Historical circles for schoolchildren. History circle as a form of extracurricular organization

Municipal State Educational Institution Nizhnechumanskaya Secondary School of the Baevsky District of the Altai Territory

Educational program of the historical circle

for 2013-2014 academic year

Head S.V. Ignatenko

a history teacher

With. Nizhnechumanka

2013

Program Structure

Explanatory note

Thematic plan

Main content of the program

Conditions for the implementation of the program

Planned results

Literature

Explanatory note

Historical science builds its conclusions on the material of historical sources. Under the historical sources understand all the remnants of the past, which are associated with the activities of people and reflect the history of human society. The circle program provides students with the opportunity to get acquainted with the main auxiliary historical disciplines, to give those knowledge and skills that are not always indicated in the curricula on history and cannot be given in the classroom.
The course is designed for 34 hours, of which part of the study time is allocated for intellectual games and research activities, taking into account the acquired knowledge and skills.

Purpose of the course : - development of intellectual, creative abilities of students, cognitive activity of students and interest in national history;
Course objectives :

To form a system of historical views of students.

Develop an interest in research

To create conditions conducive to raising the level of education of students.

To develop the abilities, creativity, horizons of students.

Activities:

Organization of research activities of students;

Participation in the work of the school local history corner;

Participation in the regional local history conference;

Distribution and promotion of materials about their activities.

Thematic plan

№ p/n

Topic

Total hours

Theory

practice

Introduction

Search and research work of students

Paleography

Numismatics

Metrology

Chronology

Sphragistics

Heraldry

Onomastics

Toponymy

Genealogy

social etiquette

Examination of values

Final session

TOTAL

Program content:

Introduction 2 hours. Goals and objectives of the course. Familiarity with the content of the program. Historical sources: material and spiritual. Keys to the secrets to CLIO: VIEW - auxiliary historical disciplines.

Search and research work of students. Approaches to the problem of motivation at school and teaching and research activities. Fundamentals of research work. Preparatory period in research work. Collection of material and principles of working with it. How to present research results. Applications. Research writing advice.

Paleography 2 hours.

External signs of manuscripts, material for writing. Alphabet and graphics of letters, art decorations.

Numismatics 2 hours.

The study of the first monetary systems, coins and paper money, money circulation.
Metrology 2 hours.

Existence in different periods of history of a measure of length (length) and weight (gravity), surface (area) and capacity (volume), their relationship with the modern system of measures.
Chronology 2 hours.

Various time calculation systems, methods of processing direct and indirect dating information.

Sphragistics 2 hours.

Seals and their role in the historical process. Documents with and without stamps. Separate prints.
Heraldry 2 hours.

Coats of arms as symbolic insignia of individuals, surnames, clans, regions, cities, states, institutions. Family coat of arms and my personal coat of arms.
Onomastics 2 hours.

Proper names in history. Connection with linguistics. Patterns and different categories of names. My name.
Toponymy 2 hours.

Geographical names in the history of the country, region, small homeland. My region, my district, my village.

Genealogy 2 hours. The study and compilation of pedigrees. Dynasties of Rurikovich and Romanovs in the history of the country. Pedigree of my family and clan.
social etiquette 2 hours.

Systems of social etiquette: ranks, ranks, awards, titles, insignia.

Generalization 2 hours.

Features of the teaching methodology

The fulfillment of the planned tasks will be carried out on the basis of a person-oriented approach. The main forms of conducting classes will be: lectures, conversations, excursions, workshops, laboratory form of work.

Working methods:

reproductive, partially exploratory, exploratory, research.

Conditions for the implementation of the program.

Students use notebooks, pens, and pencils in class. They get practical skills in working with historical sources, exhibits in the local history corner.

Expected result:

When solving problems, the result can only be positive.

Students should know:

1. What is research work

   What is heraldry, numismatics, sphragistics, metrology, onomastics, toponymy.

   Rules for writing research papers.

Students should be able to:

To interview

Record received data

Solve problems in chronological order.

Conduct excursions in the historical and local lore corner.

Literature:

Leontieva G.A., Shorin P.A., Kobrin V.B. Keys to the secrets of CLIO. - M: Enlightenment, 1994.

Fedorchuk I.A. Story. Intellectual games for schoolchildren. - Yaroslavl: "Academy of Development", 1998.

Ageeva I.D. Who knows history best? - M: TC Sphere, 2005.

Mironov V.A. The name of the secret power - M: FAIR PRESS, 2003.

School history circle / / Teaching history at school. -1993. - No. 1, p. 45

"The Fascinating World of History".

Teacher of history and social science Nigmatullina A.Sh.

MBOU secondary school No. 4 of the city of Gusinoozersk.

Explanatory note.

In recent decades, the need for a thinking and creative person has become tangible. Many works devoted to the formation of a creative personality have appeared in the psychological and pedagogical literature.

The relevance of this topic, according to Professor M. Kochurin, is that: “The constructive and creative nature of a person should be developed by society, “by educating a person as a seeker, as an author of proposals, hypotheses, more or less far reaching into the space of time, we need to educate a person as an experimenter - a researcher, confronting in his trials and mistakes, forced to constantly correct, to prove himself. I am sure that it is in the 21st century that a person must be creative, who must creatively approach any issue and be a professional in his field.

There are two aspects of creative activity:

Research activity (as a creative kind of knowledge);

Actually creative activity, the creation of your product. In my opinion, it is necessary to ensure that schoolchildren master both types of creative activity.

It is necessary to go to creativity element by element and holistically teaching its features, equipping it with the necessary skills and abilities, and of course, stimulating creative activity.

The Federal State Educational Standard of the new generation requires the use of activity-type technologies in the educational process, methods of design and research activities, which are defined as one of the conditions for the implementation of the main educational program of education. Modern developmental education programs include project activities in the content of various courses and extracurricular activities.

The research practice of a child can be intensively developed in the field of additional education in extracurricular and extracurricular activities. Research activity allows you to involve different categories of participants in the educational process (students, parents, teachers), creates conditions for working with the family, communication between children and adults, their self-expression and self-affirmation, development of creative abilities, provides an opportunity for recreation and satisfaction of their needs.

It is a creative student who can realize himself as a person in the conditions of the development of a market economy and modern society. And this must be taught in the conditions of modern school.

So the idea arose to unite children in the historical circle "The Fascinating World of History". The program is intellectually oriented and is a continuation of lesson activities. The program is designed for 4 years. Classes are held once a week.

Purpose: To form a cognitive need for the development of historical material.

Tasks:

Educational:

To form an idea of ​​the main stages and key events in the history of Russia;

Developing:

develop cognitive needs and abilities, creativity;

increasing students' interest in the history of the Fatherland, native land, family;

to form and develop the skills and abilities of research search;

mastering elementary methods of historical knowledge, the ability to work with various sources of historical information;

improvement and expansion of the range of general educational skills, skills and methods of activity (development of the ability to organize one’s cognitive activity independently and motivatedly (from setting a goal to obtaining and evaluating the result), use elements of cause-and-effect and structural-functional analysis, determine the essential characteristics of the object being studied, independently choose criteria for comparison, comparison, evaluation and classification;

formation of information culture skills in schoolchildren. The use of the Internet and information technology in the study of history;

Educational:

education of patriotism, respect for the history and traditions of our Motherland, for human rights and freedoms, democratic principles of public life.

feature This program is the implementation of the pedagogical idea of ​​the formation of the ability to learn in schoolchildren - to independently obtain and systematize new knowledge. In this capacity, the program ensures the implementation of the following principles:

Continuity of additional education as a mechanism for the completeness and integrity of education in general;

Development of the individuality of each child in the process of social self-determination in the system of extracurricular activities;

Systematic organization of the educational process;

Wide use of ICT, Internet resources, creation of electronic presentations;

Disclosure of abilities and support for the giftedness of children.

Calendar-thematic planning.

5th grade

Lesson topic.

Number of hours

Introduction. "Flipping through the pages of history."

What is history. What gives the study of history as a science. Sources for the study of history.

"The World of Symbols".

We create applications on the topics:

The emergence of agriculture and animal husbandry.

Invention of the bow and arrow.

Demonstration of works.

"With my own hands."

Modeling. Lecture.

Group, practical work.

(Selection of information, material, drawing, modeling.)

Modeling:

1. Primitive dwelling,

2. Shaduf.

Entertaining assignments.

"Ancient Inventions That Changed Human Life".

Student messages.

Learn how to create slide presentations.

"Oh great rulers of the ancient world."

Student messages.

Group work. "A Conversation with the Rulers"

1. Conversation with A. Makedonsky.

2. Conversation with Hammurabi.

1. Composition "The military art of A. Macedon".

Think of an ending to the story.

Compilation of a bibliographic dictionary.

1. The great rulers of ancient Greece.

2. The great rulers of Ancient Rome.

"Seven Wonders of the World"

Messages.

We create slide presentations.

Project work: "Modern Wonder of the World".

Submit your assignment.

Creation of the collection "Our projects".

Total:

30 (4 hours - reserve)

6th grade

Introduction.

What a fascinating story.

"In Search of Historical Sources".

historical sources. VIEW. Lecture.

How to work with a historical document. Memo.

Text research. Reading a fragment of a document in Old Russian.

Proverbs, sayings, fairy tales as historical sources.

Writing a fairy tale with a historical hero.

Visit to the Selenginsky regional archive.

"We create with our own hands."

Dwelling - as a historical source. Housing modeling. Search for information. Drawing.

Subject: Old Russian dwelling:

Princely mansions.

Boyar mansions.

Peasant hut.

Creation of a slide presentation.

We create clothes. Search for information. We are preparing a pattern. We sew clothes.

"Suggest Your Job"

"The Tradition of the Deep".

Signs of the ancient Slavs. Student messages.

Rituals and ceremonies of the Slavs.

The dwelling of the ancient Slavs.

Research work.

We create slide presentations.

"Through the cities of Rus'".

Planning a tour itinerary. Map research. Search for information.

We create a slide presentation.

"Suggest your assignment."

Guided tour of the city of Gusinoozersk. We choose guides, locality. Selection of information.

"Flipping through the pages of history."

Create a collection.

Total:

30 (4 hours - reserve)

7th grade

Introduction.

Historical facts. Mysteries of history.

"Interesting Facts" XVII-XVIII centuries.

Work in the library. Search for interesting facts

history of the Fatherland of the XVII-XVIII centuries. Compilation of a collection.

Working with historical documents.

"Suggest your assignment."

History in dates and figures.

Lecture. "This is interesting"

Solving historical problems.

Compilation of a problem book.

Compilation of a chronological table.

Compilation of chronological complexes. (Enslavement of the peasants, the struggle of Russia for access to the Black Sea, the Mongol-Tatar invasion).

Learning to analyze statistical data.

"Mysteries of History".

Mysterious stories. Messages.

We are conducting investigations. (We learn to prove our judgments by applying facts).

We create slide presentations.

"Historical Simulation"

Messages. Topics: “Fire beats in a cramped stove” (description of the dwelling, household utensils), “Whether in the garden, in the garden ...” (agricultural implements, the work of livestock breeders, “We are not united by bread ...” (holidays, costumes) .

Creation of drawings.

Modeling.

"Make a movie"

We're writing a script. Topics: "Peter I on a campaign abroad", "Meeting of the boards", "Assemblies". We distribute roles.

Rehearsal.

Filming.

"Creating a collection"

"Works of the creative workshop"

Total:

30 (4 hours - reserve)

8th grade

"Introduction"

"Personality in History".

"Discoveries that changed the world"

Lecture. "Discoveries That Changed the World".

Messages. "Great discoveries of the XIX - XX centuries."

Entertaining assignments.

Myths about scientific discoveries. Playing situations.

Creation of slide presentations.

Composition: "How great discoveries are made."

Creating a questionnaire on the topic.

"Outstanding people of the XIX - XX centuries"

Lecture. "Outstanding People".

Group work. Interview.

Compilation of a bibliographic dictionary of the reference book.

Creative task. "The pride of our family."

Entertaining assignments.

Submit your assignment.

"Through the Eyes of an Artist"

Lecture. "Eminent Artists".

Let's take a tour. Reproduction selection. Search for information. Preparing speeches. Create a slide presentation.

Entertaining assignments.

Creative task: "Relive the situation"

Creating a picture.

Conversation. "What is it like to be an artist?"

Submit your assignment.

Create a collection.

"Great Discoveries".

Total:

30 hours (4 hours - reserve)

Lesson methods: conversation, game, practical work, experiment, observation, express research, collective and individual research, independent work, defense of works, mini-conference.

Technologies, methods:

level differentiation;

problem learning;

modeling activity;

search activity;

information and communication technologies;

health-saving technologies;

Intersubject communications.

with Russian language lessons: recording individual expressions, sentences, paragraphs from the texts of the studied works;

with fine arts lessons: design of creative works, participation in exhibitions of drawings during the defense of projects;

with computer science lessons: presentation design, selection of information from Internet resources.

with labor lessons: the manufacture of various elements on the topics of projects.

Possible results ("outputs") of creative activity:

album,

newspaper,

magazine, flip book,

collage,

collection,

costume,

layout,

model,

music selection,

visual aids,

poster,

presentations,

illustration series,

fairy tale,

directory,

wall newspaper,

craft souvenir,

tutorial,

photo album,

excursion.

When compiling the work program, the following was used training and metodology complex:

Balyazin V.N. An entertaining history of Russia - M .: publishing house "First of September", 2001.

Plotkin G.M. Materials and cognitive tasks on national history - M .: Education: Proc. lit., 2000.

Kozlenko S.I. Story. All-Russian Olympiads. Issue 1- M.: Enlightenment, 2008.

Utkina E.V. School Olympiads. Story. Grades 5-9. - M .: Iris-press, 2006.

Stepanischev A.T. 300 tasks on the history of Russia from ancient times to the present day: Didactic materials - M .: Drofa, 2001.

Varakina I.I., Paretskova S.V. Extra-curricular activities on the history of Russia grades 10-11. - Volgograd, "Teacher-AST", 2005.

Digital educational resources (electronic textbooks)

1. Lessons of the world history of Cyril and Methodius. Ancient world.
2. Lessons of the world history of Cyril and Methodius. Middle Ages.
3. Lessons of the world history of Cyril and Methodius. New time.
4. Lessons of the world history of Cyril and Methodius. The latest time.
5. Lessons of national history of Cyril and Methodius until the 19th century.
6. Lessons of national history of Cyril and Methodius XIX-XX centuries.
7. History of Russia. XX century. in 4 parts.
8.From the Kremlin to the Reichstag.
9. Encyclopedia of the history of Russia.
10. Knight at the crossroads. Interactive problem book on the history of Russia in the 9th - 19th centuries.
11. EGE history.
12. Entertaining story. Part 1.
13. Entertaining story. Part 2.
14. Romanov dynasty.
15. History of Russia from ancient times to the end of the XVI century.

Application

Grade 5

The world of symbols.

Creating an application.

Application is a special visual aid that introduces us to the world of symbols and conventions.

In this lesson, children are given the task to complete an application on a specific topic.

Sample topics:

"The emergence of agriculture and animal husbandry",

"The Invention of the Bow and Arrow".

There are two ways to run the application:

1. Copying the silhouettes of drawings and cutting them out.

2. Creating your own image based on the proposed illustrations and cutting it out. This path is much more difficult than the first one, it requires not only artistic abilities, but also creative thinking.

In work, it is important for children to capture the essence of the problem, to show the development of the phenomenon. It is necessary to use a mobile application: at a certain moment, move the silhouettes, replenish with new pictures, remove unnecessary ones.

Children need to show an example before starting work.

Mammoth hunting.

People dig a huge hole - mend it with branches - a mammoth appears - falls into a hole - people throw stones at it.

Historical modeling.

Material monuments embodied in the simulated objects are life companions of the past. Modeling develops creative abilities, replenishes historical knowledge, ideas, makes you look at the historical past in detail.

Modeling can be divided into several types:

public buildings (temples, palaces, theaters)

private buildings, tools, technical devices, weapons, household items, jewelry, clothing.

The “building” material for models is: cardboard, paper, torch, bars, plywood, round sticks, pine bark, plasticine, glue, cotton wool soaked in paste (modeling of bas-reliefs, domes), gypsum. To imitate the landscape can be used: sawdust, painted in the desired color, crushed chalk, sponge, gouache, paint.

Before making a layout, you need to carry out preliminary work:

Find and study information on the object whose layout you want to make;

Complete the drawing to scale. First, a drawing is made from plain paper and cut out, only after you figure out what to get, you need to go to the original drawing.

Sample topics:"Primitive Dwelling", "Shaduf".

"Primitive dwelling".

Material: sticks, unpeeled from the bark, pieces of bark, straw, writing paper pasted over with cotton wool and dyed imitating animal skins.

Models of huts, piled buildings, caves, dolmens can be presented.

Shaduf model. (Partly reminiscent of the village "crane").

The well itself is made of red material (plasticine, gypsum, clay). For the yoke, a rod is taken, a stone is tied to one end, and a bucket to the other. The rocker is attached to the recess. A chute is attached to the well, through which water will flow.

"Conversation" with a historical figure.

Memo.

Selecting a historical person (determine who will play the role). Search for information.

Drawing up a simple plan according to the text.

You can use the method "from the opposite", imagine the life of the people of the period under study, select groups of the population that had a positive attitude towards the activities of the selected person (or negatively).

Think through your dialogue (as representatives of a particular group).

Entertaining assignments.

Grade 5

Assignment to the block "World of Symbols".

Exercise 1. The name of one of the heroes of Ancient Greece is encrypted in the cryptogram. Find a way to solve it and answer the question of what this hero is famous for.

Task 3 . Think of an ending to the story.

In ancient Egypt, a fairy tale about an enchanted prince was created. Its end has not survived. Here is the beginning of this tale.

“There was a pharaoh. A son was born to him. This was the only and long-awaited child that the pharaoh begged from the gods. But the prince is bewitched, and already from his birth the goddesses predict that he will die young either from a crocodile, or from a snake, or from a dog. Such is the fate that no one can change

But the prince's parents want to outwit fate. They separated their son from all living things - they placed the boy in a large tower and assigned a faithful servant to him.

Years pass. The boy grows and begins to take an interest in the world around him. Somehow below, he notices some strange creature on four legs ... "It's a dog," the servant explains to the surprised child. “Let them bring me the same one!” - asks the prince. And they give him a puppy, which he raises in the tower.

But now the boy becomes a young man, and his parents are forced to explain to him why he lives alone, strictly guarded, in this tower. The prince convinces his father that fate cannot be avoided. And he lets him go on a long journey.

Accompanied by his faithful servant and dogs, the prince on a chariot reaches the country of Syria. A beautiful princess also lives here in a high tower. She will be given to the wife who will show heroic strength and jump to a height of 70 cubits right into the window of the tower, from which this princess looks out.

No one succeeds, and only our hero makes this jump and gets to her. At first sight they fell in love with each other. But the father of the princess does not want to give his daughter as a wife to some unknown Egyptian. The fact is that the prince hid his origin and pretended to be the son of a warrior who fled from an evil stepmother. But the princess doesn’t want to hear anything about anyone else. “If this young man is taken away from me, I won’t eat, I won’t drink, I’ll die at the same hour!” My father had to give in.

Young people got married. They are happy. But the princess began to notice that her husband was sometimes sad. And he reveals to her a terrible secret, talking about the prediction of the goddesses: I am doomed to three fates - a crocodile, a snake, a dog. Then his wife said to him: "Order to kill the dog." He answered her: "No, I will not order to kill the dog, which he took as a puppy and raised."

The princess decides to prevent the terrible fate that hangs over her husband, and she succeeds twice. The first time she saves him from a snake that has crawled into the bedroom. Anticipating the danger threatening the prince, the princess put a cup of milk in the bedroom, and the snake, before stinging the prince, attacked the milk. In the meantime, the princess woke up, called a maid for help, and together they crushed the reptile.

The newlyweds go to Egypt, and here the princess again saves her husband - this time from a crocodile. And then the next day came...

At this point, the text on the papyrus breaks off. How do you think the story ended?

Preview:

Explanatory note.

Pedagogical expediencyThis program is due to the fact that in the school history course, due to lack of time, little attention is paid to the study of personalities, whose names are associated with the main milestones in the history of a particular state. But it is precisely with these names that the changes that took place in politics, culture, science, and art are associated. Unfortunately, the school curriculum gives a limited description of these people.

This program allows you to expand students' understanding of historical figures. The main task of implementing the program is seen in awakening in as many students as possible the desire to acquire active knowledge of history.

Orientation educational program - tourist and local history.

Relevance The program is determined by the fact that it is at school age that history is better assimilated through its “human” side, through the fate of specific people. Showing how individuals lived, how they influenced the course of events throughout history, is remembered and assimilated by students with more desire than operating with events, processes outside the influence of bright personalities on them.

The purpose of the lessons:

To expand students' ideas about the outstanding figures of Russia in the 9th-19th centuries.

Tasks.

Educational:

Contribute to the formation of self-awareness of the individual, its adequate self-identification in the world around;

Continue studying the events of general and Russian history in the biographies of great people;

Continue the formation of the conceptual apparatus;

Learn to work independently, attract additional material;

To teach to evaluate events and causal relationships from different positions.

Developing:

To promote the disclosure of creative potential, creative self-realization;

Contribute to the activation of one's own experience, value-oriented behavior;

Develop communication skills.

Educational:

To cultivate a culture of communication, feelings, creative interaction;

Cultivate an active life position.

Children's age involved in the implementation of this program of extracurricular activities: 13-14 years.

The duration of the program is 1 year.

Lesson forms.

The leading form of organization of classes is group. It is advisable to conduct some classes with the entire composition of the association, for example, lectures, conversations, excursions.

Along with the group form of work, individual work is also carried out.

Practice mode.

Predicted resultand ways to measure performance.

During the implementation of the program, students acquire a number of skills and abilities that serve as an indicator of the effectiveness of the work of the circle.

Students should know:how to write a characterization of a historical figure.

Students must be able to:

Analyze specific historical information;

Own historical and biographical information;

Work with popular science and reference literature;

Analyze and compare facts.

The forms of carrying out the results of the implementation of this program are:participation in school, district and regional competitions, quizzes, conferences on history.

Educational and thematic plan.

Name of sections.	Theory	Practice	Total
Introductory lesson
Section 1. Russian land
Section 2. Moscow Rus
Section 3. Russia in the 17th century
Section 4. Russia in the 18th century
^ Section 5. Russia in the XIX-XX centuries - the era of great reformers
Final repetition

Total 34 hours

Introductory lesson.(1 hour)

Topic 1. Rurik (1 hour)

Topic 2. First princes (1 hour)

Topic 3. St. Vladimir (1 hour)

Topic 4. The first saints in Rus' (1 hour)

Topic 5. Yaroslav the Wise (1 hour)

Topic 6. Vladimir Monomakh (1 hour)

Topic 7. Princes of the period of feudal fragmentation (1 hour)The beginning of fragmentation in Rus'. The disintegration of Rus' into 15 major principalities.

Topic 8. Alexander Nevsky (1 hour)

Topic 9. Figures of the Russian church and culture (1 hour)

Topic 1. Ivan Kalita (1 hour)

Topic 2. Dmitry Donskoy (1 hour)Rus' under Dmitry Donskoy. Opposition to the Horde. Fight with Tver.

Topic 3. Sergius of Radonezh (1 hour)Sergius of Radonezh.

Topic 4. Ivan III (1 hour)The emergence of the Russian state. Ivan III - the first Grand Duke of All Rus'. The character of Ivan III.

Topic 5. Ivan IV the Terrible (1 hour)

Topic 6. Great painters (1 hour)

Topic 1. Boris Godunov (1 hour)

Topic 2. Minin and Pozharsky (1 hour)

Topic 3. Alexey Mikhailovich “The Quietest” (1 hour)

Topic 4. Stepan Razin (1 hour)

Topic 5. Church schism (1 hour)

Topic 1. Peter the Great (1 hour)

Theme 2. Women on the throne (1 hour)

Topic 3. Elizaveta Petrovna (1 hour)Elizabeth is the daughter of Peter the Great. Count Shuvalov. Opening of Moscow University.

Topic 4. Catherine the Great (1 hour)

Topic 5. Emelyan Pugachev (1 hour). Peasant War. Pugachev and his associates. Pretenders before and after Pugachev.

Topic 6. Great generals and naval commanders (1 hour)

Topic 7. Russian “enlightenment” (1 hour)
^

Topic 1. Alexander I (1 hour)

Topic 2. Speransky M.M. (1 hour)

Topic 3. Alexander II. (2 hours)

Final repetition (2 hours)

Calendar-thematic planning.

p/n	Name of topics, sections.	Number of hours	Deadlines
			according to plan	By fact
	Introductory lesson.Conversation, familiarization of children with the features of classes in the circle. What is a "historical person"?		6.09
	Section 1. Russian land (9 hours) Topic 1. Rurik Legendary and real in the “recognition of the Varangians”. Rurik. Norman theory, its role in Russian history.		13.09
	Topic 2. First princesThe struggle of Novgorod and Kyiv as two centers of statehood in Rus'. Rus' at the end of the 9th - the middle of the 10th century. The unification of the tribes by the prophetic Oleg along the path “from the Varangians to the Greeks”. The value of the general campaign against Constantinople.		20.09
	Topic 3. St. VladimirLegends, epics, history. Collective image of Vladimir Krasno Solnyshko.		27.09
	Topic 4. The first saints in Rus'.Boris and Gleb are martyr princes.		4.10
	Topic 5. Yaroslav the WiseThe heyday of Rus' under Yaroslav the Wise. Strengthening the international position of Rus'. Education.		11.10
	Topic 6. Vladimir MonomakhA new strife in Rus' between the sons and grandchildren of Yaroslav. Personality of Monomakh.		18.10
	Topic 7. Princes of the period of feudal fragmentationThe beginning of fragmentation in Rus'. The collapse of Rus' into 15 major principalities		25.10
	Topic 8. Alexander NevskyThe advance of the crusaders. Alexander Yaroslavovich Nevsky. Prince's choice. Fight against the Swedish and German knights.		15.11
	Topic 9. Figures of the Russian church and cultureThe first Russian Metropolitan Hilarion. Church and education. Nestor and other chroniclers.		22.11
	Section 2. Muscovite Rus' (6 hours) Topic 1. Ivan KalitaThe establishment of the Horde yoke in Rus'. Rise of Moscow. Beginning of the Moscow dynasty.		29.11
	Topic 2. Dmitry DonskoyRus' under Dmitry Donskoy. Opposition to the Horde. Fight with Tver		6.12
	Topic 3. Sergius of RadonezhSergius of Radonezh.		13.12
	Topic 5. Ivan IV the TerribleRussia under Ivan the Terrible. The Tsar and his associates (Alexey Adashev, Metropolitan Macarius, Andrei Kurbsky, Archpriest Sylvester).		20.12
	Topic 6. Great paintersIconography and frescoes. Andrei Rublev. "Trinity". Theophanes the Greek. Dionysius.		27.12
	Section 3. Russia in the 17th century (6 hours) Topic 1. Boris GodunovBoris Godunov - oprichnik - ruler - tsar. Establishment of the Patriarchate. The development of the corvee and the enslavement of the peasants.		17.01
	Topic 2. Minin and PozharskyKuzma Minin. Commander Prince Dmitry Pozharsky. Formation of people's militias.		24.01
	Topic 3. Alexey Mikhailovich “The Quietest”The revival of the country after the turmoil. Tsar Alexei Mikhailovich (Quiet). Formation of an absolute monarchy. Cathedral regulation. Enslavement of the peasantry.		31.01
	Topic 4. Stepan RazinXVII century - "rebellious time". Popular uprisings. The personality of Stepan Razin. Caspian trip. The defeat of the discord.		7.02
	Topic 5. Church schism)Growing intolerance and dissent. "The priesthood is higher than the kingdom." "Friends-enemies": Patriarch Nikon, Archpriest Avvakum. Boyar Morozova. Old Believers.		14.02
	Topic 6. Cultural figures (1 hour)The beginning of the division of the culture of the "tops" and "bottoms". "Secularization" of culture. public thought. Simeon Polotsky. Painting (parsuna). Simon Ushakov.		21.02
	Section 4. Russia in the 18th century (6 hours) Topic 1. Peter the Great.Peter and Princess Sophia. Education of Peter. Peter's first independent steps. Travel abroad. Reforms of Peter the Great.		28.02
	Topic 2. Women on the throne. Catherine I. Anna Ioannovna. Favorites and politicians. The struggle of court factions. The role of foreigners in the era of palace coups.		7.03
	Topic 3. Elizaveta PetrovnaElizabeth is the daughter of Peter the Great. Count Shuvalov. Opening of Moscow University		14.03
	Topic 4. Catherine the GreatCatherine II and her entourage. "Enlightened Absolutism". Strengthening fortresses. The golden age of the Russian nobility.		21.03
	Topic 5. Emelyan PugachevPeasant War. Pugachev and his associates. Impostors before and after Pugachev		4.04
	Topic 6. Great generals and naval commandersVictories on land and at sea. Russian military art. Rumyantsev and Suvorov. Spiridov and Ushakov.		11.04
	Topic 7. Russian “enlightenment”The rise of Russian culture. Russian "enlightenment". L. Magnitsky, Mikhailo Lomonosov, Novikov, Fonvizin.		18.04
	Section 5. Russia in the XIX-XX centuries - the era of the great reformers (4 hours) Topic 1. Alexander I"The days of Alexander's are a great start." Emperor and his "young friends". reform projects. The secret committee. military settlements. Foreign policy.		25.04
	Topic 2. Speransky M.M.Speransky M.M. Activities in the Alexander Nevsky Seminary. State Council. The meteoric rise of an outstanding statesman. As governor of Penza. The activity of the reformer in Siberia. Resignation.		2.05
	Topic 3. Alexander II.King Liberator. Before the abolition of serfdom. Foreign policy of Alexander II		16.05 23.05
	Final repetition		30.05 31.05

Methodological support of the program.

The main types and methods of work are lectures, conversations, search and research activities, quizzes, extracurricular activities.

For the teacher:

1. Buganov V.I. Peter the Great and his time. M., 1989
2. Valishevsky K. Daughter of Peter the Great. M., 1990
3. Valishevsky K Peter the Great. M., 1990
4. Gumilyov N. From Rus' to Russia. M., 1992
5. Pavlenko N. Secrets of the Petrine era. M., 2006
6. Shitov A.V. Minin and Pozharsky. M., 1990

For students:

1. Balandin R., Mironov S. Secrets of the Time of Troubles. M.. 2006
2. Zarezin M., The Last Rurikovichi. M., 2006
3. History of Russia for children and adults. (compiled by V. Solovyov) 2003.
4. 100 Great Russians (compiled by K. Ryzhov), 2000.
5. History of Russia in faces. M., 1995

Municipal educational institution

"Secondary school No. 3 of Pugachev, Saratov region"

PROGRAM OF EXTRA COURSE ACTIVITIES

"YOUNG HISTORIAN"

(Age 12-13 years. Implementation period - 1 year)

Considered at the meeting

pedagogical council

Protocol No.___

from "__" _______ 2013

history teacher and

social science

Ramzina M.Yu.

The circle gives students the opportunity to study in more depth certain interesting and acute aspects of Russian history, communicate with historians in a relaxed atmosphere, and watch unique video materials.

The work program of the circle is developed mainly on the basis of the wishes of the students themselves, who propose topics for classes during the survey. Meetings are held 1-2 times a month. The forms of work of the circle are varied. First of all, these are thematic lectures given by the staff of the department or invited experts. Among the priority topics are: Church and state in the history of Russia; Time of Troubles; Reforms of Peter I; Achievements and costs; Equipment and weapons of the USSR on the eve of the war; Islamic factor in the history of Russia; Ethno-confessional situation in modern Russia, etc. Sometimes classes are held in the form of "round tables". Some meetings are devoted to watching documentaries with their subsequent discussion (“And our tanks are fast ...”; History of domestic tank building; The mystery of the death of the battleship Novorossiysk; The mystery of the death of the nuclear submarine Kursk).

Regularly 1-2 times a semester, thematic walking tours of historical Moscow are held (Secrets of Kitay-Gorod; Zaryadye and Ivanovskaya Gorka; Stalinist architecture in Moscow, etc.)

Sometimes field trips to Dmitrov, Istra, Kolomna, Pereslavl-Zalessky, Sergiev Posad, Serpukhov and other cities are organized for members of the circle.

Many students at the end of the History course continue to participate in the work of the circle.

We are always glad to see you!