Sections: History and social studies

Goals:

• Show the distinctive features of Russian culture from other cultures.
• Find out the historical significance of “The Tale of Igor’s Campaign” and other literary monuments; what are chronicles; to prove that “The Tale of Bygone Years” is the pinnacle of early Russian chronicle writing.
• Tell about the life of the people.
• To awaken in students an understanding of the beauty of works of art of Russian lands, a sense of respect for their creators.
• To develop students’ skills in working with sources and various reference books.
• To cultivate pride in the creators of cultural values ​​for their hard work, creativity, and skill.

Lesson plan:

• How the culture of Rus' was born.
• Chronicles.
• Literature.
• Life of the people.

Equipment:

• Map “Rus in the X-XIII centuries.”
• Students’ works (drawings about the life of the people, Russian costumes, an exhibition of products “In the old days the grandfathers ate”, an exhibition of household items).
• Exhibition of books on the topic.
• First Symphony by P.I. Tchaikovsky (I part). Opera A.P. Borodin “Prince Igor”.

During the classes

The work of P.I. Tchaikovsky (I part) is played.

The words on the board read by the teacher:

The tombs, mummies and bones are silent, -
Only the word is given life:
From ancient darkness, on the world graveyard,
Only the Letters sound.

Bunin I.A.

Teacher's opening speech

“Oh, bright and beautifully decorated, Russian land! You are famous for many beauties... You are beautiful to everyone, Russian land...”

(Shows Rus' on the map)

This is how distant ancestors were proud of their homeland. And there was something! Magnificent monuments of architecture and painting, amazingly beautiful “patterned” jewelry, beautiful literary works were created in different principalities. We still admire them to this day. These are the origins of Russian culture.

• How the culture of Rus' was born

Questions for the class:

1. Explain what culture is?
2. How do you understand this word?

Culture is the totality of human achievements in the industrial, social and spiritual spheres.

The concept of culture naturally includes everything that is created by the mind, talent, and hands of the people, everything that expresses its spiritual essence, its view of the world, of nature, of human existence, of human relationships.

The entire original cultural experience of the Eastern Slavs became the achievement of a unified Russian culture. It evolved like the culture of all Eastern Slavs, while at the same time maintaining its regional features - some for the Dnieper region, others for North-Eastern Rus', etc.

The culture of Rus' reflected both the traditions of, say, the Polans, Northerners, Radimichi, Novgorod Slovenes, Vyatichi, and other East Slavic tribes, as well as the influence of neighboring peoples with whom Rus' exchanged production skills, traded, fought, made peace - Ugrofins, Balts , Iranian tribes, other Slavic peoples. Rus' did not simply copy these foreign phenomena, it applied them to its own cultural traditions.

The harsh ascetic Christianity of Byzantium, having been transplanted to Russian soil with its cult of nature, with the worship of the sun, light, and wind, was significantly transformed.

Finding cultural monuments in churches, we see completely worldly reasoning, purely worldly passions, and the pinnacle of spiritual achievement of Ancient Rus', the brilliant “Tale of Igor’s Campaign,” is all permeated with mystical motives

Working with the textbook.

Questions for the class:

What is called the phenomenon of Russian culture in world history?

What are its features?

Students make tables

And all this was dominated by the great unity of the creator of cultural values ​​with nature, his sense of belonging to all of humanity, worrying about people, their pain and misfortunes.

• Work in creative groups.

Students receive advanced tasks: with the help of additional literature, complete creative work.

1st group – Chronicles.

Nestor is drawn on a large sheet of paper, he writes “The Tale...”

Questions for the 1st group.

• Explain what chronicles are?
• Why was the chronicle a state matter?
• When did the first chronicles appear?
• What were they about?
• When did “The Tale of Bygone Years” appear?
• Who was the author?
• Give a description of this work.
• What happened to this monument in 1116-1118?
• Why did chronicles later become fragmented?

2nd group – Literature.

Questions for the 2nd group.

• What do you know about the first literary works in Rus' at the beginning of the 11th century?
• What works appear in the second half and last quarter of X? V.?
• What are the distinctive features of 12th century literature?
• What is the most striking and famous work in the literature of the 12th-13th centuries?
• What is the historical significance of “The Tale of Igor’s Campaign” and the meaning of the poem?

(Staging of one of the fragments of the poem). Fragment of the opera by A.P. Borodin “Prince Igor”.

• Reproductions from paintings by V. Perov “Boyan”, K. Vasiliev “Lament of Yaroslavna”.

3rd group – Life of the people.

The group prepared an exhibition of drawings, food products “In the old days the grandfathers ate”, household items, Russian costume, and dance.

Questions for the 3rd group.

• How did the city appear to contemporaries?
• What was the situation like in the palaces of rich princes and in simple peasant huts?
• What kind of fun did the Russian people have?
• How did they dress?
• What did you eat?
• How did you dance?

When reporting, each group is asked the following questions:

• What literature did you use when preparing creative assignments?
• What sources? (students turn to the book exhibition)

At the end of the lesson, the development of the culture of Rus' in the 10th - early 13th centuries is summed up. for questions:

• Which literary monuments of ancient Russian culture did you like?
• What ideas are still relevant today?
• Which ones are closest to you?
• What was the level of Russian culture in the 12th - early 13th centuries?

Literary monuments. A word about the destruction of the Russian land // Yugov A., For the Russian land. East. Fatherland. – M., 1983 – p. 373.

A.S. Sakharov. History of Russia from ancient times to the end of X??? V. - M, Enlightenment, p. 107

Lesson 1
Theme: Back to school
Purpose of the lesson: to conduct short monologue statements on the topic “Memories of School”
Lesson objectives:


foreign language speech by ear.






During the classes
1. Greeting


2. Organizational moment

3. Communicating lesson objectives
T: Open our books at page 8. Look at the title of the unit “A good start in life.” What do you think of the
title? Are you glad to be at school again? Today we are going to talk about school and our feelings.
4. Organize a dialogical statement
T: p.8 Here is a short quiz to help you find your way around the book.
Ex.1a p.8 These are some tips to help you learn English this year. Unjumble them.
Which tip seems the most useful? Why?
Ex.1b p.8 Think of one more piece of advice
5. Introducing new vocabulary
How can people feel at school? (recording words in a dictionary)
T: Ex.2a p.9 Look at the picture and say:
how people in the picture feel on the first day at school
how do you feel now eou are back at school
Ex. 2b p.89 Choose the alternative that describes you best
Ex.2c p.9 Calculate your results and read your learning style description
6. Organize listening
T: Ex.2b p.9 Listen to these Russian kids and guess which class they are in.
Ex.2c p.9 Listen again and say how each speaker feels
7. Homework
T: At home you must do WB ex. 1,2, 3, p.34 (explanation of homework)

8. Summing up the lesson
T: So, now tell me, please
1) What have you known today?
2) What did you do at the lesson?
3) What was the most interesting and useful for you?
9. Grades
Teacher puts marks for pupils’ work.

Year 10 Unit 1 Good Start (Educational Issues)
Lesson 2
Theme: Back to school
Purpose of the lesson: read poems about school
Lesson objectives:
1) development of lexicogrammatical speech skills; development of monologue and dialogic
speeches; ability to read with understanding of the main content; development of listening and understanding skills
foreign language speech by ear.
2) expanding the general horizons of students.
3) the formation of a desire to improve one’s speech practical activity;
improving the student’s communicative culture; fostering respect for
other cultures; cultivating attention and the ability to listen to each other.
4) formulating conclusions from what is read and heard; development of selection ability
expressions necessary for a given situation.
During the classes
1. Greeting
T: Good morning, boys and girls! Glad to see you! How are you today?
P: I am fine (good, excellent, great, OK, all right, soso) thanks.
2. Organizational moment
T: Who is absent today? What is the date today? What is the day of the week?
P: All are present. Today is…. Today is….
3. Checking homework
WB ex. 1,2, 3, p.34
3. Communicating lesson objectives
T: Today we "ll talk about the topic "" Off to school "" again.
4. Organize listening and reading
T: 3. A Reading and listening to the poem. Give it a title.
5. Organize a dialogic statement based on the text
T: 3B. Look through the poem again and answer these questions.
a) Can you see any unusual words in this poem?
b) Why do you think the words are like this?
c) What words do they stand for?
d) What are the feelings of the child?
e) What other evidence of the child's feelings can you see in the poem?
5. Familiarization with the used to design
T: 4. A. Remember what it was like to be so small when you were at school for the first time, etc.
. How have things changed for you? Look at this sentence:
(explanation of grammatical material)
B. Make some more true sentences about how things have changed for you, using the same pattern.
Refer to your clothes, doing homework, school subjects, etc.
6. Organize the letter
T: 5. A. Read some extracts from a diary and learn about diary style.
5 B. Write your own Feelings Diary for one week.
Express your feelings about your first week at school.(See List of irreqular Verbs, p. 172.)
7. Homework
T: At home you must do WB exercises 5,6,7 p.45 (explanation of homework)
Pupils write down home task for the next lesson.

LESSON PLAN

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

Item: Story

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

Tasks:

Educational:

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

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

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

Educational:

1. To develop students’ skills in working with electronic educational resources;

2.Develop communication skills for working in pairs.

Educational:

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

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

Lesson type:

Lesson on learning new material

Students in class: 8

Used textbooks and teaching aids:

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

Equipment used:

EOR, computers

Short description: Development of a history lesson in grade 10 on the topic “Time of Troubles” using electronic educational resources

Lesson stage

Name of EORs used

Teacher activities

Student activities

Organizational

Checking absentees, checking students' readiness for the lesson.

Lesson mood

Updating knowledge

Introduction

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

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

Over the course of many centuries, Russian history has seen many examples of struggles for power and the desire to get rid of political opponents.

But in the period from late 16th – early 17th century Never before had the political struggle for power in the state reached such ferocity. Never before have so many unprincipled and selfish people appeared on the historical stage. Never before had a runaway defrocked man from an ordinary noble family, a former serf, and a poor teacher from Eastern Belarus encroached on the royal throne. Never before has the threat of Russia losing its statehood been so real

independence, division into separate territories.

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

What tasks will you set for yourself in the lesson?

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

But first we need to find out what the Troubles are?

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

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

teachers listen

formulate the purpose and objectives of the lesson

1 student works with a dictionary,

the rest explain the statements of historians.

New material

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

Causes of the Troubles

Working with the text of a paragraph: reading, diagram:

Checking the work.

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

2. Main milestones in the history of the Time of Troubles.

Organizes and controls work, advises.

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

fill out the chart

answer according to the scheme.

work with electronic educational resources, draw up a supporting outline, and complete assignments on the topic

Consolidation of knowledge and skills:

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

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

Provides an opportunity to respond to the audience and evaluate the work.

The control module “Time of Troubles” will help us check the results of our work.

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

(individually, per class)

Control

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

Explanation of working with electronic educational resources, controls the work, monitors the results of students’ work.

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

work with electronic educational resources: completing tasks on the topic

Self-esteem

Lesson summary, homework

So, we come to summing up our lesson. How did Russia manage to avoid a national catastrophe?

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

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

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

Not by army, no, not by Polish help

And the opinion: yes! People's opinion.

What do you think? Now subject national unity it's important? Why?

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

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

Growth of national self-awareness. + Decline of the economy. -

New dynasty. + Loss of territory. -

Strengthening royal power. + Population decline

Preserving the unity of the country. +

Strengthening the role of Zemsky Sobors +

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

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

answer

write down homework

Reflection

Conducts reflection

Managed

Failed

Causes of difficulties

I didn't know how, I learned

The most interesting thing was

fill out the table

Table 2.

LIST OF EOR USED IN THIS LESSON

Resource name

Type, type of resource

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

Time of Troubles

I-module

Lecture, illustrations, text, animated map

Time of Troubles

P-module

Practical tasks

Time of Troubles

K-module

Test tasks

"Troubles"...

N.M. Karamzin

S.M. Soloviev.

V.O. Klyuchevsky.

"Troubles"...

“The Troubles are an unfortunate accident caused by the weakening of Tsar Fedor, the atrocities of Tsar Boris and the depravity of the people.”

N.M. Karamzin

“The Troubles are a clash between the establishing state principle and an anti-state, anti-social force, embodied primarily in gangs of thieving Cossacks.”

S.M. Soloviev.

"Troubles - social discord, suppressed by the national liberation movement"

V.O. Klyuchevsky.

Managed

Failed

Causes of difficulties

I didn't know how, I learned

The most interesting thing was

Managed

Failed

Causes of difficulties

I didn't know how, I learned

The most interesting thing was

Managed

Failed

Causes of difficulties

I didn't know how, I learned

The most interesting thing was

Managed

Failed

Causes of difficulties

I didn't know how, I learned

The most interesting thing was

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

Lesson topic: “Personality and activities of Peter I”

Lesson type: lesson-seminar

Place in the lesson system: general lesson on the topic “Personality and activities of Peter I”

Class: 10

Lesson Plan

1. Introduction. The concept of a historical figure.

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 “The Great” by his contemporaries? What did his contemporaries, historians, and descendants give him credit for, 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 students' historical thinking when analyzing the historical activities of outstanding people who left a noticeable mark on the history of the state.

Lesson objectives:

Teaching students historical analysis of personality;

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

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 make an assessment based on independent work with a historical source.

During the classes

Introduction. Teacher:

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

The lesson begins with an introductory conversation-reasoning that summarizes students’ ideas about what kind of personality can be called historical.

It should be noted that personality is formed under the influence of social relations (personality is the totality of social relations) and is a product of a given social system.

Personality is characterized by:

1. Personal needs.

2. Formed goals of activity, motives, interests.

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

4. Performance results.

Personality manifests itself in action.

Summarizing the conversation, students are given 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 left no one indifferent. In different historical periods, assessments changed to diametrically opposed ones. Already during Peter’s lifetime, his transformations attracted both fierce rejection (schismatics, 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.

Peter's character traits 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 serving the state. Peter saw his greatness not in the fact that he was a king, but he was proud of his deeds.

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

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

The students’ speeches reveal the historical role of the activities of Peter I:

1. Peter the Great consciously 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 performed the duties of a craftsman, captain, general, dentist - he was not a king , and Pyotr Mikhailov).

Peter's main idea is “the idea of ​​the common good.” (This idea was first expressed in 1702 in the Manifesto on the conscription of foreigners into Russian service and was finally formed by 1721 in a speech in connection with the conclusion of the Peace of Nystad - “the general profit must be taken care of so that the people are relieved”).

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

But subjects were divided into tax-paying and privileged classes, and the “common good” was different for them.

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 lack of understanding of his main idea by his contemporary society, which entailed coercion and cruelty (suppression of the Streltsy protests, the fight against the Orthodox church elite, the Old Believers, the old boyars, etc. .). At the same time, Peter managed to achieve his goal - turning Russia into a great power, which allows us to consider the personality of Peter I outstanding and 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, can easily be excused by the traits of the century; they can rightly tell us that similar aspects can be found to an even greater extent in the character of other contemporaries of the Petrovs. It remains undoubted that Peter surpassed the earthly rulers of his time in his vastness of mind and tireless diligence, but morally he was no better than many of them; for the society that he wanted to recreate did not arise better in comparison with those societies ruled by other Peter’s contemporaries... Peter, through his despotic measures, created a state out of it, threatening foreigners with an army and navy, communicated to the upper class of its people the outward signs of European enlightenment , but Russia after Peter still, in essence, did not become the “new Israel”...

“At the same time, Peter, as a historical statesman, retained 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 completely devoted his soul throughout his life. He loved Russia, loved the Russian people, loved them not in the sense of the mass of contemporary Russian people under his control, 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 prompts us, against our will, to love his personality, leaving aside his bloody massacres and all his demoralizing despotism, which was reflected in a harmful influence on his offspring. For Peter’s love for the ideal of the Russian people, the 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 has fallen as a heavy burden on his memory.”

Eastern Slavs in ancient times (10 A class)

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. Studying new material.

1. Occupations of the Eastern Slavs.

Teacher: Guess what the Eastern Slavs could have done? Create a cluster. Compare with information on slide number 2.

Occupations of the Eastern Slavs:

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

Slavic occupations

Characteristics of occupations

Construction business

Horticulture

Gardening

Cherries, apple trees

Fur-bearing animal, honey production

Fishing

Trade

Cities on river banks

2. Social system.

Independent reading, in your notebook make a diagram “The social system of the Eastern Slavs.” What are the reasons for the change in the social system of the Slavs? (Slide 4)- clan 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 from each group.

Texts: RITES OF THE SLAVS

Trample the marten's coat!

Push each other!

Have a good night's sleep!

Have fun getting up!

5. PERFUME OF THE SLAVS

BANNIK - the spirit of the bathhouse.

LIKHO - the spirit of evil, misfortune.

FIELD - the spirit of the field.

Teacher:

III. Summing up the lesson.

Teacher:

IV. Grading for the lesson.

V . Homework:

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• Story

Description:

History lesson for grade 10 “Eastern Slavs in ancient times”

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

Tasks:

1. introduce students to 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 develop the ability to analyze and summarize historical material.

Methodological techniques: cluster, insert, game “Crossfire”, graphic organization of material.

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

During the classes

I . Homework survey.

1. Work using cards (3 people).

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

· Sample answer: 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 Volga Bulgaria?

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

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

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

2. Create a cluster.

What East Slavic tribes do you know about?

Working with an interactive whiteboard: Polyans, Drevlyans, Volynians, Dregovichi, White Croats, Tivertsy, Ulichs, Northerners, Radimichi, Vyatichi, Krivichi, Ilmen Slovenians.

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

3. Game "Crossfire".3 rows (3 groups) take turns asking each other 2 questions about the material covered.

II . Learning new material.

1. Occupations of the Eastern Slavs.

· Teacher: Guess what the Eastern Slavs could have done? Make a cluster. Compare with the information on slide No. 2.

Occupations of the Eastern Slavs:slash-and-burn and arable farming, construction, gardening, horticulture, hunting, fishing, crafts, trade.

· Practical work in a notebook. Graphic organization of material. Peer review on slide No. 3.

	Slavic occupations	Characteristics of occupations
	slash-and-burn and tillage farming	Rye, barley, millet, wheat, oats, beans, peas, lentils
	Construction business	Log houses, outbuildings, boats, household items, furniture
	Horticulture	Turnips, cabbage, beets, radishes, carrots, garlic
	Gardening	Cherries, apple trees
		Fur-bearing animal, honey production
	Fishing	They used harpoons, spears, wicker nets,
		Blacksmithing, jewelry, woodworking
	Trade	Cities on river banks

2. Social system.

Independent reading, in your notebook make a diagram “The social system of the Eastern Slavs.” What are the reasons for the change in the social system of the Slavs? (Slide 4) - clan 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 the general 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 spirits” was recognized.

· 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 from each group.

Texts: RITES OF THE SLAVS

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

1. WEDDING RITE - according to Slavic custom, the groom kidnapped the bride at the games, having previously agreed with her about the abduction: “I went to the games... and that wife was taken away by myself, and whoever got together with her: the name was two and three wives.” Then the groom gave the bride's father a veno - the ransom for the bride. The day before the wedding, the future mother-in-law bakes 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 pre-wedding day. Everyone is carefully preparing for the fun. On the morning of the wedding day, the groom notifies the bride to prepare for the wedding. The bride's parents spread a fur coat on the bench, sit their daughter on it and begin to dress her in wedding attire. As soon as they are dressed, they send a messenger to the groom. Soon the wedding train arrives at the gate. The groom's friend knocks on the gate, calls the owner and says that we are hunting hares, but one hare waved to you at the gate, you need to find it. The groom diligently searches for the hidden “hare” (bride), and, having found it and asking for blessings from his parents, he puts him on the wedding train and goes to the wedding. For a long time, a “wedding” in the Greek Catholic Church with an obligatory sermon about the “family happiness” of some Israeli family was not considered a real wedding, because people for a long time still respected the customs of their ancestors. Stepan Razin, for example, abolished the church “wedding”, ordering the wedding to take place around an oak tree. The wedding took place in the afternoon, towards evening. At this time, the groom’s mother was preparing the marriage bed in the crate: first she laid sheaves (21 in number), a feather bed and a blanket on top, and threw a marten fur coat or marten skin (or weasel) on top. Tubs with honey, barley, wheat, and rye were placed near the bed. Having prepared everything, the future mother-in-law walked around the bed with a rowan branch in her hand. 21 sheaves means “fiery passion” (triple seven, the number of Fire), the marten coat was supposed to magically ignite the passion of the bride, just like the skin of a marten or weasel. Pay attention to the names of the animals, whose skins have been used for magical purposes, apparently since pan-Indo-European times, if not earlier. Kuna (marten) - the same root as the Latin cunnus, mink - the same thing, only allegorically, and, finally, weasel actually means affection. 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 groom's place was taken 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 ceremony is called “selling my sister’s braid.” “Eyes” also sit near the bride - two relatives of the bride, most often sisters (i.e. cousins). They help the bride throughout the wedding. Each of the “eyes” holds in their hands a dish tied with scarves, ends down. In one dish there is a scarf, a warrior, a comb and a mirror, and in the other there are two spoons and a loaf of bread. After the ransom, the bride and groom, holding a lighted candle in their hands, walked to the temple or sacred oak tree. The dancers walked ahead of them, and behind them they carried a cow, on which lay pieces of silver. Behind the young people, the young man carried a bowl of hops, grain and silver. The matchmaker showered the bride and groom with a bowl. The guests wished the bride as many children as there were hairs in a sheepskin coat. After such wishes, the matchmaker mercifully showered the guests as well. Previously, the priest performed the wedding, took the bride by the hand, handed her over to the groom and ordered them to kiss. The husband covered his wife with the hem of his dress or cloak as a sign of patronage and protection, after which the priest gave them a bowl of honey. Standing before the altar, the husband and wife drank from the cup three times in turn. The groom splashed the remaining honey into the altar and threw the cup under his feet, saying: “Let those who sow discord among us be trampled underfoot.” The one who first stepped foot on the cup, 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 from insufficient respect for him, “turn the wedding train into wolves” (why does a sorcerer need trains with wolves?), but because he was often a descendant of those very magicians who for hundreds of years, we married our great-great-grandparents. On the way home, the young couple walked tightly clinging to each other, and the guests alternately tugged at their sleeves, trying to separate them. After such a simple test, everyone sat down at the table and began to feast. Everyone except the young ones, who, although there was fried chicken in front of them, ate it only at the end of the feast. The newlyweds were not allowed to drink or eat during the wedding feast. When chicken was served on the table, it meant that the time had come - “Tetera flew to the table - the young one 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 the parting words, the newlyweds, taking a ritual cow wrapped in a towel and a chicken, locked themselves in a cage. The groom's groomsman walked at the door with a drawn sword, guarding the peace of the newlyweds.

Trample the marten's coat!

Push each other!

Have a good night's sleep!

Have fun getting up!

After such rather frank wishes, the guests retired to the house, but after a while they were sent to inquire about their “health.” If the groom answered that he was in “good health,” then “good” had happened. “Having risen cheerfully,” the young people began to eat. Having taken 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 groomsman read blessings, after which the feast flared up with renewed vigor. The feast ended with games.

2. NAME RITE - if a Slav or a Slav was given a Slavic name from birth, then a naming ceremony is not necessary. Of course, if there is no need to give it 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 named one stands facing the Sacred Fire. The priest sprinkles spring water on his face, forehead and crown three times, saying the words: “As that water is clean, so will your face be clean; Just as the water is pure, so will your thoughts be pure; Just as the water is pure, so will the name be pure!” Then the priest cuts off a lock of hair from the person being named and puts it in the Fire, while whispering the new name. Before a person receives a name, no one except the priest and the person being named should know the chosen name. After this, the priest approaches the person and loudly says: “Narcemo is your name... (name).” And so three times. The priest gives the betrothed a handful of grain to bring the required food and a brother of surya to commemorate the ancestors. A Slav who was previously baptized, or was brought to some other foreign faith, must first undergo a purification ceremony. To do this, sit a person on his knees on a deck (he should not touch the ground with his knees), and draw a closed circle around this place. Before sitting in the circle, the person being named 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 naming begins, lots are cast: is a person worthy of such an honor to receive a Slavic name and come under the protection of the Ancestors. This is done as follows: the priest, standing behind the victim, swings the ax three times over the latter’s head, trying to lightly touch the hair with the blade. Then he throws the ax on the ground behind his back. If the blade of the fallen ax points to the person being named, then the ritual is continued. If not, they postpone the naming until better times. So, if the lot has fallen successfully, then the person being named is lightly washed with spring water, surrounded with salting fire, sprinkled with grain, making cleansing movements with his hands. The purification is carried out by a priest or three priests. They walk around the person being called salt in a circle, holding their right hands above his head. At this time, they loudly 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), or the name that the person being named chose for himself (again, with the consent of the priest) is pronounced. And so they exclaim three times. The circle is broken, the betrothed is given a handful of grain for his first sacrifice and a ladle of honey to commemorate the ancestors, under whose protection he now passes.

3. FUNERAL RITE - the simplest funeral rite is as follows: “If someone dies, they perform a trespass on him, and therefore create a great steal (a special fire, “steal” (stealing objects from our world placed on it) is laid out in the form of a rectangle, high up to a person's shoulders. For 1 domovina it is necessary to take 10 times more firewood by weight. The firewood should be oak or birch. The domovina is made in the form of a rook, boat, etc. Moreover, the bow of the boat is placed at sunset. The most suitable day for a funeral Friday is considered to be the day of Mokosha. The deceased is dressed in all white, covered with a white blanket, milk gifts and funeral food are placed in the house. A pot is placed at the feet of the deceased. Among the Vyatichi, the deceased must lie with his head to the west), and they commit blasphemy and burn the dead man for stealing (The elder sets fire , or a priest, undressed to the waist and standing with his back to the krada. The krada 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 krada is stuffed with flammable straw and branches. After the fire burns, 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 having collected the bones (among the Northerners, for example, it was customary not to collect bones, but to pour a small hill on top, on which a funeral feast was held. Throwing weapons and mylodars on top, the participants in the funeral feast dispersed to fill their helmets with earth and fill a large grave mound), put a mala (clay pot) into the vessel and place it on a pillar (in a small funeral hut “on chicken legs” ) on the way (on the way from the village to sunset), which is still being done in Vyatichn today (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 on Suhenya (March) 1st, at dawn, and there they make sacrifices to the dead. The day is called “Navy Day” and is also dedicated to Morena. In general, any ritual in honor of the dead has its own name - Trizna. A funeral feast for the dead is a feast dedicated in their honor. Over time, the Slavic Trizna was changed into a wake. Trizna used to be a whole ritual: they bring cakes, pies, colored eggs, wine to the burial ground, and commemorate the dead. At the same time, women and girls usually lament. Lamentation is generally called crying for a dead person, but not a silent, not a simple hysterical attack, allowing the loss of tears, often without a sound, or accompanied by sobbing and occasional 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 burning tears for a deceased relative, and being unable to conceal her spiritual anxiety, falls on the burial ground where the ashes are hidden, or, striking her chest, cries, expressing the word spoken by her in a chant in the form of folk songs with all my soul, with all my heart, often deeply felt, sometimes even bearing a deep imprint of folk legend. After the lamentations, a funeral feast was held. There are also folk funerals, during which the whole people remember. In modern times, people perform such a funeral feast on Radunitsa or Great Day (Easter). Songs, dishes, and lamentations bring joy to the souls of the dead, and for this they inspire useful thoughts or advice to the living.

5. PERFUME OF THE SLAVS

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

BANNIK - the spirit of the bathhouse.

BLAZEN - ghost, ghost.

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

BASILISK is a mythical monstrous snake.

WATER – a spirit that lives in water. The merman, crowberry, lives in water, from which it rarely emerges; his favorite place is river pools, and, moreover, near water mills. The vodyanoy is credited with the same meaning as the brownie, as evidenced by the proverb: “grandfather of the vodyanoy, chief of the water.” He is also credited with power over mermaids, who therefore do not constitute a distinctive deity. The people personify the waterman as an old man, constantly covered with marsh grass. The merman also demands respect for himself. His revenge consists in damaging mills, dispersing fish, and sometimes, they say, he encroaches on human life. He is credited with catfish as his favorite fish, which he rides on and which brings him drowned people. For this, people call Soma a damn horse.

Brownie - according to general concepts, the brownie represents a wingless, incorporeal and hornless spirit that lives in every house in every family. He differs from Satan in that he does not do evil, but only jokes sometimes, even provides services if he loves the owner or mistress. Before the death of someone in the family, he howls, sometimes even shows himself to someone in the family, makes a knock, slams doors, etc. According to common belief, in the winter he lives near the stove, or on the stove, and if the owner has horses and stable, 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 on the contrary, when he doesn’t like the animal, he tortures it and often beats it to death, puts it under a manger, etc. Because of this opinion, many owners buy horses of the color that is suitable for the court, that is, loved by the brownie. If a brownie has fallen in love with his family, then he warns of misfortune and guards the house and yard; otherwise, he hits and smashes dishes, screams, stomps, etc. He curls the hair and beards of those he loves, and pinches the ones he doesn’t love until he bruises at night. These bruises indicate some kind of trouble, especially if the bruise hurts. It also falls on the sleeping person during the night and presses him, so that at this time it is impossible to move or say a word. Usually this wall falls on the one who is sleeping on his back, at this time they ask whether it is for better or worse, 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 none of this is visible to the invisible. The common people have respect for the brownie, so the peasant is afraid to offend him in any way and is even careful not to say his name without purpose. In conversations they do not call him a brownie, but “grandfather, master, big man, or himself.” When transitioning, 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 for a new place with bread and salt. Everyone's economy, 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, a skull or the head of a goat is buried in the ground in front of the threshold of the house.

SERPENT - A creature that combines the properties of a reptile and a human.

SKOROPEA SNAKE - a snake that lives in fields, forests, and swamps. Dominant over other snakes.

KIKIMORA - an evil spirit in the guise of a woman appears in the house.

PANTRY – a spirit guarding treasures.

COW DEATH - an evil spirit that kills cows. Appears in the form of a woman or a black animal.

GOBBLE - woodsman, goblin, personified similarly to a brownie. The power of the devil is limited to forests alone; and his dwelling is supposed to be dense reeds and forest slums. A goblin, like a brownie, can appear to a person in different forms, but most often he appears as a decrepit old man. He is credited with the fact that he likes to scream in the forest, thereby scaring people, getting excited, and when the joke is successful, then laugh and clap his hands. If he leads someone into the forest, then the people think that all they have to do is turn all their clothes inside out to get out of the forest.

LIKHO - the spirit of evil, misfortune.

FEVER - a spirit in the form of a woman that inhabits someone and causes illness.

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

VINNIK - a spirit living in a barn.

FIELD - the spirit of the field.

MERMAID - a spirit in the form of a woman who lives in water. Bereginya saving drowning people.

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

Teacher:What do you think of the heritage of the Eastern Slavs has reached 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 next door to the Slavs.

IV . Grading for the lesson.

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