Competitions for educational extracurricular activities in history. “Modern forms of organizing extracurricular activities in history and social studies.” Work program for extracurricular activities on history “origins”

"Planning extracurricular activities in history and social studies"

On methods and forms of extracurricular work in history

Target: deepening the knowledge acquired by schoolchildren in the classroom, organizing the learning process interesting and exciting in conditions of freedom in choosing the content of extracurricular work.

Tasks: 1) develop the ability to work with books and reference literature,

2) learn to abstract and review,

3) prepare messages and reports, speak with them in front of children or adult audiences,

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

5) create the need for self-education,

6) increase the level of socialization of the student,

7) to form feelings of patriotism, involvement in 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 activities for students after lessons, 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 its 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 are forced to engage in entrepreneurship after school hours, etc. In such conditions, the teacher is obliged, when determining personal assignments, to take into account as much as possible the inclinations, abilities, and real capabilities of each of the students, which can create favorable conditions for their implementation.

Second. Extracurricular work should be of a research nature. Students, firstly, solve specific problems independently and, secondly, following the relevant principles - historicism, scientificity, alternativeness, etc. The question is complex and students will be able to implement it on this basis only under the controlling influence of the teacher.

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

By duration, types of extracurricular work are divided into systematic, carried out throughout the academic year (extracurricular readings, clubs) and episodic (hikes, excursions, meetings with labor and war veterans, issues of historical magazines, watching feature films, documentaries, videos, historical living room, virtual excursions , work with Internet and media).

Main directions and forms of extracurricular work in history.

Extracurricular activities

Mass

Group

Individual

Historical evenings

Lectures and talks

Historical excursions

Quizzes and competitions

Olympics

Conferences

History Week

Watching movies and plays

Historical circle

Historical societies and clubs

Hikes and expeditions

Release of historical newspapers and magazines

Lecture halls

Electives

Reading historical literature

Visiting the archive

Working in a museum

Writing abstracts and reports

Completing creative tasks.

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

Firstly , in the classroom it is not always possible to explain and bring to the consciousness of students individual 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.;

Thirdly , 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 in the curriculum, etc.

Components of extracurricular work.

The leading component of extracurricular work is the targeted 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,

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

Secondly , if the students’ work is controlled through didactic means - logical tasks, problematic issues and tasks, etc.

2. School historical clubs and societies.For them to be useful, it is advisable to approach their formation differentiated, according to interests. The children's greatest attention is attracted by the circles of military historians, philatelists, numismatists, etc. (Economic, legal, legal, artistic, etc. areas).

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

These forms require 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 training of participants.

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

4. Creating “small stories”- schools, villages, streets, municipal authorities, enterprises, etc. This form develops a sense of belonging, patriotism, and helps to identify students’ writing and research abilities. She also carries a large educational and practical load. Finding out, for example, why a street or village has such a name can make you proud of living on such a street, in such an area. The history of government bodies, enterprises, etc. will help many students make professional decisions in their post-school life, etc.

5. Squads (groups) of pathfinders.There are no places in Russia where it would be impossible for pathfinders to prove themselves. A pathfinder is “one who searches for traces of past events, past heroes, etc.” The main goal of pathfinders is to search for places of combat during wars, places of burial of people, search for attributes of life, activities, culture of past generations of people, etc.

6. Excursions, micro-expeditions and hiking trips along historical routes and placesetc. There should be no objects or places of historical significance throughout the district that students have not visited. One of the main components of extracurricular work on history is the preparation and celebration of the days of military glory (victory 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 won the honor and respect of their contemporaries, and the grateful memory of descendants.

This form of extracurricular activities 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 war participants;
military history games;
participation in the activities of the Russian Defense Sports and Technical Organization (ROSTO) (formerly DOSAAF);
visiting military units, military educational institutions, etc.
In the course of celebrating 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 importance of methods and forms of extracurricular work in the formation of patriotic education of students. Social studies teachers actively take part in the implementation of the state program “Patriotic education of citizens of the Russian Federation for 2006-2010”, approved by Decree of the Government of the Russian Federation of July 11, 2005 No. 42.

It is necessary to cultivate 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 the opinion that is destructive for Russia: where it is better to live, there is a homeland.

Tourism and local history work offers many opportunities for developing patriotic behavior among schoolchildren. A special role here is given 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 studying these issues and collect material about the names of nearby streets and individual areas.

The search work of students has not lost its importance either. They continue to establish the names of unknown soldiers who died during the Great Patriotic War, record the memories of veterans, make trips to memorable places, and conduct search operations entitled “Graduates of our school - participants in the Great Patriotic War”, “Order in your home”, “Your ancestry "

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 computerization of rural, town, city schools and children's centers of additional education, many educational institutions of the Jewish Autonomous Region have the opportunity to use computer communication and new information technologies, both in the educational process and in extracurricular and extracurricular work with students. All this contributes to the search for new content of education, changes in organizational forms and methods of training and education.

It has already become obvious thatthe 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,
improve the level of work with information resources,
develop the outlook, culture, self-awareness of students,
develop the creative and communication abilities of schoolchildren.
provides assistance in preparing for the state final certification in history in the form of the Unified State Exam.

Computer telecommunications provide the ability to:

accessing various sources of information via the Internet and working with this information;
professional consulting on any issue of interest via teleconferences;
implementation of distance creativity methods, collective educational projects, business games, workshops, virtual excursions, etc.
networking with participants in remote projects;
participation in various forums for discussing history problems 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.
Searching for the necessary information on the Internet.
Preparation of collective projects and their presentations.
Modeling and creation of individual Web pages, sites, blogs.
Communication over computer networks.
Extracurricular and extracurricular activities using multimedia.
Publication of school and class newspapers in electronic and printed versions.
Participation in scientific and practical conferences of students with demonstrations in the form of presentations.
Participation in olympiads, competitions in informatics and computer technology.

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

By decree of the President of the Russian Federation V.V. Putin in 2007, a preparation program for the celebration of the 200th anniversary of the Victory in the Patriotic War of 1812 was approved. It is recommended to hold 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. Reading book 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. Problem book on the history of Russia. M.: Miros, 1993.

MUNICIPAL STATE EDUCATIONAL INSTITUTION

"PTANSKAYA SECONDARY EDUCATION SCHOOL"

Organization of extracurricular activities

on history in the light

Requirements of the Federal State General Educational Standards

History and social studies teacher A. G. Sukhorukov

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” Federal State Educational Standard, paragraph 13. specifies: “The main educational program determines the goals, objectives, planned results, content and organization of the educational process of general education and is implemented by the educational institution through lesson and extracurricular activities in compliance with the requirements of state sanitary and epidemiological rules and regulations.”

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

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

What is the mechanism for implementing extracurricular activities at school? Section No. 3, paragraph 13 of the Federal State Educational Standard says: “... extracurricular activities are organized in the areas of personal development.” Personal development is its qualitative changes. The Standard specifically prescribes the orientation towards building the educational process, taking into account the individual characteristics of the student and creating conditions for personal development in certain areas: spiritual and moral, sports and recreational, social, general intellectual, general cultural. The types of extracurricular activities are varied: cognitive activity, gaming activity, problem-value communication, leisure and entertainment activities, artistic creativity, social creativity (social transformative activity), labor (production) activity, sports and recreational activities, tourism and local history activities.

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

Tasks:

1) develop the ability to work with books and reference literature,

2) learn to abstract and review,

3) prepare messages and reports, speak with them in front of children or adult audiences,

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

5) create the need for self-education,

6) increase the level of socialization of the student,

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

Methods and forms of extracurricular work in history

Extracurricular work should be of a research nature. Students, firstly, solve specific problems independently and, secondly, following the relevant principles - historicism, scientificity, alternativeness, etc. The question is complex and students will be able to implement it on this basis only under the controlling influence of the teacher. A significant part of extracurricular work should be of a collective nature.

Basic forms of extracurricular work in history

Historical evenings

Lectures and talks

Historical excursions

Quizzes and competitions

Olympics

Conferences

History Week

Watching movies and plays

Historical circle

Historical societies and clubs

Hikes and expeditions

Release of historical newspapers and magazines

Lecture halls

Electives

Reading historical literature

Visiting the archive

Working in a museum

Writing abstracts and reports

Completing creative tasks.

Components of extracurricular work

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

2. School historical clubs and societies. Over the years, I have led a variety of clubs depending on the student population. In recent years, this has been the “History of the Tula Region” circle.

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, and helps to identify students’ writing and research abilities. She also carries a large educational and practical load. Finding out, for example, why a street or village has such a name can make you proud of living on such a street, in such an area. The history of government bodies, enterprises, etc. will help many students make professional decisions in their post-school life, etc.

5. Project activities. Over the past four years, four projects have been created within the school: “History of the Smolensk - Michurinsk railway”, “Russian traditions and rituals”, “Tula region during the Second World War”, “Nature of the Tula region”.

6. Squads (groups) of pathfinders. There are no places in Russia where it would be impossible for pathfinders to prove themselves. A pathfinder is “one who searches for traces of past events, past heroes, etc.” The main goal of the pathfinders is to search for places of military action during wars, burial places, search for attributes of life, activities, culture of past generations of people, etc. For a long time, the school had a “Search” group, which was engaged in collecting materials about the life and activities of the scientist. agronomist I.A. Stebut. The results of the work are presented at the stand, as well as in the village library.

7. Every year there are excursions and hiking trips 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 on history is the preparation and celebration of the days of military glory (victory 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 won the honor and respect of their contemporaries, and the grateful memory of descendants.

This form of extracurricular activities 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:

work of the local history corner;

caring for the obelisk and the surrounding area;

search work;

holding themed evenings dedicated to glorious dates and heroes;

meetings with war participants;

military history games;

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

In the course of celebrating 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

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,

Increase the level of work with information resources,

To develop students’ horizons, culture, self-awareness,

Develop the creative and communication abilities of schoolchildren.

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

Computer telecommunications provide the ability to:

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

Professional advice on any issue of interest via teleconferences;

Implementation of distance creativity methods, collective educational projects, business games, workshops, virtual excursions, etc.

Network communication with participants in remote projects;

Participation in various forums for discussing history issues 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.

Searching for the necessary information on the Internet.

Preparation of collective projects and their presentations.

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

Communication over computer networks.

Extracurricular and extracurricular activities using multimedia.

Publication of school and class newspapers in electronic and printed versions.

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

Participation in olympiads, competitions in informatics and computer technology.

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 and patriotic education should play a large role.

Introduction…………………………………………………………………………………………		2
I. Theoretical aspects of organizing extracurricular activities in history in the modern educational process.
	1.1. Problems of extracurricular activities in modern pedagogical and methodological literature……………………………………………………………..	6
	1.2. Forms of extracurricular activities………………………………………………………	17
II. Theoretical problems of theatricalization in the modern educational process
	2.1. Organization of extracurricular activities in history in the form of theatrical performances………………………………………………………………	36
	2.2. Psychological and pedagogical requirements for the organization of work……..	46
III. Formation and development of the theater of the municipal educational institution "Gymnasium No. 2" "Melpomene"
	3.1. The history of the creation of the theater of the municipal educational institution “Gymnasium No. 2” “Melpomene”…….	64
	3.2. Goals and objectives of the theater "Melpomene"……………………………………...	68
	3.3. Contents of extracurricular activities of the children's organization theater "Melpomene"…………………………………………………………………………………...	77
Conclusion……………………………………………………………………….		93
List of references and sources…………………………………………….		96
Annex 1.…………………………………………………………………..		99
Appendix 2………………………………………………………………………………		123

Maintaining

The current state of affairs in society, the crisis of spirituality that has affected all its layers, acutely raises the question of preserving and developing the traditional humanitarian values of Russia, raising children and adolescents to be comprehensively developed, understanding and accepting the deep moral foundations of our country, its brilliant cultural heritage.

It is difficult not to admit that in recent years there have been active attempts to replace true spiritual values, which constitute the pride of Russian and world culture, with surrogates aimed, first of all, at making commercial profit. We are talking about colorful one-day books filled with Terminators, Teenage Mutant Ninja Turtles, and soulless, “empty” imported cartoons that have displaced all more or less worthy children’s entertainment and educational programs from television screens. One could cite at length examples of the degradation of the system of spiritual education of the younger generation, and rightly blame the state for abandoning students and teachers to their fate, but this does not solve the problem itself.

The current stage of development of history education is characterized by a transition in teaching and upbringing to a personality-oriented approach. The most important goal of modern school history education is the education of an individual with high moral qualities, a sense of patriotism, citizenship, capable of self-realization in the conditions of the modern Russian sociocultural situation.

Currently, the tasks of school education require the inclusion of new concepts and facts in its content, alternative interpretations in assessing the problems of the past, forecasting events and phenomena, the use of various forms of the educational process and a variety of pedagogical technologies. There is a need for pedagogical technologies that teach the ability not only to perceive and remember information, but also the ability to creatively process it, see problems and solve them.

In modern schools, the attention of history teachers is increasingly drawn to non-traditional teaching methods in history lessons and forms of extracurricular activities, including games and theater. Theatricalization is the relationship between pedagogy, methodology and theater.

Today, a student enters into dialogue not only with a teacher, textbook, and peers, but also with historical events, phenomena, and processes, which require not so much memorization as the ability and desire to analyze, compare, and “pass through” the history of the development of society. The modern schoolchild takes a subjective position, which reduces the role of the teacher.

The arsenal of forms for organizing extracurricular activities of a history teacher is not only being updated under the influence of the increasing role of the student’s personality in learning, but is also being transformed towards unusual playful forms of presenting the material.

A modern teacher faces tasks inspired by a revision of the content of the subject: alternative approaches to assessing the problems of the past, forecasting events and phenomena, ambiguous ethical assessments of individuals and the course of events. Discussion of these issues is impossible without gaining experience in dialogue, discussion and involvement in creative activity. Communication skills and the ability to model situations are becoming increasingly important in education.

School theater as an idea and a special “genre” of dramatic art can be defined as a special internal need of its adherents to enrich their knowledge in the humanitarian field. Most of its participants do not aspire to a professional career, much less any material reward. At the same time, this is not a hobby, in the sense of just a pleasant pastime, it is a special process of becoming a widely erudite, diversified personality, capable of actively using the acquired skills and the foundations of an aesthetic worldview in almost any field of activity, regardless of professional orientation.

A distinctive feature of the theatricalization method is that children themselves analyze their work and the work of their comrades. They do not evaluate, but analyze. The teacher only carefully ensures that this analysis is always done in a friendly tone, correcting children where they make harsh and offensive remarks. In such an atmosphere, the sprouts of collectivism, tolerance for each other, and respect for individuality most easily sprout. At the same time, the child, analyzing what is happening, learns to “think out loud”, formulate and express his thoughts in a certain sequence, highlight the main thing and note the secondary, etc. The development of logical thinking goes hand in hand with the formation of oratory and stage speech skills.

The possibilities of theatricalization have not been sufficiently studied by specialists in the field of history teaching methods. Theatricalization does not exclude play, but it is not limited to it either. Thus, there are contradictions between the need for this form of organizing extracurricular activities in history and the insufficiency of methodological support for organizing theatrical performance as an extracurricular activity.

This allowed us to define the research problem: theatricalization as a form of organizing schoolchildren’s extracurricular activities, on the basis of which we formulate the topic of our research: Theatrical performance as a form of extracurricular activities in history.

The historiography of our problem is represented by the following works: V. P. Shilgavi “Let’s start with a game: for leaders of children’s amateur theater groups”, the author describes personal experience of creating a children’s theater group and N. Oparin “Theatrical forms of extracurricular activities”, the work reveals the main stages of organizational- creative and screenwriting-directing work when creating a theater at school.

Purpose of the study: to identify the features of theatrical performance as a means of ensuring students’ cognitive interest in history.

Achieving the goal ensures the solution of the following tasks.

1. Clarify the essence of the concept of “extracurricular activities”.

2. Identify the essence and features of the concept of “theatricalization”.

3. Determine the conditions for the effective use of theatricalization as a way of extracurricular activities.

An object: educational process of municipal educational institution "Gymnasium No. 2".

Item: historical themes in the activities of the gymnasium theater "Melpomene".

The novelty of this work is the fact that in modern methods of teaching history, the technique of theatricalization in the classroom is described in full, and the use of this technique in extracurricular activities has received insufficient attention in modern methodological and pedagogical literature. In this work, we tried to combine all the collected theoretical and practical material on this problem, which, in our opinion, allows us to fill the existing lack of information.

The practical significance of the work lies in the description of the experience of the school historical theater.

I. Theoretical aspects of the problem of organizing extracurricular activities in history in the modern educational process.

1.1. Problems of extracurricular activities in history in modern pedagogical and methodological literature.

In modern methodological and pedagogical literature, there are many problems on the designated topic: a lack of scientific publications, recommendations for organizing extracurricular activities, the described forms are not diverse enough and are reduced to circle work. While studying the literature on the topic “Extracurricular activities,” we encountered problems existing in scientific and methodological publications, represented mainly by articles in scientific and methodological journals, which are limited to describing work experience in this type of activity.

The first problem is the obsolescence of printed publications. There are no modern special manuals and monographs that take into account the realities of today's society and meet the needs of current education and upbringing on the topic of our research. Most publications of this kind were written back in the Soviet period and are devoted to the education of the builders of communism in the USSR. Such works include books by A. F. Rodin, E. M. Berdnikova, D. V. Katsyuba.

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

At the meeting of the Pedagogical Council, Director of MAOU Gymnasium No. 1

Protocol No.

EXPLANATORY NOTE

The program of extracurricular activities has a cognitive orientation 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 new educational standards imply a school orientation towardsactivity model training. At the forefront, in addition to mastering the system of knowledge and skills that form the instrumental basis of students’ competencies, is the task of organizing the learning process, within the framework of which the formation of a person who can 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 modern priorities. In grade 5, the curriculum includes the study of the first period of General History.Students begin to study the history of their Fatherland in the 6th grade. That's whyit is necessary to introduce children to outstanding personalities of Russian history and the most significant events in the history of Russia and the Nizhny Novgorod region.

In all eras, historians have paid significant attention to the life activity of this or that person, and have sought to comprehend and comprehend his actions. The history of the Nizhny Novgorod region and all of Russia is generously animated by state and public figures, generals, and spiritual mentors. All of them are “the living face of Russian history,” and without them history is simply a listing of events. It is impossible to draw 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 highly moral, patriotic personality.

Novelty of the program is that it is focused onsupplementing and deepening students’ knowledge about the activities of the most important figures in Russian and Nizhny Novgorod history,whose names remain in the memory of mankind. Considering the complexity of the issue of historical figures, their role in history, it will be useful for students to understand what explains the nomination of this or that person as a social, political, spiritual or other leader, on what his power and influence on the destinies of other people are based. The program haspractical significance - introduction to creative work, searching for information in various sign systems, including the Internet, and preparation for a successful final certification in the form of State Examination.

The program ensures developmentintellectual general educational skills , creativity for students, necessary for further self-realization and the formation of the child’s personality, allows the child to express himself and reveal his creative potential.In accordance with the standards of the second generation, it contributes to the development of student abilities and the formationuniversal learning activities. For this purpose, the program providesa significant increase in active forms of work, aimed at involving students in dynamic activities, ensuring their understandinghistoricalmaterial and development of intelligence,acquisition of practical skills for independent activity .

Program oriented for teenage schoolchildren (students in grades 5-6) and is designed for 2 years, 70 hours, 1 lesson per week. Assumesintegration with history, social studies , literature, MHC.

The program has the followingpeculiarities :

problem-based study of material (allocation key issues, the heuristic nature of their consideration);

Creationcognitive situations ;

part of the time is allocated forplay activity , creative work students;

during the studyupdated knowledge and competencies acquired in primary school..

Item programs - organization of extracurricular activities at school for patriotic education usingstories.

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;

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

Z adachi :

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

Developmental : development of the ability to independently work with historical, reference, and encyclopedic literature, and solve creative problems; compile a description of a historical figure;

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

the ability to formulate and reasonably defend one’s own position in relation to events and personalities of the past, which will allow students to prepare for passing the State Examination.

Educational : to cultivate a sustainable interest in studying the history of the Fatherland, native land, patriotic feelings, and active citizenship.

Basic methods:

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

Main forms of classes:

educational activities;

interactive conversations, workshops;
creative work (projects, electronic presentations, etc.).

historical riddles, competitions, quizzes, games, testing;

educational events;

consultations.
Activities students:

Active participation in discussion of class topics;

Practical work with sources, additional literature, Internet resources;

Preparation of presentations, creative works, projects;

Performances in classes, school events;

Participation in competitions, quizzes, games at the school, district, regional level.

Expected results of the program:

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

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 behave responsibly; respect for your people, your country, your land.

Meta-subject results : ability to organize one’s activities; have the skills to work with educational and extracurricular information; the ability to solve creative problems and present the results of one’s activities in various forms (message, presentation, creative work), willingness to cooperate with fellow students, to work together.

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, stimulating students to further penetrate into the world of history, to creative, search activities, the creation of creative works about leading cultural figures, political, public and government figures of Russia, preparation for the State Examination.

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

Names of outstanding 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 individuals 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 types of activities of historical figures, their specific contribution to the development of the country; heroism and patriotism of people in 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 acquired knowledge and skills in practical activities and everyday life For:

Searching and using historical information;

Statements of one’s own judgments about current events and phenomena;

Implementation of creative works and projects on historical topics;

Choosing forms of behavior and actions that comply with the law in typical life situations.

The form of summing up is the preparation of creative works and presentations, projects, participation in competitions, Olympiads, and patriotic events.List of material and technical equipment for the educational process.

History Cabinet

School muzey

Library

Multimedia computer

Maps, tutorials

Illustrative 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. Educational and methodological manual. To the 400th anniversary of the House of Romanov. 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.

Contents of the program. 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 region.

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

Drawing up and discussing a plan for characterizing a historical figure. Selection of historical figures for the preparation of oral communications, presentations, projects.

Section 1. Ancient Rus'. 9 o'clock

The emergence of the Russian Land. Nestor “The Tale of Bygone Years” Legends about the founding of Nizhny Novgorod. The first Kyiv princes. Prince Yuri Vsevolodovich is the founder of Nizhny Novgorod.

Prophetic Oleg. Prince Igor and Princess Olga: legends and chronicles.

Svyatoslav - prince-commander. Prince Vladimir Saint Red Sun. The wise reign of Yaroslav the Wise. The struggle of Russian princes with nomads. Crusade of Prince Vladimir Monomakh against the Polovtsians. Heroes of Russian fairy tales and epics. Nizhny Novgorod legends.

Section 2. Specific Rus'. 11 o'clock

Specific Rus'. The threat to Rus' from the West and the East. Crusaders. Formation of the power of Genghis Khan.

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

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

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

Conquests of the Tatar-Mongols. Battle of the Sit River. Death of Yuri Vsevolodovich.Kozelsk- Evil city. Heroes of the struggle of the Russian people against 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 commanders of the ancient period of Russian history.

Section 3. Muscovite 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. The campaigns of Ivan the Terrible and the expansion of Russian territory. Kazan campaign. Ivan the Terrible and Nizhny Novgorod Region.

Generalization. Presentation of the best projects.

Contents of the program. 2nd year of study.

Introduction.

Historical sources. Search algorithm in the library, on the Internet. Algorithm for preparing projects.

Famous personalities and Days of Military Glory of Russia. Federal Law No. 32 of May 13, 1995 “On the days of military glory and memorable dates of 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. 13:00

The Time of Troubles is the most difficult period in Russian history. Troubles 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 Contenders to the Russian throne.

The first Romanovs. Mikhail and Alexey 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 o'clock..

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

Presentations of the best creative projects.

Generalization. Greatnames of Russia. Results of activities. Reflection. Reserve. 1 hour.

Educational and thematic planning. 1 year of study.

№ p/p	Title of 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 national history. Workshop (2 hours) Work 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 discussing a plan for characterizing a historical figure. Significant dates 2016-17 Workshop (1 hour) Selection of historical figures for the preparation of oral communications and presentations.
	Section 1. Ancient Rus'.	9 o'clock
	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 is the founder of Nizhny Novgorod.
9- 15	Theoretical lesson. 1 hour. The first Kyiv princes. Workshop . (1 hour) Prophetic Oleg, Igor and Princess Olga: legends and chronicles. Historical Game. 1 hour. Svyatoslav - prince-commander Workshop. 1 hour. Prince Vladimir Saint Red Sun.Quiz. Workshop. 1 hour. the wise reign of Yaroslav the Wise. Workshop. 1 hour. The struggle of Russian princes with nomads. Nizhny Novgorod region and Volga Bulgaria. Competition of experts. 1 hour. Heroes of Russian fairy tales and epics, legends.
16- 26	Section 2. Specific Rus'. Theoretical lesson. 1 hour. Specific Rus'. The threat to Rus' from the West and the East. Workshop.( 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 along the historical map.Conquests of the Tatar-Mongols. Participation of Nizhny Novgorod residents in the fight against the Golden Horde. Workshop. 2 hours Heroes of the struggle of the Russian people against the Tatar-Mongols. Gorodets is a hero city. Legends about 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. Participation of Nizhny Novgorod residents. Competition of experts (1 hour.). Great commanders of the ancient period of Russian history.	11 o'clock
27-35	Section 3. Muscovite 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. The creators of the Moscow Kremlin. Workshop. 1 hour. Builders of the Nizhny Novgorod Kremlin - an outstanding architectural monument of the 16th century. Theoretical lesson. 1 hour. Grozny and his campaigns. Expansion of Russian territory. Workshop. 1 hour. Kazan campaign on the map of Russia and the Nizhny Novgorod region.
	Workshop. 1 hour. Ivan the Terrible and Nizhny Novgorod region. Generalization. Competition for the best projects. 2 hours. Reserve 1 hour.

Educational and methodological planning. 2nd year of study.

№ p/p	Title of 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 discussing a complex plan for characterizing a historical figure.Selection of historical figures for the preparation of oral communications, presentations, projects. Workshop.( 2 hours..) The best projects of 2015-16. Days of military glory of Russia.
8-20	Section 1. Troubles.
	Theoretical lesson . 1 hour.National Unity Day
	Theoretical lesson. 1 hour Main events of the Time of Troubles.
	Workshop. 1 hour. Characters of the Time of Troubles. Theoretical lesson. 1 hour. 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 named Minin and Pozharsky the first citizens of Russia. Competition of experts. 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. The beginning of the Romanov dynasty. Mikhail Fedorovich Romanov and his affairs. Workshop. 1 hour. Memory of Mikhail Romanov. The feat of Ivan Susanin. Workshop. 1 hour. Solve the historical crossword puzzle. Theoretical lesson. 1 hour. Alexey 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 tour. 1 hour. Memory of Alexei Mikhailovich. Competition of experts (1 hour.). Logic problems in history
30 -35	Section 3. Project protection.
	Presentation competition. 4 hours. Heroes of Troubles. The first Romanovs. Workshop. 1 hour. Results of activities. Reserve 1 hour

Literature for teachers.

Education Act. M.2015.

Krivorotova T.A.Value guidelines for citizenship and patriotism in a modern school. N. Novgorod. 2009.

Grigoriev D. V..Extracurricular activities programs. M., Education, 2011.

Stupnitskaya M.A..What is a learning project? M., September 1. 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. IN. 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 bibliographical essays.IX- XVIcenturies - M., 1991.

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

Gorsky A. A.Rus': From 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 RussiaXVV. - 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 during the time of Ivan the Terrible. - M., 1982.

History of the Russian State: Biographies.IX- XVIcentury - M., 1996.

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. IN., Sakharov A. N. Generals of Ancient Rus'. - M., 1985.

Karpov A. Vladimir the Holy. - M., 2004.

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

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

Klein L.S.Dispute about the Varangians. History of the confrontation and arguments of the parties. - St. Petersburg, 2009.

Kobrin V. B.Ivan groznyj. - M., 1989.

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

Kuchkin V. A.Rus' under the yoke: how it happened. - M., 1991.

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

Literature for students.

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

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

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

The history of Russian economic thought in persons. Dictionary-reference book. KNoRus, 2007.

Karpov G.M. History of Russia in faces. Figures of Peter the Great's 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. Petrov's nest chicks. Publishing house "Mysl", 1985.

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

Perkhavko V.P. History of Russia in faces. IX - early XVII centuries. M., School-Press, 2000.

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

Tvorogov O. IN. Ancient Rus'. Events and people. - St. Petersburg, 1994.

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

Tolochko P.P.

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

Froyanov I.Ya.

SchenkF.B.

IoanninaV.L.

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

Tolochko P. P.Old Russian people. - St. Petersburg, 2005.

FilyushkinA.Andrey Kurbsky.- M., 2008.

Froyanov I.I.Ancient Rus'. Experience in researching the history of social and political struggle. - M.; St. Petersburg, 1995.

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

SchenkF.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. St. Petersburg, 1997.

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

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

Encyclopedia on the history of Russia. Rusika, 2008

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

The structural unit of lesson studies - the lesson is still considered the main form of teaching and educational work in a modern school. Lesson classes provide 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. to achieve priority education goals .

V.A. Sukhomlinsky wrote: “The logic of the educational process is fraught with the danger of isolation and isolation, because at every step in school it is emphasized: achieve success through your own efforts, do not rely on anyone, and the results of mental work are assessed 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 move away from the topic being studied, even when students are particularly interested in a particular issue.

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

However, since the 80s. last century, the content of extracurricular activities began to change, an active search began for new approaches to its organization, which led not so much to a change of terms, but to an orientation towards the child’s personality, towards his creative activity. This trend 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 facts, events, processes and activities of people, but also evaluates them from the point of view of his aspirations, needs, interests, formed under the influence of various life circumstances and during the previous study of the historical past. A person’s value attitude to historical experience is reflected by such a category as historical consciousness. Historical consciousness is a person’s value attitude towards the historical past, a system of orientation in the world from the point of view of history, a method of rational reproduction and assessment 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 modern social phenomena; methodology of historical knowledge; emotional-value attitude towards the past.5

Individual historical consciousness, being the result of familiarization with knowledge of the past, comprehension of the past and the generation of a sense of belonging to it, represents the child’s ability (readiness) 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-activity (system of ways of knowing the historical past);
3. Value-semantic (system of motives, interests and objects of a person’s value relationship).

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 individual’s purposeful involvement in history.

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

At the basic level, the student simply reproduces the value system, adequately responds to changes in study, work, life and solves educational and subject problems and, on the basis of the experience gained, navigates 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 stable interest in historical experience. Thus, he has mastered 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, and 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 more fully ensure real differentiation and individualization of learning. Extracurricular activities are needed, first of all, by 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 work can be integrated with the lesson and be its continuation, which ensures the implementation of educational and developmental functions to the fullest. Under this condition, extracurricular history classes allow schoolchildren to deepen and expand the knowledge acquired in the classroom, develop general educational skills and abilities, develop cognitive, communicative and creative abilities, enrich life experience and value attitudes towards 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, education and self-education, development and self-development, maturation and socialization. In the paradigm of personality-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 lessons in the continuum (continuous totality) of school life. It cannot be reduced only to the activities of schoolchildren. All participants must be involved in its organization - adults and children, teachers and students, parents and teacher-organizers, 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, and all social properties and abilities of a person are created. In addition, activity is the purposeful production of ideals, values, ideas, concepts, and ideas. In the process of activity, the creative creation of culture is carried out. It is important to take into account the structure of activity, the expressed interrelation of such structure-forming elements as goal, means, result, subject, object. Through activity, not only human needs are satisfied, but also the basic social relationship “dominance - subordination” is established and functions, regulating individual behavior, which is manifested in all specific types and forms of organization of activity. Various forms of activity are ways of socialization of an individual, the formation of a personality, its identification, as well as the self-identification of a social organization (in our case, an educational organization or institution).

Extracurricular activities are, 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 a 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 problems of socialization of children and adolescents, the formation of meta-subject abilities, 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, and opinions of various experts about this problem, we can offer the following definition: extracurricular activities- this is a purposeful educational activity organized in 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 types of activities, participation in meaningful leisure.

Purpose of extracurricular activities- creating conditions for children and adolescents to realize their needs, interests, and abilities in those areas of cognitive, social, and cultural life that cannot be realized in the process of studying and within the framework of basic educational disciplines.

Objectives of extracurricular activities:

- expansion of general cultural horizons;
- formation of a positive perception of the values of general education and more successful mastery of its content;
- inclusion in personally significant creative activities;
- formation of moral, spiritual, aesthetic values;
- participation in socially significant matters;
- 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 as a whole, so we can say that they solve the same educational problems and are aimed at the same goal.