Ministry of Education and Science Russian Federation

municipal budgetary educational institution

"Erzov middle comprehensive school

Gorodishchensky district of the Volgograd region

403010, Volgograd region, Gorodishchensky municipal area,

r.p. Yerzovka, Shkolnaya street, house 2

T. 8-84468-4-79-55, Fax 8-84468-4-76-06

Email:

OKPO 22402704, OGRN 1023405363376, TIN/KPP 3403301246/340301001

Sources of knowledge about the past

Best modern lesson

Polyanichko Lina Vladimirovna, teacher of history and social studies,

Erzovka, 2015

Item: Story. Grade 5

Textbook: A.N. Maikov. Story. Introduction to history. Grade 5 M. "Ventana-Count" 2010.

Lesson topic: Sources of knowledge about the past.

Lesson type: Learning new material.

Equipment: ICT, cards, computer, projector.

The purpose of the lesson: Withform ideas about the order in historical science on the example of dividing historical sources into groups.

Lesson objectives:

Based on work with a textbook, an illustrative series, be able to classifyinformation, give a description of historical sources;

Based on the analysis of information received from various sources, learn to formulate and solve cognitive problems;

To develop communication skills when working in groups, to form the skills of evaluating one's own activities and the activities of the team.

Planned results:

subject:

Reproduce historical facts, highlight the main thing, define terms: historical source, monument, museum, library, document.

Extract the necessary information from various sources of information.

Apply historical knowledge to identify and preserve the historical and cultural monuments of your village, city, country.

metasubject:

Determine the topic of the lesson, goals, objectives;

Build an algorithm for your activities.

personal:

To develop a cognitive interest in the replenishment of new knowledge;

Raising respect for historical heritage;

Acquisition of reflection skills.

What can destroy them? Look at the pictures and determine the causes of the death of objects (Appendix No. 2).

Can a person himself become the cause of the destruction of the evidence of past years? How does this happen? (Appendix No. 3).
As you can see, there are many forces that can destroy the past! We must carefully preserve the evidence of the past. Everything that was once created by people is called historical sources . They allow scientists to study the history of mankind.
In any science, scientists strive to put the information in order. Historical science is no exception. Look at the image on p.11 and identify the source groups (written, material).

And to which group would you attribute such sources as legends, proverbs, songs, tales ? (oral)

Identify and name objects that tell about the history of the family.

Photos, letters, things, especially those that belonged to older generations.

They make assumptions.Most likely no. Things can deteriorate, they can be destroyed by negligence

(p, p, l)

are called natural phenomena, which can cause the destruction of historical evidence.

(p, k, l)

They point to the destructive results of human activity (make up mini stories).

(p, k, l)

Work with the illustrations on p. 11., draw conclusions, write in a notebook.All items can be divided into two groups: written, physical. (p, p, k)
Complete the entry in the notebook.These sources can be preserved orally, passing them on from older generations to younger ones.

( n, r, k)

Historical sources must be protected. Have you ever wondered where art objects, historical monuments are stored and exhibited for public viewing?
Let's compare our assumptions with what is written in the textbook ( archive, museum, library).

Application No. 1

Test

What science studies the life and activities of people in the past?

2. What is the name of one of the first historians?

A) Herodotus

B) Socrates

B) Hesiod

5. What do these illustrations have in common?

A) historical facts B) written by the same author C) display the same historical event

Application №2

Earthquake Volcanic eruption Tornado

Application №3


Vandalism War Economic activity of people

Application No. 4

Card #1

Card #2

Application No. 5

How do natural phenomena or human activities lead to the destruction of historical monuments? Are you aware of cases of destruction of ancient monuments in our region?? (Death of monuments as a result of earthquakes, landslides, hurricanes, floods. Human activity harms historical monuments: the creation of reservoirs, the construction of underground utilities, the refusal to carry out restoration work, negligence. In our village, the school building, built after the war, was completely destroyed during renovation of the facades of old residential buildings, modern materials are used, while the unique architecture of the post-war period is lost). How do people store information about the past?(People create monuments that perpetuate historical events, heroes). Name the groups of historical sources. ( Written, material, oral). What is the purpose of archives, museums, libraries?(They are created for the storage, study and use of historical sources). What museums located in Volgograd do you know?(Museum of Defense Tsaritsyn, Panorama Museum Battle of Stalingrad, local history museum).

Introductory history lesson in grade 5 "What history studies"

Lesson of discovering new knowledge

Goals: Creation of conditions for the formation of ideas about the history, ways and means of studying the past of mankind.

Task:

1. Form a knowledge system using the key concepts of the lesson.

2. Develop cognitive interest in the subject.

3. Make discoveries in the field that history studies.

4. Raise interest in a person's past.

Equipment: board, PC, presentation, textbook, workbook.

Board Design: Theme"What history studies"

Metasubject UUD

Cognitive - to establish causal relationships; build logical reasoning; Critically evaluate incoming information.

Communicative - express your opinion, arguing it, confirming it with facts, putting forward counterarguments in the discussion.

Regulatory - determine the purpose and objectives of the lesson.

During the classes

I . Organizing time

II . Motivational - target stage of the lesson

On screen collage

What science is depicted in the collage?

What do you know here?

What topics from history do you remember from the course? The world» in 4th grade?

What can be learned in history lessons?

Why is it important to study history?

Try to formulate the topic of the lesson?

Topic: "What history studies"

Can you immediately fully answer the question “What does history study?”

Therefore, today in the lesson we will discover new knowledge in order to answer this question.

What do you need to know for this?

Lesson plan

1. What is history

2. What questions does history answer.

3. What kind of story happens.

4. With the help of what history is studied.

5. What helps to study history in more detail.

These are the tasks of our lesson, which we will carry out with the help of discoveries.

III . Related work

1. The first discovery of "What is history"

Do you know who created history and why?

Look at the slide and try to guess who it is?

This, folks, is Clio's muse of history.

Clio, the muse of history - one of the 9 muses, the muse of history; usually depicted with a scroll in his hands. In a Herculan fresco, she is holding an open papyrus in her hands; next to it is a basket with scrolls of manuscripts. Sometimes its attribute is sundial, as she observes the order in time.

From time to time, all the muses united to sing one grand song. A glorious community of Muses gathered on Mount Parnassus or Mount Helikon, where they held scholarly discussions about poetry, science and music.

Clio wrote down all the great and heroic deeds, as well as the names of those who committed them, and therefore was depicted with a laurel wreath on her head and with a book and a pen in her hand, which indicated her readiness to record everything important that happened in the lives of mortal people or immortals. gods.

What do you think history is?

History is the science of the past of mankind from the moment of its inception: past events, life and occupations of people, culture.

Write the definition in your notebook.

What was the first discovery we made?

2. The second discovery of the "Tree of predictions"

On the cards, students fill out the diagram

Know the history

For what? ?

Main

questions? ? ?

Why do we need to study history?

What questions does history pose?

Know the history

Why Know the history of your ancestors For the development of society

Key questions When? Where? Why?

What is the second discovery you made?

3. The third opening "What a story happens"

Give me adjectives for the noun "history".

The question was asked in the 100 to 1 game"What is the story?"

The responses were as follows:

Ancient

Patriotic

Russian history

interesting

New

sad

Universal

terrible

Choose the correct answers.

In fact, history is divided into general and domestic, guess what they are studying?

What did you learn from this discovery?

4. The fourth discovery "Historical sources"

How do we learn about a person's past?

What are their names?

Look at the slide, what sources are there?

Organize sources into groups. (task on the slide)

How is history studied?

5. Fifth Discovery "Auxiliary Historical Disciplines"

Is it possible to immediately describe the events of antiquity by sources?

And what helps to study some sources?

There are more and more sources every year, so auxiliary historical disciplines have arisen that help to study the human past.

And you will make this discovery at home.

IV . Homework

Determine what these disciplines study:

Palaeography, numismatics, heraldry, toponymy, chronology, archeology, ethnography, genealogy, onomastics, phaleristics, metrology, textology.

V. Summarizing

Come up with a slogan for the discoveries that were made today in the lesson?

What new did you learn?

VI . Reflection

Raise your hands, those of you who want to study history?

Stand up those who want to know more about a person's life in the past?

I wish you successful study of history and new discoveries.

Class: 5

Item: Story ancient world

Teacher: history and social studies

Sergeeva Sargylana Alekseevna

Lesson topic: "What history studies"

Lesson Objectives:

subject- students will be able to define history as a science, they will be able to list historical sources, they will be able to characterize auxiliary historical disciplines;

Cognitive- students will be able to compare types of sources, and name distinctive features everyone;

Regulatory- students will be able to make decisions in a problem situation, evaluate their activities in the lesson

Communicative- students will be able to express their opinion, learn to negotiate and come to common decision in joint activities, working in pairs.

Personal- students will be able to express their opinion about the role of history in people's lives, about the role of science assistants.

Lesson type: learning lesson.

Goals:

Activity:

The formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional form (fixing their own difficulties in activity, identifying their causes, building and implementing a project to overcome difficulties).

Consolidation and, if necessary, correction of the studied methods of action - concepts, algorithms.

Educational:

Determine the significance of the historical past for the present;

use the knowledge of the students to lead them to the answer to the problematic issue, which is expressed in the topic of the lesson.

Developing:

continue the development of speech through answers to questions;

continue developing texting skills

to carry out an individual and differentiated approach (creative tasks);

develop thinking: the ability to compare, generalize, draw conclusions; develop cartographic skills and abilities.

Educational:

cultivate love for the Motherland;

a sense of pride in her past, present and future

development of cognitive interest in the subject;

for the purpose of aesthetic development, to instill in students a sense of beauty.

Tasks: as a result of studying the topic, students should be able to:

to define the concepts of history, heraldry, historical sources, country, anthem, flag;

give examples of material, written and oral sources;

be able to correlate date and century;

know and name auxiliary historical disciplines;

form the ability to fill in the table;

determine and explain their attitude to the events of the period under study;

solve educational and life tasks from the position of a person of the XXI century.

Forms of student work: group, individual, written, oral, pair.

Required technical equipment: computer, projector, presentation.

Lesson plan:

I. Organizational moment.

II. Learning new material:

1. What is history.

2. Historical sources.

3. History assistants.

4. Chronology

5. What will the historical map tell about.

6. Fixing.

7. Homework

During the classes:

1. Creation problem situation

During the classes:

I. Organizing time.

II. Knowledge update.

1. What do you see on the slides? Name the ones you know.

The legendary singer Bayan, talking about bygone times, our ancestors are Slavs, meeting overseas merchants. On the canvas of Vasily Ivanovich Surikov, the Russian commander Suvorov is depicted, making a heroic transition with his soldiers through the high mountains of the Alps, this is a painting by Alexander Pavlovich Bubnov “Morning on the Kulikovo Field”. In the center is a photograph of a rocket, symbolizing the development of our country outer space.

2. Explain what unites the paintings (pictures of the past of our Motherland)

3. What do you think, what will we talk about today in the lesson? About the science of history

4. What will help us in our work? Textbook,

2. Formation of the problem. (written on the board)

Today we will talk about history. This is a very interesting and fascinating subject. We will travel through time. Today we will be historians.

What is history? Why is history needed?

The word "history" has many meanings. We often say: “I will tell you an interesting story ...” or “It happened to me interesting story…»

III. Learning new material.

1. What is history.

Why is history needed?

- What are your assumptions, versions of the solution to the problem?

Under the educational problem, writes down the keywords highlighted by the authors of the versions themselves:

1) learn about the past;

2) understand why it happened the way it did;

Use a dictionary to explain what the word "history" means.

1) Working with a dictionary.

The concept of "history" has several interpretations - an incident; story about what happened (narration); the science.

That's how history is defined encyclopedic Dictionary – STORY(from the Greek. historia - a story about the past, about what was learned),

1) the process of development of nature and society.

2) a complex of social sciences (historical science), studying the past of mankind in all its concreteness and diversity. Facts, events and processes are studied on the basis of historical sources, which are dealt with by source studies and a number of auxiliary historical disciplines.

Find out two meanings of the word:

1. History - development process human society;

2) history - the science, helping to restore the past of mankind;

So, history is a science that studies the past of people. Yesterday is history.

2) Work with a historical source.

Read the text. Answer the questions and retell it.

HISTORY AS A SCIENCE

History is the science of the emergence and development of human society! Man has existed on Earth for about two million years. Human society develops and changes. The process of development of human society has its own laws, and history studies and explains these laws. History tells us how people lived many thousands of years ago. This science plays an important role in the study of the life of society and the culture of the people.

Answer the questions.

1. What is history as a science? History is the science of the emergence and development of human society!

2. What does history study? History tells us how people lived many thousands of years ago.

3. Why does this science play an important role in the life of society? The process of development of human society has its own laws, and history studies and explains these laws.

Guys, you get basic knowledge of history from a school textbook.

Where else can you learn about the past?

I will help you, look at the table and read where else you can get knowledge of history. – But there is a problem, all definitions of terms are mixed up.

Guys, try to correlate correctly the definition of each term.

Hypotheses:

2. Historical sources

How do historians learn about the past? After all, it is not there, it has passed, it has disappeared! Disappeared, but not without a trace, but leaving TRACES.

We used to call footprints or paw prints as footprints. Historians, on the other hand, call traces everything that remains of the past that can tell us about the past.

- analyze the text "Historical Sources" using the following icons.

"Historical Sources"

History is a serious, complex science that studies the past different countries and cities, the life of great people of different centuries. To distinguish legends from real historical facts, historians use special sources. What is a historical source, all schoolchildren who teach history know. This is one of the main concepts in science, because it is with the study of historical sources that the study of this or that historical fact. A historical source is an object or document that belongs to a certain era. This object serves as a kind of witness to some event. It is from these testimonies that the analysis of one or another historical event begins, ideas are made about the cause of the actions of one or another historical figure.

Historical sources are any traces of human activity, accidentally or deliberately left on the earth. This is the whole complex of documents and objects of material culture that directly reflected the historical process and individual facts and events, on the basis of which the idea of ​​a particular historical era is recreated, hypotheses are put forward about the causes or consequences of certain historical events. Historical sources are very diverse. The totality of historical sources in modern historical science is usually divided into the following groups:

1. Written sources are all kinds of works, including literary works the era under study, inscriptions of various contents that have come down to us;

2. oral;

3. Material sources are various monuments of material culture (the remains of buildings, tools and weapons, household items, coins, etc.);

4. Ethnographic sources are customs, rituals, beliefs, etc.,

5. Linguistic sources are language data (vocabulary, grammatical structure, etc.);

6. Folklore sources are monuments of oral folk art (tales, songs, fables, proverbs, etc.) that have come down to us thanks to the fact that they were subsequently written down;

7. cinema - photographic documents;

8. phono documents - sound recordings.

For example, in a cave that was a haven for ancient people, rock paintings were discovered. The cavemen painted a hunting scene on the wall, where several men are trying to shoot a bull with a bow, and the rest of the inhabitants throw spears at the animals. Such a drawing immediately gives historians several realistic conclusions. Firstly, already in those years, the inhabitants of the cave were hunting, and secondly, they were interested in large prey, and since they killed the animal together, it means that they mental development already then it was high level. In addition, they already knew how to make primitive weapons.

historical sources - this is all that can tell us about the past of people.

Even children's rhymes and sayings can be traces of the past. "Rain, more rain, I'll give you thick!" - the children shout during the rain and do not even suspect that this is an ancient promise of a gift to the god of rain. It remains from those times when our ancestors believed in such gods.

2) Work with a historical source by options.

Option 1. Source number 1.

“In the garbage pit of the ancient village, archaeologists found a lot of bones. Most of it belonged wild animals and birds, there were much fewer bones of domestic animals: dogs, pigs, goats; no cow bones. Brain bones, including dog bones, are crushed by sharp stones. Many shards of pottery were found among the rubbish.”

Draw your own conclusions from these findings:

1. What activities were familiar to the inhabitants of the village?

2. What was more developed - cattle breeding or hunting?

3. Which animals have already been tamed

Option 2. Source number 2.

Imagine that in the mountains you see an inscription carved on a rock:

“I, the great king, the mighty king, the king of kings, went on a campaign to a neighboring country. I defeated the enemy army, killed six thousand soldiers, burned twenty cities, captured a hundred thousand men and women, stole horses, camels, sheep without counting. Whoever destroys this inscription, let the formidable gods punish him.

What will this written source tell scientists?

3) Practical work. Fizminutka.

Divide sources into material and written.

If a written source is called, the first option appears.

If a real source is called, the second option arises.

1. letters 2. weapons 3. coins 4. clothing. 5. shoes 6. documents 7. tools 8. household utensils 9. diaries 10. epics 11. medals 12. memoirs.

Written: 1,6,9,10,12.

1. certificates

6. documents

9. diaries

10. epic

12. memories

Real: 2,3,4,5,7,8,11.

4. clothing.

7. tools

8. household utensils

11. medals

5) Creative task:

What historical information can be gleaned from Russian fairy tales?

Difficulties in "reading" sources: find, understand, save.

3. History assistants.

By studying the sources, scientists bit by bit restore the past. Sometimes this work is like a puzzle, unknown letters, language, material, and scientists need to put together all the information.

Guys, look at the screen, what do you see??? (Table)

Let's imagine that the table top is history, and the legs are its helpers. And let's remove the legs from the table, will it be a table?

This means that history will not exist as a science if it does not have assistants. And history is assisted by the following sciences.

1) Working with a dictionary. Familiarize yourself with auxiliary historical disciplines.

- which of them do you know?

List the sciences that help history

1. –archeology 2. –paleography 3. –onomastics 4. –heraldry 5. –sphragistics 6. –numismatics 7. –genealogy 8. –metrology

1. –archeology - a historical discipline that studies the historical past of mankind from material sources

2. –paleography - an auxiliary historical discipline (a special historical and philological discipline) that studies the history of writing, the patterns of development of its graphic forms, as well as monuments of ancient writing in order to read them, determine the author, time and place of creation.

3. – onomastics - a science that studies proper names of all types and their origin.4. -5. -

4. – heraldry - a special historical discipline dealing with the study of coats of arms, as well as the tradition and practice of their use.

5. – sphragistics - an auxiliary historical discipline that studies seals (matrices) and their impressions on various materials.

6. – numismatics - an auxiliary historical discipline that studies the history of coinage and money circulation.

7. – genealogy - an auxiliary historical discipline, is engaged in the study of family relationships of people, the history of childbirth, the origin of individuals, the establishment of family ties, the compilation of generational paintings and family trees.

8. – metrology - the science of measurements, methods and means of ensuring their unity and ways to achieve the required accuracy.

2) Blitz tournament

I offer you Blitz - a tournament, to determine what kind of science studies the subjects that I will show you.

Sheet of an old book - paleography.

Medal - phaleristics.

Coat of arms - heraldry.

The coin is numismatic.

Printing - sphragistics

Family tree - genealogy.

Flag - flag science

Vexillology is a historical discipline dealing with the study of flags and banners. It is related to heraldry. Indeed, many features combine flags with coats of arms, very often flags were just one of the ways to convey the coat of arms. But still, one should not identify coats of arms and flags. Although they are “berries of the same field”, there are plenty of differences in their history.

Scoop – archeology

Kettlebell - metrology

4. Chronology is the science of time.

People at all times valued time, learned to count it correctly, to save it. For history, this is especially important. Without knowledge of dates there can be no knowledge of history. I have to complete a task on the knowledge of chronology. Let's remember the state holidays of the Russian Federation.

1. Work in pairs, mutual check.

Public holidays in Russia. Match the holidays with their dates.

2. Independent work in notebooks, at the blackboard.

Write the centuries in Roman numerals.

5. What will the historical map tell about

“There are seas - you can’t swim,

There are roads - you can not go,

There is land - you can’t plow. What is it?

That's right - this is a historical map.

It is good to know history, visually represent events to us and a historical map helps.

- what states of the ancient world did you study?

- I propose to compare the Roman state in different periods his existence.

Roman Republic in the 4th - 3rd centuries. BC.

What answer to the main question of the lesson can we give? Whose versions were confirmed?

IVConsolidation.

"History is the past of mankind and the science of the past of mankind"

Estimated conclusion on the problem:

History is needed in order to understand the past and understand the present, and historical knowledge helps us in this.

WE APPLY NEW LEARNINGS

1) work in groups

Do you think we, the people of the 21st century, should remember what happened in the past? Formulate your position and justify (explain) it. Write down your answer.

Game reception:

Students take turns (or optionally) to express their opinion about history, starting with the words "The world of history is...". The winner is the one whose judgment is liked by more classmates.

V. I would like to end the lesson with the words of the ancient Roman orator Cicero: “Not knowing history means always being a child.”

Let's study history to become adults! FORWARD! TO THE WORLD OF HISTORY!