Synopsis on history 10 paragraph. History lessons

HISTORY LESSON SUMMARY

Subject: General history

Lesson topic: ANCIENT STATES

Audience: 10th grade, OU

The triune goal of the lesson:

Cognitive:

formation of knowledge about the most important events, dates, common (characteristic) features of the states of the Ancient East in their chronological continuity and relationships;

formation of a system of knowledge about the place, time, causes and consequences of the emergence of states and the ability to explain them;

formation of skills to characterize the power, laws and social structure of ancient society;

formation of knowledge about the emergence of the state as a social institution that has become part of the life of a modern person and citizen;

the formation of skills in the application of historical knowledge to comprehend the essence of modern social phenomena, life in the modern world;

the formation of skills and abilities of searching and systematizing historical information, working with various types of historical sources, a historical map.

Developing:

development of mental processes:

Attention and memory through work with a textbook and a contour map;

Development of historical thinking - the ability to consider events and phenomena from the point of view of their historical conditionality - through problem situations, work with sources;

Development of speech through inclusion in the discussion process;

the formation of OUUN (the ability to divide processes into stages, identify characteristic cause-and-effect relationships, compare and contrast, analyze the text, formulate oral and written statements, select arguments);

independently organize their own learning activities and activities of the group and evaluate its results.

Educational:

the formation of cognitive interest, motivation for learning through a variety of methods used, the guarantee of achieving the desired results;

the formation of a system of values ​​and beliefs among students based on the moral and cultural achievements of mankind, respect for the traditions and culture of the peoples of the world;

education of respect for human rights and freedoms, democratic principles of public life.

Type of lesson: learning new material (work in 3 groups).

Technologies: Technology of critical thinking, activity approach

During the classes:

Organizing time:

I am glad to welcome you to the history lesson, and the history lesson is the most extraordinary lesson. Because history is always with us. She surrounds us. But it is so familiar that to catch the past in the present, and even more so to catch the future, is not at all easy. As Marcus Tullius Cicero said: History is a witness of the past, the light of truth, a living memory, a teacher of life and a messenger of antiquity.».

I love history and I also love to travel. When I go on a trip, I take a variety of things with me, my favorite things are talismans. And today I brought some of them with me. Look, please: letters, clocks, playing cards, chess… Which of these things would you like to take for yourself? I will complicate the task for you a little: today you will not work individually, you will work in a group. I will ask you to consult in a group, listen to everyone, and decide what thing you will take for yourself and why it?

One person from the group comes up, takes one thing and puts it on the table.

If we now get the same items, then you will have to change your mind on the go and choose a different item. Why did you choose these items?...

Children's answers.

In fact, these are not ordinary things. These are things that came to us from the distant past, deep antiquity. They keep many secrets. And most importantly, they keep the secret of the states of the Interfluves, Egypt, Phoenicia, Harappi, Shang and Western Zhou.

You know, when things are interesting to me, I try to learn as much as possible about them.

About these things that are interesting to me, about these events, about these phenomena. If you have chosen these things, do you think it is necessary to find out something in more detail about where they came from? Let's try to formulate the purpose of our lesson, consult with each other and answer my question: what are we going to do today?

Children's answers.

Today we will study the first states. We will talk about them today. Formulate the topic of our lesson and write it down on the worksheets.

CHALLENGE stage

TOPIC "ANCIENT STATES".

Today we will study the first states. But tell me, please, to learn about the first states, and not only about the first states, but in general about any event - for sure, you need to answer some questions. Let's take, perhaps, the questions that are usually answered by experts from the famous television club. What are these questions? What? Where? When? Just let us do the following, we will continue these questions:

What…(this is)… such a state?

Where… were they located?

When… did they form?

Children's answers.

Great, we formulated the three questions of our lesson. But it probably begs a couple more questions. After all, you studied the era of primitive society, and suddenly states appeared ... What question begs itself? Why? ( Why... they generally appeared, these states?) And one more question... Well, these states have appeared... What question follows? What for? ( Why… did they show up?), i.e. what it led to, the consequences of their appearance.

Children's answers.

Wonderful. We asked questions, now let's try to answer them.

Knowledge update.

To begin with, let's remember what a state is in general. Try to define this term in your own words, especially since we have already talked a little about this in social science. I suggest that you consult in groups and define what a state is. Don't forget to choose the one who will answer.

Children's answers.

I suggest looking at the next slide. This is the definition of the state, taken from the dictionary of political terms. Compare, please, what you said and what is written here:

The state is a special political organization of society that extends its power to the entire territory of the country and its population, has a special administrative apparatus for this, issues decrees binding on all and has sovereignty.

How is this definition different from what you said?

Children's answers.

This definition is more detailed, scientific, it has absorbed almost everything that you told me earlier. Those. it contains all the signs of the state that you expressed in groups. Well, now it's time for us to answer our other questions:

Stage CONSIDERATION

Where? When? Why?

We will work in groups. Each group gets its own task.

Learning new material.

The first stage of group work.

First group. I give you a contour map. Your task: to get acquainted with the text of the textbook, find out where the first states arise and stick these little men on this map (that is, where you think these first states appeared).

Second group. Your task: to work with the textbook, and answer the question of when states appeared, i.e. fill in table No. 1 from the worksheets: the name of the state and the date of the appearance of the state.

Third group. Your task: to work with historical sources. You will get acquainted with the texts, the opinions of various scientists about the causes of the emergence of states, i.e. answer the question why states arose.

Children's answers.

1. Mesopotamia - the valley of the Tigris and Euphrates rivers ...

Let's look at the map and compare: did you correctly determine the place of origin of the first ancient states.

Question: what is common in the location (emergence) of these states? (in river valleys). Why there?

………………………….

2. Word to the second group, but I will ask everyone to take the worksheets and, together with the second group, fill out table No. 1.

The first states of the ancient world

…………………………

3. The third group answers the question: why were states formed. The third group got acquainted with us with the passages of three philosophers, and they will try to explain to us, from the point of view of these scientists, the causes of the emergence of states. Everyone fills out table number 2.

Theories of the emergence of states

These are not the only three theories of the emergence of the state. You will study the theory of the emergence of the state in more detail in the lessons of social science.

Learning new material.

The second stage of work in groups.

Fizminutka.

The state appeared. And before that, people lived in a primitive society. Has people's lives changed? Has society changed?

Of course. Almost everything has changed: power has changed - it has become different; laws have changed - not the same as those of primitive people; the social structure of society has changed - relations between people have become completely different. Let's see what has changed with the advent of the state?

We continue to work in groups:

1. How the government has changed - the first group will tell us about this. I am giving you passages from ancient Egyptian and ancient Chinese sources on the nature of power in ancient societies. Your task: to read and compose "Sinquain" - Power in the ancient state.

To make it easier for you, I give you the Rules for Compiling Sinkwine.

2. How society has changed, what the social structure of society has become - a task for the second group. Your task: to read and compose "Sinkwine" - Society in an ancient state.

3. How the laws have changed, what they have become - the third group will tell us about this. You will also work with a textbook and an ancient source. And draw up Cinquain on the laws in ancient states.

Children's answers.

Word to the first group. Explain to us why you described the government in this way? The power was absolute - because it was concentrated in the hands of one person, and - very cruel - because cruel punishments followed for any offense.

Second group. How did you characterize society, the social structure of society? The society was unequal, there were different layers: slaves, slave owners (nobles), artisans, just farmers (peasants). Society was hierarchical. Hierarchy is when a society is divided into certain layers (estates, castes) and the place of each layer on a kind of ladder is very clearly defined (when people who are on a lower step cannot rise to a higher step in society), i.e. transition from one social stratum to another is not possible.

Third group. Why did you characterize the laws in this way? Laws are not equal, not fair, because they contain different penalties for the same crime for people of different social strata.

Summing up the lesson.

Would you like to live in such a society? Why? (they are cruel, unfair).

Really. It is no coincidence that the Eastern states are often said to be despot states. Despotism (in Greek: unlimited power) is .... (from a historical dictionary)

Despotism - (Greek: unlimited power) - a form of state in which all power belongs to one ruler. It is characterized by complete arbitrariness of power and lack of rights of subjects. Under despotism, the will of the ruler is the law, the personality of the despot is deified during his lifetime and after death becomes the subject of a cult.

Question: could those ancient states not be despotic, could the power be not despotic? Why were these states despotism?

Children's answers.

(So ​​that there were no wars and constant strife in society, the government had to be tough. Remember where the first states arose? These are river valleys. Why did the first states arise there?. A lot of fertile land that needed to be cultivated - irrigation canals were built, irrigation systems (all this was done jointly under someone's (that is, power) strict leadership and control) in order not only to survive in the future, as in the primitive era, but to live).

And now we come to the last question: Why?

REFLECTION stage

Why did states appear?

What, in general, has the state, as an institution, given to mankind? What process began with the advent of the state?

With the advent of the state, the process of development of society went very quickly. And here is the development of not only architecture (pyramids), but also medicine, science, economy, and the person himself. Those. society is in the process of development.

We are people, ordinary, people of the 21st century, when we talk about the first states, we do not remember power, laws (mostly scientists do this), we usually remember .... what? (Egyptian pyramids, Chinese vases). Those. the first thing that pops up in our memory is the achievements of the ancient states: both in the economy, and in culture, and in spiritual values, ... and in these subjects that you chose at the beginning of the lesson. After all, these things came to us from ancient times, they have passed millennia and still exist and are even used in our society.

Let's get back to this moment. What happened to the ancient states?

They disappeared. Are there other states? Yes. Has power changed? Laws?

We now also live in the state. In the Russian state - RF. I think that many of you will live in this state. And some of you may be involved in the creation of laws in the future, and some may fall into some kind of power structures. You don't know how your destiny will turn out.

Ancient politician, Spartan politician ( Lycurgus of Lacedaemon said: " The state exists protected by the personal participation of everyone". How can you explain this phrase?

Children's answers.

By and large, all changes in society: from the emergence of ancient despot states and their disappearance to the emergence of democratic states, occur thanks to man. Man is at the center of any society. A person sets himself the goal of changing society for the better, and it is changing, gradually, but changing.

Therefore, the future of Russia is in your hands. And what your descendants will get depends on you, what laws you will come up with, what power will be, what achievements of culture you will pass on to them. Here you got these things. And what you will be able to save from the existing values, what you will transfer - depends on you. So keep it up.

Reflection.

And in conclusion of our lesson, I want to say that I have another favorite subject of mine (a symbol, I would say) of ancient states. What's this? Papyrus. And what is this thing? Why is it needed? Scientific achievements, knowledge of science, culture, etc. were written on it. This is a very symbolic thing ... Let everyone, passing from hand to hand an ancient papyrus, that he learned something interesting today at the lesson.

Children's answers.

Bold color highlights the moments of the lesson recorded on the slides of the presentation.

APPENDIX

Appendix No. 1. Documents for compiling SINKWAIN

Exercise: Describe the power of the ancient states -

make a syncwine with the word "POWER"

The sky stretches wide in the distance,

But there is not an inch of non-royal land under the sky.

On the whole shore that the seas wash around, -

Everywhere on this earth only servants of the king.

From the ancient Chinese "Book of Songs", XI - VII centuries. BC.

... The king was created from particles of the body of different gods, and therefore he surpasses all created beings in brilliance ... Like the sun, he burns the eyes and heart, and no one on earth can look at him. In his (supernatural) power, he is fire and wind, he is the sun and moon, he is the lord of justice ...

From the ancient Indian religious book "Vedas".

His Majesty is the Lord of Both Lands.

His majesty is similar in strength to the God Ra.

He is as beautiful as the sun.

In archery, he knows no equal.

Like a falcon, he exterminates enemies tirelessly.

On a brilliant chariot, he alone crushed hundreds of thousands of warriors.

He instills fear with his formidable roar in the hearts of the peoples of all countries.

From the ancient Egyptian chronicle.

A good ruler rewards virtue and punishes vice, he takes care of his subjects as if they were his children, he commands them from above like the sky and helps them like the earth. The people revere such a ruler, love him as their father and mother, look at him with respect as the sun and moon, bow before him as before a spirit, fear him like thunder…

From the ancient Chinese chronicle "Zozhuan", I millennium BC.

Exercise: Describe the laws of ancient society -

make a syncwine with the word "LAWS"

If a person stole the property of the temple, he should be executed.

If a man stole a donkey, a sheep, or a slave, he must be executed.

If a man hit his father, his hand should be cut off. If a man is in debt, his wife, son or daughter must be in bondage for three years, and in the fourth year they must be set free.

If a person knocks out a person's tooth, he himself should knock out a tooth. If a man knocks out a tooth in someone's slave, he should make amends - pay half of its value - to the owner of the slave.

If a person gouges out the eye of a person, he himself should gouge out his eyes. If a person gouges out the eye of someone's slave, he should give the person his slave, and take the mutilated one for himself.

If a man has not strengthened the embankment on his land and the water has flooded the fields of his neighbors, let him compensate them for their losses. If he has nothing to pay, all his property and himself should be sold, and let the neighbors divide the received silver among themselves.

If a slave offended a person, then his ear should be cut off. Not the tongue, or fingers, but the ear, so as not to deprive the slave of the opportunity to work and answer questions to the master ...

From the laws of the Babylonian king Hammurabi, 1792-1750. BC.

Order in the state is achieved in three ways: law, trust and power ... If the ruler releases power from his hands, he is threatened with death. If dignitaries disregard the law and act from personal motives, unrest is inevitable. Therefore, if, when introducing laws, a clear distinction is made between the rights and duties of nobles and farmers, and at the same time it is forbidden to violate the law for selfish purposes, but only for the good of the ruler, good government will be achieved. If the ruler controls the power, he inspires awe ...

Anyone who disobeys the order of the king, violates the state ban or opposes the rules of the ruler, must be executed, and no leniency should be shown to him, be he the first adviser to the king, a commander, a dignitary ... or a commoner ...

From the book of the Chinese reformer Shang Yang, 390-338. BC.

Exercise: Describe the social structure of the ancient states -

make a syncwine with the word "SOCIETY"

Clothing depends on rank, and the consumption of wealth depends on the size of the reward corresponding to the rank of nobility. No matter how wise and noble a man may be, he dares not wear clothes that do not correspond to his rank; no matter how rich he is, he does not dare to take advantage of benefits that are not provided for by his reward ...

From the Chinese philosophical treatise "Guanzi", VII century. BC.

... Every Indian from birth belongs to one of the four castes: priests, noble warriors, farmers, servants.

Each caste originated from some part of the body of the god Brahma.

The brahmin priests emerged from his mouth and therefore they know how to say prayers.

Kshatriya warriors have come from the mighty hands of Brahma and therefore they know how to fight.

Vaishya farmers, those who plow the land and herd cattle, are created from the thighs of the god Brahma.

And the Shudra servants are the lowest of all, because they arose from the dusty feet of the god Brahma. People of different castes are just as different from each other by birth, as animals are different breeds. A person whose parents were farmers can never become a priest or a noble warrior. After all, a cow cannot give birth to a foal or a piglet.

The children of the Brahmins, growing up, will become only priests, and the children of servants - servants ...

Untouchable pariahs and dasa slaves were not part of the caste system.

From an Indian myth about the origin of castes.

Appendix No. 2. Rules for compiling SINKWAIN

cinquain

"Cinquain" comes from the French word "five" and means "a poem consisting of five lines."

"Sinquain" is not an ordinary poem, but a poem written in accordance with certain rules.

Each line contains a set of words that must be reflected in the poem.

Rules for writing syncwine:

Line 1 - the heading, in which the keyword, concept, theme of the syncwine, expressed in the form of a noun, is taken out.

2nd line - two adjectives.

Line 3 - three verbs.

Line 4 - a phrase that carries a certain meaning.

Line 5 - summary, conclusion, one word, noun.

For example, a syncwine on the theme "State":

State (title)

Independent, legal (two adjectives)

Collects taxes, judges, pays pensions (three verbs)

The state is us! (phrase with specific meaning)

Protection (CV)

* Clue:

words for the power, laws and society of the ancient states:

absolutism

cruelty

injustice

inequality

despotism

hierarchy

Appendix No. 3. Documents for compiling Table No. 2 "Theories of the emergence of states"

... There comes, however, a moment when people can no longer remain in the state of nature due to natural causes, and are forced, under the threat of the death of the human race, by concluding a social contract to pass into the civil state.

The state is a work of art, a product of an agreement between people. For a treaty to be effective, durable and enforced, it must be based on deterrence. By concluding it, people thereby waive their rights in favor of some body or person embodying state power. The state instills fear in its subjects, forcing them to obey itself; appeasing them, thus, it acts for their own good ...

Thomas Gobs

... The main reason for the emergence of the state and law lies in the conquest, violence, enslavement of some tribes by others (that is, it is associated with factors of a military-political nature) ...

... The source of the state is in external violence, in wars. The victorious tribe subjugates the defeated tribe, appropriates the land of this tribe, and then forces it to systematically work for itself, pay tribute or taxes. As a result of such a conquest, an apparatus arises, created by the victors to control the vanquished, which is later transformed into a state. Only where there is external violence does a division into classes arise, not as a result of the division of the community into various subdivisions, but as a result of the combination into one of two communities, one of which becomes the ruling and exploiting class, the other the oppressed and exploited class ...

... The state arises with the advent of private property, the split of society into classes and class contradictions. The state is the product and manifestation of irreconcilable class contradictions.

The state arises as a result of the natural development of primitive society, primarily economic development, which not only provides the material conditions for the emergence of the state and law, but also determines the social changes in society, which are also important causes and conditions for the emergence of the state and law ...

Karl Marx, Friedrich Engels

Annex No. 4.Task for the group:

WHERE WERE THE ANCIENT STATES LOCATED?

When answering the question, use the map in the textbook on page 31.

When answering, stick little men on the contour map in the places where ancient states originated, orally name the state and place.

Mesopotamia

WHEN DID THE ANCIENT STATES FORM?

When answering the question, use the textbook - § 2, 3 (pp. 29, 30, 37, 43, 46-47).

When answering the question, fill in the “Worksheet. Table No. 1.

The response must include the following States:

Mesopotamia

Application No. 5.Lesson worksheet:

Theme of the lesson _____________________________________________________

Questions to study:

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

Table number 1. The emergence of the states of the ancient world

SELF-ANALYSIS OF THE HISTORY LESSON IN GRADE 10 ON THE TOPIC "ANCIENT STATES"

(according to Potashnik M.M.)

What is the characteristic of the real learning opportunities of students? What are the characteristics of students when planning this lesson?

Adolescence is a period of development of a worldview, beliefs, character and life self-determination. Youth is a time of self-affirmation, rapid growth of self-awareness, active understanding of the future, a time of searching, hopes and dreams. The moral and social qualities of high school students are formed at an accelerated pace. There is a desire to express their individuality. The desires and interests of a teenager must be seen in motion, in development. According to the results of the survey of students, it was revealed that all students have (below average, average, above average) level of education. Grade 10: study in the classroom ___ student, of which ___ boys and ___ girls.

During the lesson, the possibilities of this class and the characteristics of students in the perception of new material were taken into account.

When forming groups (and the class was divided into 3 groups), the real possibilities of students were taken into account. In each group there were students who could quickly work with textual information, who could present the result of their work, model relationships in a group, and work independently.

What is the place of this lesson in the topic, section, course?... What is its type?

The lesson on the topic "Ancient States" is an integral part of the course of history, the module "General History", therefore, in this lesson, the tasks of both this module and the entire course as a whole should have been solved, including such as: development of skills searching for the necessary information on a given topic in sources of various types, extracting the necessary information from sources created in various sign systems, separating the main information from the secondary, critically evaluating the reliability of the information received, transferring the information content adequately to the goal (concisely, completely, selectively), translation information from one sign system to another, etc.

In the course of history, 1 hour is allotted for the study of this material. This lesson is closely related to the topics of the course of social science "Theories of the emergence of states", "Modern civilizations" and "Modern stages of world civilizational development". Thus, in the topic "Ancient States" the interdisciplinary connection of two school courses - history and social science - is manifested - this is not just integration, the addition of one science to another, this is a kind of synthesis of knowledge, skills and abilities, this is the formation of a vision of the world, an understanding of the place and role of man in German

Type of lesson: Lesson - learning new material.

The structure of the lesson I have chosen and its content are rational for solving the tasks and studying the stated topic.

What tasks were solved in the lesson?

Cognitive (SEE CONSPECT)

Developing (SEE CONSPECT)

Educational (SEE SUMMARY)

What combination of teaching methods is chosen to reveal new material? Give a rationale for the choice of methods (technologies) of training.

Based on the above specifics of the content of the lesson material, when studying new material, verbal, visual and practical teaching methods were used with elements of technology for the development of critical thinking.

Critical thinking is a variety of ways to process and comprehend information, it is the ability to raise new questions, develop a variety of arguments, and make independent, thoughtful decisions. Each student, regardless of authority, develops his own opinion in the context of the curriculum.

In this regard, at the first stage, the students were asked to formulate the topic of the lesson, its purpose and tasks for its implementation using the “Question Words” technique. In addition, according to the Federal State Educational Standard of the new generation, in a modern lesson, unlike the traditional one, it is the students who formulate the topic of the lesson, determine the goals and objectives of the lesson, delineating the boundaries of knowledge and ignorance, plan and carry out educational activities according to the planned plan.

The technology of critical thinking involves the use of three stages ("Challenge", "Comprehension" and "Reflection") to achieve the intended goals. All three stages were present at various stages of the lesson.

The tricks of the “Challenge” stage were the same questions “What? Where? When?" formulated by the students at the beginning of the lesson.

At the “Comprehension” stage, the following techniques were used: “Mark on the map” (i.e., a graphical way of organizing educational material), “Conceptual table” (a peculiar way of transferring information from one sign system to another), “Table - analysis” ( as opposed to the “Synthesis Table” proposed by the expert of the St. Petersburg Regional Group Zagashev I.O. and is recommended for working with a literary text), the “Sinkwine” technique (which forms the ability to find the most significant elements in the information material, draw conclusions and briefly formulate them ). At this stage, there was a comprehension of this knowledge, their correlation for application in practice, discussion, development of their own positions, exchange of opinions, and encouragement to further expand the field of information.

"Reflection" was present after each stage of work, the result of the group's work was reported to the whole class. As a reflection of the lesson, the "ZUH" technique was used, which allowed not only to generalize, expand and systematize the material being studied, but also to continue work at the stage of reflection - to formulate assignments for students' homework on the material being studied.

What combination of forms of education was chosen for the disclosure of new material and why?

The use of various forms of work: frontal, independent, group, creative - made the lesson more interesting.

The children in the group had different levels of learning and awareness on this issue (this was already mentioned at the beginning), therefore, the groups received the same tasks to solve specific educational problems. The work in the group was carried out under the guidance of a leader. The members of each group performed and discussed the tasks under the guidance of the leader, and then gave the result. If there were any difficulties in a group, the teacher had the right to ask a leading question, or to help the group.

The lesson was structured in such a way that the children made their own conclusions. This is the technology of critical thinking. It promotes mutual respect of partners, understanding and productive interaction between people, allows students to use their knowledge to fill situations with different levels of uncertainty.

Was a differentiated approach to students needed? How was it carried out and why exactly?

In my opinion, a student-centered approach was traced at the lesson, since in the course of organizing the lesson, such principles of building the educational process as the principle of individuality, the principle of self-actualization were clearly manifested (the children themselves formulated the theme, goal and objectives), the principle of choice, the principle of creativity and success, the principle of faith, trust and support.

This lesson was also a lesson in preparing for the exam. All historical texts studied during it were taken from an open bank of tasks in social science in preparation for the exam. This served as a motivation for each student, as they are all interested in passing the exams successfully. The texts were selected taking into account the level differentiation in preparation for the Unified State Examination in social studies.

How was the classroom used in the classroom, what teaching aids? Why?

Especially for this lesson, a presentation was developed - simplicity and at the same time clear structured visibility helped students to better understand the material being studied, the presentation was shown using a computer and a multimedia projector.

Worksheets and contour maps were prepared individually for each person so as not to waste time on drawing tables.

The texts of historical sources were prepared in accordance with the number of people in the groups so that the children could work with them individually.

The textbook "General History" was used in the lesson at the stage of "Comprehension" when getting acquainted with new material.

How did you ensure high performance of students during the lesson?

The performance of schoolchildren during the lesson was ensured through a variety of forms and types of work, presentation of material, the use of presentations, the creative task "Sinkwine", visual objects - various souvenirs (because even adult students still remain children). There was no overload of students, both physical and psychological, due to the change in activities and physical education, which organically fit into the theme of the lesson.

How and at what expense was the rational use of time ensured in the lesson, the prevention of overload of students?

The use of ICT and handouts made it possible to rationally use time, diversify the types of work in the lesson. To maintain a good psychological atmosphere of communication, it is very important that the teacher enter the class with a good cheerful mood; at the lesson, the teacher acted for students in different capacities: both as a teacher (when he gave explanations to new material), and as an interesting interlocutor (when he organized a communicative situation, a situation of communication), and as a researcher (when he solved tasks with the students).

Were you able to fully implement all the tasks? …

In my opinion, all stages of the lesson were logically interconnected and sequentially built. Students were able not only to study, but to generalize and systematize the knowledge gained on the topic under study.

At each stage, students answered the question posed and at the end of the lesson they coped with the problematic question (Why did the ancient states appear?).

Thus, we can talk about the required level of assimilation of the material. In general, the lesson went well. The activity of students can be assessed as active, creative and independent.

PRESENTATION FOR THE LESSON /data/files/p1518445523.ppt (Ancient states)

Material Description: I offer you a summary of a history lesson for students in grade 10 on the topic "The Personality and Activities of Peter I." This material will be useful for history teachers. The lesson is recommended as a generalization after studying the topic “Transformations of Peter the Great. Russia in the first half of the 18th century. During the lesson, the existing knowledge of students is activated, events are compared and their relationship is determined based on the social aspect.

Theme of the lesson: "Personality and activities of Peter I"

Lesson type: lesson-seminar

Place in the system of lessons: a general lesson on the topic "Personality and activities of Peter I"

Class: 10

Lesson Plan

1. Introduction. The concept of historical personality.

2. Peter I as a historical figure. Characteristics of the personality of Peter I.

3. What is Peter's "idea of ​​the common good"? Do you agree with her?

4. Why was Peter I called "Great" by his contemporaries? What did his contemporaries, historians, descendants credit him with, and what did they accuse him of?

5. What is your personal point of view on the problem?

The purpose of the lesson:

Formation of historical thinking of students in the analysis of the historical activities of prominent people who left a noticeable mark in the history of the state.

Lesson objectives:

Teaching students the historical analysis of personality;

Formation of the ability to work with additional literature and sources with elements of comparison and historical opposition;

Formation of the concept of "historiography", "historical concept and assessment";

Work on the philosophical aspect of the role of personality in history;

Formation of a sense of historical justice, the ability to evaluate on the basis of independent work with a historical source.

During the classes

Introduction. Teacher:

“Peter, as a historical figure, represents a peculiar phenomenon not only in the history of Russia, but in the history of all mankind of all ages and peoples. The great Shakespeare, with his artistic genius, created in Hamlet an inimitable type of person in whom reflection takes precedence over will and does not allow desires and intentions to be realized in practice. In Peter, not the genius of the artist, who understands the meaning of human nature, but nature itself created the opposite type - a man with an irresistible and indefatigable will, in whom every thought immediately turned into action. “I want it that way, because I think it’s good, and what I want, it must certainly be” - that was the motto of all the activities of this person.

The lesson begins with an introductory discussion-reasoning, summarizing the students' ideas about what kind of person can be called historical.

Attention should be paid to the fact that personality is formed under the influence of social relations (personality is a set of social relations) and is a product of a given social system.

The personality is characterized by:

1. The needs of the individual.

2. Formed goals of activity, motives, interests.

3. The means that a person uses to achieve their goals.

4. Performance results.

Personality is manifested in action.

Summing up the conversation, students give a definition of the concept of personality as a dynamic, relatively stable integral system of intellectual, socio-cultural and moral-volitional qualities of a person, expressed in the individual characteristics of his consciousness and activity.

Peter I was one of those historical figures who did not leave anyone indifferent. In various historical periods, assessments changed to diametrically opposed ones. Already during Peter's lifetime, his transformations attracted both fierce rejection (schismatics, the old Moscow boyars, church circles, etc.) and enthusiastic support ("Chicks of Petrov's Nest"). In the 18th century there is an idealization of the personality of Peter I. In the 19th century. assessments diverged even more: some believed that Peter I made Russia a great state - an empire, others - forced Russia to leave the natural path of development.

The features of Peter's character are revealed: he is unusually contradictory by nature. But, at the same time, this is a whole nature, because he had an idea that brought together all the features of his contradictory nature. This goal-idea is service to the state. Peter saw his greatness not in the fact that he was a king, but he was proud of his deeds.

Students are invited to form a table characterizing the personality of Peter the Great. It might look like this:

After identifying the personal qualities of Peter, he is compared with his contemporaries, the rulers of other countries.

In the speeches of students, the historical role of the activities of Peter I is revealed:

1. Peter the Great deliberately chose a special role for himself in life - Peter Mikhailov, a private individual who acted in the limited field in which he was currently located (when Peter acted as a workman, captain, general, dentist - he was not a king , and Peter Mikhailov).

Peter's main idea is "the idea of ​​the common good". (For the first time this idea was expressed in 1702 in the Manifesto on the conscription of foreigners to the Russian service and was finally formed by 1721 in a speech in connection with the conclusion of the Nishtad peace - "the general profit must be taken care of so that the people are relieved").

2. However, all the contradictions of Peter are explained by the abstractness of his idea. In the understanding of the king, any of his actions refers to the common good. The "common good" had a pronounced foreign policy aspect - the independence of the territory of Russia. In relation to subjects, the “common good” is a fair trial, social peace, tax collection, successful trade.

But the subjects were divided into taxable and privileged classes, and the "common good" for them was different.

Thus, practically all classes of Russia were forced to the "common good". In this regard, the main problem of Peter the Great as a historical figure is his loneliness, the misunderstanding of his main idea by contemporary society, which entailed coercion and cruelty (suppression of the performances of archers, the fight against the Orthodox church elite, the Old Believers, the old boyars, etc. .). At the same time, Peter managed to achieve his goal - the transformation of Russia into a great power, which allows us to consider the personality of Peter I outstanding, great.

It is proposed to draw the main conclusion of the lesson about the transformation of Russia into a great power thanks to the selfless, albeit cruel policy of Peter I, comparing historical disputes and statements about Peter the Great:

“All the dark sides of Peter's character, of course, are easy to excuse with the features of the century; they can rightly point out to us that such sides are to be found to an even greater extent in the character of other contemporaries of the Petrovs. It will remain undoubted that Peter surpassed the earthly rulers of his day in his vastness of mind and indefatigable diligence, but morally he was no better than many of them; for the society that he wanted to re-create, arose not the best in comparison with those societies that were ruled by other Peter's contemporaries ... Peter, through his despotic measures, created a state out of it, formidable for foreigners with an army and fleet, informed the upper class of its people the outward signs of European enlightenment , but Russia after Peter, after all, in essence, did not become the “new Israel” ...

“At the same time, Peter, as a historical statesman, preserved for us in his personality such a highly moral trait that involuntarily attracts the heart to him: this trait is devotion to the idea to which he devoted his whole soul throughout his life. He loved Russia, he loved the Russian people, he loved them not in the sense of the mass of modern Russian people subject to him, but in the sense of the ideal to which he wanted to bring this people; and it is this love that constitutes in him that high quality that induces us, against our will, to love his person, leaving aside both his bloody reprisals and all his demoralizing despotism, which was reflected in a malignant influence on his offspring. For Peter's love for the ideal of the Russian people, a Russian person will love Peter until he himself loses the people's ideal for himself, and for the sake of this love he will forgive him everything that was a heavy burden on his memory.

Topic:

Russia in world history

Lesson Objectives:

The formation of students' ideas about the place of Russia in world history, the features of the historical path of Russia.

Show the influence on the development of the historical process of natural and climatic conditions, geopolitical position, etc.

Lesson form:

laboratory lesson.

During the classes:

Organizing time.

Learning new material.

1. The teacher organizes work with sources in pairs. Each pair receives both documents.

Exercise.

Read the sources. Exchange opinions in pairs and prepare a joint answer to the proposed questions and tasks:

What unites the presented sources?

Compare how the authors define the subject of the science of history (find the common and differences).

What lines do you consider the most important? Explain your opinion.

Which point of view seems more reasonable to you?

Source 1

L. N. Gumilev. From Russia to Russia: essays on ethnic history

(extract)

Is it possible to present human history as the history of peoples? Let's try to proceed from the fact that space within the Earth is by no means homogeneous. And it is space that is the first parameter that characterizes historical events. Even primitive man knew the boundaries of the territories of his habitat, the so-called feeding and accommodating landscape in which he himself lived, his family and his tribe lived.

The second parameter is time. Every historical event takes place not only somewhere, but sometime. The same primitive people were fully aware not only of "their place", but also that they had fathers and grandfathers and would have children and grandchildren. So, temporal coordinates exist in history along with spatial ones. But there is another, no less important parameter in history. From a geographical point of view, all mankind should be considered as an anthroposphere - one of the shells of the Earth, associated with the existence of the species Homo sapiens. Mankind, remaining within this species, has a remarkable property - it is mosaic, that is, it consists of representatives of different peoples, speaking in a modern way, ethnic groups. It is within the framework of ethnic groups that are in contact with each other that history is created, because each historical fact is the property of the life of a particular people. The presence in the Earth's biosphere of these specific entities - ethnic groups - is the third parameter that characterizes the historical process. The ethnic groups that exist in space and time are the actors in the theater of history. In the future, speaking of an ethnos, we will mean a group of people that opposes itself to all other similar groups ...

Each such collective, in order to live on Earth, must adapt (adapt) to the conditions of the landscape within which it has to live. The connections of an ethnos with the surrounding nature give rise to the spatial relationships of ethnic groups among themselves. But it is natural that, living in their own landscape, members of an ethnos can adapt to it only by changing their behavior, assimilating some specific rules of behavior - stereotypes. Assimilated stereotypes (historical tradition) constitute the main difference between members of one ethnic group from another.

Source 2

M. Blok. Apologia for history

(extract)

Sometimes they say: "History is the science of the past." In my opinion, this is wrong. For, in the first place, the very idea that the past, as such, is capable of being the object of science, is absurd. How is it possible, without prior sifting, to make the subject of rational cognition phenomena that have only one thing in common with each other, that they are not contemporary to us? In the same way, is it possible to imagine a comprehensive science of the universe in its present state? The subject of history is man. To be more precise, people. The science of diversity is more suitable not for the singular, favorable for abstraction, but for the plural, which is a grammatical expression of relativity. Behind the visible outlines of the landscape, tools or machines, behind the most seemingly dry documents and institutions, completely alienated from those who established them, history wants to see people. Whoever has not mastered this, at the most, can become a laborer of erudition. And the real historian is like a fairy-tale cannibal. Where it smells of human flesh, there, he knows, prey awaits him.

"The science of people," we said. It's still very vague. It should be added: "about people in time." The historian not only reflects on the "human". The medium in which his thought naturally moves is the category of duration.

Ignorance of the past not only harms the knowledge of the present, but jeopardizes any attempt to act in the present.

After completing the work in pairs, several answers are heard.

2. Students read the text of paragraph 3.

Questions and tasks to organize the discussion:

What are the main factors that determined the originality of Russian civilization. Which of them are present today?

Is there a relationship between the values ​​of Orthodoxy and the action of other factors in the history of Russia? Argument your point of view.

Present the relationship between the factors of Russia's civilizational development in the form of a diagram. What is the significance of each factor in the history of our country? Which factor do you think is the most important and why?

Students highlight the features of society, the state and the value system that were formed in medieval Russia, and answer the question: how are the factors of civilizational development and the value system of medieval Russia related?

Society features: personal-patriarchal nature of social relations; lack of private ownership of land; weak development of corporate ties while maintaining the rural and township communities.

State features: a strong state with simplified governance mechanisms; absolutization of personal power; rigid methods of management; numerous duties of subjects. (The teacher notes that this characteristic can be fully attributed only to the post-Mongolian time.)

Features of the value system: state; Vera; conscience; conciliarity (collectivism).

Homework: §3

Topic:

Slavs in the Early Middle Ages

Lesson Objectives:

analysis of the problem of the ethnogenesis of the Eastern Slavs;

characteristics of the East Slavic pagan culture, occupations, social system and way of life.

Lesson form:

laboratory lesson.

During the classes:

Organizing time.

Knowledge update.

To update the problem of the lesson, the teacher can draw the attention of high school students to the fact that sociological surveys show a sharp increase in interest in ancient Russian history, although until recently interest in the events of the 20th century was in the lead. What is it connected with? What makes us look for the answer to the chronicler's question:“Where did the Russian land come from?” Summarizing the answers of the students, the teacher notes that in the history of Ancient Russia we find an explanation for many modern traditions and stereotypes, it has common roots of the East Slavic peoples. Many sources tell about Kievan Rus, but the problem of their scientific interpretation remains, and there are many more questions than answers. We will try to answer the key questions in the lesson.

Learning new material.

Students receive group and individual tasks, work with the text and map of the textbook.

1. To prove that in the description of Nestor the Slavs are presented as the most ancient and integral part of the European community of peoples.

2. Unions of Slavic tribes. Resettlement. Slavic neighbors.

3. Thesis plan "the main occupations of the Slavs"

4. The social system of the Eastern Slavs (schematic representation).

5. Religion of the Eastern Slavs.

In the second half of the lesson, the completion of the assignments received is checked, a diagram is drawn up in the notebook.

Watching a video fragment from the "History of the Russian State", series 4 "Slavs".

Homework:§12 (1.2 part 1), working with texts (optional)

Topic:

Formation of the Old Russian state

Lesson Objectives:

to introduce the process of formation of the Old Russian state, different points of view on the emergence of the state among the Eastern Slavs;

to develop the ability to characterize the main directions and results of the activities of the Russian princes, to structure the educational material in the form of a thesis plan, scheme.

Lesson form:

problem lecture.

Preparation for the exam:

work with source text;

personality characteristic.

During the classes:

Organizing time.

Knowledge update.

Conceptual dictation according to the terms of the home paragraph.

Initial Russian chronicle(The Tale of Bygone Years)

East Slavic tribal union that has developed in the Middle Dnieper(clearing)

The enemy, from which the Slavs freed themselves at the turn of the 8th - 9th centuries.(Khazars)

A meeting of free members of the tribe among the Eastern Slavs(veche)

The wealthiest members of the tribe(husbands)

"Favorites of the gods" among the Slavs, who knew how to communicate directly with the gods(wizards, sorcerers)

Who made up the servants?(women, children, other family members)

Learning new material.

1) The origin of Russia

Teacher's lecture using the scheme, posing the question:who can be considered the creator of the Old Russian state?

862 - the annalistic date of the calling of the Varangians to Russia, the beginning of the reign of Rurik

2) The first Russian princes

Viewing video clips "History of the Russian State", working with the text of the textbook, historical sources, map. Drawing up summaries characterizing the directions of policy and the results of the reign of Oleg, Igor, Olga, Svyatoslav.

scheme (sample)

Consolidation of the studied material -conceptual dictation.

Homework:§13, complete the work with the summary.

Topic:

The heyday of ancient Russia

(Old Russian state under Vladimir)

Lesson Objectives:

characterization of the personality and reign of Vladimir I;

determination of the reasons for the adoption of Christianity and its significance for the development of the Old Russian state.

Personalities

Vladimir I the Holy (? -1015) - the Grand Duke of Kyiv from 980, the youngest son of Svyatoslav. He conquered the Vyatichi, Radimichi and Yotvingians, fought with the Pechenegs, Volga Bulgaria, Byzantium and Poland. Under him, defensive lines were built on the southern and southwestern borders. Around 988 he introduced Christianity as the state religion. Under Vladimir I, the Old Russian state entered its heyday, and the international prestige of Russia increased. In Russian epics, the prince was called the Red Sun. Canonized by the Russian Orthodox Church.

Terms and concepts of the lesson

Orthodoxy - one of the main directions in Christianity. It arose in 395 after the division of the Roman Empire into Western and Eastern. Theological foundations were formed in Byzantium in the 9th-11th centuries. It finally took shape as an independent church in 1054 after the division of the Christian church into Catholic and Orthodox. Features are reflected in the very name of the eastern branch of Christianity. Orthodoxy is the “correct” faith, the “correct” religion, the “correct, true” church. Proclaims fidelity to antiquity, the immutability of ideals (nothing can be changed in truth, otherwise it will become a lie). The doctrine is based on Holy Scripture - the Bible (Old and New Testaments) and Holy Tradition.

During the classes:

Organizing time.

Knowledge update.

At the blackboard: characteristics of Igor, Olga, Svyatoslav.

Learning new material.

1)The first strife in Russia.

Teacher's lecture, drawing up a diagram in a notebook.

972 - 980 - the first strife in Russia (the struggle between the sons of Svyatoslav for power)

2) Domestic and foreign policy of Vladimir 1.

3) Acceptance of Christianity. Reasons and meaning.

Watching video clips "History of the Russian State", working with the text of the textbook, historical sources. Drawing up a diagram in a notebook

Homework:§14 to p. 102 (Yaroslav the Wise)

Application (tests for the lesson)

HISTORY OF RUSSIA - Grade 10

Option 1.

The initial East Slavic statehood is formed in:

1) the interfluve of the Oka and the Upper Volga;

2) the Middle Dnieper and in the northwestern region, headed by the cities of Ladoga and Novgorod;

3) Carpathian region and the Vistula river basin;

4) Transnistria and Danube.

Russian troops led by the Kyiv princes Askold and Dir attacked Constantinople in:

1) 860; 2) 879; 3) 882; 4) 907

Prince Rurik united under his command:

1) Northern and Southern Russia;

2) the entire north and northwest of the East Slavic and Finno-Ugric lands;

H) the Middle Dnieper and the Crimean possessions of Byzantium;

4) Novgorod and the Southern Baltic.

The written agreement of Prince Oleg with Byzantium of 911 provided:

1) joining the Danube lands to Russia;

2) the establishment of a military alliance between Byzantium and Russia;

3) the establishment of trade benefits for Russian merchants in Byzantium;

4) the annual tribute sent by Russia to Constantinople.

During the reign of Princess Olga, the following events took place:

A) the Drevlyans were exempted from paying tribute;

B) a fixed taxation of the tribes was established;

C) an embassy was sent to the German emperor Otto I;

D) the first representative of the ruling dynasty was baptized;

D) new borders of Russia along the Danube were established.

In 945, during the uprising of the Drevlyans, the prince was killed:

1) Rurik; 2) Oleg; 3) Igor; 4) Svyatoslav.

Option 2.

The first known mention of the state of Russia was the evidence of (about):

1) the impact of the Russians on the Crimean possessions of Byzantium;

2) the campaign of Russian squads on the Danube;

3) the ruin of the centers of the Avar Khaganate;

4) establishing trade contacts with the Arab Caliphate.

The words "Let Kyiv be the mother of Russian cities," according to the chronicle, were uttered by the prince:

1) Rurik; 2) Askold; H) Oleg; 4) Igor.

Prince Igor made campaigns against Byzantium in:

1) 860 and 861; 2) 907 and 911; 3) 941 and 944; 4) 965 and 966

During the reign of Princess Olga, Igor's widow and Svyatoslav's mother:

A) a successful campaign against the Volga Bulgaria was made;

B) the uprising of the Drevlyans was suppressed;

C) a campaign was made to the Caucasus and to the shores of the Caspian Sea;

D) the taxation of the Slavic tribes was streamlined;

D) graveyards were established - places of tribute collection.

The chronicle reports that Princess Olga was:

1) a Byzantine princess; 2) drevlyanka; H) a mitten from a noble family; 4) a slave.

The clashes between Russia and the Pechenegs began during the reign of the prince:

1) Rurik; 2) Oleg; 3) Igor; 4) Svyatoslav.

HISTORY OF RUSSIA - Grade 10

§3. The emergence of the state of Rus in the Dnieper region. The first Russian princes.

Option 3.

Supporters of the Norman theory of the creation of the Russian state believe that the Russians were:

1) Scandinavian warriors who contributed to the creation of the state among the Eastern Slavs;

2) a Slavic tribe that came from the shores of the Baltic Sea;

3) the Slavs brought by Kiy, Shchek and Khoriv from the Danube;

4) Arab merchants.

Presumably the first prince of the Russians who was baptized was:

1) cue; 2) Vyatko; 3) Askold; 4) Radim.

During the reign of Prince Oleg, the following events took place:

A) a successful campaign against Byzantium;

B) liberation from the Khazar tribute of northerners and Radimichi;

C) a trip to the Caucasus and to the shores of the Caspian Sea;

D) the imposition of tribute in favor of Kyiv northerners and Radimichi;

D) the defeat of the capital of the Khazar Khaganate.

After the death of Prince Oleg, power in Kyiv passed to the son of Rurik:

1) Askold; 2) Diru; H) Igor; 4) Truvor.

Organized taxation of the Slavs was introduced when:

1) Prince Rurik; 2) Prince Oleg; 3) Prince Igor; 4) Princess Olga.

Princess Olga took the name in baptism:

1) Anastasia; 2) Anna; H) Elena; 4) Fekla.

Option 4.

In 862, in the area of ​​​​Lake Ilmen, they began to reign:

1) Kiy, Schek, Khoriv; 2) Askold and Dir; 3) Rurik, Sineus, Truvor; 4) Vyatko and Radim.

Find the wrong statement.

1) The embassy from the state of Russia was unable to establish contacts with the Frankish empire.

2) The Russians made several trips to the Crimean possessions of Byzantium.

3) Russian ambassadors in 838-839. settled relations with Byzantium.

What title did Prince Oleg take?

1) Kagan; 2) Caesar; H) the Grand Duke; 4) khan.

Are the following statements true?

A) Everything collected during the polyudya went to the maintenance of the prince and his squad.

B) Polyudie confirmed the right of the prince to manage the lands and judge his subjects.

1) Only A is true; 2) only B is true; 3) both judgments are correct; 4) both judgments are wrong.

The terms "wagon, churchyard, lesson" are associated with:

1) military campaigns of Prince Oleg; 2) the reform of Princess Olga;

H) the reign of Prince Rurik in Novgorod; 4) the polyud of Prince Igor.

Establish a correspondence between terms and definitions.

KEY TO THE TEST:

Option 1.

Option 2.

Option 3.

Option 4.

Topic:

The heyday of ancient Russia

(Yaroslav the Wise and Vladimir Monomakh)

Lesson Objectives:

analysis of the causes, essence and results of the first and second strife in Russia;

characterization of the features of the development of the Old Russian state during the reign of Yaroslav the Wise;

comparative characteristics of the personality and activities of Vladimir I and Yaroslav the Wise.

Main dates and events:

1015 - uprising in Novgorod against the Varangians.

1036 - Yaroslav the Wise inflicted a crushing defeat on the Pechenegs, from which they could not recover.

1037 - St. Sophia Cathedral in Kyiv was founded.

1051 - formation of the Kiev-Pechersk monastery.

Terms and concepts of the lesson:

Hryvnia- the main monetary unit in Kievan Rus.

Dynastic marriage- marriage between representatives of various monarchical dynasties in order to strengthen international ties.

"Ladder" (next) order of succession to the throne- the order of succession to the throne, according to which power should be transferred to the eldest in the family.

Early feudal monarchy(IX-XI centuries)- a form of political regime in which the monarch is in contractual or suzerain-vassal relations with other princes.

Russian Truth- the first written set of laws of Ancient Russia.

Personalities :
Yaroslav the Wise(c. 978-1054)- Grand Duke of Kyiv (since 1019), son of Vladimir I. He expelled Svyatopolk the Accursed, fought with his brother Mstislav, divided the state with him in 1026. After the death of Mstislav in 1036, Russia united again. A number of victories secured the southern and western borders of Russia. Established dynastic ties with many European countries. Under him, the all-Russian code of laws Russkaya Pravda was compiled.

Nestor- Old Russian chronicler, monk of the Kiev-Pechersk monastery, author of the lives of princes Boris and Gleb, Theodosius of the Caves. Traditionally considered one of the greatest historians of the Middle Ages - the author of the first edition of The Tale of Bygone Years (c. 1113).

Lesson equipment:

map "Kievan Rus",

video clips "History of the Russian State"

During the classes:

Organizing time.

Knowledge update.

On-site test for repetition.

At the blackboard: characteristic of Vladimir 1

Learning new material.

It is advisable to start studying the topic with a conversation about the attitude to power of the Grand Duke in Ancient Russia and the contractual principle in relations between princes. The Old Russian state can be characterized as an early feudal monarchy. At the head of the state was the prince, largely dependent on the squad. The inheritance of power was closely intertwined with the election. The power of the prince was still highly dependent on the community, which called and expelled the prince, formed a militia to repel external enemies.

Before moving on to the main part of the lesson, students might be asked to reflect on the following questions:

What characterized the political system of the ancient Russian principalities?

What grounds for taking the throne, in your opinion, were decisive?

Why did the death of a strong and strong-willed ruler usually contribute to the beginning of strife?

Which prince came to power also as a result of strife?

What do you think, could Yaroslav become a prince of Kyiv without interfering in the strife?

To answer these questions, students can rely on the following statements of historians.

V. O. Klyuchevsky:

“When a father died, then, apparently, all political ties between his sons were broken: the political dependence of the younger regional princes on their elder brother, who sat down after his father in Kyiv, was imperceptible. Family law operated between father and children, but apparently there was no established, recognized law between brothers ... "

A. E. Presnyakov:

The old family law rested on the indivisibility of the life of possession. With the division, the family union was destroyed, and ordinary concepts did not know the advantages and rights of the elder brother over others. These concepts, dominating in inter-princely relations, became in sharp contradiction with the political tendency of the Kievan princes to create a strong subordination to Kyiv of the subject areas. And the first way out of the dilemma, arising from circumstances, is the desire to unite in the hands of the Kyiv prince all the possessions of his father, “to be, owning, one in Russia” ”

S. M. Solovyov:

“The unity of the princely family was supported by the fact that each member of this family, in turn, hoped to achieve seniority and, combined with seniority, the possession of the main Kyiv table. The basis of seniority was physical seniority, and the uncle had an advantage over the nephews, the elder brother - over the younger ones, the father-in-law - over the son-in-law, the husband of the older sister - over the younger shuryas, the elder brother-in-law - over the younger sons-in-law; and although during the reign of tribal relations between princes we encounter the struggle of nephews from an older brother with younger uncles, however, the nephews never dared to put forward their tribal rights, and their claims, based on random circumstances, had, except for only one case, to concede rights uncles of the youngest.

R. G. Skrynnikov:

“Seniority has ceased to play an unconditionally decisive role in determining the right to power. The change of rulers in the capital entailed a change of power on the periphery of Kievan Rus: each new Kyiv prince sent his sons as governors to other cities (primarily to Novgorod). At the same time, Polovtsian detachments were increasingly used in the political struggle.

During the conversation, students come to the conclusion that the power of the prince in the early feudal state was based on customary law, according to which it was strong enough only if all possible contenders for the throne were eliminated. Yaroslav Vladimirovich also had to face similar circumstances that led to the death of his brothers. The consequence of this, perhaps, was the introduction of a new order of inheritance - "ladder" (view interactive diagram)

The struggle of Yaroslav the Wise for power

Consideration of the third question of the topic involves the compilation of a historical description of Yaroslav the Wise.

Analysis of the written code of laws- Russian Truth.

The study of the foreign policy of Yaroslav the Wise can be carried out according to the traditional scheme: to identify the main goals and objectives facing the state in the second quarter of the 11th century, and the main directions and results of foreign policy. Students' findings can be presented in the form of the following table.

Foreign policy of Yaroslav the Wise

Summing up the lesson, the teacher can invite students to conduct a comparative historical analysis of the personality and activities of Vladimir I and Yaroslav the Wise according to the following plan:
1) main activities;

2) features of government (measures to strengthen the power of the prince; contribution to the development of Russian culture; strengthening international relations);

3) the results of the board.

Homework:§ 14, answers to questions after the paragraph or preparation of theses of the answer on the topic: "Rus of Yaroslav the Wise - a European power."

Topic:

Socio-economic development of Ancient Russia.

Lesson Objectives:

characterization of the main trends in the development of the feudal system in Russia in the period under study;

comparative characteristics of the control system in Russia in the 9th-10th centuries.

Terms and concepts of the lesson:

Boyars- estates, know.

Vira- a fine, a court fee in favor of the prince for the murder. Replaced the custom of blood feud.

Votchina - form of economic organization in ancient Russia. Land ownership, inherited in boyar families.

Hryvnia- weight, money-weight, monetary unit of Ancient Russia.

Procurement- people who have fallen into debt bondage, working off a "kupa" (loan). After paying off the debt, they could become free. In the event of an escape, they lost the remnants of freedom and became slaves. In the case of turning into a slave without a legal basis, they were released from debt and received freedom.

outcasts- people who have lost contact with the community, or serfs who have redeemed themselves. They occupied an intermediate position between the free and non-free categories of the population.

Customary law- a set of unwritten rules of conduct (customs) that have developed in society as a result of their repeated traditional application and sanctioned by the state.

Ryadovichi- people who have concluded a "row" (contract) with the feudal lord and found themselves in a position close to slave. By their status they were close to purchases.

Smerdy- the social stratum of the Old Russian state, engaged in agriculture, in the position of which the elements of freedom and lack of freedom were intertwined.

Servants- house slaves.

During the classes:

Organizing time.

Update of previous knowledge.

Historical portrait of Yaroslav the Wise

Conceptual dictation

Working with dates

Learning new material.

Work with a textbook and additional sources, during which a summary is drawn up in a notebook.

The Old Russian state is an early feudal monarchy.

The population of the Old Russian state

Homework:§ fifteen

Topic:

Political fragmentation of Ancient Russia.

The purpose of the lesson:

determination of the reasons for the political fragmentation of Russia, comparing them with the reasons for the political fragmentation of the countries of Western Europe;

identifying the consequences of the political fragmentation of Russia and characterizing their influence on the development of the country;

characteristics of the features of the geographical location, natural conditions, social structure and management system in individual Russian lands.

Terms and concepts:

Boyar Republic- The Novgorod Republic, where the assembly of free citizens - owners of yards and estates in the city - veche became the highest authority. It gathered either on Sofiyskaya Square, or on Yaroslav's Court of the Trade Side. Veche was open. It was very often attended by the mass of the urban population (feudal-dependent, bonded people), who did not have the right to vote. These people reacted violently to debates on various issues. This reaction exerted pressure on the veche, sometimes quite strong. Veche discussed issues of domestic and foreign policy, invited the prince, concluded an agreement with him. At the veche, a posadnik, a thousand, an archbishop was elected.

Political fragmentation- the process of land fragmentation, characterized by the desire of the feudal lords, leading the patrimonial economy, to independence from the power of the Grand Duke. In Russia, political fragmentation set in in the second quarter of the 12th century, after the final collapse of the Kievan state. It continued until the end of the 15th century. It is an indicator of the maturity of the feudal society.

Posadnik- the head of Novgorod, who was in charge of administration and court, controlled the activities of the prince.

Tysyatsky- head of the Novgorod militia.

Destinies- the totality of land, specific property and income.

During the classes:

Organizing time

Actualization of previous knowledge(conversation on questions to the home paragraph)

Learning new material

Plan for studying new material:

1. Reasons for the collapse of a single state.

2. The result of the political fragmentation of Russia.

3. The development of individual Russian lands during the period of political fragmentation.

In the opening remarks, the teacher invites students to recall and characterize the key term of these lessons - "political fragmentation". Modeling the situation of political fragmentation, schoolchildren note that not only Russia, but also Western powers experienced a similar period of state development, and give examples from the history of Western countries confirming this.

1. Summarizing the students' answers to the question about the causes of political fragmentation in the countries of Western Europe, the teacher recalls that fragmentation is an indicator of the maturity of a feudal society. The basis for the beginning of political fragmentation is usually the formation of large land holdings of feudal lords, received by them on the basis of unconditional ownership. Analyzing the opinions of historians and the material of the textbook, students name the reasons for fragmentation in Russia.

The teacher also points out that the reduction of the role of Kyiv as the center of the state was facilitated by the movement of trade routes and the raids of nomads. As a result of the decline of Kyiv in southern and southwestern Russia, the Galicia-Volyn principality rose, in the northeastern part of Russia - the Rostov-Suzdal (later Vladimir-Suzdal) principality, and in the North-Western Russia - the Novgorod boyar republic, from which in XIII in. the Pskov land stood out.

2. The question of the consequences of the process of political fragmentation for the history of the Russian state is studied by schoolchildren independently from a textbook. At the end of the work, students should formulate the following consequences of the process of political fragmentation:

3. The question of the development of individual Russian principalities is presented in the form of student reports, as a result a table is created:

Viewing the interactive presentation "Political fragmentation", video clips "Rulers of Russia".

Homework:§ 16

Topic:

Mongol invasion of Russia.

Lesson Objectives:

comparative analysis of the process of emergence of the Old Russian state and the Mongolian state;

characterization of the natural conditions of life of the Mongols in the period of the birth of their statehood; determination of the reasons for the victories of the Mongols during their aggressive campaigns before coming to Russia.

Main dates and events

1208-1223- Conquest campaigns of the Mongols in Siberia, Central Asia, Transcaucasia.
1223- Battle on the Kalka River.

Terms and concepts of the lesson

Arata- Ordinary Mongols-herdsmen.

Noyon(lord, prince) - the name of the leaders of the ancient Mongolian aristocratic families.

Nukers- warriors in the service of the Mongolian nobility in the XII-XIII centuries.

Tumen - the highest organizational and tactical unit of the Mongol-Tatar army, numbering 10 thousand soldiers. Led by a dark man.

Ulus- a tribal association with a certain territory, subject to a khan or leader.
Khan(Turkic and Mongol title in the Middle Ages and New Time) - the leader of the tribe, the sovereign.

Personalities
Genghis Khan(1155-1227) - the founder of the Mongol Empire, the largest conqueror and statesman. Real name Temuchen (Temujin). In 1206, at the kurultai (congress of the Mongol nobility), he was proclaimed Genghis Khan (Great Khan). The reign of Genghis Khan influenced the development of the political and spiritual culture of the population of many Asian regions.
Jochi(c. 1184 - c. 1227) - the eldest son of Genghis Khan from his eldest wife Borte from the Onghirat (Kungirat) tribe.
Ogedei (Ogedei)(1186-1241) - the second Mongolian Great Khan, the third son of Genghis Khan from his eldest wife Borte. He completed the conquest of Northern China, conquered Armenia, Georgia, Azerbaijan. Batu's campaigns to Eastern Europe were undertaken during his reign. In the Mongol Empire, under Ogedei, a population census was carried out, and the construction of the capital of Karakorum was completed. The postal service (pits) was organized in the empire.

Plan for studying new material:

1. Birth of the Mongol Empire.

2. Genghis Khan. Mongol conquests.

3. Tragedy on the Kalka.

4. Campaigns of Batu in Russia.
In the introduction, the teacher describes the main objectives of the lesson (see above).
1. Describing the time and conditions for the emergence of the Mongolian state, The teacher draws the attention of students to the following essential points. First, the Mongols were nomadic pastoralists. Secondly, XI-XII centuries. were favorable to the Mongols. Since there were many wet years and pasture areas increased, as scientists note, the result was the multiplication of herds - the main wealth of nomadic tribes. There was a kind of population explosion. With the onset of dry years, a large number of the population began to need new territories where they could graze cattle. This was vital, otherwise they were threatened with starvation. Thirdly, in the second half of the XII century. among the Mongol tribes, tribal relations were dying out, private property appeared; a separate family became the economic basis of society, feudal relations and statehood were born.
Characterizing the manners and customs of the Mongol tribes, the teacher can use the following quotes.

“The Tatars were short, broad-shouldered, shaved bald, with wide cheekbones, they ate various meats and thin millet porridge. Koumiss (horse milk) was a favorite drink. The men of the Tatars looked after the cattle, were excellent shooters and riders. The household was in the hands of the women. The Tatars had polygamy, each had as many wives as he could support. They lived in wagons-yurts, which were easily dismantled. wrote in the thirteenth century. Italian Plano Carpinini, envoy of the Pope.

Matthew of Paris in the Great Chronicle noted: "... a human race... and inhuman... people inhuman and like wild animals... like a plague, fell on humanity... like locusts, they swarmed, covering the surface of the earth... with the swiftness of lightning... And their heads too big and not at all proportionate to the torso. They eat raw meat, also human. They are excellent archers. They cross rivers anywhere in portable leather boats. They are strong in body, stocky, godless, ruthless. Their language is unknown... They own many herds, pack animals and horses. In order not to take flight, they are well protected by armor in front.

The Chinese author Zhao-Hong wrote: Tatars do not spare even tens of thousands of people. When the city walls are broken, the Tatars kill everyone indiscriminately: old and small, beautiful and ugly, poor and rich, resisting and submissive, and, as a rule, without any mercy.

Conducting a comparative analysis of the processes of the emergence of the state among the Slavs and Mongols, students, together with the teacher, fill out the following table:

At the end of the work, students should conclusion that these processes had many common features, but the Mongol state lagged behind Russia in its development by four centuries. The basis of the economy of the Mongols was nomadic cattle breeding, the main wealth was the herds of horses, herds of cattle. The Mongols constantly needed vast and rich pastures, otherwise they were threatened with starvation. These facts explain the paramilitary nature of power.

The teacher emphasizes that the creation of the empire was carried out under the leadership of the political and military genius of Genghis Khan and his associates. A reliable administrative division of territories and their management was introduced in the country. A single set of laws began to operate throughout the empire - the Great Yasa (Jasak), formulated by Genghis Khan. The Mongolian army was well trained, had a well-functioning control system. Military campaigns were carried out on the basis of accurate intelligence information and thorough training of the troops. In a short time, the state was covered with a network of overland roads with coach stations, inns and food points. Throughout the country, cities were being built, including those made of brick and stone.

A student prepared in advance can supplement the students' information about the Mongol army. Mongolian warriors were treacherous, often resorting to deceptive maneuvers and various tricks. They said about the Mongols: "They have the courage of a lion, the cunning of a fox, the rapacity of a wolf, the fighting heat of a rooster." The main force of the conquerors was the cavalry: it swooped in like a whirlwind and crushed the enemy's formation. The whole life of the Mongols was a preparation for the conduct of war. Warriors had to serve from 14 to 70 years. From childhood they were taught to sit in the saddle, to wield a bow, spear, ax and saber. The spears were equipped with hooks, with which they hooked and pulled the enemy from the saddle. The Mongolian army used the centuries-old experience of nomadic tribes. It was divided into tens, hundreds, thousands and tumens (ten thousand), was very strong, well-armed and disciplined, implicitly obeyed the will of the commander-khan. If a cowardly warrior fled from the battlefield, the whole ten were executed; if a dozen fled, they executed the whole hundred.

2. Describing the personality of Genghis Khan, the following data can be given. Genghis Khan was a great conqueror who dreamed of conquering the world. He fought all his life and died in the war (during a campaign against the Tangut state in 1227). In 1884, the Russian traveler Grigory Potanin visited a yurt over the tomb of Genghis Khan in Ejen-horo. Here Potanin wrote down an old Mongolian legend about the future resurrection of the great ruler: “Genghis Khan did not die, but only sleeps, although he is considered dead. He lies in a silver coffin under the walls of a wooden frame, and every evening the servants put him a roasted ram, and in the morning he eats it. 650 years have passed since the day of death, and 300 years are left before the resurrection (the legend was recorded in 1884). Genghis Khan himself determined the time of his "second coming" ... "
Next, students are invited to draw up a portrait of Genghis Khan as a historical figure and compare him as a ruler with one of the rulers of Russia or Western Europe during the period of the formation of the state. To compile a historical description, students can use the memo they have.

3. Consideration of the question of the conquest campaigns of Genghis Khan is considered with the help of an abstract

Working with a document

Description of the battle on the Kalka in the Galicia-Volyn Chronicle

In the year 6732 (1223). An unheard-of army came, the godless Moabites, called Tatars; they came to the Polovtsian land. The Polovtsy tried to resist, but even the strongest of them - Yuri Konchakovich - could not resist them and fled, and many were killed - to the Dnieper River. The Tatars turned back and went back to their towers. And so, when the Polovtsy ran to the Russian land, they said to the Russian princes: "If you do not help us, then today we were beaten, and you will be beaten tomorrow."

We walked eight days to the Kalka River. They were met by Tatar guard detachments. When the watchmen fought, Ivan Dmitrievich was killed and two more with him. The Tatars drove off; near the Kalka River itself, the Tatars met with Russian and Polovtsian regiments. Mstislav Mstislavich first ordered Daniil with the regiment and other regiments with them to cross the Kalka River, and he himself moved after them; he himself rode in a guard detachment. When he saw the Tatar regiments, he came to say: "Arm!" Mstislav Romanovich and the other Mstislav sat and did not know anything: Mstislav did not tell them about what was happening because of envy, because there was great enmity between them.

All Russian princes were defeated. The same never happened. The Tatars reached Svyatopolkov's Novgorod. The Russians, not knowing about their deceit, came out to meet them with crosses and were all killed.

1. What reasons does the chronicler single out for the tragic outcome of the battle on Kalka for Russia?

2. What danger did the Mongols represent for Russia?

Summing up, the teacher notes that, having mastered the vast territory, Genghis Khan divided it between his sons. The western lands went to the eldest son Jochi, who died in the same year as his father (1227). At the head of the Western ulus of the Mongol Empire stood the son of Jochi - a young, energetic Batu (Batu). And already in 1235, at the kurultai of the Mongol khans, which was held under the leadership of the new great khan Ogedei, the son of Genghis Khan, it was decided to march to Europe, "to the last sea."

4. Campaigns of Batu to Russia are studied with the help of an interactive presentation, in a notebook - an abstract

Homework: §20

Topic:

Russia between East and West.

Politics of Alexander Nevsky

Goals:

to form an idea of ​​the reasons for the Crusaders' invasion of Russia, the main events of the German-Swedish aggression; about the policy of A. Nevsky in relation to the Golden Horde, the prerequisites for the revival of Russia;

develop the ability to determine the significance of events (the Battle of the Neva and the Battle of the Ice), the consequences of the Crusaders' invasion of Russia;

the ability to characterize the role of the Russian Orthodox Church in the revival of Russian lands, anti-Horde speeches;

extract the necessary information in the textbook; work with a map, diagram;

evaluate the policy of a historical figure (the task of the USE)

Conduct form: study lesson.

Basic concepts: expansion, aggression, crusaders, orders of chivalry, anti-horde actions.

Dates:

1202 - creation of the Order of the Sword,

1252-1263 - the great Vladimir reign of Alexander Nevsky.

Equipment:

maps "Russian lands in the XII-XIII centuries", "Campaigns of European knights in the Baltic states and Russia",

interactive schemes "Neva Battle", "Battle on the Ice",

video fragment of A. Nevsky from the series "Rulers of Russia"

During the classes

Organizing time.

Actualization of previous knowledge

Frontal conversation on the topic "Mongolian invasion of Russia"

Learning new material.

invasion from the northwest.

The teacher recalls that in the XIII century. the enemy that weakened the internal and external situation were the Mongols-Tatars. But they were not the only enemy. There was another dangerous enemy in the west. It was possible to imagine Russia of that time in the guise of a plowman. He stands, taking his hands off the plow, his gaze is anxious. Two horsemen - from the east and from the west - rushed at him. One on a squat horse, with a shield made of heavy leather, with a drawn bow and a red-hot arrow, the other with a heavy spear, dressed in knightly armor. The most difficult circumstances. They decided - to be or not to be. What enemy was advancing from the west?

Personality of Alexander Nevsky

Viewing a video clip, students' messages about the personality of A. Nevsky.

Neva battle.

After the announcement of the topic of the lesson, students are given problem tasks: why, after an unsuccessful struggle with the Mongol-Tatars, did the Russians manage to defeat the knights? Prove that Alexander Nevsky was worthy of the nickname Nevsky.

Battle on the Ice.

The teacher talks about the reasons for the invasion of the crusaders, about the struggle of northwestern Russia with the aggression of the Swedish and German knights in the 13th century, using a map and a diagram. In the course of studying new material, the following concepts are revealed.

Basic concepts:

Expansion - the seizure of foreign territory, as well as the expansion of the sphere of influence by economic methods.

Aggression - an armed attack by one or more states on another country or several countries with the aim of seizing territory, resources, enslaving the population.

Order association, an organization with a specific charter. The Order of the Swordsmen is an organization of crusaders with the aim of marching into the Baltic states and Russia.

The struggle of northwestern Russia against the aggression of the Swedish and German knights in the XIII century.

After getting acquainted with each battle, students, under the guidance of a teacher, formulate their meaning.

The historical significance of the Neva battle:

eliminated the threat from the North;

Russia retained the shores of the Gulf of Finland, access to the Baltic Sea, trade routes to the countries of the West;

this was the first military success of Russia since the invasion of Batu.

The historical significance of the Battle of the Ice:

stopped the expansion of the German knights to the East;

the Germans were unable to enslave the most developed part of Russia - the Novgorod-Pskov land, to impose Catholicism on its peoples;

the domination of the German feudal lords over the peoples of the Baltic was undermined;

A. Nevsky's victory strengthened the morale and self-consciousness of the Russian people.

Students are invited to show on the map the invasion of the Swedish and German knights in Russia, the places of battles and discuss the problematic tasks assigned to the study of new material:

What are the scale and significance of the Battle of Neva and the Battle of the Ice? What caused special attention to them in Russian history?

Why, after an unsuccessful struggle with the Mongol-Tatars, did the Russians manage to defeat the knights?

Prove that Alexander Nevsky was worthy of the nickname Nevsky.

The students are faced with a problem: all Slavic peoples lost their national independence, except for the Russian. The choice of A. Nevsky preserved the possibility of the formation of Russian statehood. Do you agree with this opinion?

A. Nevsky's policy towards the Golden Horde.

The teacher, talking about the policy of A. Nevsky, shows the differences in the methods of his fight against the Mongol-Tatars and the aggression of the German and Swedish knights: A. Nevsky was a far-sighted politician and understood that it was impossible to resist the Mongol-Tatars by military means and the only way to preserve the Russian forces and salvation from complete destruction was cooperation with the Mongol-Tatars. Having captured and plundered Russia, the Mongol-Tatars returned to the Golden Horde. The goal of the Swedish and German knights was expansion, so cooperation with them was impossible.

Antihorde performances - uprisings against the power of the Horde in Russia.

After presenting the question of the anti-Horde protests, students are offered a problematic task: in 1252, he secured a dispatch against his brothers, who did not want to "serve the kings (that is, khans)", the Mongol army. In 1257-1259. twice, with the help of the Mongol-Tatars, he brutally suppressed the unrest of the townspeople in Novgorod. The Novgorod chronicler accompanied the message of his death with the following words: “Grant, merciful Lord, to see your face in the next century with all the saints who also gave their lives ... for the Russian land.” Who are we talking about? How to explain the actions of this historical figure and their assessment by the chronicler? How do you rate his activities?

Revival of Russia.

Working with the text of the textbook, students fill in the table:

Rise of the Northeast

Basic concepts:

Sloboda - large village surrounding the city.

Posad people - rich merchants, artisans, owners of workshops, usurers, "planted" - settled near the fortress, in front of the Kremlin (fortress).

The role of the Russian Orthodox Church in the revival of Russia.

In the course of independent work with the text of the textbook, students characterize the role of the Russian Orthodox Church in the revival of Russia.

Consolidation of the studied material.

Students discuss the problematic issues raised by the teacher in the lesson.

Homework: §21

Topic:

The rise of new Russian centers and the beginning of the collection of lands around Moscow

Lesson Objectives:

To trace the features of the formation of the Moscow state, to identify the prerequisites for the rise of Moscow.

To characterize the contradictions that have developed in relations between Moscow, Lithuania and the Golden Horde; identify the causes of the crisis of the Mongolian state.

Continue the formation of students' skills to analyze historical information presented in different sign systems (text, map, table, diagram); present the results of the study of historical material in the form of an abstract.

Lesson type: combined.

Basic concepts and terms: national identity.

During the classes:

Organizing time.

Actualization of previous knowledge

Completing assignments in the USE format (on the ground)

Historical portraits: Alexander Nevsky, Genghis Khan (at the blackboard)

Learning new material.

The teacher starts a new topic with an introductory speech. Students make notes in notebooks.

In the XIV-XV centuries. after feudal fragmentation in Russiathe period of the formation of a unified Russian state begins. The Moscow principality became the organizer of the unification of Russian lands.

The unification process lasted for about two hundred years. It can be subdivided into three stages.

The first stage of the unification of Russian lands: end of the 13th century - 80s of the 14th century.

Second stage: 80s of the XIV century - 1462 characterized by the further unification of Russian lands around Moscow. During this period, the struggle against the Horde yoke continued.

The third stage of the unification of Russian lands: 1462-1533 years - during this period, the unification of Russian lands around Moscow is completed and all-Russian state government bodies are formed.

The creation of the Russian centralized state was caused by a whole range of socio-economic prerequisites.

Prerequisites for the unification of Russia:

1. Settlement and development of new lands.

2. Development of cities and trade.

3. Economic upsurge.

4. Emergence of a new form of land tenureestates.

In addition, a number of reasons contributed to the unification of Russia.

Reasons for the merger:

1. Strengthening social contradictions. (The feudal lords sought to secure the peasants with the help of the central government, while the peasants and townspeople hoped that the central government would protect them from the feudal lords.)

2. The need to fight external enemies.

3. Single culture, language and religion.

“Why did Moscow have to be a kingdom, and why did anyone know that Moscow should be a state?” - so begins what was written in the 17th century. "The Legend of the Assassination of Daniil of Suzdal and the Beginning of Moscow".

The teacher asks students to answer this question in the course of independent work.
Exercise. Using the information from the textbook, make a table "Reasons for the rise of Moscow." Include a brief description of each reason. Highlight the most significant, in your opinion, the reason. Argument your point of view.

Working with the family tree of Moscow princes, compiling a table

Viewing and discussion of an excerpt from the film “Illustrated History of Russia. Ivan Kalita"

Students study the issue of the events of the feudal war at home on their own.

Homework:§25, historical portrait of Ivan Kalita.

Topic:

The era of the Battle of Kulikovo. On the way of Dmitry Donskoy

Goals:

development of a creative approach of students to the performance of tasks, the ability to reason, draw conclusions using the conceptual apparatus, the formation of interest in independent search activities.

development of the ability to work with a map, diagrams, historical sources.

education of patriotism on the example of courage and steadfastness of soldiers of Dmitry Ivanovich; formation of citizenship.

2 lessons

During the classes:

Organizing time.

Update of previous knowledge.

Conversation on questions to the previous paragraph, checking homework

Field tests

Match the name of the prince, the statement of the chronicler about him and the facts from his biography.

Learning new material.

Conversation on the last paragraph of paragraph 25 "Strengthening of Moscow under Dmitry Ivanovich"

Watching the video "Illustrated history of the Russian state. Biographies of the Rulers” about Dmitry Donskoy. Film talk.

Students are offered a lesson worksheet, including questions and assignments, the table "Feudal War" (see below), statements by S. M. Solovyov and V. O. Klyuchevsky about the historical significance of the Feudal War.

Questions and tasks

1. Compose a story, chronologically correctly arranging excerpts from the chronicle "The Tale of the Battle of Kulikovo" (XIV century).

1) And they began to cross the Oka a week before Semyonov's day, on Sunday. And, having moved across the river, they entered the land of Ryazan. And when they heard in the city of Moscow, and in Pereyaslavl, and in Kostroma, and in Vladimir, and in all the cities of the Grand Duke and all the princes of Russia, that the Great Prince had gone beyond the Oka, great sadness came in Moscow and in all its borders, and bitter weeping arose, and the sounds of weeping rang out.

2) And then the Tatar regiments lined up against the Christians, and the regiments met. And seeing each other, great forces moved, and the earth hummed, mountains and hills shook from countless warriors. At the appointed hour, Russian and Tatar guard regiments first began to gather. The great prince himself attacked first in the sentry regiments.

3) The Horde prince Mamai came with his like-minded people, and with all the other princes of the Horde, and with all the forces of the Tatar and Polovtsian, in addition, hiring the troops of the Besermen, Armen, Fryags, Cherkasy, and Yases, and Burtases. Also gathered with Mamai, of one mind with him and unanimous, and the Lithuanian prince Jagiello Olgerdovich with all the forces of Lithuania and Poland, and with them at the same time Oleg Ivanovich, prince of Ryazan.

4) And they came to the Don, and stood there, and conferred for a long time. Some said: "Go, prince, for the Don." And others objected: “Don’t go, because our enemies have multiplied too much, not only Tatars, but also Lithuanians and Ryazans.” They went after the Don, to the far ends of the earth, and soon they crossed the Don in anger and fury, and so swiftly that the foundation of the earth trembled from great power. The prince, who crossed over the Don into a clean field, into the Mamaev land, at the mouth of the Nepryadva, was led by one Lord God ...

5) [Dmitry Ivanovich] soon set out from Moscow to defend his fatherland. And he came to Kolomna, gathered his soldiers a hundred thousand and a hundred, in addition to the local princes and governor.

6) Then Mamai ran away with a few and came to his land with a small squad.

7) And immediately both great forces converged for many hours, and covered the regiments of the field for ten miles - such was the multitude of warriors. And there was a fierce and great slaughter, and a fierce battle, and a terrible roar; since the creation of the world, there has not been such a battle among the Russian grand dukes as with this great prince of all Russia. When they fought, from the sixth hour to the ninth, like rain from a cloud, the blood of both Russian sons and filthy ones was shed, and countless numbers fell dead on both sides.

2. Confirm with facts the words of the Russian historian N. M. Karamzin: “The Battle of Kulikovo is memorable not only for courage, but also for the art itself.”

3. Compare the policy of Alexander Nevsky and Dmitry Donskoy in relation to the Horde, highlight common features and differences.

4. Analyze the estimates of the Battle of Kulikovo given by historians. Whose opinion to a greater extent and why coincides with your assessment of this historical event?

1) The Mamaev battle has not yet stopped the disasters of Russia, but proved the revival of its forces and ... served as the basis for the success of John III, whom fate appointed to complete the work of their ancestors (N. M. Karamzin. "History of the Russian State").

2) [Dmitry Donskoy] irritated the Horde, but did not take advantage of its temporary ruin, did not take measures to defend against the danger; and the consequence of all his activities was that the devastated Russia again had to crawl and humiliate itself before the dying Horde (N. I. Kostomarov. “Russian history in the biographies of its main figures”).

3) The chroniclers say that such a battle as Kulikovo has never happened before in Russia ... It has in history ... the character of a terrible, bloody battle, a desperate clash between Europe and Asia. In Russian history, it served as a consecration to the new order of things that began and established itself in the northeast ... But the Battle of Kulikovo was one of those victories that closely bordered on a heavy defeat. There was great joy in Russia, says the chronicler; but there was also great sadness for those killed by Mamai on the Don, the entire Russian land was completely impoverished by governors, and servants, and every army (S. M. Solovyov. “History of Russia from ancient times”).

4) Almost all of Northern Russia, under the leadership of Moscow, stood against the Horde on the Kulikovo field and, under the Moscow banners, won the first people's victory ... This informed the Moscow prince of the importance of the national leader of Northern Russia in the fight against external enemies (V. O. Klyuchevsky. stories").

5) Suzdal, Vladimir, Rostov, Pskov went to fight on the Kulikovo field as representatives of their principalities, but returned from there as Russians, although living in different cities (L. N. Gumilyov. “From Russia to Russia”).

5. Based on the source, determine what time it is. Against what enemy will the mattresses be used? How will this battle end?

Having crossed the Volga and the Oka, the Tatars suddenly appeared under the walls of the city. Most of the Moscow boyars, clergy, soldiers, as always in the summer, left Moscow for nearby villages. Only the Grand Duchess and Metropolitan Cyprian remained in Moscow. Cyprian was instructed to defend the city, but, not being a military man, the metropolitan could not organize the defense. Therefore, the Tatars managed to surround Moscow, but they could not take it. By that time, Moscow already had high stone walls, on which stood firearms, called in Russian "mattress" (from the Persian word "tupang" - a pipe). The mattress was loaded with gunpowder and buckshot and could fire up to five shots. True, the firing range was small, but such guns were very convenient for protecting the fortress: when the attackers approached, grapeshot volleys prevented them from reaching the walls (L. N. Gumilyov. “From Russia to Russia”).

4. Grand Duke Dmitry Donskoy, shortly before his death (May 19, 1389), drew up a spiritual charter in which he divided the Moscow principality among his five sons. The prince endowed the eldest son Vasily (born in 1371) “with his fatherland with a great reign”, indicating to the children: “And my children, the young brothers of Prince Vasilyev, honor and listen to your elder brother in my place of your father ...” From Moscow lands Dmitry allocated appanages: to Prince Yuri (born in 1374) - Zvenigorod and Galich, to Prince Andrei (born in 1382) - Mozhaisk and Beloozero, to Prince Peter (born in 1385) - Dmitrov and Uglich, to Prince Ivan (born in 1380) - three volosts. By the time the will was drawn up, Donskoy's eldest son, Vasily, was unmarried and had no children. Foreseeing that Vasily might die without leaving an heir, Dmitry Donskoy wrote: “And by sin God will take away my son, Prince Vasily, and whoever will be under that my son, otherwise my son Prince Vasilyev’s inheritance ...”

The teacher asks the question: what role in the history of Russia in the 15th century. played the testament of Dmitry Donskoy?

Students study the characteristics of the reign of Vasily 1 from the textbook.

The question of the role of the church in the process of the unification of Russia remains for home study.

Homework:§25, historical portraits of Dmitry Donskoy and Sergius of Radonezh.

Topic:

Internecine war in Russia.

Goals:

form ideas about the feudal war: its causes, main events, participants and results;

develop the ability to extract the necessary information from the text of the textbook, to structure knowledge;

to promote the formation of critical thinking of students.

Conduct form:

laboratory lesson.

Basic concepts:

feudal war, internecine war.

Dates:

1425-1453 - dynastic war in Muscovite Russia,

1425-1462 - reign of Basil II.

Prominent figures:

Yuri Dmitrievich, Vasily Kosoy, Dmitry Shemyaka, Vasily II.

During the classes

Organizing time

Actualization of previous knowledge

Students submit historical portraits for verification

Learning new material.

Students are invited to independently study § 26, answer the questions of the textbook, structure the knowledge gained in the form of a table, thesis plan, diagram, essay.

It is possible to use video clips, additional literature.

Tasks can be completed individually or in pairs.

Consolidation of the studied material.

The results of the work are briefly summarized.

In conclusion, it should be emphasized that the war was fought within one state (the Moscow house). The struggle of Vasily II the Dark with a group of princes claiming the throne, headed by Yuri Dmitrievich and his sons (Vasily Kosoy and Dmitry Shemyaka), was caused by contradictions in the mechanism of succession to the throne: the tradition of the Moscow principality consisted in inheritance from father to son, but was not fixed in law; the old rules of inheritance assumed the transfer of the throne by seniority (from brother to brother).

The purpose of this dynastic war was not to challenge the supremacy of Moscow among other principalities, but in the continuity of Moscow power. The victory of Basil II showed the need for political reforms.

The results of the reign of Vasily II.

1) He liquidated almost all small destinies within the Moscow principality.

2) Strengthened the grand ducal power.

3) The dependence on Moscow of the Suzdal-Nizhny Novgorod principality, Novgorod land, Pskov and Vyatka land increased.

4) The Russian Bishop Jonah was elected Metropolitan, he was consecrated to the rank of the Cathedral of Russian Bishops, which was the beginning of the independence of the Russian Church from the Patriarch of Constantinople.

Feudal War

The historical significance of the Feudal War can be determined using the textbook information and the following statements by S. M. Solovyov and V. O. Klyuchevsky:

1. At first it began under the pretext of an old uncle's right to a nephew; but soon took on a character consistent with the times: the sons of Yuri, beyond all rights, are at enmity with Vasily Vasilyevich, they achieve a great reign, because they feel that they can no longer remain specific princes ... all this famous strife between the great-grandchildren of Kalita, the first and last strife, it’s clear which showed that the Moscow principality was based on new principles that did not allow the settlement of family accounts ... between princes (S. M. Solovyov. "History of Russia from ancient times").

2. She excited the entire Russian society, the leading classes of which - the clergy, princes, boyars and other service people - resolutely supported Vasily. The Galician princes were met in Moscow as strangers and as thieves of someone else's, and they felt lonely here, surrounded by distrust and ill will. Everything influential, thinking and well-intentioned in Russian society became for him, for the succession of the grand duke's power in the descending line (V. O. Klyuchevsky. "Course of Russian History").

Summing up the lesson, the teacher gives the task to evaluate the progress made by the middle of the 15th century. Moscow principality on the way to the unification of Russian lands, and to determine the tasks that still had to be solved.

Homework:§26, repeat previous topics.

Topic:

Control and generalizing lesson in sections 1, 2, 3.

Goals:

check students' understanding of the material covered;

to continue the formation of students' skills in working with assignments in the USE format;

identify gaps in knowledge, outline ways to eliminate these gaps.

Conduct form:

control work in the format of the exam

Homework:

students' messages about the heroes of the Great Geographical Discoveries

information about the figures of the Renaissance.

LESSON PLAN

Lesson topic: "Time of Troubles", Class -10

Subject: Story

The purpose of the lesson: the formation of students' understanding of the essence and causes of the Time of Troubles in the history of Russia, the awareness of the significance of this period for the history of our state.

Tasks:

Educational:

1. Determine the causes, essence of the Time of Troubles and its role in Russian history;

2. Select the main periods of the Time of Troubles;

3. Learn the standard minimum of factual information about the events of the Time of Troubles.

Developing:

1. To form the skills of students with EER;

2. Develop communication skills of working in pairs.

Educational:

1. Learn to develop your own attitude to the problem under consideration;

2. Learn to analyze and give your own assessment of the events of this period.

Lesson type:

Lesson learning new material

Students in the class: 8

Used textbooks and tutorials:

N.S. Borisov. History of Russia from ancient times to the end of the 17th century . "Enlightenment" 2010

Used equipment:

ESM, computers

Short description: Development of a history lesson in grade 10 on the topic "Time of Troubles" using ESM

Lesson stage

Name of used ESM

Teacher activity

Student activities

Organizational

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

Set up for the lesson

Knowledge update

Introduction

In December 2004, the State Duma established a new holiday for Russia:

National Unity Day, which is celebrated on November 4th. Why exactly this day, and with what events in the history of Russia is this holiday associated?

For many centuries, Russian history knows many examples of the struggle for power, the desire to get rid of political opponents.

But in the period from late 16th - early 17th century never before has the political struggle for power in the state reached such bitterness. Never before have such a number of unscrupulous and greedy people appeared on the stage of history. Never before has the royal throne been encroached upon by a fugitive defrocked from an ordinary noble family, a former serf, a poor teacher from Eastern Belarus. Never before has there been such a real threat of Russia losing its state

independence, division into separate territories.

This period of time in Russia is known as the Time of Troubles. What do you think is the purpose of our lesson today?

What tasks will you set for yourself in the lesson?

Today we will talk about the tragic period in the history of Russia - the Time of Troubles,

And first we need to find out, what is Troubles?

Conclusion: Troubles - long 12 years of chaos, civil war, covert and open intervention, severe natural disasters and popular unrest.

Every event, especially a tragic one, has its own reasons.

listening to teachers

formulate the purpose and objectives of the lesson

1 student works with a dictionary,

the rest explain the statements of historians.

new material

http://fcior.edu.ru/card/13745/smutnoe-vremya.html

Causes of Troubles

Working with paragraph text: reading, scheme:

Checking work.

Having found out the causes of the Time of Troubles, while working with the Time of Troubles information module, you will deepen your knowledge of the main events of the Time of Troubles and expand your understanding of the participants in these events.

2. The main milestones in the history of the Troubles.

Organizes and supervises work, advises.

work with the text of the paragraph p.192-194.

fill out the chart

answer according to the plan.

work with EER, draw up a reference summary, perform assignments on the topic

Consolidation of knowledge and skills:

http://fcior.edu.ru/card/2445/praktika-smutnoe-vremya.html

Explanation of work with ESM (practical module), organizes and controls the work, advises.

Provides an opportunity to respond to the audience, gives an assessment of the work.

The Time of Troubles control module will help us check the result of our work.

work with a practical module: completing tasks, applying knowledge in practice.

(individually, per class)

Control

http://fcior.edu.ru/card/4904/kontrol-smutnoe-vremya.html

Explanation of work with EER, controls the work, monitors the results of students' work.

33-66% - "3", 67-86% - "4", 87-100% - "5"

work with EOR: completing assignments on the topic

Self-esteem

Summing up the lesson, homework

So, we come to the conclusion of our lesson. How did Russia manage to avoid a national catastrophe?

As in all times, the people of Russia were able to unite because they realized how important it is to learn how to live as a single nation in their own state.

On this occasion, A.S. Pushkin in his work "Boris Godunov" wrote:

But, do you know what makes us strong, Basmanov?

Not by an army, no, not by Polish help

And opinion: yes! The opinion of the people.

What do you think now topic national unity it's important? Why?

(because only a united people can achieve the prosperity of their state)

The salvation of the country was the main result of the Time of Troubles, but not the only one. What other results (positive and negative) can you name?

The growth of national consciousness. + The decline of the economy. -

New dynasty. + Loss of territory. -

Strengthening royal power. + population decline

Preservation of the unity of the country. +

Strengthening the role of Zemsky Sobors +

But the main result is that after the events of the Time of Troubles, all the efforts of the Russian people were aimed at restoring the power of the state.

D.z. - p.17-18, notes, prepare a message "The role of historical figures of the Time of Troubles in the history of Russia"

answer

write down homework

Reflection

Conducts reflection

Managed

Failed

Causes of difficulties

Didn't know how to learn

The most interesting was

fill in the table

Table 2.

LIST OF EER USED IN THIS LESSON

Resource name

Type, type of resource

Information submission form (illustration, presentation, video clips, test, model, etc.)

Time of Troubles

I-module

Lecture, illustrations, text, animated map

Time of Troubles

P-module

Practical tasks

Time of Troubles

K-module

Control tasks

"Trouble"...

N.M. Karamzin

S.M. Soloviev.

V.O.Klyuchevsky.

"Trouble"...

“Trouble is an accident caused by the indulgence of Tsar Fedor, the atrocities of Tsar Boris and the depravity of the people”

N.M. Karamzin

"Trouble is a clash of the state's beginning to be established with an anti-state, anti-social force, embodied primarily in gangs of thieves' Cossacks."

S.M. Soloviev.

"Trouble - social strife, suppressed by the national liberation movement"

V.O.Klyuchevsky.

Managed

Failed

Causes of difficulties

Didn't know how to learn

The most interesting was

Managed

Failed

Causes of difficulties

Didn't know how to learn

The most interesting was

Managed

Failed

Causes of difficulties

Didn't know how to learn

The most interesting was

Managed

Failed

Causes of difficulties

Didn't know how to learn

The most interesting was

Target: through the study of the main reforms of Alexander II, to understand the features of the development of Russia.
Tasks:
Personal - to form a reflexive attitude to the reform of Alexander II;
Meta-subject - the ability to analyze historical documents, compare the level of ongoing reforms in different countries;
Subject - to study the content of the reform of 1861, to prepare for the study of similar reforms in world history.

Today, many scientists question the existence of Mt. yoke in Russia. To answer the question about the yoke, it is necessary to analyze the changes that have taken place in the state, to see the source of these changes. new algorithm of work (the students build this algorithm in collaboration with the teacher, then use it in other similar situations).

Target audience: for grade 10

The outline of the lesson with the presentation "Russia in the period of the Stolypin reforms" was developed by the teacher of history of GBPOU RO "OATT". The work is intended for 1st year students. Can be used for 11th grade secondary school students. A lesson in learning new material. The lesson uses a lot of documents.

Target audience: for grade 10

The material can be used as an additional one in the history lessons in the 7th grade "Enlightenment" and the 10th grade "The Age of Enlightenment and enlightened absolutism". The purpose of the development: to show the features and characteristics of the social contract and natural law in the works of T. Hobbes and D. Locke

Target audience: for grade 10

This work is a plan-outline of the lesson using a presentation made in the MS Power Point program. The lesson is the first lesson in the section "Unification of Russian lands into a single state." The lesson includes the following structural components: updating the acquired knowledge, learning new material, consolidation and homework. During the lesson, presentation slides are used.

This lesson can be used in the system of NPO and SPO for first-year students as part of the study of the discipline "History"

Target audience: for grade 10

Target audience: for grade 10