Plan for studying a new topic
1. The goals of the victorious countries in the post-war peace settlement. 2. The Paris Peace Conference and its decisions. 3. Washington Peace Conference and its decisions. 4. The fragility of the Versailles-Washington system.
The main problem of the lesson: what were the basic principles underlying the new post-war international relations and was there a lasting peace based on them?
historical calendar
January 18, 1919 - January 21, 1920- Paris Peace Conference
November 12, 1921 - February 6, 1922- Washington Peace Conference
OPTION I. Question work.
Task 1. Questions to test knowledge of the material: 1. List the main requirements of the winning countries. 2. What post-war conferences dealt with the peaceful settlement of international relations? 3. Which countries have benefited the most from the decisions of these conferences, and which ones have lost? 4. What issues of international relations have not been resolved? 5. What is the Versailles-Washington system?
Task 2. Determine which countries correspond to the goal of a peaceful settlement after the war:
1. Division of Germany into several weak states. 2. Return of Alsace and Lorraine. 3. Control over the industrial region of the Rhine. 4. German colonies in Africa and Turkish possessions in the Mediterranean. 5. Building a system of new international relations and the role of the "moral leader" of the world. 6. Preservation of a united Germany. 7. Division of the possessions of the Ottoman Empire. 8. Capture of German possessions outside Europe.
Countries: 1. Great Britain. 2. France. 3. USA.
Task 3. Determine at which of the conferences the listed problems were solved:
1. Territorial changes in Europe and the colonies. 2. The balance of forces on Far East. 3. The new position of Germany in the post-war world. 4. Creation of an international organization - the League of Nations. 5. The ratio of the naval forces of the leading Pacific powers. 6. Return of prisoners of war and punishment of war criminals. 7. Solution of the Russian problem.
Conferences: Paris Conference, Washington Conference.
Task 4. Analysis of the factual material:
1. Explain what contradictions existed between the victorious countries. Could they have been resolved under those historical conditions? 2. Formulate the goals of the creation of the League of Nations and try to guess under what conditions the activities of this organization could be productive. 3. Is it right to say that with the creation of the League of Nations, international relations have moved to a new level? 4. What was the "Russian question" at the conferences and why was it not resolved? 5. Was the Versailles-Washington system strong? Justify your opinion.
Task 5. Continue the historical statement:
As a result of the Paris and Washington conferences, a new balance of power in the world was established, which could lead to...
Germany, having lost some of its possessions and forced to pay a huge indemnity, could ...
The Versailles-Washington system could not solve all the controversial issues of international relations, because ...
An attempt to organize a conference in the Princes' Islands can be regarded as...
Task 6. Analysis of the historical statement:
British Prime Minister David Lloyd George spoke about the mandate system, according to which the former colonial possessions were transferred under the tutelage of the advanced victorious countries: "Mandates are just a mask for annexations."
Is it possible to agree with such a frank statement? How could you confirm or refute this statement?
Task 7. Working with the map:
Follow the map "The World after the First World War" territorial changes according to the decisions of the conferences. Explain which countries they suited and why. Which countries were dissatisfied?
Task 8. Working with the document:
Read the extract from the Treaty of Versailles and answer the questions. What points in this document could cause future international conflicts? For what reasons were these moments allowed?
Task 9. Creative tasks:
1. Make a speech on behalf of a representative of any of the leading victorious countries with a rationale for the principles of post-war international relations. 2. Make an appeal on behalf of the League of Nations to the peoples of the world, explaining the goals of this organization. 3. Compose conference memories on behalf of one of the participants (at the student's choice) with usage and explanation historical concepts: annexation, indemnity, demilitarization, mandate system, reparations.
OPTION II. Work in groups "Historical hats".
Students are divided into groups at the beginning of the lesson. 4-5 people and each group receives from the teacher a hat of a certain color: yellow, black, white, red and blue (the teacher can give the groups a color picture of hats, explaining the meaning of each color and the group's work with it).
The yellow hat is an optimist's hat.
The group that received the yellow hat must find all the positive points in the topic covered. It is necessary to list all the issues of world politics that were resolved at conferences after the end of the First World War, to find successes in solving their problems for each country (where they exist).
The black hat is the hat of the pessimist.
The black hat group must find all the issues that were not resolved at the post-war conferences, highlight all the failures in international relations for each country, show the injustice of the decisions of the conferences.
The white hat is the hat of an objective observer.
The group that received the white hat must find and list only specific facts on the topic without ratings (what conferences took place, their results).
The red hat is the emotional participant's hat.
The group that received the red hat should explain what emotions and feelings the countries participating in the conferences experienced and why, who was satisfied with the new system of international relations, and who was not.
The blue hat is the philosopher's hat.
The group that received the blue hat should prepare discussions on the following questions: how strong was the created Versailles-Washington system of international relations and whether it is legitimate to talk about strong international relations in general, whether the countries participating in the First World War learned any lessons from it, judging by the decisions post-war international conferences?
After a group discussion (20 min) each group makes a presentation. Students of other groups have the right to supplement, ask questions, argue with the statements made after the message. The teacher regulates the discussion of the performance of each group and summarizes it.
Homework. § eight.
1. List the main requirements of the victorious countries.
2. What post-war conferences dealt with the peaceful settlement of international relations?
3. Which countries have benefited the most from the decisions of these conferences, and which ones have lost?
4. What issues of international relations have not been resolved?
5. What is the Versailles-Washington system?
Determine which countries are consistent with the goal of a peaceful settlement after the war:
1. Division of Germany into several weak states.
2. Return of Alsace and Lorraine. 3. Control over the industrial region of the Rhine.
4. German colonies in Africa and Turkish possessions in the Mediterranean.
5. Building a system of new international relations and the role of the "moral leader" of the world.
6. Preservation of a united Germany.
7. Division of the possessions of the Ottoman Empire.
8. Capture of German possessions outside Europe.
Determine at which of the conferences the listed problems were solved :
1. Territorial changes in Europe and the colonies.
2. The balance of power in the Far East.
3. The new position of Germany in the post-war world.
4. Creation of an international organization - the League of Nations.
5. The ratio of the naval forces of the leading Pacific powers.
6. Return of prisoners of war and punishment of war criminals.
7. Solution of the Russian problem.
1. Explain what contradictions existed between the victorious countries. Could they have been resolved under those historical conditions?
2. Formulate the goals of the creation of the League of Nations and try to guess under what conditions the activities of this organization could be productive.
3. Is it right to say that with the creation of the League of Nations, international relations have moved to a new level?
4. What was the "Russian question" at the conferences and why was it not resolved?
5. Was the Versailles-Washington system strong? Justify your opinion.
Continue the historical statement:
As a result of the Paris and Washington conferences, a new balance of power in the world was established, which could lead to...
Germany, having lost some of its possessions and forced to pay a huge indemnity, could ...
The Versailles-Washington system could not solve all the controversial issues of international relations, because ...
An attempt to organize a conference in the Princes' Islands can be regarded as...
British Prime Minister David Lloyd George spoke about the mandate system, according to which the former colonial possessions were transferred under the tutelage of the advanced victorious countries: "Mandates are just a mask for annexations."
Is it possible to agree with such a frank statement? How would you confirm or refute this statement?
Lesson development for 11th grade
Post-war system of international treaties
Zaitseva Victoria Anatolyevna,
history teacher MBOU
"Chernomorskaya secondary school No. 2"
Lesson type: combined
Equipment: textbook, workbooks, projector.
Methods of work: storytelling, dialogue, conversation, ICT, visualization, work in pairs.
During the classes
- Organizing time
- DZ survey:
- What state and period are we talking about? He was elected before the adoption of the new constitution. He held the position of "head of state". Later he established a dictatorship and embarked on reforms that were called the "sanation regime" (Polish state)
- The Kingdom of the CXC was part of ... (Yugoslavia)
- Karl Seitz was elected President of which country? (Austria)
- This state has changed 3 countries in less than 2 years state structure: from the People's Republic to the establishment of Soviet power and the return to the monarchy. (Hungary)
- Which government was the Central Rada? (UNR)
- Which state was Karl Mannerheim the head of state? (Finland)
- From 1919 to 1933 this state was declared a republic. (Weimar Republic)
Plan:
1. Demands of the victorious countries and contradictions between them
2. Paris Peace Conference 1919-1920
3. Creation of a communist international
4. Significance of the Paris Peace Conference
5. Treaty of Versailles
6. Washington Peace Conference 1921-1922
7. Versailles-Washington system.
Presentation work.
Working with source: Charter of the League of Nations
Summing up the lesson, it is worth noting that the topic of the lesson studied is complex, but we managed it together.
Homework: P. 4, rep. P. 1-3. Prepare a report on one of the leaders of the Paris Peace Conference.
Charter of the League of Nations
Article 11. The League of Nations cannot remain an inactive body in the event of hostilities or threats of war directed against one of the members of the organization.
Article 12 Any disagreement between the members of the League that poses a threat to peace must be considered by an arbitration court.
Article 13 The members of the organization are obliged to recognize and carry out the decisions made by this court.
Article 16. If one of the members of the League resorts to war contrary to all the obligations assumed, then he is considered an aggressor in relation to the rest of the members of the League. Members of the League are obliged to immediately interrupt all trade and financial relations with him, to prohibit citizens of their states from entering into contacts with citizens of a state that has violated the agreement.
Consolidation: work in pairs. Students are invited to ask a question to a desk mate and evaluate his answer: it is hollow and exhaustive, deserving of a grade of "5", it is partial, but correct and deserves a grade of "4", it is short and characterizes a superficial focus on the topic and deserves a grade of "3"; the answer is not correct and needs further study.
Charter of the League of Nations
Article 11. The League of Nations cannot remain an inactive body in the event of hostilities or threats of war directed against one of the members of the organization.
Article 12 Any disagreement between the members of the League that poses a threat to peace must be considered by an arbitration court.
Article 13 The members of the organization are obliged to recognize and carry out the decisions made by this court.
Article 16. If one of the members of the League resorts to war contrary to all the obligations assumed, then he is considered an aggressor in relation to the rest of the members of the League. Members of the League are obliged to immediately interrupt all trade and financial relations with him, to prohibit citizens of their states from entering into contacts with citizens of a state that has violated the agreement.
Consolidation: work in pairs. Students are invited to ask a question to a desk mate and evaluate his answer: it is hollow and exhaustive, deserving of a grade of "5", it is partial, but correct and deserves a grade of "4", it is short and characterizes a superficial focus on the topic and deserves a grade of "3"; the answer is not correct and needs further study.
The agreement between the Entente and Germany was signed in the Compiègne Forest on November 11, 1918. It made it possible to begin the process of returning states and peoples to peaceful life.
France demanded the maximum weakening of Germany, up to the division of the country into several states dependent on Paris. The French claimed the return of Alsace and Lorraine. They also advocated establishing control over the industrial area in the Rhine basin, and also aimed at German colonies in Africa and Turkish possessions in the Eastern Mediterranean.
Great Britain, together with France, sought to divide the Ottoman Empire and seize territories outside Europe dependent on Germany.
The United States claimed the role of "moral leader" post-war world. They opposed territorial seizures (annexations) and the recovery of material damage from the defeated countries of the Quadruple Union (indemnity).
Italy, Japan, Serbia, Belgium, Romania, Greece, China pursued their national interests, demanding, as a rule, the “rounding off” of the territory and compensation for losses at the expense of the states that lost the war.
Paris Peace Conference 1919 -1920 Main issues: the solution of territorial problems in Europe and the colonies, compensation for damages, the creation of a peacekeeping organizations- Leagues Nations, the Russian problem, the return of prisoners of war and the punishment of war criminals.
June 28, 1919 The signing of the first international document in a series of treaties between the winners and the vanquished.
Germany returned Alsace and Lorraine to France, Belgium - three small border districts, Denmark - Northern Schleswig, Lithuania - sea port Mkmel, and the coal-rich Saar region came under international control for 15 years. The entire German part of the left bank of the Rhine and a strip of the right bank 50 km wide were subject to liberation from troops and fortifications, i.e., demilitarization. Germany recognized the independence of the new nation-states. Poland, Czechoslovakia and Austria. The German land army and navy were subject to significant reductions. Germany pledged to pay huge war reparations to the victorious powers. Its colonies and dependent territories were divided between Great Britain, France (in Africa) and Japan (in Asia).
Washington Peace Conference 1921-1922 Delegations from nine countries took part in its work: the USA, Great Britain, France, Japan, etc. Soviet Russia, the largest Pacific power, was not invited to the conference.
The main final documents of the conference were the treaties of four, five and nine powers. In a four-power treaty, Great Britain, France, the United States and Japan guaranteed to each other the inviolability of island possessions in the basin Pacific Ocean. The five-power treaty, with the participation of Italy, prohibited the construction of large-tonnage warships and established a certain ratio of the naval forces of the leading Pacific states. In the Nine-Power Treaty, they pledged to respect the sovereignty and territorial integrity of China, to which, under pressure from the Americans, Japan returned the Shandong Peninsula, occupied by its troops during the First World War.
Date 09/11/17 Grade 8
History lesson plan in grade 8 on the topic: "Industrial Revolution"
Target : consider the features of the modernization process of the early 19th century
Tasks:
Educational: assimilate key concepts course
Developing: promote the development of historical thinking based on the analysis of the essence of a long historical process
Nurturing: to cultivate an understanding of the essence of the historical process
Lesson equipment: presentation
Lesson type: lecture - conversation
Basic concepts: modernization, industrialization, competition, free competition capitalism, monopoly, cartel, syndicate, trust, concern, imperialism.
organizational part. Reporting lesson objectives.
Transition to learning new material . Introductory conversation
What period of history did we study last school year? What is the name of this period?(history of the new time)
What is the chronological framework of the period in the history of modern times studied last year?(1500-1800 years)
What are the main features of this time?(industrial Revolution, religious wars and reformation, the formation of capitalism)
Learning new material
Plan:
Chronological framework and features of the second period of the history of modern times. Modernization
We have to study a new period in the history of mankind.
Let's get acquainted with the textbook and determine the chronological period of this time(1800-1913)
What event will mark the end of the new time period?(World War I).True, there is a point of view that the period new history ends in 1900.
A feature of the period is the beginning of the processmodernization.
Modernization - the process of transforming a traditional society into an industrial one
Upgrade features:
In the political sphere - democratization of public and political life
In the social sphere - rapid population growth, migration, urban population growth
In the economic sphere - industrialization
In the field of culture, the rapid growth of scientific knowledge
Industrialization – the process of development and implementation of large-scale machinery, the production of machines with the help of machines
The development history of different countries is uneven. Here is the upgrade process different countries started in different time- it depended on the start of the industrial revolution.
What is an industrial revolution?(transition from manufactory to factory)
In which country did it start first?(In Great Britain)
What other countries experienced the industrial revolution in the 18th century?(Holland, France, USA)
These countries became the first echelon of modernization - the countries of the old capitalism.
Work on filling out the table:
Echelons of modernization at the beginning of the 19th century
Second echelon
third echelon
Countries of old capitalism
Countries of young capitalism
traditional society
England
France
USA
Germany
Italy
Japan
Russia
Austrian Empire
China
Latin American countries
The development of capitalism proceeded naturally
Development of capitalism through reforms
Modernization processes are limited
Completion of the industrial revolution
Work with the presentation, filling in the table in the course of the teacher's story
Technical inventions of the 19th century
Invention
Meaning
1800
metal lathe
Maudslay (England)
Making machines with machines
Automatic textile machine
J. M. Jacquard (France)
Replaced manual labor
1856
Converter
G. Bessemer (England)
steel smelting
melting furnace
Brothers E. and P. Martin (France)
Smelting higher quality steel
1825
First Stockton - Darlington Railway
George Stephenson (England)
The beginning of the revolution in the field of transport, the railroad boom
1879
First train
Ernst Werner Siemens
The use of electricity for the railway
1803
First steamboat (tested on the Seine River)
R. Fulton (France)
1807
Steamboat "Clermont"
R. Fulton
Replacing the sailing fleet with steam
1819
Steamboat "Savannah"
made a transatlantic voyage
1803
Steam engine car
Evans (USA), Trevithick (England)
The appearance of the first car
1885
Petrol engine car
Karl Benz (Germany)
1895
Prototype of a modern car
Gottlieb Daimler (Germany)
1908
Model T car
Henry Ford (USA)
The arrival of the cheap car
Balloon flight (aerostat)
Brothers Montgolfier (France)
improved by Jacques Charles
First flight in the air
1900
Airship "Zeppelin" (length 128 m)
Ferdinand von Zeppelin (Germany)
Heavier-than-air flight, controlled balloon
1902
Glider with gasoline engine
Wright Brothers (USA)
Start of aircraft construction
1803
The invention of the spranel (explosive projectile)
H. Spranel (England)
The growth of lethal force of weapons
1862
Invention of nitroglycerin, manufacture of dynamite
Alfred Nobel (Sweden)
Obtaining weapons of great destructive power
1835
Revolver
Samuel Colt (USA)
1875
arc lamp
P.N. Yablochkov (Russia)
Electric lighting of public places
1880
incandescent lamp
T. Edison (USA)
Indoor lighting
1843
Baltimore-Washington telegraph line using code alphabet
morse
Information transfer, communication
1899
Wireless telegraph (radio)
A. Popov (Russia)
G. Marconi (Italy)
Information transfer, communication
1876
Telephone
M. Gray, A. Bell (USA)
Information transfer, communication
Conclusion: technical inventions laid the foundation for the development modern society(the symbol of this time is the Eiffel Tower)
Free competition capitalism and monopoly capitalism
In the first half of the 19th century, the era of free factory capitalism begins, orfree competition capitalism.
Free competition capitalism - a social system based on unlimited competition in the economic sphere
Competition - the struggle between entrepreneurs for the most profitable terms production and marketing of goods that provide the highest profit
The first half of the 19th century was a period of free competition. But already by 1870-1880. the manufacturing sector is conqueredmonopolies.
Monopoly - an association of capitalists that arises on the basis of a growing concentration of production and capital, concentrating production or sale in its hands and having the goal of establishing dominance in certain sectors of the economy and maximizing profits.
Variousforms of monopoly associations:
Cartel - an association in which the production and commercial independence of enterprises is preserved, but uniform prices are determined and sales markets are divided
Syndicate - an association engaged in the joint marketing of products
Trust - complete merger of enterprises, loss of commercial and industrial independence
Concern - association of trusts or enterprises dependent on any monopoly group
THEN. monopoly capitalism develops(imperialism).
Imperialism - a special stage in the development of capitalism, in which it seeks to spread its dominance in all areas of society.
Consolidation of the studied material:
What new features appeared in the development of capitalist production in Europe?
What is a capitalist monopoly?
What role did the aggravation of competition play in the formation of monopolies?
What forms of business merger do you know?
Why is free competition capitalism in late XIX century develops into monopoly capitalism?
Signs of imperialism - according to the textbook p. 20 - write out
Combination of free competition and monopoly
Merger of industrial and banking capital and the formation of a financial oligarchy
The predominance of the export of capital over the export of goods
Economic division of the world into spheres of influence
Establishing a close relationship between the financial oligarchy and the government
Homework:
§1-2, answer questions, vocabulary work
Topic: Technical discoveries and access to the oceans.
Lesson Objectives: to bring students to the understanding that thanks to technical inventions, progress in the development of productive forces, the Great geographical discoveries became possible; find out the causes of the Great geographical discoveries give them a general description.
Tasks:
Educational: to create in students a clear idea of the Great geographical discoveries, to acquaint them with the great navigators.
Developing: to develop in students the ability to establish the causes, consequences and significance of historical events and phenomena, the ability to specify events; develop curiosity, interest in sciences, discoveries, the desire for self-affirmation, to achieve the goal.
Educational: evoke feelings of admiration for the great feats of the pioneer navigators.
Lesson type: combined lesson with elements laboratory work with the text of the textbook and work in groups.
Explanation method: explanatory and illustrative.
Technology: health saving, student-centered learning, developmental learning.
Problems to be solved: How did discoveries and inventions affect people's lives?
Activities (maintenance, control): they talk about technical discoveries, show the routes of sailors on the map.
Planned results:
Subject UUD: understand that the Great geographical discoveries were prepared by technical inventions, the expansion of knowledge about the Earth, the growth of entrepreneurial activity of a part of society.
Metasubject UUD: acquire the ability to work with educational information, use modern sources of information; demonstrate the ability to solve creative problems, present the results of their activities in various forms.
Personal UUD: comprehend the humanistic traditions and values of society; acquire a pronounced stable educational and cognitive motivation and interest in learning.
Basic concepts and terms: Arquebus, conquista, colonization, price revolution
Equipment: Textbook, § 2. Tasks from workbook chosen by teachers and students. Map "Great geographical discoveries and colonial conquests in the XV-XVII centuries." The educational space is expanding by reading popular science and fiction: Encyclopedia for Children: World History. - M.: Avanta +, 1995. - T. 1. - S. 334-346. V. Travinsky. Star of the Navigator (Magellan). G. R. Haggard. Daughter of Montezuma. S. Zweig. The feat of Magellan; Amerigo Vespucci.
During the classes
1. Organizational moment.
Greeting students, checking readiness for the lesson.
2.Check homework on the topic "Transition from the Middle Ages to the New Age"
When did the term "new time" appear?
Specify the chronological framework of the New Age.
What features did the man of the New Age have?
What connects us with New time?
3. Transition to the study of new material, plan:
a) New inventions and improvements.
b) Causes of the Great Geographical Discoveries.
c) Enrique the Navigator and the discovery of the Near Atlantic.
d) Around Africa to India.
For a logical transition to the study of new content, you should have a short conversation with the class. Reminding students that in the last lesson they began to study the history of the New Age, the teacher suggests answering the following questions: when and in connection with what phenomena did the term "New Time" appear? Indicate the chronological framework of the New Age and Early Modern Time. Why do you think these two periods stand out in the New Time? What features did the man of the New Age have? How did he differ from a man of the Middle Ages? What purpose do you think the entrepreneurial spirit served?
Summarizing the students' answers, we should emphasize the desire of the most active part of society to abandon traditional forms of farming, their interest in comprehending new scientific data, the desire to see the world with their own eyes, the ability to make decisions associated with a certain degree of risk.
Then the teacher gives the title of the first chapter of the textbook, emphasizing that the New Age originates from such phenomena as the Great Geographical Discoveries, the Renaissance and the Reformation, and suggests moving on to the study of a new topic, which is devoted to two lessons.
Having named the topic of the lesson and introduced the class to the plan written on the board, the teacher, during the introductory conversation, invites the seventh graders to think about the problem: which era do the Great geographical discoveries correspond to - the Middle Ages or the New Age?
The teacher accompanies the explanation of the first question with comments on the drawings in the textbook and some additional information about the inventions.
Talking about the role of typography for the development and dissemination of knowledge, the teacher invites students to comment on the drawing on p. 8, which shows a 16th-century printing house. Seventh-graders recall that the founder of the introduction of book printing in Western Europe was I. Gutenberg, who began his activity in the first half of the 15th century. He developed a method for making a printing plate by typing text from individual letters, designed devices with which he cast letters from an alloy of lead and antimony, and built a manual printing press. He also compiled a recipe for a special printing ink. You can ask students to identify which of the listed Gutenberg inventions they see in this print. Seventh-graders will see the work of typesetters typing text from individual characters under dictation, in the back of the room one of the workers covers the printing plate with paint, in the center the worker on the machine makes prints of the typed text on paper (the press rotating with a screw is clearly visible), the apprentice folds the dried sheets .
It is very interesting for understanding the inner world of a person of the 16th century. engraving "Inventor of gunpowder and evil spirits" (woodcut, 1554). You can ask students to think why, next to the inventor of gunpowder, the author of the engraving placed an image of evil spirits (as people of that time imagined it). The teacher notes that people, having learned how to make gunpowder, did not know why an explosion occurs. The roar, clouds of smoke, the smell of sulfur, the terrible, destructive effect of the new weapon - well, how can thoughts about the intervention of evil spirits not come to mind? On the engraving in the textbook
Behind the shoulders of the discoverer of gunpowder, Berthold Schwartz, who is carrying out his experiments, Satan is depicted. Obviously, contemporaries suspected that it was he who whispered to the learned monk the recipe that claimed so many lives. The gloomy picture was also seen by the great Leonardo da Vinci, who wrote: “Someone will come out of the bowels who will deafen those nearby with terrifying cries and bring death to people and destruction to cities and castles with his breath.” Who is this "someone"? Perhaps the students will be able to explain that this is a cannon cast in bronze in a hole dug in the ground (hence the "subsoil"). The most famous, powerful cannons were treated with respect, endowed with a mysterious supernatural power, they were given proper names: Wolf, Lion, etc. On the barrels of the guns there were such inscriptions: “I am called a lion, my roar is piercing”; “My name is Rooster. In a fight, I will break forward ”; “Sudden end me. Fall down before me, I advise. I'm going to you with a sharp jump ... ". These examples help schoolchildren to imagine the level of consciousness of the people of that time, entangled in superstitions.
When acquainting seventh graders with the history of improvement in navigation and shipbuilding, one should refer to the document “Pedro Nunez. Treatise in Defense of the Nautical Chart. Analyzing the text, seventh-graders develop the ability to work with authentic sources.
Then the teacher can invite students to read on their own in the textbook stories about the discoveries of the near Atlantic by the Portuguese and the expedition of Bartolomeu Dias, find the routes of these expeditions on the map.
As a final check of what has been learned, the student is instructed, using a textbook, to write out in a notebook the reasons for the Great geographical discoveries. Such a task can be performed both in the form of individual and in the form of group work (4-6 people in a group). If there is not enough time, this task is transferred to the house.
At the last stage of the lesson, seventh graders answer the problem task. Explaining why the Great geographical discoveries became one of the phenomena that opened the era of the New Age, students give the following arguments. Great geographical discoveries became possible when:
1) people no longer adamantly follow the old traditions;
2) there was an understanding of the need to introduce new farming methods, technical inventions and improvements;
3) a person allowed himself to doubt the reliability of the old geographical knowledge and wanted to know the true state of things;
4) the Europeans grew confident in their abilities and, in case of disruption of their land trade with the East, they risked stepping into the unknown - opening a sea route to India;
5) people appeared in society with entrepreneurial activity, the desire to get rich, who are able to take risks.
The existence of these phenomena is characteristic of the era of modern times.
4. Consolidation of the studied material.
What is the role of inventions in the technology of shipbuilding and navigational art in the implementation of the Great geographical discoveries?
What are the causes of the Great Geographical Discoveries?
What is the role of the state in the preparation and implementation of the Great Geographical Discoveries?
5. Summing up the lesson
What material was difficult, incomprehensible?
What was easy to take?
Try to evaluate the lesson?
6. Homework: item 1, questions after the paragraph.
Diet Professor Uglov 1. First breakfast at 9:00 Drink a cup natural coffee. Can also be used green tea with the addition of 1 teaspoon of natural honey. 2. Second breakfast at 11:00 You need to eat 1 boiled egg and 8 prunes. 3. Lunch at 14:00 You should eat 200 g of boiled beef or 1 chicken breast without fat and skin. As a side dish, you need to prepare 100 g of a salad of white cabbage and carrots. Also at lunch you need to eat 1 orange. 4. Dinner at 19:00 You need to eat 30 g of hard cheese and 1 apple or orange. 5. 1 hour before bedtime You should consume 200 g of curdled milk or natural fat-free
1 OPTION
1. Advisory body under the emperor at the beginningXXin.:
a) the State Duma;
b) State Council;
c) the Senate;
d) Zemsky Sobor.
2. What are the features of the socio-economic development of Russia at the beginningXXin.:
a) rapidly developing areas of the national economy associated with new types of fuel - coal and oil;
b) Russia was an industrial-agrarian country;
c) the presence of a powerful public sector of the economy;
d) among hereditary workers there was a high percentage of literate people.
3. Attempt to control the labor movement at the beginningXXin. implemented:
a) S.V. Zubatov;
b) S.Yu. Witte;
in VK. Plehve;
d) P.D. Svyatopolk-Mirsky.
4. Later than other events happened:
b) Russia's entry into the First world war;
c) the signing of the Peace of Portsmouth;
d) conclusion Versailles Peace.
5. “In matters of agrarian policy and land relations, the party aims to use in the interests of socialism and the struggle against bourgeois property principles both the communal and labor views, traditions and forms of life of the Russian peasantry in general, and in particular the view of land as a common property of all workers. This is the program snippet:
a) RSDLP;
b) the Mensheviks;
c) the Socialist-Revolutionary Party;
d) "Union of the Russian people".
6. The words: "Give the population the unshakable foundations of civil freedom on the basis of real inviolability of the person, freedom of conscience, speech, assembly and unions" - taken from the document:
a) Nicholas's speechesIduring the coronation;
b) programs of the party "Union of the Russian people";
c) Bolshevik leaflets during the armed uprising in Moscow;
d) Manifesto of October 17, 1905
7. What are the results of the first Russian revolution:
a) reducing the length of the working day to 9-10 hours;
b) cancellation of redemption payments for peasants;
c) workers received the right to form trade unions;
d) the issue of creating the first representative body of power, the State Council, was resolved.
8. The first act of the government of P.A. Stolypin was the decree of November 9, 1906. His core idea:
a) the destruction of the peasant community by allowing exit from it;
b) the destruction of the community and the restriction of landownership;
c) restriction of landownership and the resettlement of peasants to non-communal lands;
d) the elimination of communal and the introduction of private ownership of land according to the labor norm.
9. Name the Russian scientist who at the beginningXXin. The Nobel Prize was awarded to:
but not. Zhukovsky;
b) I.P. Pavlov;
c) E.V. Tarle;
d) S.A. Chaplygin.
10. Russia in the 1st World War sought:
a) become the mistress of the Black Sea straits and Constantinople;
b) reunite all Polish lands;
c) become the sole patroness of the Balkans;
d) all of the above are correct.
11. The first composition of the Provisional Government was headed by:
a) N.S. Chkheidze;
b) M.V. Rodzianko;
c) G.E. Lviv;
d) A.I. Guchkov.
12. After the Bolsheviks came to power, executive power was transferred:
a) SNK;
b) Cheka;
c) the All-Russian Central Executive Committee;
d) WRC.
13. The Bolshevik government presented as the main document for adoption by the Constituent Assembly:
a) Declaration of the rights of the peoples of Russia;
b) Declaration of the Rights of the Working and Exploited People;
c) a decree on the equalization of the rights of men and women;
d) decrees on the establishment of an 8-hour working day and the elimination of the class division of society.
14. A compromise position on the issue of peace with Germany, expressed in the formula: “We stop the war, we demobilize the army, but we do not sign peace,” was taken by:
a) G.Ya. Sokolnikov;
b) L.B. Krasin;
c) L.D. Trotsky;
d) G.V. Chicherin.
15. Name the activities of the policy of "war communism":
a) transition to a tax in kind;
b) transition to surplus appropriation;
c) the formation of teams;
d) accelerated nationalization of industrial enterprises.
16. Civil War in Russia from the very beginning was complicated:
a) intervening foreign countries;
b) the numerical superiority of the "Reds";
c) the numerical superiority of the "whites";
d) the absence of universal military service in Russia.
17. The white movement, despite temporary successes and help from abroad, was defeated because:
a) its leaders failed to offer the people an attractive program;
b) laws were restored in white-controlled territories Russian Empire;
c) the property was transferred to new owners;
d) a and b are correct.
18. Name the republics that signed an agreement on the creation of the USSR in 1922:
a) the RSFSR;
b) Kazakhstan;
c) Ukraine;
d) Belarus.
19. The period of diplomatic recognition of the Soviet state is considered to be the year (s):
a) 1923;
b) 1923-1924;
c) 1924-1925;
d) 1925-1926.
20. Name the first step of the NEP:
a) the abolition of the surplus;
b) the abolition of the tax in kind;
c) the introduction of a multi-party system;
d) the introduction of a labor market.
21. In the course of industrialization, unlike the NEP:
a) foreign capital was used;
b) allowed market elements in the economy;
c) there was a denationalization of small and medium industry;
d) construction was carried out mainly of heavy industry enterprises.
22. The core of the totalitarian system in the USSR became (has become):
a) I.V. Stalin;
b) CPSU (b);
c) the Central Committee of the CPSU (b);
d) the leader and a group of his closest associates.
23. In 1933-1939. in the field of foreign policy of the USSR pursued a course on:
a) an alliance with Germany and Japan;
b) unleashing a world war;
c) refusal to join the League of Nations;
d) creation of a system of collective security.
24. What territorial acquisitions did the USSR receive in 1939-1940:
a) Western Ukraine and Western Belarus;
b) Finland;
c) Estonia, Latvia, Lithuania;
d) Romania.
25. The above list: Zhukov, December, "Typhoon", Vyazma - refers to events military operation Great Patriotic War:
a) Kursk;
b) Stalingrad;
c) Moscow;
d) in Belarus.
26. The beginning of a radical change during the Great Patriotic War was put by:
a) victory near Moscow;
b) the Battle of Stalingrad;
c) the battle for the Caucasus;
d) victory on the Oryol-Kursk Bulge.
27. Name the post-war lawsuits:
a) "the case of doctors";
b) "Leningrad case";
c) "Shakhty case";
d) "trial of the 193s".
28. An event happened earlier than others:
a)XXcongress of the CPSU;
b) the first manned flight into space;
c) the coming to power of N.S. Khrushchev;
d) the entry of Soviet troops into Afghanistan.
29. In the industry reform announced in September 1965, its main provisions were:
a) changing the conditions of planning;
b) economic incentives;
c) banking regulators (loans, securities, etc.);
d) a and b are correct.
30. The April 1985 Plenum of the Central Committee of the CPSU proclaimed a course towards accelerating the socio-economic development of the country on the basis of:
a) scientific and technological progress;
b) technical re-equipment of mechanical engineering;
c) activation of the "human factor";
d) All of the above are true.
CONTROL TESTING ON THE HISTORY OF RUSSIA FOR THE COURSE OF GRADE 9
Option 2
1. The highest executive authority at the beginningXXin.:
a) State Council;
b) the State Duma;
c) Committee of Ministers;
d) the Senate.
2. What are the features of the Russian economy at the beginningXXin.:
a) rapid growth of industry;
b) the state actively intervened in all spheres economic activity private enterprises;
c) foreign investment in the economy accounted for almost 40% of all investment;
d) the Russian economy was not affected by the powerful economic crisis of 1900-1903.
3. The main opponent of S.Yu. Witte on the question of the prospects for the development of Russia spoke:
a) V.K. Plehve;
b) S.V. Zubatov;
c) Grand Duke Sergei Alexandrovich;
d) P.D. Svyatopolk-Mirsky.
4. Earlier other events happened:
a) the beginning of the Russo-Japanese war;
b) conclusion of the Treaty of Versailles;
c) the final formalization of the Entente alliance;
d) the beginning of the construction of the Trans-Siberian Railway.
5. Ensuring the right of nations to self-determination and their equality, broad local self-government, the return to the peasants of the lands cut off from their allotments in 1861, the abolition of redemption and quitrent payments for land and the return of previously paid redemption amounts. This is the program snippet:
a) the Socialist-Revolutionary Party;
b) RSDLP;
c) the Cadet Party;
d) "Union of the Russian people".
6. In the excerpt: “Hard day. In St. Petersburg, there were serious riots due to the desire of the workers to reach the Winter Palace. The troops were to fire in different parts of the city; there were many dead and wounded. Lord, how painful and hard, ”the event that occurred is said:
a) during the December armed uprising;
b) during accelerationIIState Duma;
7. Name political parties, formed during the revolution of 1905:
a) the party of socialist revolutionaries;
b) Constitutional Democratic Party;
d) "Union of the Russian people".
8. The social meaning of the agrarian reform P.A. Stolypin was to:
a) create a broad stratum of petty bourgeois proprietors who are the main factor in political stability in society;
b) disperse the peasants among the farmsteads, and then it will be difficult for the revolutionaries to stir them up in revolt;
c) distract peasants from acute political issues in society;
d) preserve the inviolability of the autocracy.
9. The doctrine of the biosphere and noosphere, which laid the foundation for modern ecology, was developed by:
a) K.E. Tsiolkovsky;
b) V.I. Vernadsky;
c) I.P. Pavlov;
d) I.I. Mechnikov.
10. The main result of the military campaign of 1914 was (became):
a) missed opportunities for Russia;
b) the protracted nature of the war;
c) an unacceptable, but forced for Germany, option of waging a war on two fronts;
d) disruption by the Entente countries of the German plan for a "blitzkrieg".
a) G.E. Lviv;
b) A.A. Brusilov;
c) A.F. Kerensky;
d) P.N. Milyukov.
12. The first Soviet government consisted of:
a) Bolsheviks and Mensheviks;
b) some Bolsheviks;
c) Bolsheviks and Left Social Revolutionaries;
d) Bolsheviks and Right Socialist-Revolutionaries.
13. In the elections to the Constituent Assembly in November 1917, the party received the largest number of votes:
a) Socialist-Revolutionaries;
b) the Bolsheviks;
c) the Mensheviks;
d) cadets.
14. Against the proposal of V.I. Lenin on the need to conclude a separate peace with Germany spoke (speak):
a) I.V. Stalin;
b) Ya.M. Sverdlov;
c) L.B. Kamenev, G.E. Zinoviev;
d) N.I. Bukharin, F.E. Dzerzhinsky, A.M. Kollontai.
15. What are the first events of the Soviet government in the field of economics:
a) the introduction of workers' control over factories;
b) the introduction of a tax in kind;
c) banking is declared a state monopoly;
d) nationalization of railway transport, river and sea fleet.
16. The "Red Terror" assumed wide proportions after:
a) the destruction of the royal family;
b) the beginning of foreign intervention;
c) the murder of M.S. Uritsky and the attempt in Moscow on the life of Lenin;
d) formation of the Ufa directory.
17. In 1920 Russia was at war with:
a) Germany;
b) Poland;
c) Hungary;
d) Czechoslovakia.
18. According to the Constitution of the USSR, adopted in 1924, the following were deprived of voting rights:
a) persons who used wage labor;
b) persons who lived on unearned income;
c) representatives of non-indigenous nationalities of the republics within the USSR;
d) priests.
19. Later than other countries, the USSR received legal recognition from:
a) USA;
b) England;
c) France;
d) China.
20. NEP in the field of industrial production led to:
a) the abolition of the decree on the complete nationalization of industry;
b) the transfer of small and part of medium-sized enterprises into private hands;
c) permission to lease to private individuals certain private enterprises;
d) all of the above are correct.
21. In the course of collectivization, in contrast to the NEP, the following occurs:
a) use of market methods;
b) accelerating the pace of development of the peasant economy;
c) the socialization of the means of production;
d) permission to lease land.
22. In the USSR, not a single law could be adopted without its approval:
a) I.V. Stalin;
b) in the Politburo;
c) in the State Planning Commission;
d) the government.
23. From 1933 to 1939 the Soviet foreign policy acquired:
a) anti-French orientation;
b) anti-English orientation;
c) anti-American orientation;
d) anti-German orientation.
24. In 1939 - 1940, the USSR led fighting against:
a) Finland;
b) Denmark;
in Norway;
d) Poland.
25. The following list: Order No. 227, November, Paulus, Zhukov - refers to the events of the battle of the Great Patriotic War:
a) Stalingrad;
b) Kursk;
c) for Leningrad;
d) Moscow.
26. The largest tank battle during the war with the participation of 1200 tanks and self-propelled guns took place:
a) in street fighting in Stalingrad;
b) during the capture of Berlin;
c) near Prokhorovka;
d) near Moscow on the Volokolamsk highway.
27. What are the changes in political system USSR occurred in the first post-war years:
a) Council people's commissars The USSR was transformed into the Council of Ministers;
b) sessions of the Soviets began to be convened less frequently;
c) the CPSU (b) was renamed the CPSU;
d) The Soviets received more powers.
28. Before other events happened (was):
a) the opening of the Helsinki Conference on Security and Cooperation in Europe;
b) Caribbean crisis;
c) transition to Kosygin's reforms in the economy;
d) coming to power of L.I. Brezhnev.
29. During the stay of L.I. Brezhnev in the highest post in the CPSU:
a) the system of benefits and privileges for the nomenclature has been improved;
b) the merging of individual corrupt groups of the party-state apparatus with the "shadow economy" began;
c) since the late 1960s a campaign to exalt him began;
d) all of the above are correct.
30. A feature of the elections of deputies of the Supreme Soviet of the USSR in the spring of 1989 was (was):
a) nomination of all candidates for deputies from public organizations;
b) election of all deputies on the basis of popular vote;
c) alternativeness;
d) no alternative.
Topic: Enlightenment and science in the second half of the 19th century
Lesson Objectives:
to form students' ideas about the features of Russian culture in the second half of the 19th century; education of humanism, patriotism and respect for the traditions and culture of Russia;
to acquaint students with new phenomena in education, science, painting, architecture, music, theater;
improving the skills of working with various sources of information; argumentation of one's own point of view on problematic issues.
Lesson plan:
Introduction of students to learning activities.
Learning new material.
Summing up the lesson.
D / s.
During the classes
I. Introduction of students to learning activities.
a) organizational moment;
b) creation of educational motivation among students;
Problem solving:
Which of the definitions of the term "culture" do you consider more complete? Justify your answer.
A) Culture is a combination of spiritual and material assets created by man in certain eras.
B) Culture bears the imprint of a historical era.
Repetition of the past:
What are the features of the development of culture in the first half of the 19th century?
What trends in the artistic culture of the first half of the XIX century. were leading? Name the greatest writers and poets of the first half of the 19th century. What art direction can be attributed to their work?
c) awareness and acceptance by students of the educational goal.
Lesson problem:As a folk character of culture in the second half of the nineteenth century. manifested itself in various areas of culture?
II. Learning new material.
1. Working with handouts(students read the material and answer the question).
Question:What was the manifestation of the popular character of enlightenment and book printing? (The correct answer is attached with a magnet to the board by students).Answer:education became more accessibleAVAILABILITY).
Handout content:
Enlightenment and printing in the 2nd half of the 19th century.
In the 60s. nineteenth century the reform of the school was carried out, during which the classlessness of education, zemstvos and other public organizations received the right to open their own schools, the right to teach was granted to women. However, the new school regulations introduced in 1864 did not close the gap between different types of educational institutions.
The most popular type elementary school in post-reform Russia, a three-year zemstvo school became. During the first 10 years of the existence of zemstvos, 10 thousand such schools were opened, and by 1914 there were 40 thousand of them. Their program included reading, writing, arithmetic, the Law of God, geography, history, and the basics of natural science.
A more simplified education was provided by parochial schools. In the 80s - 90s. the government strongly supported parochial schools. Their number during the reign of Alexander III increased 8 times (from 4 thousand to 32 thousand), and government spending on them - 40 times.
In general, if before the abolition of serfdom in Russia only 7% of the population were literate, then in 1897 - 21.1% (among men - 29%, among women - 13%).
main form high school the gymnasium remained. In 1865 there were 96 gymnasiums in Russia, in 1882 - 136. In the 60s. along with classical gymnasiums, six-year real schools appeared, but their graduates did not have the right to enter universities.
In connection with the growth of literacy in post-reform Russia, access to the book has expanded. Between 2,000 and 10,000 titles of books were printed annually, and circulation increased to several thousand copies. Many private publishing houses of various specializations have appeared. The most famous publisher of democratic literature was F. F. Pavlenkov.
Pavlenkov was the first to publish cheap editions of the works of Russian classics for popular reading and for students. The number of bookstores increased to two thousand, and in addition to them, vagrant hawkers-ofeni sold books.
In an effort to control the reliability of the books sold to the people, the government in the 80s. decreed that the Ofeni must obtain permission from the Governor to trade, which required the submission of a complete catalog of the publications for sale.
2. Video presentation about the development of science in the 2nd half. 19th centuryduration 1 min. 4 sec. (students work in pairs and, as they listen, bring the table in line with the material of the video presentation) .
Periodic Law chemical elements
2. Zinin, Butlerov
Studied organic chemistry
3. Sechenov
Studied the reflexes of the brain
4. Mechnikov, Kovalevsky
Laid the foundations of comparative embryology
5. Beketov
Studied evolutionary morphology of plants
6. Timiryazev
Founded the Russian school of plant physiology
7. Yablochkov
Created the first arc light bulb
8. Zhukovsky
Works on aerodynamics
Solovyov
Publishes "History of Russia since ancient times" (29 volumes)
Klyuchevsky
Created the "Course of Russian History"
Sreznevsky
Studied the Old Slavonic language and Old Russian literature
Dal
Published " Dictionary living Great Russian language"
Question:What is the nature of the people in the natural sciences? (The correct answer is attached with a magnet to the board by students).Answer:Science has become more applied. (APPLIED CHARACTER)
3. The study of painting.Students read the textbook material on page 256 and try to answer thequestion:What was the manifestation of the folk character of painting in the 2nd floor. 19th century? Answer: the image of the life and life of ordinary people, a reflection of social motives, an appeal to history (the correct answer is attached to the board with a magnet by students).
Let us consider in more detail the folk character of painting on the example of the painting by V. I. Surikov “Boyar Morozova”. 1887 (Reproduction artwork displayed on the screen).
Questions:
A) attribution questions: What event is depicted here? What events in Russian history does it refer to?
B) on the description: Who is depicted in the center of the artistic composition? What compositional group tells us about the rejection of Nikon's church reform?
C) critical analysis of the image: How does the illustration show us the reflection of the essence of Nikon's reform? Is it possible to refer to the painting by V. I. Surikov as a reliable historical source?
D) axiological analysis: What do you think V. I. Surikov wanted to say to his contemporaries, referring to the events of the reign of Tsar Alexei Mikhailovich?
E) what is the significance of the picture for studying the events of ser. XVII century in the course of the history of Russia?
Summing up the conversation by the teacher:The painting by V. I. Surikov “Boyar Morozova”, created in 1887, reflects a difficult period in the history of Russia - the reign of Tsar Alexei Mikhailovich. In 1654, Patriarch Nikon begins a church reform. Those who did not obey the reform were anathematized. A religious movement appeared in the country - the Old Believers. The Old Believers found support among the people. The tsar and his entourage saw the schismatics as their worst enemies. One of these moments of the struggle of the tsar and Nikon with the schismatics is depicted in the picture. In the center is the figure of the noblewoman Morozova, calling on the assembled people to disobey the official church. The sleigh with the noblewoman is accompanied by archers, crowding the people. In the lower right corner is a group of mourners for the tragic fate of the noblewoman. The figure of the blessed one is especially vividly written - as if he had already seen the future of the noblewoman and tragic fate the whole movement of Old Believers. The crowd of onlookers on the left also reflects the attitude towards the reform of the people - a mocking attitude successfully hides fear: if Nikon's reform had not been accepted, they could have shared the fate of the noblewoman Morozova. The author of the picture used disturbing colors - black, brown, blue - to make it more tragic. The symbol of the schismatics, the two-fingered, with which the holy fool blesses the noblewoman, did not ignore. This detailed illustration gives an idea of the essence of the reform, of the split in society in the course of the reform, of the life and way of life of the Russian people in the middle. XVII century The social position of the author is visible in the picture - he is completely on the side of the Old Believers - this is evidenced by the emotionally and carefully traced central figures of the canvas.
(Teaching goal: studying the image in the context of historical events, mastering the skills of critical analysis of an illustrative image.
Developing: the formulation of students' ideas about historical event based on the problematic conversation between the teacher and the students on the plot of the picture.
Educational: the formation of a sense of belonging with the fate of the Russian people through the search for personal meaning and attitude to the painting by the artist V.I. Surikov "Boyar Morozova".)
4. Study of architecture, theater and music. (Presentation Culture of the 2nd half of the 19th century, paragraphs 2, 6, 7). (Students answer the question separately for each direction of culture: architecture - the use of elements of the Russian-Byzantine style; theater, music - the creation of the Russian national theater, the development of realism, appeal to the historical past and folk motives), (the correct answer is attached with a magnet to the board students).
Copying the diagram from the board into a notebook to the music of Tchaikovsky.
Scheme: “Characteristics of the folk character of culture of the second half. 19th century
availability
natural sciences
applied character
painting
image of the life and life of ordinary people, reflection of social motives, reference to history
architecture
the use of elements of the Russian-Byzantine style
theatre, music
creation of the Russian national theater, development of realism, appeal to the historical past and folk motives
Conclusion:The 19th century was the time of the final formation of Russian national culture. National culture is the culture of a nation as a community of people, which takes shape in the course of the formation of the capitalist way of life. The stage of its formation was the reforms of Peter the Great, the development in the second half of the 18th century of humanistic ideas in literature, art, social thought, when the preaching of personal, extra-class values becomes dominant. The features of its formation are connected with the patriotic upsurge caused by the victory in the war of 1812, the abolition of serfdom. All these transformations changed the socio-spiritual image of the population, its way of life, living conditions, influenced the growth of cultural needs.
III. Reflection. Grading.
IV. D / s.
§ 37 to create a mini-project on one of the figures of Russian literature of the 2nd floor. nineteenth century with the involvement of Internet resources.
