The goals and objectives of studying history at school at the level of basic general education in the context of the Federal State Educational Standards are formulated as a set of value orientations and personal qualities that are priority for society, manifested both in the educational process and in a broad social context.

The main goal of studying history in a modern school is the education, development and upbringing of the personality of a student who is capable of determining his own value priorities based on understanding the historical experience of his country and humanity as a whole, actively and creatively applying historical knowledge in educational and social activities. The requirements of modernity today are the education of students with a new type of thinking, creative, able to navigate in various information, critically comprehend the content of educational material on history, which requires the ability to work with information, i.e. have informational competence. In the context of the modernization of modern education, the goal of teaching a student is his socialization, which allows him to find his place in the modern dynamic world. Various extra-curricular activities help students make their life choices, contribute to spiritual, moral and patriotic education.

The plan for extracurricular activities is a regulatory document that defines, within the framework of the implementation of the federal educational standard, educational activities carried out within the framework of activities other than classroom activities and aimed at achieving the planned results of mastering the main educational program. A plan for extracurricular activities should be developed on the basis of legislation in the field of education, federal, regional and municipal documents:

1. Federal Law "On Education in the Russian Federation" (adopted by the State Duma on December 21, 2012, signed on December 29, 2012).

2. Order of the Ministry of Education of the Russian Federation dated March 5, 2004 No. 1089 “On Approval of the Federal Component of State Educational Standards for Primary General, Basic General and Secondary (Complete) General Education”.

3. Letter of the Department of General Education of the Ministry of Education and Science of Russia dated May 12, 2011 No. 03-296 “On the organization of extracurricular activities during the introduction of the federal educational standard for general education”.

4. Decree of the Chief State Sanitary Doctor of the Russian Federation “On approval of SanPin 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions” dated December 29, 2010 No. 189 (registered with the Ministry of Justice of the Russian Federation on March 03, 2011 No. 19993) .

Extracurricular activities - educational activities carried out in forms other than the class-lesson system, aimed at achieving the planned results of mastering the main educational program.

- Organization of leisure time for students during extracurricular time.

– Preservation and enhancement of school traditions.

– Creation of an optimal socio-pedagogical educational environment aimed at creative self-development and self-realization of the individual.

– Creation of conditions for the disclosure and development of creative abilities, civic self-determination and self-realization, harmonization of the needs of students in intellectual, moral, cultural and physical development.

Extracurricular activities are organized in the following areas:

– Sports and recreation activities.

– Spiritual and moral activity.

- General intellectual activity.

- General cultural activities.

– Social activities.

Principles of organization of extracurricular activities:

1. Inclusion of students in active activities.

2. Availability of material and visibility.

3. Accounting for age characteristics.

4. Combination of individual and collective forms of activity.

5. Purposefulness and sequence of activities (from simple to complex).

6. Use of various forms of classes.

Purpose: to deepen the knowledge gained by schoolchildren in the classroom, to organize the process of learning interesting and exciting in conditions of freedom in choosing the content of extracurricular activities.

1) to form the ability to work with a book and reference literature,

2) learn to refer and review,

3) prepare messages and reports, speak with them in front of a children's or adult audience,

4) open up opportunities for the formation of intellectual skills of schoolchildren as a result of their "research research" in archives, museums, libraries,

5) to form the need for self-education,

6) to increase the level of socialization of the student,

7) to form feelings of patriotism, belonging to the history of the big and small Motherland.

Extracurricular work in history is the organization by the teacher of various types of student activities after school, providing the necessary conditions for them to master the skills and abilities of theoretical and practical work for a deeper assimilation and active perception of historical experience and the surrounding reality.

Despite the difficulties, extracurricular work still proves its vitality, retaining the right to be an integral part of history teaching. A teacher who has begun organizing extracurricular work in history needs to be aware of a number of provisions, the implementation of which will give this type of activity greater dynamism and a high quality level. What are they?

First. Compliance with voluntary principles in the organization of work. This is not easy to achieve, given that some students are indifferent to the subject, some are passionate or forced to engage in entrepreneurship after school hours, etc. In such conditions, the teacher is obliged to take into account the inclinations, abilities, and real capabilities of each of the wards as much as possible when determining personal tasks, which can create favorable conditions for their implementation.

Second. Extracurricular work should be exploratory in nature. Students, firstly, solve specific problems on their own and, secondly, follow the relevant principles - historicism, scientificity, alternativeness, etc. The question is complex, and students will be able to realize it on this basis only under the control of the teacher.

Third. A significant part of extracurricular work should be collective. “The native land, its history,” wrote academician Dmitry Sergeevich Likhachev, “is the basis on which alone the growth of the spiritual culture of the whole society can be carried out.”

One of the areas of work is the study of the history of their native land by students through socially significant project activities.

I created a group of students of different ages from grades 5 to 9, with whom we developed a socially significant project “I love you, my native land”.

The purpose of the project activity:

– formation of cognitive interest in local history literature;

- attracting students to read books on the history of their native land;

- the formation of a sense of love and respect for their small homeland;

- to promote the patriotic education of students on the example of the history of their native land;

– development of the intellectual and creative potential of students.

The guys who are part of the initiative group, within the framework of the project, conduct classes in local history for elementary schools, in the middle level.

The next direction is work with veterans of labor and the Great Patriotic War. Thinking about their contribution to the development of their native land becomes the basis for experiencing moral, patriotic feelings, which is an important step in the education of moral values. We visit the museums of our city, district, which expands the scope of studies in the study of our native land.

One of the components of the project is the participation of children in regional and city competitions on the history of their native land, where they could apply their knowledge and skills.

Preparation and conduct.

1. We plan and select topics that are interesting and important within the project.

2. We determine the participants.

3. We select the material that is needed (that is, the guys learn to work with various literature, prepare stories, drawings, try to be creative in their work on various topics).

4. We discuss the content, the work of the participants.

5. Implementation of the project itself (terms depend on the topic and work). We implement it in the following projects: competition of bookworms. For example: Historical and literary nomination. The nomination is illustrative. Poetic nomination - students present poems about Siberia, about Novosibirsk of their own composition.

For many years I have been cooperating with the City Center for the History of the Novosibirsk Book, with the ANO Center for the Development of Personality "World in the palm of your hand."

The electives that I spend in the 8th grade help the children to show particular interest. "Siberia in the 19th century", in the 9th grade. "Development of Siberia in the 20th century", as well as a circle in the 5th grade. "On the trail of the mammoth", in the 6th grade "Secrets of the past" on the history of Siberia. The main principle of attending classes is the principle of interest and voluntariness. Pupils study the history of their region, learn to work with various literature, prepare messages.

The next direction is the participation of children in scientific and practical conferences. For example, the city scientific and practical conference "Junior - a step into science", section - museology, spoke at the regional conference 4th Tikhomirov Readings "My family in the history of the country", at the regional conference, section "History of the native land", student Krivonogova Katya became the winner.

To educate spiritual and moral qualities, I invite children to participate in the international competition of socially significant posters “I love you, my native land!”

Students from grades 5 to 11 are involved in extracurricular activities and social studies. Today, the study of social sciences is relevant for modern schoolchildren, since many plan to connect their lives with work in the field of economics and jurisprudence, and simply the citizens of our country really need legal knowledge. It is necessary to form students' own moral norms and values, legal culture and civic literacy through the study of the norms of social life and the laws governing it, to develop social activity in adolescents, the desire to participate in the transformation of life around them, to form an active life position.

One of the main goals of teaching social science at school is the formation of a civil law culture among students, which is also achieved through extracurricular activities. Within the framework of the decade “Legal education of schoolchildren”, representatives of various legal structures talk with high school students. In the middle link, classes are held in the form of thematic conversations, game classes, for example: “I and the law”, “My rights and obligations”, etc.

Pass elective courses: in 8 cells. "Fundamentals of jurisprudence", in 9 cells. "Our future is in our hands" "Fundamentals of pension legislation in the Russian Federation". This contributes to the maximum development of the legal and civic culture of schoolchildren - citizens of the Russian Federation. Introduces students to Russian legislation. It teaches how to work with documents, analyze them and obtain the necessary information that is used to participate in various projects and competitions.

Special classes are held dedicated to the Constitution of the Russian Federation. On the electoral rights of citizens, in order to familiarize children with the electoral rights and obligations of citizens of the Russian Federation. Such classes are held in the form of a business game, where students learn what rights and obligations voters have. We participate in the games of KVN "Lesson of civics".

The guys show their active civic position by participating in the regional competition to improve the legal culture among future voters, “Choose your own Russia”, “My proposal to the deputy”. In the regional competition among young people for the best propaganda poster "Duma Races".

The school plays a leading role in the upbringing of the younger generation. As A. S. Makarenko said, “Children are the living force of society.”

"Planning extracurricular activities in history and social science"

On the methods and forms of extracurricular work in history

Target: deepening the knowledge gained by schoolchildren in the classroom, to organize the process of learning interesting and exciting in conditions of freedom in choosing the content of extracurricular activities.

Tasks: 1) to form the ability to work with a book and reference literature,

2) learn to refer and review,

3) prepare messages and reports, speak with them in front of a children's or adult audience,

4) open up opportunities for the formation of intellectual skills of schoolchildren as a result of their "research research" in archives, museums, libraries,

5) to form the need for self-education,

6) to increase the level of socialization of the student,

7) to form feelings of patriotism, belonging to the history of the big and small Motherland.

Methods and forms of extracurricular work in history

Extracurricular work in history is the organization by the teacher of various types of student activities after school, providing the necessary conditions for them to master the skills and abilities of theoretical and practical work for a deeper assimilation and active perception of historical experience and the surrounding reality.

Despite the difficulties, extracurricular work still proves its vitality, retaining the right to be an integral part of history teaching. A teacher who has begun organizing extracurricular work in history needs to be aware of a number of provisions, the implementation of which will give this type of activity greater dynamism and a high quality level. What are they?

First. Compliance with voluntary principles in the organization of work. This is not easy to achieve, given that some students are indifferent to the subject, some are passionate or forced to engage in entrepreneurship after school hours, etc. In such conditions, the teacher is obliged to take into account the inclinations, abilities, and real capabilities of each of the wards as much as possible when determining personal tasks, which can create favorable conditions for their implementation.

Second. Extracurricular work should be exploratory in nature. Students, firstly, solve specific problems on their own and, secondly, follow the relevant principles - historicism, scientificity, alternativeness, etc. The question is complex and students can realize it on this basis only under the control of the teacher.

Third. A significant part of extracurricular work should be collective.

According to the duration, the types of extracurricular work are divided into systematic, conducted throughout the school year (extracurricular readings, circles) and episodic (hiking, excursions, meetings with veterans of labor and war, issues of historical magazines, viewing art, documentary videos, historical living room, virtual excursions , working with the Internet and the media).

The main directions and forms of extracurricular work in history.

	Extracurricular work
Bulk	group	Individual
Historical Evenings Lectures and talks Historical excursions Quizzes and contests Olympics Conferences History Week Watching movies and plays	History circle Historical societies and clubs Hikes and expeditions Publishing of historical newspapers and magazines Lectures Electives	Reading historical literature Archive visit Work in the museum Writing essays and reports Fulfillment of creative tasks.

This type of educational activity is objective in nature, which is determined by a number of circumstances:

First of all , in the classroom it is not always possible to explain, bring to the consciousness of students certain elements of historical knowledge and the historical process as a whole;

Secondly , in the lesson, the teacher cannot show, and the students cannot see what is not in the classroom: a temple, household utensils, monuments, etc.;

third , the practical function of studying history is much more often realized in extracurricular work;

fourthly , in the lessons there is always a lack of time to cover all the topics and problems provided for by the curricula, etc.

Components of extracurricular work.

The leading component of extracurricular work is the purposeful reading of relevant literature, the collection of theoretical and material historical materials for use in the educational process. This component has a variety of forms.

1. Independent readingand assimilation of textbooks and other historical sources. This type of activity gives the greatest effect if,

First of all , the content of the studied sources is carried out synchronously with the study of relevant topics in the lessons and,

Secondly if the work of students is controlled by didactic means - logical tasks, problem questions and tasks, etc.

2. School history circles and societies.To make them useful, it is advisable to approach their formation in a differentiated way, according to interests. The greatest attention of the children is attracted by circles of military historians, philatelists, numismatists, etc. (economic, legal, legal, artistic, and other areas).

3. Historical conferences, disputes, olympiads, quizzes, amateur performances, literary and musical compositions.

These forms require a significant variety in their preparation. For example, conferences involve research, statistical work, preliminary surveys of certain groups of people, analysis and development of practical proposals upon completion of the work. Quizzes and olympiads require deep theoretical preparation of participants.

These forms of work are characterized by a high spirit of competition, etc. School performances on historical themes have a great attraction. This type of extracurricular work is called "theater therapy". Participation in performances increases students' self-esteem, liberates them, develops skills and abilities in writing scripts, playing the roles of historical heroes, making appropriate clothes and scenery, etc.

4. Creation of "small stories"- schools, villages, streets, municipal government, enterprises, etc. This form develops a sense of belonging, patriotism, helps to identify the writing and research abilities of students. She carries a great educational and practical burden. Finding out, for example, why a street or village has such a name can cause pride in living on such a street, in such a place. The history of governments, enterprises, etc. will help many students to define their professional life after school, etc.

5. Detachments (groups) of pathfinders.There are no places in Russia where it would be impossible for pathfinders to prove themselves. A tracker is "one who looks for traces of past events, former heroes, etc." The main goal of pathfinders is to search for places of hostilities during wars, places of burial of people, search for attributes of life, activity, culture of bygone generations of people, etc.

6. Excursions, micro-expeditions and hiking along historical routes and placesand so on. In the entire district there should be no objects and places of historical significance that students would not visit. One of the main components of extracurricular work in history is the preparation and celebration of the days of military glory (victorious days) of Russia. The law "On the days of military glory (victory days) of Russia" was adopted by the State Duma on February 10, 1995. It reflects the memory of the events - the days of glorious victories that played a decisive role in the history of Russia and in which Russian troops earned the honor and respect of their contemporaries, and grateful memory of descendants.

This form of extracurricular activity takes place in the integration of school subjects such as literature, geography, MHC, etc.

The main forms of perpetuation of memoryRussian soldiers who distinguished themselves in battles are:
creation of school museums (museum rooms);
improvement of monuments, obelisks, steles in honor of the most important military-historical events;
preservation and improvement of territories historically associated with the exploits of Russian soldiers;
search work;
holding themed evenings dedicated to glorious dates and heroes;
meetings with participants in wars;
military history games;
participation in the activities of the Russian Defense Sports and Technical Organization (ROSTO) (former DOSAAF);
visits to military units, military educational institutions, etc.
In the course of celebrating the days of military glory, students develop love for the Motherland, the need to serve the Fatherland, and the willingness to defend their native land.

The value of methods and forms of extracurricular work in the formation of patriotic education of students. Social science teachers actively participate in the implementation of the state program "Patriotic education of citizens of the Russian Federation for 2006-2010", approved by the Decree of the Government of the Russian Federation of July 11, 2005 No. 42.

It is necessary to educate patriotism, firstly, systematically, and secondly, regardless of the difficulties experienced by the Fatherland. It is especially important that, under the influence of the surrounding reality, students do not develop an opinion that is detrimental to Russia: where it is better to live, there is the homeland.

Many opportunities for the formation of patriotic behavior among schoolchildren are included in tourist and local history work. A special role here is assigned to historical and ethnographic expeditions to study the native land. Recently, interest in the historical names of streets, cities, and villages has intensified. Schoolchildren also take part in the study of these issues and collect material about the names of nearby streets and individual areas.

The search work of students has not lost its significance either. They continue to establish the names of unknown soldiers who died during the Great Patriotic War, write down the memories of veterans, make trips to memorable places, conduct search operations called “Graduates of our school are participants in the Great Patriotic War”, “Order in your house”, “Your genealogy ".

The use of computer and Internet technologies in extracurricular and extracurricular work with schoolchildren

Today, as a result of the process of informatization of Russian education, the implementation of federal programs for the computerization of rural, settlement, city schools and children's centers for additional education, many educational institutions of the JAO have received the opportunity to use computer communication and new information technologies, both in the educational process and in extracurricular and extracurricular activities. with students. All this contributes to the search for a new content of education, changes in organizational forms and methods of training and education.

It has already become clear thatthe use of computers and telecommunications in educational work allows:

• to activate the cognitive activity of students,
• improve their skills in working with information presented in various forms,
• improve the level of work with information resources,
• develop the horizons, culture, self-awareness of students,
• to develop creative and communicative abilities of schoolchildren.
• assists in preparing for the state final certification in history in the form of the Unified State Examination.

Computer telecommunications provide the ability to:

• access to various sources of information via the Internet and work with this information;
• professional consulting on any issue of interest through teleconferences;
• implementation of remote creativity methods, collective educational projects, business games, workshops, virtual tours, etc.
• network communication with participants of remote projects;
• participation in various forums to discuss problems of history on the Internet

Types of student work using IT:

• Preparation of reports, speeches, abstracts using electronic encyclopedias and Internet sources.
• Preparation of various texts, tables, drawings, creative works.
• Finding the information you need on the Internet.
• Preparation of collective projects, their presentations.
• Modeling and creation of individual Web-pages, sites, blogs.
• Communication over computer networks.
• Extracurricular and extracurricular activities with the use of multimedia.
• Issue of school and class newspapers in electronic and printed form.
• Participation in scientific and practical conferences of students with a demonstration of presentations in the form of presentations.
• Participation in olympiads, competitions in informatics and computer technologies.

At a meeting of district (city) methodological associations of social science teachers, it is recommended to analyze the results of the All-Russian Olympiad on the subject, organize an exchange of experience in holding the school stage of the Olympiad and preparing students to participate in intellectual competitions. The publishing house "Prosveshchenie" in the series "Five Rings" published a manual by S. I. Kozlenko and I. V. Kozlenko, which contains a description of the types of tasks with recommendations for their implementation, sets of tasks of past All-Russian Olympiads in social science with answers and comments.

In 2007, by decree of the President of the Russian Federation V.V. Putin, a program of preparation for the celebration of the 200th anniversary of the Victory in the Patriotic War of 1812 was approved. It is recommended to hold the competitions "Symbols of Russia" and "Thunderstorm of the 12th year" using digital educational resources.

Bibliography

1. Goryainov V.S. Problem book on the history of Russia. M., 1989.

2. A book for reading on the history of the Middle Ages / Compiled by N. Zaporozhets. M., 1991.

3. Korotkova M. V. Methods of teaching history in diagrams, tables, descriptions. M.: Vlados, 1999.

4. Lyashenko L.M. History of Russia in the 19th century. Didactic materials. M.: Bustard, 2000.

5. Smirnov S. G. Task book on the history of Russia. M.: Miros, 1993.

MUNICIPAL STATE GENERAL EDUCATIONAL INSTITUTION

"PTAN SECONDARY EDUCATIONAL SCHOOL"

Organization of extracurricular activities

on history in the light

Requirements of the Federal State General Educational Standards

Teacher of history and social science Sukhorukov A. G.

2014

The introduction of the Federal State Educational Standard forces us to talk not about individual changes in the educational process of an educational institution, but about the creation of an educational holistic school environment, which in its entirety covers all the characteristics of the learning process. Section III. "Requirements for the structure of the main educational program" GEF p.13. specifies: “The main educational program defines the goals, objectives, planned results, content and organization of the educational process of general education and is implemented by the educational institution through the lesson and extracurricular activities in compliance with the requirements of state sanitary and epidemiological rules and regulations.

Lesson activity is interpreted as "... the process of interaction between students and teachers organized within the framework of the lesson, aimed at solving educational problems, as a result of which the student acquires knowledge, skills, and develops personal qualities."

Extracurricular activities of students is an activity organization based on the variable component of the basic educational (educational) plan, organized by the participants in the educational process, different from the lesson system of education. Classes in the areas of extracurricular activities of students make it possible to fully implement the requirements of the Federal State Educational Standards for General Education.

What is the mechanism for the implementation of extracurricular activities on the basis of the school? Section No. 3, clause 13 of the Federal State Educational Standard says: "... extracurricular activities are organized in the areas of personality development." Personal development is its qualitative changes. The Standard specifically prescribes an orientation towards the construction of the educational process, taking into account the individual characteristics of the student and the creation of conditions for the development of the individual in certain areas: spiritual and moral, sports and recreation, social, general intellectual, general cultural. The types of extracurricular activities are diverse: cognitive activities, gaming activities, problematic and value communication, leisure and entertainment activities, artistic creativity, social creativity (social transformational activities), labor (industrial) activities, sports and recreational activities, tourist and local history activities.

The purpose of extracurricular activities in history is to deepen the knowledge gained by schoolchildren in the classroom, create conditions for the manifestation and development of their interests by the child on the basis of free choice, comprehension of spiritual and moral values ​​and cultural traditions.

Tasks:

1) to form the ability to work with a book and reference literature,

2) learn to refer and review,

3) prepare messages and reports, speak with them in front of a children's or adult audience,

4) open up opportunities for the formation of intellectual skills of schoolchildren as a result of their "research research" in archives, museums, libraries,

5) to form the need for self-education,

6) to increase the level of socialization of the student,

7) to form feelings of patriotism, belonging to the history of the big and small Motherland.

Methods and forms of extracurricular work in history

Extracurricular work in history is the organization by the teacher of various types of student activities after school, providing the necessary conditions for them to master the skills and abilities of theoretical and practical work for a deeper assimilation and active perception of historical experience and the surrounding reality.

Extracurricular work should be exploratory in nature. Students, firstly, solve specific problems on their own and, secondly, follow the relevant principles - historicism, scientificity, alternativeness, etc. The question is complex and students can realize it on this basis only under the control of the teacher. A significant part of extracurricular work should be collective.

According to the duration, the types of extracurricular work are divided into systematic, conducted throughout the school year (extracurricular readings, circles) and episodic (hiking, excursions, meetings with veterans of labor and war, issues of historical magazines, viewing art, documentary videos, historical living room, virtual excursions , working with the Internet and the media).

The main forms of extracurricular work in history

Historical Evenings

Lectures and talks

Historical excursions

Quizzes and contests

Olympics

Conferences

History Week

Watching movies and plays

History circle

Historical societies and clubs

Hikes and expeditions

Publishing of historical newspapers and magazines

Lectures

Electives

Reading historical literature

Archive visit

Work in the museum

Writing essays and reports

Fulfillment of creative tasks.

Components of extracurricular work

1. Independent reading and assimilation of textbooks and other historical sources.

2. School history circles and societies. Over the years, I have been leading a variety of clubs, depending on the contingent of students. In recent years, this is the circle "History of the Tula Territory".

3. Historical Olympiads, quizzes, literary and musical compositions. The last quiz was dedicated to the 200th anniversary of the Patriotic War of 1812 and the Battle of Borodino.

4. Creation of "small stories" - schools, villages, streets, municipal authorities, enterprises, etc. This form develops a sense of belonging, patriotism, helps to identify the writing and research abilities of students. She carries a great educational and practical burden. Finding out, for example, why a street or village has such a name can cause pride in living on such a street, in such a place. The history of governments, enterprises, etc. will help many students to define their professional life after school, etc.

5. Project activity. Over the past four years, four projects have been created on the scale of the school: "History of the Smolensk - Michurinsk Railway", "Russian Traditions and Rituals", "Tula Territory during the Second World War", "Nature of the Tula Territory".

6. Detachments (groups) of pathfinders. There are no places in Russia where it would be impossible for pathfinders to prove themselves. A tracker is "one who looks for traces of past events, former heroes, etc." The main goal of pathfinders is to search for places of hostilities during wars, places of burial of people, search for attributes of life, activity, culture of bygone generations of people, etc. For a long time, the “Search” group functioned at the school, collecting materials about the life and work of a scientist agronomist I.A. Stebut. The results of the work are presented at the stand, as well as in the rural library.

7. Excursions and hiking trips are made annually along historical routes and places: mass graves near the village of Rokhmanovo, the territory of the former estate of I.A. Stebuta, Kulikovo field, the village of Monastyrshchina, etc.

8. One of the main components of extracurricular work in history is the preparation and celebration of the days of military glory (victorious days) of Russia. The law "On the days of military glory (victory days) of Russia" was adopted by the State Duma on February 10, 1995. It reflects the memory of the events - the days of glorious victories that played a decisive role in the history of Russia and in which Russian troops earned the honor and respect of their contemporaries, and grateful memory of descendants.

This form of extracurricular activity takes place in the integration of school subjects such as literature, geography, etc.

The main forms of perpetuating the memory of Russian soldiers in our school are:

the work of the local history corner;

caring for the obelisk and the territory adjacent to it;

search work;

holding themed evenings dedicated to glorious dates and heroes;

meetings with participants in wars;

military history games;

participation in the activities of the Russian Defense Sports and Technical Organization (ROSTO) (former DOSAAF).

In the course of celebrating the days of military glory, students develop a love for the Motherland, a need to serve the Fatherland, and a willingness to defend their native land.

The use of computer and Internet technologies in extracurricular and extracurricular work with schoolchildren

Today, as a result of the process of informatization of Russian education, the implementation of federal programs for the computerization of rural, settlement, city schools and children's centers for additional education, many educational institutions of the JAO have received the opportunity to use computer communication and new information technologies, both in the educational process and in extracurricular and extracurricular activities. with students. All this contributes to the search for a new content of education, changes in organizational forms and methods of training and education.

It has already become obvious that the use of computers and telecommunications in educational work allows:

Activate the cognitive activity of students,

Improve their skills in working with information presented in various forms,

Raise the level of work with information resources,

To develop the horizons, culture, self-awareness of students,

Develop the creative and communication skills of students.

Provides assistance in preparing for the state final certification in history in the form of the Unified State Examination.

Computer telecommunications provide the ability to:

Access to various sources of information via the Internet and work with this information;

Professional consulting on any issue of interest through teleconferences;

Implementation of remote creativity methods, collective educational projects, business games, workshops, virtual tours, etc.

Network communication with participants of remote projects;

Participation in various forums to discuss problems of history on the Internet

Types of student work using IT

Preparation of reports, speeches, abstracts using electronic encyclopedias and Internet sources.

Preparation of various texts, tables, drawings, creative works.

Finding the information you need on the Internet.

Preparation of collective projects, their presentations.

Modeling and creation of individual Web-pages, sites, blogs.

Communication over computer networks.

Extracurricular and extracurricular activities with the use of multimedia.

Issue of school and class newspapers in electronic and printed form.

Participation in scientific and practical conferences of students with a demonstration of presentations in the form of presentations.

Participation in olympiads, competitions in informatics and computer technologies.

In organizing the transition to the Federal State Educational Standard, the program for the spiritual and moral development of students, created last year, and the updated program for civic-patriotic education, should play an important role.

The structural unit of lesson lessons - the lesson is still considered the main form of teaching and educational work in the modern school. Lesson classes provide a clear planning and organization of educational work, as well as systematic monitoring of the process and results of students' educational and cognitive activities, but they do not always create optimal conditions for the realization of the creative potential of students and teachers, their inclinations and desires, i.e. for the implementation of the priority goals of education .

V.A. Sukhomlinsky wrote: “The logic of the educational process is fraught with the danger of isolation and isolation, because at every step it is emphasized at school: achieve success through your own efforts, do not rely on anyone - the results of mental work are evaluated individually. So that school life is imbued with the spirit of collectivism , it should not be limited to lessons".2

A distinctive feature of the lesson is the time limit, as well as the inability to deviate from the topic under study, even when students are particularly interested in any issue.

Traditionally, the pedagogically organized process of education and upbringing in a mass school consisted of lessons as an obligatory part of it and extracurricular activities to educate a personality in accordance with individual and socially significant interests and needs. Regardless of the form, one of the common duties for teachers and educators was the organization of diverse, creative and emotionally rich activities.

However, since the 1980s of the last century, the content of extracurricular activities began to change, an active search for new approaches to its organization began, which led not so much to a change in terms, but to an orientation towards the personality of the child, towards his creative activity. This trend has been developed with the introduction of the Federal State Educational Standard and the institutionalization of extracurricular activities. educational activities carried out in forms other than the classroom system. When implementing its tasks, it is simultaneously aimed at achieving the planned results of mastering the main educational program.

The study of the historical past opens up wide opportunities for the formation of value attitudes. The student not only learns the facts, events, processes and activities of people, but also evaluates them in terms of their aspirations, needs, interests, formed under the influence of various life circumstances and in the course of the previous study of the historical past. The value attitude of a person to historical experience is reflected in such a category as historical consciousness. Historical consciousness is a person's value attitude to the historical past, a system of orientation in the world from the point of view of history, a way of rational reproduction and evaluation by society and the individual of the movement of society in time.4

Like other forms of social consciousness, historical consciousness has a complex structure and, according to I.Ya. Lerner, includes the following components: a system of historical knowledge and ideas; historical understanding of contemporary social phenomena; methodology of historical knowledge; emotional and value attitude to the past.5

Individual historical consciousness, being the result of familiarizing with knowledge about the past, understanding the past and generating a sense of belonging to it, is the ability (readiness) of the child to navigate the historical past and use it to evaluate and analyze the present. Historical consciousness, as a personal way of orientation, is a complex personal formation, consisting of the following components:

• 1. Cognitive (system of ideas, views, ideas, attitudes of the individual in relation to the historical past);
• 2. Operational and activity (a system of ways of knowing the historical past);
• 3. Value-semantic (a system of motives, interests and objects of a person's value attitude).

The main objects of relations are the universe, space, the objective world, the world of society, the world of nature and one's own world. The main values ​​are: the value of life, being, goodness, truth, beauty, harmony, freedom, nature, Fatherland.

Historical consciousness, reflecting a person's value attitude to historical experience, acts as the goal, means and result of the purposeful familiarization of the individual with history.

P.G. Postnikov identifies the following levels of historical education as a personal quality: basic, optimal and advanced.

At the basic level, the student simply reproduces the system of values, adequately responds to changes in study, work, life, and solves educational and subject tasks and, based on the experience gained, is guided in the system of sociocultural norms and values.

The optimal level assumes that the student has a developed culture of historical thinking and speech, a certain style of historical thinking, and a steady interest in historical experience. Thus, he mastered the historical culture as the basic basis for development.

The advanced level means that the student predicts his own behavior based on existing norms and values, and also builds his own line of behavior in a social, communicative, life situation. That is, at this level, personal social, moral, civic qualities have already been formed, the needs and mechanisms of self-education in the field of history have been developed. But the main advantage of extracurricular (extracurricular) work, in comparison with classroom work, is that it can provide a more complete real differentiation and individualization of learning. Extra-curricular activities are necessary, first of all, for the student, since they satisfy some of his most important needs: the need for communication, self-expression and self-realization, recognition and respect. Being an independent part of the educational process, extracurricular activities can be integrated with the lesson, be its continuation, which ensures the implementation of educational and developmental functions in full. Under this condition, extracurricular activities in history allow students to deepen and expand the knowledge gained in the classroom, form general educational skills and abilities, develop cognitive, communicative and creative abilities, enrich life experience and value attitude to the historical past.

The purpose and objectives of extracurricular activities in history

Education has always been a synthesis of learning as an individual process of cognition, upbringing and self-education, development and self-development, maturation and socialization. In the personality paradigm of centered pedagogy, which the Federal State Educational Standard declares, synthesis is not just the sum of processes, forms, activities and other components of a special organized educational process at school. Synthesis is always a "creative process" - interpenetration and mutual influence.

Extracurricular activities are just a coordinate of the school space, which can be considered as an application for a certain way of organizing it on the "axis" outside and after the lessons in the continuum (continuous set) of school life. It cannot be reduced only to the activities of schoolchildren. All participants should be connected to its organization - adults and children, teachers and students, parents and organizing teachers, methodologists and other school specialists. She needs psychological and pedagogical support provided by the teaching staff.

As a methodological key to understanding and explaining the essence of extracurricular activities, we propose, first of all, to pay attention to the category "activity". It is in the process of activity that nature, society, but all the social properties and abilities of a person are created. In addition, activity is a purposeful production of ideals, values, ideas, concepts, ideas. In the process of activity, creative creation of culture is carried out. It is important to take into account the structure of activity, the expressed relationship of its structure-forming elements, such as goal, means, result, subject, object. Through activity, not only human needs are satisfied, but also the basic social relation "dominance - subordination" that regulates individual behavior is established and functions, which is manifested in all specific types and forms of organization of activity. A variety of forms of activity are ways of socializing an individual, becoming a personality, identifying it, and self-identifying a social organization (in our case, an educational organization or institution).

Extracurricular activity is, first of all, a process, some kind of action, a way of doing something. Giving extracurricular work the status of an activity radically changes its quality.

For the school, like any other educational institution, extracurricular activities become a new type of accountable activity for which it is responsible. Using various forms of this activity, the school must solve the problems of socialization of children and adolescents, the formation of metasubject abilities, the education and development of personality traits. This activity can become an indicator of its uniqueness, attracting the attention of consumers and customers. Based on the studied materials, documents, opinions of various experts on this problem, we can propose the following definition: extracurricular activities- this is a purposeful educational activity organized in their free time from lessons for the socialization of children and adolescents of a certain age group, the formation of their need to participate in socially significant practices and self-government, the creation of conditions for the development of significant positive personality traits, the implementation of their creative and cognitive activity in various activities, participation in meaningful leisure.

The purpose of extracurricular activities- creation of conditions for the realization by children and adolescents of their needs, interests, abilities in those areas of cognitive, social, cultural life that cannot be realized in the course of training sessions and within the framework of basic educational disciplines.

Tasks of extracurricular activities:

• - expansion of general cultural horizons;
• - formation of a positive perception of the values ​​of general education and more successful development of its content;
• - inclusion in personally significant creative activities;
• - formation of moral, spiritual, aesthetic values;
• - participation in socially significant affairs;
• - assistance in determining abilities for certain types of activities and assistance in their implementation in creative associations of additional education;
• - creating space for interpersonal, interage, intergenerational communication.

Extracurricular activities in history are an integral part of extracurricular activities in general, so we can say that it solves the same educational tasks and is aimed at the same goal.

Municipal Autonomous General Educational Institution

"Gymnasium No. 1"

Extracurricular activities program

« History in faces»

5-6 grades

35 hours, 1 hour per week

Head: Kolenchenko E.M.

P. Mulino

2017

Meeting of the Pedagogical Council Director of MAOU Gymnasium No. 1

Protocol No.

EXPLANATORY NOTE

The program of extracurricular activities has a cognitive focus and is intended for students in grades 5-6 for in-depth study of the educational program of the basic school "History" (grades 5-6).

The feasibility and relevance of the program lies in the fact that that the new educational standards imply a school orientation towardsactivity model learning. At the forefront, in addition to mastering the system of knowledge and skills that make up the instrumental basis of students' competencies, the task is to organize the learning process, within the framework of which the formation of a person who knows how to independently solve problems, make independent responsible decisions, act effectively in changing conditions, new situations, constructively interact with other people.
The proposed program is focused on contemporary priorities. In the 5th grade, the curriculum provides for the study of the first period of World History.Students begin to study the history of their Fatherland in the 6th grade. Soit is necessary to acquaint children with outstanding personalities of national history and the most significant events in the history of Russia and the Nizhny Novgorod region.

In all eras, historians have paid considerable attention to the life of a particular person, sought to comprehend and comprehend her actions. The history of the Nizhny Novgorod Territory and all of Russia is generously animated by statesmen and public figures, military leaders, and spiritual mentors. All of them are "the living face of Russian history," and without them, history is just a list of events. It is impossible to draw up a true picture of historical reality without understanding the motives and essence of the activities of individual historical figures.Relevance determined by the importance of studying personalities forunderstanding history of the Fatherland,education moral, patriotic personality.

Program novelty in that it focuses onsupplementing and deepening students' knowledge about the activities of the most important figures in Russian and Nizhny Novgorod history,whose names have remained in the memory of mankind. Given the complexity of the issue of historical figures, their role in history, it will be useful for students to figure out what explains the nomination of a particular person as a social, political, spiritual or other leader, what his power and influence on the fate of other people are based on. The program haspractical value - involvement in creative work, search for information in different sign systems, including the Internet and preparation for a successful final certification in the form of the GIA.

The program provides developmentintellectual general educational skills , creativity in students, necessary for further self-realization and the formation of the personality of the child, allows the child to express himself, to reveal his creative potential.In accordance with the standards of the second generation, it contributes to the development of the student's abilities and the formationuniversal learning activities. To this end, the program providesa significant increase in active forms of work, designed to involve students in dynamic activities, to ensure that they understandhistoricalmaterial and intelligence development,acquisition of practical skills of independent activity .

Program oriented for schoolchildren of adolescence (students of 5-6 grades) and is designed for 2 years, 70 hours, 1 lesson per week. Assumesintegration with history, social science , literature, MHK.

The program has the followingpeculiarities :

problematic study of the material (selection key issues, the heuristic nature of their consideration);

creationcognitive situations ;

part of the time is devoted togaming activity , creative work students;

in the course of studyingupdated knowledge and competencies acquired in elementary school.

Thing programs - organization of extracurricular work at the school for patriotic education by means ofstories.

Goals:

understanding the role of the individual in history and the role of great figures in the fate of the Nizhny Novgorod region and all of Russia;

organization of cognitive activity of students;

the inclusion of schoolchildren in various humanitarian actions, allowing them to gain important experience in social activity.

W adachi :

Educational : expand and deepen students' knowledge of historical figures, include in cognitive activities, motivate for creative work, participation in competitions and quizzes;

Educational : development of the ability to independently work with historical, reference, encyclopedic literature, solve creative problems; make a description of a historical personality;

to form the need for self-knowledge and self-development;

the ability to formulate and reasonably defend their own position in relation to the events and personalities of the past, which will allow students to prepare for the delivery of the GIA.

Educational : to bring up a steady interest in the study of the history of the Fatherland, native land, patriotic feelings, active citizenship.

Main methods:

verbal - reproductive, visual,interactive,problem statement, practical research. To increase motivation, game methods and elements of historical reconstruction are used.

The main forms of classes:

cognitive activities;

interactive talks, workshops;
creative works (projects, electronic presentations, etc.).

historical riddles, contests, quizzes, games, testing;

educational actions;

consultations.
Activities students:

Active participation in the discussion of the topic of the lesson;

Practical work with sources, additional literature, Internet resources;

Preparation of presentations, creative works, projects;

Performances in the classroom, school events;

Participation in competitions, quizzes, games of school, district, regional level.

Expected results of the program implementation:

development of a rangecompetencies : civic, cognitive, information technology, communicative.

The most importantpersonal results : awareness of one's identity as a citizen of the country; understanding the moral experience of previous generations, the ability to determine one's position and responsible behavior; respect for one's people, one's country, one's land.

Metasubject Results : the ability to organize their activities; possess the skills to work with educational and out-of-school information; the ability to solve creative problems and present the results of their activities in various forms (message, presentation, creative work), willingness to cooperate with fellow students, to teamwork.

Subject Results : a deeper understanding of history, new historical knowledge about the activities and role of historical figures in the history of Russia and the Nizhny Novgorod region, the acquisition of social knowledge, encouraging students to further penetrate the world of history, to creative, search activities, creating creative works about leading cultural figures, political, public, statesmen of Russia, preparation for the GIA.

As a result of studying history within the circle, the student should know / understand

Names of prominent figures of national history; the main events of the heroic pages of the history of the Nizhny Novgorod region and Russia, the influence of the moral qualities of the individual on their specific activities.

be able to characterize : adapted historical sources, specific historical figures,

explain: the role of specific people in the historical process;

give examples: various activities of historical figures, their specific contribution to the development of the country; heroism and patriotism of people in the difficult years of severe trials and peacetime; the contribution of Russian scientists and cultural figures to the development of domestic and world science and culture;

use the acquired knowledge and skills in practical activities and everyday life for:

Search and use of historical information;

Statements of one's own judgments about ongoing events and phenomena;

Implementation of creative works and projects on historical topics;

Choosing legal forms of behavior and actions in typical life situations.

The form of summing up is the preparation of creative works and presentations, projects, participation in competitions, olympiads, patriotic actions.The list of means of material and technical equipment of the educational process.

history cabinet

school muzey

Library

multimedia computer

Maps, tutorials

illustration material,additional literature

Training and metodology complex:

1.History of the Nizhny Novgorod region from ancient times to our times. Program.N.Novgorod. NIRO.2015.

2. Our land: a book to read. N. Novgorod, 2008.3. Teaching aid. To the 400th anniversary of the Romanov dynasty. M., 2013.

4. Fedorov V.D. History of the Nizhny Novgorod region.N.Novgorod. 2010

5. Seleznev F.A. History of the Nizhny Novgorod region. N. Novgorod, 2015.

6. Itkin E.S. Days of military glory of Russia. N. Novgorod, 2007.

Program content. 1 year of study.

Introduction. Man is the creator of history. 6h.

What is history: General history and history of Russia. History of Russia and the Nizhny Novgorod Territory.

The concept of historical sources and their types.Working with various sources: reference books, encyclopedias, historical sources, historical and fiction literature, electronic resources. The concept of archives, museums, library. Significant dates 2016-2017

Drawing up and discussion of a plan for characterizing a historical personality. Selection of historical figures for the preparation of oral reports, presentations, projects.

Section 1. Ancient Russia. 9 a.m.

The emergence of the Russian Land. Nestor "The Tale of Bygone Years" Legends about the founding of Nizhny Novgorod. The first Kiev princes. Prince Yuri Vsevolodovich - founder of Nizhny Novgorod.

Prophetic Oleg. Prince Igor and Princess Olga: legends and chronicle tales.

Svyatoslav is a prince-commander. Prince Vladimir Holy Red Sun. Wise rule of Yaroslav the Wise. The struggle of Russian princes with nomads. Crusade of Prince Vladimir Monomakh against the Polovtsy. Heroes of Russian fairy tales and epics. Nizhny Novgorod legends.

Section 2. Specific Russia. 11h.

Specific Russia. The threat to Russia from the West and the East. Crusaders. Formation of the state of Genghis Khan.

Alexander Nevskiy - prince-commander. Neva battle. Battle on the Ice. Alexander Nevsky and Nizhny Novgorod region.

Alexander Nevsky is the face of Russia. The memory of the commander in the Nizhny Novgorod region.

Formation of the Moscow principality. Moscow princes and the Nizhny Novgorod region.

The conquests of the Tatar-Mongol. Battle on the river Sit. The death of Yuri Vsevolodovich.Kozelsk- Evil city. Heroes of the struggle of the Russian people with the Tatar-Mongols.

Dmitry Donskoy and the famous Battle of Kulikovo. Dmitry Donskoy and Nizhny Novgorod region.

Standing on the Ugra - the liberation of Russia from the Tatar-Mongol yoke.

Generalization. Great generals of the ancient period of Russian history.

Section 3. Moscow Rus - Russia. 8h.

The role of Ivan 3 in the education of Russia. History of the coat of arms of Russia. Moscow and Nizhny Novgorod Kremlins. Campaigns of Ivan the Terrible and the expansion of the territory of Russia. Kazan campaign. Ivan the Terrible and the Nizhny Novgorod Territory.

Generalization. Presentation of the best projects.

Program content. 2 year of study.

Introduction.

historical sources. Search algorithm in the library, on the Internet. Project preparation algorithm.

Famous personalities and Days of military glory of Russia. Federal Law of May 13, 1995 No. 32 "On the days of military glory and memorable dates in Russia."

Alexander Nevsky and the Day of victory over the German knights on Lake Peipus. Dmitry Donskoy and the day of victory in the Battle of Kulikovo. National Unity Day and Minin and Pozharsky.

Section 4. Troubles. 13h.

Troubles - the hardest period of national history. Trouble on the map. Heroes and anti-heroes of the Time of Troubles.

Nizhny Novgorod region and the Time of Troubles. Minin and Pozharsky are the first citizens of Russia. Peter the Great about Minin and Pozharsky. Nizhny Novgorod monuments of the Time of Troubles.

Section 5. The first Romanovs. 9 o'clock

Zemsky Sobor 1613 Pretenders for the Russian throne.

First Romanovs. Mikhail and Alexei Romanov.

Famous personalities of the era of the first Romanovs: Patriarch Nikon, Ordin - Nashchokin, Stepan Razin, Bogdan Khmelnitsky.

Memory of the first Romanovs.

6. Preparation and defense of projects. 6 hours..

Algorithm for working on creative projects.Features of the presentation of projects.

Presentations of the best creative projects.

Generalization. GreatRussian names. Results of activity. Reflection. Reserve. 1 hour.

Educational and thematic planning. 1 year of study.

№ p/p	The name of the topic, section	Number of hours
1-6	Theoretical lesson. (1 hour) Introduction. Man is the creator of history. The history of Russia is part of world history. The history of the Nizhny Novgorod region is part of the national history. Workshop (2 hours) Working with various sources: reference books, encyclopedias, historical sources, historical and fiction literature, electronic resources. Excursion to the school museum. Workshop (2 hours). Drawing up and discussion of a plan for characterizing a historical personality. Significant dates 2016-17 Workshop (1 hour) Selection of historical figures for the preparation of oral reports, presentations.
	Section 1. Ancient Russia.	9 a.m.
	Theoretical lesson . The emergence of the Russian Land.
	Workshop. Nestor "The Tale of Bygone Years" Legends and true stories about the founding of Nizhny Novgorod. Prince Yuri Vsevolodovich - the founder of Nizhny Novgorod.
9- 15	Theoretical lesson. 1 hour. The first Kiev princes. Workshop . (1 hour) Prophetic Oleg, Igor and Princess Olga: legends and chronicle tales. Historical Game. 1 hour. Svyatoslav - prince-commander Workshop. 1 hour. Prince Vladimir Holy Red Sun.Quiz. Workshop. 1 hour. wise rule of Yaroslav the Wise. Workshop. 1 hour. The struggle of Russian princes with nomads. Nizhny Novgorod region and Volga Bulgaria. Connoisseur Competition. 1 hour. Heroes of Russian fairy tales and epics, legends.
16- 26	Section 2. Specific Russia. Theoretical lesson. 1 hour Specific Russia. The threat to Russia from the West and the East. Practicum.( 2h)Alexander Nevskiy - prince-commander. Alexander Nevsky and Nizhny Novgorod region. Electronic journal (1 hour. Alexander Nevsky - the face of Russia Theoretical lesson. 1 hour. Formation of the Moscow principality. Moscow princes and Nizhny Novgorod. Workshop. 1 hour. Journey through the historical map.The conquests of the Tatar-Mongolians. The participation of Nizhny Novgorod in the fight against the Golden Horde. Workshop. 2 hours Heroes of the struggle of the Russian people with the Tatar-Mongols. Gorodets is a hero city. Legends of Kitezh. Game 1 hour.) "I am a commander": Dmitry Donskoy and the famous Battle of Kulikovo. Participation of Nizhny Novgorod residents. Workshop. 1 hour. Standing on the Ugra - the liberation of Russia from the Tatar-Mongol yoke. The participation of Nizhny Novgorod. Connoisseur Contest (1 hour.). Great generals of the ancient period of Russian history.	11h.
27-35	Section 3. Moscow Rus - Russia.
	Theoretical lesson 1 hour. The role of Ivan 3 in the education of Russia.
	Workshop. (1 hour) History of the coat of arms of Russia. Workshop. 1 hour. Creators of the Moscow Kremlin. Workshop. 1 hour. The builders of the Nizhny Novgorod Kremlin - an outstanding architectural monument of the 16th century. Theoretical lesson. 1 hour. Grozny and his campaigns. Expansion of the territory of Russia. Workshop. 1 hour. Kazan campaign on the map of Russia and the Nizhny Novgorod region.
	Workshop. 1 hour. Ivan the Terrible and the Nizhny Novgorod Territory. Generalization. Competition of the best projects. 2 hours. Reserve 1 hour.

Educational and methodological planning. 2nd year of study.

№ p/p	The name of the topic, section	Number of hours
1-7	Theoretical lesson. (1 hour) Introduction. Man is the creator of history. Workshop (2) Working with various sources. Internet as a source of historical information. Workshop (2 hours). Drawing up and discussion of a complex plan for characterizing a historical personality.Selection of historical figures for the preparation of oral reports, presentations, projects. Practicum.( 2h.)Best projects of 2015-16 Days of military glory of Russia.
8-20	Section 1. Troubles.
	Theoretical lesson . 1h Day of national unity
	Theoretical lesson. 1 hour The main events of the Time of Troubles.
	Workshop. 1 hour. Actors of the Time of Troubles. Theoretical lesson. 1 hour. The creation of the people's militia in Nizhny Novgorod in 1612. and the liberation of Moscow. Workshop . (1 hour) The path of the Nizhny Novgorod militia on the map. Historical Game. 1 hour. I am a commander. Liberation of Moscow. Workshop. 1 hour. Antiheroes of the Time of Troubles. Workshop. 1 hour. Minin, Pozharsky and Ivan Susanin are the heroes of the Time of Troubles. Workshop. 1 hour. Speech by Kuzma Minin. Workshop. 1 hour. Why Peter 1 called Minin and Pozharsky the first citizens of Russia. Connoisseur Competition. 1 hour. Heroes of the Time of Troubles. Excursion 2 hours. Nizhny Novgorod monuments of the Time of Troubles.
21- 29	Section 2. The first Romanovs. Theoretical lesson. 1 hour. Beginning of the Romanov dynasty. Mikhail Fedorovich Romanov and his affairs. Workshop. 1 hour. Memory of Mikhail Romanov. Feat of Ivan Susanin. Workshop. 1 hour. Solve the historical crossword. Theoretical lesson. 1 hour. Alexei Mikhailovich Quiet Romanov. Workshop. 2 hours. Famous personalities of the era of Alexei Mikhailovich: Patriarch Nikon, Ordin-Nashchokin, Stepan Razin, Bogdan Khmelnitsky. Brain ring. 1 hour. The era of Alexei Mikhailovich. Virtual excursion.1 hour. The memory of Alexei Mikhailovich. Connoisseur Contest (1 hour.). Logic tasks in history
30 -35	Section 3. Protection of projects.
	Presentation competition. 4 hours. Heroes of Trouble. First Romanovs. Workshop. 1 hour. Results of activity. Reserve 1 hour

Literature for the teacher.

Education Act. M.2015.

Krivorotova T.A.Value orientations of citizenship and patriotism in the modern school. N.Novgorod. 2009.

Grigoriev D.V.Programs of extracurricular activities. M., Enlightenment, 2011

Stupnitskaya M.A.What is a learning project? M., September 1st. 2016

Ostrovsky. S.L.How to make a presentation? M., September 1, 2012

Alekseev Yu. G.Under the banner of Moscow. - M., 1992.

Belovinsky L. AT. With a Russian warrior through the centuries. - M., 1992.

Borisov N.Ivan Kalita. - M., 2005

Borisov N.IvanIII- M., 2006.

Borisov N. With. Russian commanders of the XIII-XVI centuries. - M., 1993.

Bushuev S., Mironov G.History of Russian Goverment. Historical and bibliographic essays.IX- XVIcenturies - M., 1991.

Gorsky A. A.Moscow and the Horde. - M., 2005.

Gorsky A. A.Rus: From the Slavic Settlement to the Muscovite Kingdom. - M., 2004.

Zabylin M.Russian people: customs, rituals, legends, superstitions, poetry. - M., 1997.

Zimin A. A.Knight at the crossroads: feudal war in RussiaXVin. - M., 1991.

Zimin A. A.Oprichnina. - M., 2001.

Zimin A. A.Russia at the turnXV— XVIcenturies. - M., 1982.

Zimin A. A., Khoroshkevich A. L.Russia in the time of Ivan the Terrible. - M., 1982.

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History of the Russian State: Reader. Evidence. Sources. Opinions.XV- XVIcenturies M., 1998.

History of Russia from ancient times to the endXVIIcentury / Ed. L.V. Milova. - M., 2006.

Kargalov V. AT., Sakharov A. H. Generals of Ancient Russia. - M., 1985.

Karpov A. Vladimir Saint. - M., 2004.

Karpov A.Duchess Olga. - M., 2009.

Karpov A.Yaroslav the Wise. - M., 2010.

Klein L. S.Dispute about the Varangians. The history of the confrontation and the arguments of the parties. - SPb., 2009.

Kobrin V. B.Ivan the Terrible. - M., 1989.

Kulpin E.S.Golden Horde. - M., 2007

Kuchkin V. A.Russia under the yoke: how it was. - M., 1991.

Tutorial. 400 children to the House of Romanov. Electronic allowance. OVIO website.

Literature for students.

Vasilyeva L.N. Wives of the Russian crown. M, 1999.

Women in the historical fate of Russia. Kostroma, 1995.

History of Russia in persons and dates. M., 1995.

The history of economic thought in Russia in faces. Dictionary reference. KNoRus, 2007.

Karpov G.M. History of Russia in faces. Figures of the Petrine era. M., School-Press, 2002.

Manko A.V. History of Russia in faces. Women on the Russian throne. M., School press, 2002.

Manko A.V. Prominent figures of the 19th century M., School press, 2003.

Manko A.V. Prominent figures of the 20th century M., School press, 2004.

Morozova L.E. History of Russia in faces. First half of the 17th century. M., School-Press, 2000.

Pavlenko N.I. Chicks of Petrov's nest. Publishing house "Thought", 1985.

Pashkov B.G. Russia. Russia. Russian empire. Chronicle of reigns and events. 1862-1917 M., 1997.

Perkhavko V.P. History of Russia in faces. IX - beginning of the XVII century. M., School-Press, 2000.

Sorotkina N.M. History of Russia in faces. Terra, 2003.

Curd O. AT. Ancient Russia. Events and people. - SPb., 1994.

Tereshchenko A.V.. Life of the Russian people. IN 2hours -M., 1997. - Part 1.

Tolochko P.P.

Filyushkin A. Andrey Kurbsky.- M., 2008.

Froyanov I.Ya.

ShenkF. B.

YaninV. L.

AT.Life of the Russian people. IN 2hours -M., 1997. - Part 1.

Tolochko P. P.Ancient Russian people. - SPb., 2005.

FilyushkinBUT.Andrei Kurbsky.- M., 2008.

Froyanov I.I.Ancient Russia. Experience in the study of the history of social and political struggle. — M.; SPb., 1995.

Reader on the history of Russia: In 4 vols. / Comp.: I.V. Babich, V.N. Zakharov, I.E. Ukolova. T. 1. - M, 1994.

ShenkF. B.Alexander Nevsky in Russian cultural memory. - M., 2007.

Yanin V. L. Essays on the history of medieval Novgorod. - M., 2008.

Anisimov E.V. Women on the Russian throne. SPb., 1997.

Borzakovsky P.K. Empress Catherine II the Great. M., 1991.

Encyclopedia on the history of Russia. Ariada, 1998-1999

Encyclopedia on the history of Russia. Rusika, 2008

Encyclopedic reference book for schoolchildren. Russian history. M., 2011