History lessons. Abstract of a history lesson on the topic "Eastern Slavs in antiquity" (Grade 10) Russia between East and West

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.

Lesson summary

history in 10th grade

Lesson type: learning new material

View: combined

Lesson form: practical work with sources with an element of critical thinking

Equipment: interactive complex, presentation

Handout: cards with sources of elements of critical thinking

Didactic material: document "Sudebnik of Ivan III"

Lesson topic:“Formation of a single state - Russia. IvanIII.»

Lesson Objectives: characterization of the causes, course and results of the feudal war in the second quarter of the 15th century; its influence on the future fate of the country; analysis of the development of Russia in the XV century. and definition of signs of the centralized state; analysis of the content of the Sudebnik of 1497; characteristics of social relations in the Russian society of the period under study.

The plan is a summary of the lesson.

Guys, we continue the theme of Russia in the XIII-XV centuries, we talked about Moscow as the center of the unification of Russian lands, about Dmitry Donskoy. As a repetition and consolidation of what has been covered now, we will hold a historical shootout and a Vocabulary warm-up. Please, let's start.

Main dates and events
1425-1453- feudal war.
1462-1505- reign of Ivan III.
1478- the final annexation of Novgorod to Moscow.
1480- standing on the Ugra.
1485- Accession of Tver to Moscow.
1497- adoption of the Code of Laws of Ivan III.
XV - beginning of the XVI century. - Creation of the ensemble of the Moscow Kremlin.

Terms and concepts of the lesson
Autocephalous Church- administratively independent church in Orthodoxy.
Boyar Duma- the supreme council under the prince (since 1547 - under the tsar) in the Russian state of the 10th - early 18th centuries. The activity of the Boyar Duma was of a legislative nature. In Kievan Rus, the Boyar Duma was a meeting of princes with combatants (princely husbands, duma members) and city elders (zemstvo boyars, descendants of the local nobility), sometimes the highest representatives of the clergy were also present. In the Moscow state, the members of the Boyar Duma were: boyars, roundabouts, duma nobles and duma clerks.
Localism- the system of distribution of official places in the Russian state in the XIV-XV centuries. taking into account the origin, official position of the person's ancestors and his personal merits. Canceled 1682
Elderly- a fee in Russia at the end of the 15th-17th centuries, which was paid by the peasant when leaving his owner a week before and a week after St. George's Day (autumn).
Estate- possession received by princes - nobles for service.
landowners- holders of estates, nobles.
Orders- central government agencies in charge of individual branches of the grand duke's administration.

Personalities
Vasily II the Dark(1415-1462) - son of Vasily I, Grand Duke of Moscow from 1425. He won the feudal war (1425-1453). Blinded during the war in 1446 by Prince Dmitry Shemyaka (hence the nickname). He limited the independence of Novgorod and Pskov.
Vasily Kosoy(? -1448) - specific prince of Zvenigorod. Together with his brother Dmitry Shemyaka, he waged a long-term feudal war against Vasily II the Dark. He tried to seize power in Moscow, but was defeated in 1436 and blinded.
Dmitry Shemyaka(1420-1453) - the son of Yuri Dmitrievich, Prince of Galich-Kostroma. During the feudal war in 1446 he captured and blinded Vasily II the Dark, after a series of defeats he fled to Novgorod.
Yuri Dmitrievich(1374-1434) - Prince of Zvenigorod and Galich-Kostroma, son of Dmitry Donskoy. Since 1425, he entered into a struggle with Vasily II the Dark. In 1433-1434. twice captured the grand prince's table.
Ivan III(1440-1505) - the son of Vasily II, Grand Duke of Moscow from 1462. Married first marriage to Princess Maria Borisovna of Tver, the second - to Sophia Paleolog. During the reign of Ivan III, the territorial core of the unified Russian state was formed, and the formation of the central state apparatus began. Yaroslavl, Novgorod, Tver, Vyatka, Perm, etc. were annexed. Under him, the Mongol-Tatar yoke was overthrown (standing on the Ugra in 1480), the Sudebnik of 1497 was drawn up, a lot of construction began in Moscow, the international authority of the Russian state grew, the title was issued - the Grand Duke of All Russia.

Lesson equipment: map "Establishment of the Russian centralized state", 2 presentations - "Establishment of a single state - Russia", "Sudebnik Ivan III", work with additional material.
Plan for studying new material: 1. Feudal war of the second quarter of the 15th century. 2. Ivan III. Unification of Russian lands around Moscow. 3. Sudebnik 1497

Guys, we continue the theme of Russia in the XIII - XV centuries, in the last lesson we talked about Moscow as the center of the unification of Russian lands, about Dmitry Donskoy. As a repetition and consolidation of what has been covered now, we will hold a historical shootout and a Vocabulary warm-up. Please, let's start.

(historical shootout and vocabulary warm-up)

The topic of our today's lesson is the formation of a single state - Russia. And a new historical personality - Ivan III.

Today in the lesson we will characterize the causes, course and result of the feudal war of the second quarter of the 15th century, its influence on the future fate of the country, get acquainted with the new code of laws of Ivan III - the Sudebnik of 1497.

On the first question of the plan Victoria Kushnirenko will now tell us about the causes, course and result of the feudal war of the second quarter of the 15th century. (message)

I: The background of the events of the feudal war lies in the fact that the war was essentially a struggle between supporters of centralization, which were represented by the grand ducal power, based on the Moscow boyars, the nobility and the church, with opponents of this process - a coalition of appanage princes led by the Galician-Zvenigorod prince Yuri Dmitrievich. The results of the war: the victory of the forces of centralization, the strengthening of the grand duke's power, the Russian church became autocephalous. (Which means autocephalous)

We continue to consider the stages of formation of a centralized state. Your task is to complete the table you started in the previous lesson.

The main stages of the political centralization of Russia

.
2. When compiling a historical description of Ivan III, guys, you can use the material of the paragraph and the documents after it and the material presentations about IvanIII.

The reign of Ivan III was the period of formation of the main territory of Russia, the formation of its political foundations. The highest goal of Ivan III was the unification of all Russian lands under the rule of Moscow. Having united most of the Russian lands, he began to behave like an independent sovereign and stopped paying tribute to the Horde. Akhmat, Khan of the Great Horde, decided to restore dominance over Russia.
In 1480, Akhmat, having concluded an alliance with the Lithuanian king Casimir, raised the Great Horde on a campaign. Akhmad's troops approached the Ugra River, a tributary of the Oka. However, the Tatars did not dare to force it. The enemy troops began to stand on the Ugra, which ended in favor of the Russians. Russia freed itself from the Mongol-Tatar yoke.
Under Ivan III, the basic principles of the foreign policy of the Muscovite state were formed, which determined it for centuries to come. A provision was put forward that the Moscow princes were the heirs of the princes of Kievan Rus, and consequently, all the lands of Kievan Rus were the patrimony of the Moscow sovereigns. The Grand Duke started a war with Lithuania. As a result, under an agreement with Lithuania in 1503, the lands along the Desna and Sozha, in the upper reaches of the Dnieper and Western Dvina with Chernigov, Novgorod-Seversky, Starodub, Gomel, Bryansk, etc., passed to Russia.
The marriage of Ivan III (after the death of his first wife) with the niece of the last Byzantine Emperor Constantine XI Palaiologos Zoya (Sophia) Palaiologos was of great importance for strengthening the international prestige of the Muscovite state. New symbols of power appeared in the state: a coat of arms with a double-headed eagle and the title of king (Caesar).
3. Consideration of the Sudebnik of 1497 ( presentation) In 1497, the Sudebnik was adopted, for the first time legislative measures were introduced to limit corrupt practices, and the problem of corruption of employees began to be identified in sufficient detail. In Art. 1 immediately indicates the prohibition of the promise in court, as well as the use of justice as an instrument of revenge or to resolve cases in the interests of individuals - “but do not take revenge on the court or be friends with anyone.” According to which justice began to be administered in Russia. Yes, Art. 1 Sudebnik read: “Judge the court of the boyars and roundabouts. And at the court to be among the boyars and the devious deacons. And promises to the boyars, and to the devious, and to the deacon from the court and from sadness, do not imati to anyone ... ". Under the promises in this article was understood the receipt by an official who administers justice or resolves a dispute, gifts, requisitions, bribes. The Code of Law introduces the term "bribe" and Art. 67 declares: “Yes, order to announce on the territory in Moscow and in all cities of the Moscow land, and Novgorod land, and in all volosts to order that the plaintiff and the defendant do not promise bribes to judges and bailiffs in court ...”. This article did not provide for sanctions for receiving a promise, however, for committing this offense, an official could be punished by the head of state at his own discretion. Consequently, corruption as a legal phenomenon directed against the interests of justice arose in Russia in the form of taking bribes. I would like to note that any manifestations of corruption are extremely disapprovingly perceived by society, which expects the use of state coercion measures against officials who want to enrich themselves at the expense of their position. It should be noted that the first legal manifestation of bribery was feeding - an ancient Russian institution for the prince to send his governors, governors to the provinces without monetary compensation, so that they were "fed" (maintained) by the population of the corresponding territory. The governors were in charge of all affairs in the county subject to him: they controlled the army, judged and imposed punishments, monitored the collection of taxes, etc. At the same time, the governors abused their power, shamelessly took rewards, extorted offerings from the inhabitants, and profited from the people's need. They, as a rule, were appointed for two years, but instead of governing, for the most part they sought to enrich themselves during this period. The draft work was carried out by the clerk Vladimir Gusev, and then received the force of law in 1497 from September, having been approved by the Grand Duke with his children and boyars.
Reason for the appearance sudnik:
1. extending the jurisdiction of the Grand Duke to the entire territory of the centralized state
2. liquidation of legal sovereignties of individual lands, appanages and regions.
3. central management and the court have not been identified.
Sudebnik is an instruction for organizing a trial ("court").
The new general law did not have any name, but it is usually called a judicial code by analogy with the royal Code of Laws.

So ____
New decrees related to the law-making activities of Ivan III:
1. prohibition to deny justice (art. 2), but does not punish
2. bribery and perjury laws, etc. The law code can be divided into three parts: the first (Art. 1-36) - about the central court;
the second (Art. 37-44) - about the provincial (viceroy) court; the third part (Articles 45-55, with additional Articles 67-68) - contains substantive law (on prescription, inheritance, loan and sale contracts, on the transfer of peasants, on servitude). The main content is procedural law. Sudebnik did not cover all the legal forms of Russia, so he did not exclude the use of customary law.

First, he consolidated a single structure and management in the state. Students may be asked to build a management scheme for the Russian state in the 15th century. based on the material of the paragraph.

Management of the Russian state under Ivan III

Secondly, the Sudebnik equated privately owned peasants with black-haired (state) and palace peasants in paying taxes to the treasury.
Thirdly, he limited the privileges of the boyars, church hierarchs, monasteries in judicial and tax matters.
Fourthly, for the first time on a national scale, he introduced a rule that limited the output of peasants; their transfer from one owner to another was now allowed only once a year, during the week before and the week after St. George's Day (autumn) (November 26, old style), after the completion of field work. In addition, natives were obliged to pay the owner of the elderly - money for the "yard" - outbuildings. It is advisable to consider the size of the elderly on the basis of an extract from the Code of Laws given at the end of the paragraph.
Fifthly, the system of manning the troops is changing: instead of squads, a single military organization is being created - the Moscow army, the basis of which is the noble landowners. At the request of the Grand Duke, they must come to the service with armed people from their serfs or peasants, depending on the size of the estate (“horse, crowded and armed”).
Summing up the lesson, together with the students, I fix the historical significance of the education of Russian centralized state, which can be formulated as follows:
1) the end of the period of political fragmentation and ruinous strife within the country;
2) strengthening the country's defense capability, which made it possible to free itself from the Mongol-Tatar yoke;
3) creation of favorable conditions for the development of the economy and culture (a unified system of measures and weights has been introduced);
4) the growth of the international prestige of the Russian state.
In conclusion, we can quote from the text of the paragraph, in which the author of the XVI century. reflected the feelings of his contemporaries: “Our great Russian land freed itself from the yoke ... and began to renew itself, as if it had passed from winter to a quiet spring. She again achieved her ancient majesty, piety and tranquility, as under the first prince Vladimir.

Homework:§ 23; using the material of § 22-23, draw up a detailed plan

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

Eastern Slavs in antiquity (Grade 10 A)

Pilipenko E.V., teacher of history and social studies of the highest qualification category

Tasks:

During the classes

I. Homework survey.

1 card:

2 card:

3 card: What economic and cultural types do you know? Give a brief description.

2. Create a cluster.

II. The study of new material.

1. Occupations of the Eastern Slavs.

Teacher: Guess what the Eastern Slavs could do? Create a cluster. Compare with information on slide #2.

Occupations of the Eastern Slavs:

Practical work in a notebook. Graphic organization of the material. Mutual check on slide number 3.

Occupations of the Slavs

Characteristics of classes

Construction business

Horticulture

Gardening

Cherries, apple trees

Furry animal, honey extraction

Fishing

Trade

City on river banks

2. Social system.

Independent reading, in a notebook, draw up a diagram of the "Social system among the Eastern Slavs." What are the reasons for the change in the social system of the Slavs? (Slide 4)- tribal communities, tribes, tribal unions, veche, neighboring community, rich and poor, prince and squad.

Teacher:

Slide 5.

Teacher:

Insert. Work in groups with texts. When reading the text, notes are made: * I know, + new knowledge, ! very interesting, : what I want to discuss. Comments of each group.

Texts: RITES OF THE SLAVES

Kunyu fur coat trample!

Push each other!

Sleep well!

Have fun getting up!

5. SPIRIT OF THE SLAVES

BANNIK - the spirit of the bath.

LIKHO - the spirit of evil, misfortune.

FIELD - the spirit of the field.

Teacher:

III. Summing up the lesson.

Teacher:

IV. Grading a lesson.

V . Homework:

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• Story

Description:

History lesson for grade 10 "Eastern Slavs in antiquity"

Purpose: to form an idea of ​​the ancient period of development of peoples on the territory of our country.

Tasks:

1. to acquaint students with the lifestyle and character traits of the Eastern Slavs;

2. identify the causes of inequality in the community and among the nobility;

3. continue to form the ability to analyze and summarize historical material.

Methodical techniques: cluster, insert, game "Crossfire", graphic organization of the material.

Equipment: computer, multimedia projector, interactive whiteboard, cards, texts.

During the classes

I . Homework survey.

1. Work on cards (3 people).

1 card:Describe the features of the development of the Khazar Khaganate.

· Approximate answer: an ally of Byzantium; occupations of the population - cattle breeding, agriculture, trade; Religions - Judaism, Christianity, Islam...

2 card:What are the features of the development of the Volga Bulgaria?

· Approximate answer: occupations of the population - arable farming, craft, trade; Religion is Islam...

3 card:What economic and cultural types do you know? Give a brief description.

· Approximate answer: societies of hunters, society of gatherers, society of fishermen, society of farmers and sedentary pastoralists, slash-and-burn agriculture, arable agriculture, nomadic pastoralists, nomadic warriors, distant pastoralism, nomadic reindeer herders.

2. Create a cluster.

What East Slavic tribes do you know about?

Working with an interactive whiteboard: glades, drevlyans, volynians, dregovichi, white croats, tivertsy, streets, northerners, radimichi, vyatichi, krivichi, slovenian ilmens.

What do you think is the main feature of the settlement of the Eastern Slavs? (Along rivers, lakes - these are sources of water, fishing, a trade route).

3. The game "Crossfire".3 rows (3 groups) take turns asking each other 2 questions on the material covered.

II . Learning new material.

1. Occupations of the Eastern Slavs.

· Teacher: Guess what the Eastern Slavs could do? Make a cluster. Compare with the information on slide #2.

Occupations of the Eastern Slavs:slash-and-burn and plow farming, construction, horticulture, horticulture, hunting, fishing, handicraft, trade.

· Practical work in a notebook. Graphic organization of the material. Peer review on slide #3.

2. Social system.

Independent reading, in a notebook, draw up a diagram of the "Social system among the Eastern Slavs." What are the reasons for the change in the social system of the Slavs? (Slide 4) - tribal communities, tribes, tribal unions, veche, neighboring community, rich and poor, prince and squad.

3. Worldview of the ancient Slavs.

Teacher:The Eastern Slavs were pagans. What is paganism?

Slide 5. Paganism is a common name for primitive non-theistic religions based on polytheism.

Teacher:The Slavs looked at nature as a living being and represented it in the form of various deities. They believed in an afterlife and revered their ancestors. The existence of various "evil forces" was recognized.

· Insert. Work in groups with texts. When reading the text, notes are made: * know, + new knowledge, ! very interesting, : what I want to discuss. Comments of each group.

Texts: RITES OF THE SLAVES

RITE, a traditional action that accompanies important moments in the life of the human team. Rites associated with birth, marriage, death are called family; agricultural and other rituals - calendar. In the life of the Slavs, rituals occupied a special place, absolutely all vital events were accompanied by rituals.

1. WEDDING RITE - according to the Slavic custom, the groom kidnapped the bride at the merrymaking, having previously agreed with her about the abduction: “I look like a merrymaking ... and that wife’s sly for myself, whoever conversed with her: the name is two and three wives.” Then the groom gave the father of the bride a wreath - a ransom for the bride. The day before the wedding, the future mother-in-law bakes a kurnik and sends it to the groom's house. The groom sends a live rooster to the bride's house. There is no entertainment on the day before the wedding. Everyone is carefully preparing for the fun. On the morning of the wedding day, the groom informs the bride to prepare for the wedding. The bride's parents spread a fur coat on the bench, put their daughter on it and begin to dress in a wedding dress. As soon as they are dressed, they send a messenger to the groom. Soon the wedding train pulls up to the gate. The groom's friend knocks on the gate, calls the owner and says that, they say, we are hunting for hares, but one hare waved at you through the gate, you need to find it. The groom diligently searches for the hidden “hare” (bride), and, having found and asked for blessings from his parents, puts him on the wedding train and goes to the wedding. For a long time, a “wedding” in a Greek Catholic church with an obligatory sermon about the “family happiness” of an Israeli family was not considered a real wedding, because people still respected the customs of their ancestors for a long time. Stepan Razin, for example, canceled the church "wedding", ordering to get married around an oak tree. The wedding took place in the afternoon, towards evening. At this time, the groom's mother prepared the marriage bed in the crate: first she laid sheaves (21 in number), over the featherbed and blanket, and threw a marten fur coat or marten skin (or weasel) on top. Near the bed tubs with honey, barley, wheat, rye were placed. Having prepared everything, the future mother-in-law walked around the bed with a rowan branch in her hand. 21 sheaf means "fiery passion" (triple seven, the number of Fire), the marten fur coat was supposed to magically kindle the passion of the bride, just like the skin of a marten or weasel. Pay attention to the names of animals whose skins have been used for magical purposes, apparently, since common Indo-European times, if not earlier. Kuna (marten) - the same root as the Latin cunnus, mink - the same thing, only allegorically, and, finally, caress actually means caress. The rowan branch serves, firstly, as a kind of cleansing agent, and, secondly, as a sign of fertility. The word wedding itself means covering the head with a wreath (crown). Before the wedding, the place of the groom was occupied by a younger brother or teenager, a relative of the bride, from whom the groom had to buy a place next to the bride. The rite is called "selling the sister's braid." Near the bride, “eyes” also sit down - two relatives of the bride, most often sisters or sisters (i.e. cousins). They help the bride throughout the wedding. Each of the "peepholes" holds in their hands a dish tied with scarves with the ends down. In one dish there is a handkerchief, a warrior, a comb and a mirror, and in the other two spoons and a loaf of bread. After the ransom, the bride and groom, holding a lit candle in their hands, went to the temple or the sacred oak. Dancers walked ahead of them, behind them they carried a cow, on which lay pieces of silver. Behind the young showered carried a bowl of hops, grain and silver. The matchmaker showered the bride and groom from the bowl. The guests wished the bride as many children as there are hairs in a sheepskin coat. After such wishes, the matchmaker graciously showered the guests as well. Previously, the priest used to marry, take the bride by the hand, entrust her to the groom and order them to kiss. The husband covered his wife with the hollow of his dress or cloak as a sign of patronage and protection, after which the priest gave them a cup of honey. Standing in front of the altar, the husband and wife took turns drinking from the cup three times. The bridegroom splashed the remnants of honey into the altar and threw the cup under his feet, saying: “Let those who will sow discord among us be trampled under their feet.” Whoever stepped foot on the bowl first, according to legend, became the head of the family. The village healer or sorcerer always sat in a place of honor at the wedding table. However, he occupied a place of honor not because he could, angry with insufficient respect for him, “turn a wedding train into wolves” (why does a sorcerer need a train with wolves?), But because he was often a descendant of those very Magi, for hundreds of years, who married our great-great-grandparents with great-great-grandmothers. On the way home, the young people walked, tightly clinging to each other, and the guests alternately pulled their sleeves, trying to separate them. After such a simple test, everyone sat down at the table and began to feast. All except the young, in front of whom, although there was a fried chicken, they ate it only after the end of the feast. Young people were not allowed to drink or eat during the wedding feast. When a kurnik was served on the table, this meant that the time had come - "Tetera flew to the table - the young woman wanted to sleep." At the height of the fun, the young people went to the cage, where the marriage bed had been prepared in advance. Under parting words, the newlyweds, having captured a ritual cow and a chicken wrapped in a towel, closed themselves in a cage. At the door with a drawn sword, the groom's friend walked, guarding the peace of the newlyweds.

Kunyu fur coat trample!

Push each other!

Sleep well!

Have fun getting up!

After such rather frank wishes, the guests retired to the house, but after a while they sent to inquire about "health". If the groom answered that he was in “good health”, then “good” happened. "Merry getting up," the young began to eat. Taking the chicken, the newlywed had to break off the leg and wing, and then throw them back over his shoulder. Having tasted chicken and cow, the young people joined the guests, and the fun continued. The groom's friend read blessings, after which the feast flared up with renewed vigor. The feast ended with games.

2. RITE OF NAME - if a Slav or a Slav from birth was called a Slavic name, then the rite of naming is not necessary. Of course, if there is no need to call a new name. If a person has not been baptized or brought to any other foreign faith, then the naming ceremony is carried out as follows. The one who is called stands facing the Holy Fire. The priest thrice sprinkles spring water on his face, forehead and crown, saying the words: like that water is pure, so thoughts will be pure; as the water is pure, so the name will be pure! Then the priest cuts off a strand of hair from the one who is called and puts it in the Fire, pronouncing the new name in a whisper. Before a person receives a name, no one, except for the priest and the named one, should know the chosen name. After that, the priest approaches the person and says loudly: “Narcemo is your name ... (name).” And so three times. The priest gives the betrothed a handful of grain to bring the trebe and the brother of surya to commemorate the ancestors. A Slav who was previously baptized, or was led to some other foreign faith, must first undergo a purification ceremony. To do this, they seat a person on his knees on a deck (he should not touch the ground with his knees), circle this place in a vicious circle. Before sitting in a circle, the accused takes off his clothes, revealing himself to the waist. The circle is drawn with a knife, which is then left in the ground until the end of the ceremony. As a rule, before the beginning of the naming, a lot is cast: is a person worthy of such an honor to receive a Slavic name and go under the protection of the Ancestors. This is done as follows: the priest, standing behind the cursed, swings the ax three times over the head of the latter, trying to lightly touch the hair with the blade. Then he throws the ax to the ground behind his back. If the blade of the fallen ax points to the accused, then the rite continues. If not, they postpone the naming until better times. So, if the lot fell out successfully, then the head is lightly washed with spring water, salted with fire, sprinkled with grain, making cleansing movements with the hands. Purification is carried out by a priest or three priests. They go around the named salting in a circle, holding their right hands above his head. At this time, they lingeringly proclaim the cry "Goy" - three times. Raising their hands to the sky, they solemnly exclaim: “Narcemo is your name ...”, then the name chosen by the community (in agreement with the priest) is pronounced, or the name that the called person chose for himself (again, with the consent of the priest). And so they exclaim three times. The circle is broken, the betrothed is given a handful of grain for his first sacrifice and a bucket of honey to commemorate the ancestors, under whose protection he is now passing.

3. THE FUNERAL RITE - the simplest funeral rite is as follows: “If someone dies, they make a funeral over him, and therefore I steal a lot (a special fire, “steal” (stealing objects placed on it from our world) is laid out in the form of a rectangle, with a height on the shoulders of a person. For 1 domovina, it is necessary to take 10 times more firewood by weight. Firewood should be oak or birch. Domovina is made in the form of a boat, boat, etc. Moreover, the bow of the boat is placed at sunset. The most suitable day for burial Friday is considered to be the day of Mokosh. The deceased is dressed in all white, covered with a white veil, put milodar and funeral food in the domina. The pot is placed at the feet of the deceased. The Vyatichi deceased should lie with his head to the west), and burn the dead man on the steal (The elder sets fire to , or a priest, undressed to the waist and standing with his back to the steal.The steal is set on fire during the day, at sunset, so that the deceased "sees" the light and "walks" after the setting sun.The inside of the steal is stuffed with flammable straw oh and branches. After the fire flares up, the funeral prayer is read. At the end of the prayer, everyone falls silent until a huge column of flame rises to the sky - a sign that the deceased has risen to Svarga), and then collecting the bones (among the Northerners, for example, it was customary not to collect the bones, but to pour a small hill on top, Throwing down weapons and milodaras from above, the participants of the feast dispersed to collect earth in their helmets and already pour a large grave mound), put a mala (clay pot) into the vessel and put it on a pillar (in a small funeral hut "on chicken legs" ) on the way (on the way from the village to sunset), to create Vyatichn even now (the custom of putting huts “on chicken legs” over the grave was preserved in the Kaluga region until the 30s of the 20th century).

4. RITES IN HONOR OF THE DEAD - in many Slavic lands traces of holidays in honor of the dead are still preserved. People go to the burial grounds of 1 Suhenya (March), at the hour of dawn, and there they offer sacrifices to the dead. The day is called "Naviy Day" and is also dedicated to Morena. In general, any rite in honor of the dead has its own name - Trizna. Trizna for the dead is a feast dedicated in their honor. Over time, the Slavic Trizna was changed into a commemoration. Trizna used to be a whole ritual: cakes, pies, colored eggs, wine are brought to the burial ground, and the dead are commemorated. At the same time, women and girls usually lament. Lamentation is generally called crying for the dead, but not a silent, not a simple hysterical fit, allowing the loss of tears, often without a sound, or accompanied by sobs and temporary groans. No, this is a sad song of loss, the deprivation of which the author himself suffered or suffered deprivation. The author of such lamentations, shedding bitter tears about a deceased relative, and being unable to harbor spiritual anxiety, falls on the burial ground where the ashes are hidden, or, striking her chest, cries, expressing in a chant in the form of folk songs, the word spoken by her with all my heart, with all my heart, often deeply felt, sometimes even bearing a deep imprint of folk legend. After the lamentations, a feast was held. There are also folk funeral feasts, during which the whole nation remembers. In modern times, people perform such a feast on Radunitsa or Great Day (Easter). Songs, dishes, and lamentations bring joy to the souls of the dead, and for this, they inspire the living with useful thought or advice.

5. SPIRIT OF THE SLAVES

Spirits played an important role in the life of the Eastern Slavs in antiquity. Among the spirits there were good and evil, each spirit fulfilled its role.

BANNIK - the spirit of the bath.

BLAZEN - ghost, ghost.

SWAMP - an evil spirit in the swamp, trying to drag a person into a quagmire.

Basilisk - mythical monstrous serpent.

WATER - a spirit that lives in water. Vodyanoy, crowberry, lives in the water, from where he rarely comes out; his favorite place is the river whirlpools, and, moreover, near the water mills. The waterman is credited with the same meaning as the brownie, which is evidenced by the proverb: "grandfather of the water, the head of the water." He is also credited with power over mermaids, who therefore do not constitute an original deity. The people personify the water old man, constantly covered with swamp grass. The waterman also demands respect. His revenge lies in the damage to the mills, in the dispersal of the fish, and sometimes, they say, he encroaches on the life of a person. Catfish is attributed to him as a favorite fish, on which he rides and which delivers drowned men to him. For this, the catfish calls the people - a damn horse.

DOMOVOI - according to general concepts, a brownie represents a wingless, incorporeal and hornless spirit that lives in every house in every family. He differs from Satan in that he does no evil, but only jokes sometimes, even renders services if he loves the owner or mistress. Before the death of someone in the family, he howls, sometimes even shows himself to someone from the family, knocks, slams doors, etc. According to general belief, he lives in the winter near the stove, or on the stove, and if the owner has horses and the stable is then placed near the horses. If he likes the horse, then the brownie grooms it, braids its mane and tail, gives it food, which makes the horse kinder, and vice versa, when he doesn’t like the animal, he torments her and often beats her to death, knocks her under a manger, etc. From this opinion, many owners buy horses of the color that is to the court, that is, loved by brownies. If the brownie fell in love with the household, then he warns in misfortune, guards the house and yard; otherwise, he beats and smashes the dishes, screams, stomps, etc. To the one he loves, he curls his hair and beards into braids, and he pinches the one he does not love, bruising at night. These bruises are judged about some kind of trouble, especially if the bruise hurts. It also leans on the sleeping person during the night and crushes him, so that at this time it is impossible to move or say a word. Usually this wall leans on the one who sleeps on his back, at this time they ask, for worse or for better, and the brownie answers in a gloomy voice - “yes” or “no”. They say that he does not like mirrors, also goats, as well as those who sleep near the threshold, or under the threshold. Sometimes they hear how he, sitting in the master's place, is engaged in the master's work, while nothing is visible to the invisible. In the common people they have respect for the brownie, so that the peasant is afraid of him, of offending him in any way, and is even careful not to pronounce his name without purpose. In conversations, they do not call him a brownie, but "grandfather, master, big or himself." When moving, or moving from home to another, it is considered an indispensable duty on the last night, before leaving the old house, to ask the brownie to a new place with bread and salt. The economy of each, in their opinion, is under the influence of the brownie. They say that the brownie does not like lazy people, especially windmills. If the brownie does not love the owner, then he begins to play pranks; in this case, before the threshold of the house, a skull, or the head of a goat, is buried in the ground.

SNAKE - A creature that combines the properties of a reptile and a person.

SNAKE-SKOROPEYA - a snake that lives in a field, forest, swamp. Dominant over other snakes.

Kikimora - an evil spirit in the form of a woman, appears in the house.

Pantry - the spirit guarding the treasures.

COW DEATH - An evil spirit that kills cows. Appears as a black woman or animal.

LESHIY - a forest man, goblin, personified similarly to a brownie. The power of the goblin is limited to forests alone; and his dwelling is supposed to be thick reeds and forest slums. Goblin, like a brownie, can appear to a person in different forms, but he is most often shown as a decrepit old man. He is credited with the fact that he loves to shout in the forest, frightening the people, start, and when the joke succeeds, then laugh and clap. If he leads anyone into the forest, then the people think that one has only to turn all the clothes inside out in order to get out of the forest.

LIKHO - the spirit of evil, misfortune.

FEVER - a spirit in the form of a woman who takes up residence in someone and causes illness.

WEREWOLF - a creature that has the ability to turn into a person or animal (usually a wolf).

OVINNIK - a spirit that lives in a barn.

FIELD - the spirit of the field.

MERMAID - a spirit in the form of a woman, living in the water. Bereginya, saving the drowning.

GHOUL - not dead (living dead) - a creature that kills people and sucks blood from them or eats them.

Teacher:What do you think that from the heritage of the Eastern Slavs has come down to our time? What is the significance of the cultural heritage of our ancestors?

III . Summing up the lesson.

Teacher:Having settled in the vast expanses of the East European Plain, the Slavic tribes laid the foundation for the formation of a special civilization, which was influenced by the tribes and peoples living in the neighborhood of the Slavs.

IV . Grading a lesson.

V . Homework: pp. 52-56, c. 2-4, document analysis. Ind. the task is to pick up material about the worldview of the Eastern Slavs.