downpour: wash dolii (vessels for wine) and cleanse them, clean up the estate, carry bread, carry manure outside, arrange a dung heap, clean grain, mend ropes, weave new; the slaves were supposed to fix their blankets and cloaks at the same time. On holidays, it was possible to clean old ditches, lay a public road, cut thorny bushes, dig a vegetable garden, mow meadows, cut brooms, pull up thorny grass, clean ...

Rations for slaves. For those who work in the field: in winter - 4 modia (8.75 l) of wheat, in summer - 4.5.

Wine for the slaves. At the end of the grape harvest, let them drink rinses for three months, in the fourth month they receive hemin (0.274 l) per day.

Welding to slaves. Prepare as many dead olives as possible for future use. Therefore, prepare mature ones - those from which you can get very little oil. Take care of them so that they last as long as possible. When the olives are: eaten, give fish brine and vinegar. Give each one a sextarius (0.547 l) for a month, a mod of salt will be enough for each one for a year.

Clothes for slaves. Tunic (undershirt) weighing 3.5 pounds and cloak after a year. Whenever you give a tunic or raincoat, take old clothes from sleep to patchwork quilts. Good wooden shoes should be given in a year ...

Krushkol Yu. S. Reader on the history of the Ancient World. - M., 1987. - S. 194-196.

Questions to the documents.

Where was slave labor used? (prove your opinion with lines from the document)

Physical education:

We love history, friends!

We study countries, we learn lines,

But we cannot live without rest!

So we will rest in the lesson:

One, two, three, four, five…

We won't get tired!

Hands - up, then - to the right ...

One, two, three, four, five…

We are pleased to have a rest!

Hands - up, then - to the left ...

Have a rest? Work boldly!

Slave labor in the slave owner's house.

And now we will find out how the slaves lived in a rich house. To do this, you need to open the tutorials on p. 227 and read the 3 paragraph of § 49 "Slaves in a rich house", view the illustrations for the paragraph.

Conversation on questions:

Where else was slave labor used?

How was the life of "domestic" slaves different from the life of slaves working in quarries, the estates of slave owners? What common? ( Any slave has no rights, was considered a thing that the owner could dispose of as he wanted, had nothing). What was the attitude of slaves to work and why?

Gladiators.

In ancient Rome, strong and dexterous slaves were placed in special schools, where they were trained to use weapons. Such slaves were called gladiators... They had to fight each other for the amusement of the Roman public. In Rome itself and in all Roman cities, provinces they built amphitheaters - special constructions for gladiatorial battles. Thousands of slaves died in the arenas of the amphitheaters.

WITH The largest amphitheater was built in Rome in the first century BC. It was called the Colosseum and could accommodate more than 50 thousand spectators. The amphitheater is always full on performance days. Senators and ladies are sitting in the first rows. The upper ranks are occupied by ordinary citizens.

Now I suggest you watch an excerpt from the movie "Spartacus", which presents a duel between two gladiators.

While browsing, you need to find answers to questions:

- What do gladiators look like?

- With what weapon did they fight?

- What was the reaction of the public?

AFTER WATCHING!!!

So please tell me what is your impression of what you saw?

What did gladiators look like?

What weapons did the gladiators have?

Gladiators fought in pairs or in whole squads. One of them is called the "fisherman", he has a strong net and a sharp trident. The fisherman fights half naked, without a helmet or shield. The gladiator, called "fish", has a shell and a helmet, in his hands he holds a shield and a sharp sword. During the battle, the "fisherman" seeks to throw a net over the "fish" and pierce it with a trident. But if the gladiator "fish" manages to cut the net with the sword, the "fisherman" will be completely defenseless (textbook pic).

Thousands of Romans watch the duel between the "fisherman" and the "fish" with bated breath.

how the fate of the defeated, but still living gladiator is decided: the audience lowered thumb right hand down and thus sentenced him to death. If the public believes that the wounded fought bravely, they will allow him to be spared. The gladiator was treated and then forced to fight in the arena again.

Thus, we can say that the gladiators were forced to fight with each other for the amusement of the Roman public, without wanting to.

Consolidation of what has been learned.

So, no country in the ancient world had such a huge number of slaves as in Rome. The first feature was the result of the victorious wars of Rome, the second is associated with the disinterest of slaves in labor and their cheapness. Forced labor undermined the economy of Rome and posed a threat to the state itself, more on that later.

1. In which sectors of the economy was slave labor most widespread?

2. Was the senator right when he spoke of Roman society as the most just and perfect, in which slaves should not be taken into account?

Today in class I

- found out ...

- found out ...

- understood)…

Grading.

- And now, show, please, with what mood you are finishing this lesson?

I am very glad to have fruitful work with you. Thank you very much. And goodbye, let's give each other smiles.

Slide 2

Combined lesson plan

Homework check. Learning a new topic. PLAN Sources of slavery in ancient Rome. The use of slave labor in ancient Rome. Consolidation of the studied material.

Slide 3

Explain concepts

Plebeians Patricians Consul Republic People's Tribune Veto Forum

Slide 4

What the dates say

509 BC NS. 594 BC NS. 443 BC NS. 326 BC NS. 146 BC NS.

Slide 5

Who are we talking about:

Slide 6

The king of the mountainous country of Epirus, who was considered the best commander of his time. In the spring of 280 BC. he landed in Italy with 20 thousand soldiers and 20 elephants. Unprecedented animals instilled fear in the Roman soldiers and the king won the first two battles, but suffered such great losses that an expression was born that meant a victory, obtained at too high a price.

Slide 7

B. An outstanding ancient Greek scientist who lived in Syracuse, whose invented machines raised and overturned Roman ships, ignited them with the help of huge lenses. He died in 212 BC. NS.

Slide 8

B. Outstanding 24-year-old Roman commander who expelled the Carthaginians from Spain (for which he received a triumph and consular power), who won a decisive victory over Hannibal's army near the city of Zama.

Slide 9

1. For what purposes did Rome wage wars in the II century BC? How many wars between Rome and Carthage? Which of the opponents of this war do you sympathize with? Why? 2. What areas did the Romans call provinces? What is the first Roman province?

Slide 10

Using the map, tell about one of the Roman conquests

Slide 11

Triumph of the Roman Emperor

Slide 12

Slave markets

In major cities In the center of Rome On the island of Delos

Slide 13

Sources of slavery in ancient Rome

Prisoners Slaves for debts Children of slaves Sold by pirates Sold by slave traders

Slide 14

Slave labor in ancient Rome

Slave labor in Rome: slaves pave the street; four slaves carry the master on a stretcher; behind them is an elderly slave accompanying the boy to school.

Slide 15

Slave labor on the slave owner's estate

Slide 16

In the Roman amphitheater

Slide 17

check yourself

1. A large number of slaves in ancient Rome appeared as a result of: A. self-sale of B. conquests B. long-term slavery 2. Gladiator competitions took place: A. in the circus B. in the amphitheater C. in the slave owner's estate 3. The general in the position of slaves was: A. careful attitude towards them B. complete lack of rights C. caring attitude towards them 4. common in views Roman scholars to slaves were: A. respect for them B. contempt the desire to protect their rights 5. The gladiator is ...

Routing

give a verbal description of the life and work of slaves; promote the development of skills to analyze, characterize, systematize, draw conclusions.

fostering a sense of self and mutual respect; fostering interest inhistory of another people, formulate your own position on the issues discussed.

Basic concepts studied in the lesson

democracy, Pericles, first strategist, National Assembly, orator.

Organizational structure lesson

Stage No.

Lesson stage

UUD

Active st

ESM

Time

teachers

pupils

Organizational stage.

Quick inclusion in the business rhythm

Welcomes students.

Checks readiness for the lesson

Greet the teachers. Organize their workplace

Checking D / Z

Cognitive :

Communicative: monologue, assessment of the oral response of classmates

Organizes the solution of tests (2 people)

Organizes a frontal conversation on the following issues:

What states was able to subjugate Rome duringII century BC?

What technical devices did the Romans use?

How were the soldiers of Rome armed?

What tactics did the Roman generals most often use?

Output.

Solve tests

Answer questions

Statement of the goal and objectives of the lesson. Motivation

Regulatory: accept and save the learning task.

Communicative: express their opinion, listen to the opinions of others

Creates conditions for the emergence of an internal need for students to be included in educational activities, specifies the thematic framework. Organizes the formulation of the topic and setting the goal of the lesson by students

He was born free
Under the paternal shelter.
But into iron chains
Was chained by enemies.
He is now in a foreign land,
He's not free now-
Will never see
He is the vastness of the motherland.

Who is this passage about?

Not having a single slave was considered a sign of extreme poverty. Even a poor man might have servants.

The solution of the problem: The invasive wars of Rome brought the populace even more impoverishment, while the large Roman slave owners received enormous wealth: slaves, land, money, etc. During the second Punic War, there were already as many slaves in Rome as there were free ones. So, 150 thousand inhabitants from 70 cities of Epirus were sold into slavery by the Romans.

What were the consequences of Rome's wars of conquest?

What do you think will be discussed today?

What do you think we will study specifically within the framework of this topic? The teacher suggestsstudents a ready-made set of verbs, with the help of which children formulate research tasks:

To find out …

Explore ...

Define …

Make a conclusion that ...

Remember:

Who are called slaves?

What do you know about the situation of slaves?

Think about the sources of slavery as an example Ancient Greece.

Determine the topic of the lesson, goals

about slaves

Supposed answer: waging wars with different states, rich Romans acquired cheap labor force- slaves.

about slavery in ancient Rome

1) sources of slavery

2) where slave labor was used

3) reasons for widespread slavery in all spheres of life of the Romans

4) position of slaves in Roman society

- incomplete member of society

Pupils' perception and comprehension of new material

Regulatory: evaluate the result of their actions, make appropriate adjustments.

Cognitive: they are guided in a textbook (on a spread, in a table of contents, in symbols); perform educational activities in oral speech; use symbolic means

Communicative: express their opinion

Lesson plan.

1 sources of slavery

2.use of slave labor

3 gladiators

1. Slave Is a persondevoid of all rights and is the full property of the owner.

Slave owner - owner, master of slaves.

With the help of illustrations and text p.238, children are invited to answer the question "What were the sources in Ancient Rome?" The answers are recorded in a notebook in the form of a diagram.

2-3 . The teacher divides the class into three groups (for example, in rows). Tasks for the first and second groups:

Read § 49:

1st group prepares a story on the topic: "Slaves on the landowner's estate"p. 2

2nd group – "Slaves in a rich house"item 3

3rd group "Gladiators".Read the text "Gladiator fights" carefully. Make a plan for the text. Give a definition to the concept of gladiator.

Physical education

And now the guys are up,

Hands quickly raised, waved

Turned to the right, to the left.

Hands up again, stretched out

Turned to the right, to the left.

They sat down quietly - back to work!

Formulates tasks for work

with document on page 240.

– Prove that the slave owners of Greece and Rome did not recognize the human rights of the slave.

–Explain why the slaves, as observed by the Roman scholar Columella, plowed the land badly and tended the livestock badly.

Gladiators - slaves fighting in the arena of the amphitheater.

Amphitheater - a special construction for gladiator games.

Based on the results of the performances of the groups, organizes conversation:

– Who worked the land in the countries of the Ancient East and Ancient Greece?

– Why was slave labor cheap in Rome?

- V search tell me his.

Consider: Did the Romans condemn slavery? “There is nothing more perfect than our society. We have nothing that would be contrary to justice and virtue. As for the slaves, they, in fact, should not be taken into account. "Aurelian.

Output: No country in the world had as many slaves as Rome. The landowners had from 8 to 20 thousand slaves, from which it was possible to create an entire army.

Tell me, what could be the consequences of this phenomenon?

1. Z / T

Search for the necessary information

formations in the text p. 238, make a diagram in a notebook "Sources of slavery in ancient Rome"

2-3. Based on the educational text and picture, they make up

story, present
"Imaginary excursion". Analyze images in figures.

Analyze the document. Characterize slaveryconditions and life of slaves

Z / T

Participate in the conversation.

V express theirattitude to gladiatorial battles.

Assumptions are made, which are drawn up in the form of a diagram on worksheets.

Z / T Consequences of slavery :

drop in yields

impoverishment of the Roman peasants

peasant discontent

slave revolt

Testing Primary Understanding

Cognitive:

Offers to solve problems.

1. Captured slaves were then sold in slave markets. The island of Delos was especially famous for its slave trade, where several thousand slaves were sold during the day. The prices for slaves were very different depending on the influx of slaves at different times.

Why did the price of slaves fall dramatically during the period of major conquests?

Which slaves were especially valuable?

2. Information has been preserved that some of the Roman rich at that time had up to 20 thousand slaves.So, the slave owners Crassus and Danetrius had so many slaves that it was possible to recruit a whole army from them.Pompey actually made a squadron of 300 of his shepherds, another slave owner had 8 thousand slaves.

What conclusions can be drawn from these data?

Participate in solving the problem.

1. There were a lot of slaves.

The slaves brought from Greece are physically strong slaves.

2. Gradually, there were more slaves in Rome than indigenous people. This threatened with strong social upheavals.

Anchoring

Cognitive: are able to consciously and voluntarily build a speech utterance in oral form

Suggests to solve the test

Slavery in Ancient Rome Test Test

FI _________________________________

1. A large number of slaves in the Ancient Rome came about as a result of:
A. Spontaneous sale for a piece of bread

B. Conquest

B. Debt slavery

2. Gladiator competitions took place:

A. In the circus
B. In the amphitheater
C. In the estate of the slave owner

3. Common in the views of Roman scholars to slaves was:

A. Contempt

B. Respect for them

B. Committed to protecting their rights

4.The general in the situation of slaves was:
A. Respect for them
B. Caring attitude towards them

B. Complete lack of rights

5. A gladiator is:

A. The person ironing the linen in the landlord's house

B. Slave fighting in the arena of the amphitheater.

C. Ruler in the Roman province.

Solve the test, carry out a self-test on the sample.

Answers:

1. - B

2. - B

3. - A

4. - B

5 B

Homework information.

Regulatory: accept the purpose, content and way of doing homework

Paragraph 49 o / v

Students' choice:

1) Write a letter on behalf of a slave working in any industry to his family about how he lives in slavery in a foreign country.

2) Draw a picture: One day in the life of a slave.

Homework write in the diary.

Reflection (summing up the results of the lesson)

Regulatory: show openness in understanding their actions and self-esteem.

Organizes filling out the self-assessment sheet of work in the lesson

Assess their work in the classroom.

Working with a historical document.

Now I invite you to get acquainted with how slave labor was used in agriculture.

Marcus Porcius Cato. Agriculture. Marcus Porcius Cato (234-149 BC) was a prominent statesman, orator and historian.
In his treatise "Agriculture" he gave a description of a villa typical of central Italy.

If it was rainy weather, then here are the works that can be done even in a downpour: wash the dolii (vessels for wine) and cleanse them, clean up the estate, carry bread, take manure outside, arrange a dung heap, clean grain, mend ropes, weave new ones; the slaves were supposed to fix their blankets and cloaks at the same time. Maintenance of slaves

Rations for slaves. For those who work in the field: in winter - 4 modia (8.75 liters) of wheat, in summer - 4.5.

Wine for the slaves. At the end of the grape harvest, let them drink rinses for three months, in the fourth month they receive hemin (0.274 l) per day.

Welding to slaves. Prepare as many dead olives as possible for future use. Then prepare mature ones - those from which you can get very little oil. Take care of them so that they last as long as possible. When the olives are: eaten, give fish brine and vinegar. Give each one a sextarius (0.547 l) for a month, a mod of salt will be enough for each one for a year.

Clothes for slaves. Tunic (undershirt) weighing 3.5 pounds and cloak after a year. Whenever you give a tunic or raincoat, take the old clothes on the patchwork first. Good wooden shoes should be given in a year ...

Questions to the documents.

Where was slave labor used? (Prove your opinion with lines from the document)

Exercise. Read the text "Gladiator fights" carefully. Make a plan for the text. Give a definition to the concept of GLADIATOR.

Gladiator fights.

Most often, prisoners, criminals, slaves, and sometimes civilian soldiers who fought to entertain the audience, became gladiators. Gladiator fights were a favorite sight in ancient Rome. Initially, like chariot races, they took place in circuses. But then they began to erect stone buildings - the so-called amphitheaters. The amphitheater is a special structure for gladiatorial games. The largest amphitheater, the Colosseum, was built in Rome in the 8th century. AD

Gladiator fights were often staged by famous Romans in honor of some important event, such as winning a major battle. At first, a small number of gladiators participated in the battles, but gradually the duels became more and more magnificent. Thus, Emperor Trajan organized gladiatorial battles that lasted ... 117 days! They were attended by about 10000 gladiators.

Games usually started in the morning. They were opened by a procession, marching past the box of the emperor or a noble Roman who was in charge of the battles. The gladiators were followed by dancers, acrobats, priests and musicians.

This was followed by the baiting of animals. Some of the animals were simply shown to the public. Less exotic animals such as bears, panthers and bulls were pitted against each other. They were also hunted for, inviting archers, or, conversely, released wild animals on defenseless prisoners. In such performances, bloody and cruel murders of thousands of people and animals were committed. After the battles, comedians, mimes and jesters usually performed.

Gladiator fights began in the afternoon. There were four types of gladiators, differing in weapons and attire. To make the battles more interesting, gladiators of different categories were released against each other: for example, a retiarius could fight a murmillon. The battle usually lasted until the death of one of the fighters, but a defeated or wounded gladiator could ask the audience for mercy. Guided by the cries of the spectators, the battle steward showed with a special gesture what awaited the defeated one. If the thumb was raised up, the gladiator was spared.

Successful gladiators received cash rewards, special wreaths, and general adoration. After victories in many battles, the gladiator was sometimes handed a wooden sword, which served as a symbol of his freedom.Marx E. Romans. - M., 1997 - p. 59.