You can often hear the phrase that without knowledge of history it is impossible to build the future. The past can provide answers to thousands of different questions. The experience accumulated by previous generations can bring considerable benefits to the next. Connection with the past is important for humanity, so the study of history begins in a person at school age. From the elementary grades, schoolchildren begin to get acquainted with the distant past (for example, with the history of Ancient Rome and the Ancient East). For a huge number of people, this area is of genuine interest, as you can find a lot of interesting and necessary information in it.

If you are interested in this science, the history lessons presented in video format on our website will help you become better acquainted with history. We are sure that you will gain a lot of interesting information for yourself, because our portal is convenient not only because it contains lessons in video format, but also because they are equipped with many notes on history.

History lessons from experienced teachers

We present to your attention video materials covering many different eras. Each of them is known for a number of events and persons. The school curriculum implies familiarity with these pages of history, which means it would be completely useful to understand it in advance. Moreover, the process of learning history lessons through professional educational video materials will be faster and more effective than using conventional paper textbooks. Judge for yourself how a student can quickly learn the necessary information - by watching educational videos from professional teachers or leafing through textbooks? Of course, history lessons provided with comments and notes can be more effective. It is difficult for textbooks to compete with the usefulness of the images and sounds of such materials.

History lessons in video format

These history lessons are more than just regular teaching material. Each of them is a fascinating mini-film that can attract the attention of your schoolchild to this science. And such interest can also contribute to the choice of a future profession. Since history is divided into many different areas (aspects of Russian history, world history, features of modern history, domestic history in general), there is a high probability that a student will want to make this science his main activity. Maybe he will like the early history of mankind and want to participate in research in this area. In this case, he will probably like materials on this topic - the results of archaeological excavations and chronicles compiled on their basis. Perhaps he will be interested in later eras - the Middle Ages, the Renaissance. Or he will want to study the history of a particular state or person. Many of these topics are reflected in the history lessons posted on our school educational portal. Here you will definitely find the material you need.

Perhaps the student will enjoy an in-depth study of history and will want to explore the emergence and development of some area of ​​​​human activity - trade, wars, art; or maybe he is growing up as a true patriot and will be interested in a deep study of Russian history. In this case, he will need materials that focus on this. No matter how your schoolchild feels about this science, he may have problems studying it at school. To help him solve them, use our videos. They are an ideal alternative to paper textbooks. Free access to them is a significant plus. There is no need to go to a consultation with teachers or stay for an additional lesson - a lot of materials in the format of video lessons and notes on history relating to different eras and people will help the student study the subject from all sides.

Urokiistorii invite schoolchildren and students to a historical orientation game. It will be held on June 13 in the Muzeon sculpture park as part of the children's program of the Moscow International Open Book Festival and will be dedicated to the history of the USSR, reflected in architecture and art.

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Posted at 02:43 pm | | |

Sep. 18th, 2009

Jun. 22nd, 2009

It is expected to watch excerpts from films that the speaker will mention.

July 3 at 18:00 in the conference hall of the International Memorial - the second event of the cycle:

"MONOLOGUE OF THE TWICE EXCLUDED"

President of the Guild of Film Scholars and Film Critics of Russia Victor Matizen about the situation in the Union of Cinematographers of the Russian Federation and relevant historical allusions.

The program includes: answers to questions, discussion, a good movie for 30 minutes.

Address: Maly Karetny lane, 12. Directions: metro station Tsvetnoy Boulevard, Chekhovskaya

We invite everyone!

Posted at 08:16 pm | | |

Jun. 16th, 2009

http://www.urokiistorii.ru/

The “History Lessons” website is one of Memorial’s youngest projects, a site that could be useful for high school students, history teachers, organizers of research work with schoolchildren and all other readers who, for the sake of their own curiosity, read complex and often tragic pages Soviet and Russian history of the twentieth century.

The site is intended to becomean important consulting and methodological source for organizing project and research work of teachers, tutors and high school students; platform, empowering and stimulating self-study history by young people, understanding difficult moments in history, studying sources.

Will be published on the website the most successful and useful examples of project work ( in particular materials of school competitions "Russia 20th century. Man in history") , for Russian teachers, tutors, schoolchildren and students will be providedopportunity to get acquainted with foreign experience (in the sections

In 2019, the historical research competition for high school students “Man in History. Russia -XXcentury" celebrated its twentieth anniversary. This is the oldest and largest school competition in Russia. Since 1999, more than 50 thousand schoolchildren from all over the country have participated in it.

The main feature of the competition is attention to the fate of ordinary people. This focus determines its main nominations: The price of victory, Family history, Man and power, Man and small homeland, Man in society. The works submitted to the competition do not show the ceremonial history of the country, but the everyday life that tens of millions of our compatriots lived in the twentieth century.

The main organizer of the competition is the Memorial Society. It was created in 1989 in order to preserve the memory of political repression and manifestations of civic activism in the USSR. To do this, Memorial employees collect documents, letters and memories, record interviews, and publish the results of their work. Participants in the “Man in History” competition do the same. Often young researchers manage to discover unknown facts, find valuable documents, and fill in “blank spots” in the history of their city or village. In this way, they participate in the preservation of historical memory - not constructed, but real, full not only of victories and achievements, but also of the tragic trials that people in Russia experienced in the twentieth century. We hope that an independent and unbiased study of the events of the past will be able to influence the attitude of schoolchildren to what is happening today, will force them to think, analyze and be wary of big words and empty symbols.

The 40 thousand works that came to the Memorial over two decades formed a large archive of research, historical evidence, archival documents, photographs and interviews. This is valuable material that is often consulted by professional historians and journalists writing about Russian history of the 20th century. The best research has been published in 25 collections. Five of them were prepared together with our foreign partners and published in German, Italian and Norwegian. The latest collection, “Simple Stories: History of Russia in the 20th Century through the Eyes of Schoolchildren,” was published in 2018.

Over the course of twenty years, the competition has gained many friends and helpers. Historians, library and museum workers, writers and journalists actively cooperate with us. But the main support of the competition organizers is the dozens of teachers across the country who support our work. For them, Memorial regularly conducts scientific and methodological seminars in Moscow on teaching Russian history and extracurricular research work with high school students. Regional coordinators provide enormous assistance to the competition. Thanks to their efforts, the competition has become truly all-Russian: works come from all regions of the country, and almost half of the participants are residents of villages and towns.

"Man in history. Russia - XX century" is a member of "Eustory" - a European network of historical competitions. Within its framework, joint seminars and summer schools for the winners are held. Every year several of our finalists take part in Eustory summer schools.

Since 2009, with the support of the Mikhail Prokhorov Foundation for laureates of the historical competition “Man in History. Russia – 20th Century”, a special competition for scholarships is held for those admitted to humanities faculties at higher educational institutions. Every year, up to five winners of the Competition become Foundation scholarship holders.

There is a huge path behind. The competition is changing before our eyes. Gone are the thousands of envelopes we received at the post office. Now participants register and submit work without leaving home. But there is something that remains the same from year to year. This is a feeling of admiration and faith in a better future that arises when reading many works and personally meeting the winners of the competition. For their sake, the competition lives and will live.

Municipal educational institution

"Comprehensive secondary school No. 13" Azov, Rostov region



Development of a lesson in 11th grade on the topic:
"Civil War in Russia"


teacher: Gotsulyak Natalya Vasilievna

Epigraph: From the blood shed in battles,

From ashes turned to dust,

From the torments of executed generations,

From the souls baptized in blood,

Out of hateful love

From crimes, frenzy

A righteous Rus' will emerge.

M. Voloshin. 1920



Lesson topic:"Civil War in Russia".

Lesson type: combined

The purpose of the lesson: as a result of researching sources, form the idea that the civil war became a national tragedy of the people; based on historical sources, form an idea of ​​the reasons for the victory of the red movement.

Tasks:

Educational:

    Identify and characterize the political, socio-economic and national contradictions that led to the Civil War in Russia.

    Systematize and generalize students’ knowledge about the events of the Civil War in Russia.

    Analyze the policy of “war communism”.

    Bring students to conclusions about the results and consequences of the Civil War.

Educational:

Continue to work on developing philanthropy and tolerance in students.

Educational:

Continue to work on developing students’ skills to analyze, generalize, systematize historical facts, and justify their attitude to them.

Techniques and teaching aids: repeated conversation, working with historical terms, working with documents, presentations, solving problem tasks.

Equipment: documents from the Civil War , Civil War posters , presentations by teacher and students, songs from the Civil War, multimedia equipment (blackboard, computer)

Lesson plan.

    Causes and features of the civil war in Russia.

    Time frame of the Civil War.

    War "within democracy".

    Reds against whites.

    "War communism" and its consequences.

    Results and consequences of the Civil War.

During the classes.

Organizing time. (3 min.)

Teacher.(Introductory word, the background of the lesson can be civil war songs, which can be played during recess; this, as a rule, attracts students’ attention to the topic of the lesson and creates a working mood. The lesson is designed for 2 hours).

In 1917, the most terrible, most merciless war unfolded in Russia. Russians fought this war with each other, brother with brother, father with son. Civil war... These are unforgettable pages of our past, when the country was split into reds and whites, “us” and “strangers”

Some are going to liberate
Moscow and shackle Russia again.
Others, having unbridled the elements,
They want to reforge the whole world.

And here and there between the rows
The same voice sounds:
“Whoever is not for us is against us.
There are no indifferent people, the truth is with us.”

Maximilian Voloshin.

Guys, pay attention to how accurately the author defined the mood of that era... Universal human values, such as mercy, humanism, tolerance, were relegated to the background during these years, giving way to the principle: “Whoever is not with us is against us.”

Our goal for today's lesson is- to study the problem of victories and defeats in this war, to look at the war as if from the inside, through the eyes of participants in those distant events. Try to understand how they themselves explained the reasons for their victories and defeats.

During the lesson you will have to give your own answer to the following questions:

    Why did the Reds win?

    Is it possible to determine the winner of the Civil War from the perspective of universal human values?

    What do the results of the Civil War teach?

To do this, we must analyze historical sources and try to understand what were the reasons for their victory and defeat. And also determine the consequences of the war for the fate of the country.

So, the topic of today’s lesson is “Civil War in Russia” (write in a notebook, slide №1).

1. Causes and features of the Civil War.

Question: what is a civil war? (students' answers)

Writing down the definition of “civil war” in a notebook(slide No. 2)

Civil war is an irreconcilable armed struggle of large masses of people belonging to different classes and social groups for state power and property.

Assignment for students: Formulate the causes and features of the Civil War in Russia (§10-11, paragraph 1; pp. 65-67, paragraph 3; pp. 68-71, textbook by O.V. Volobuev “Russia and the world. History of the 20th century.” ).

The teacher complements the students' answers.

Recording in a notebook the causes and features of the Civil War.(slides No. 3, No. 4)

The causes of the Civil War were the Bolshevik reforms:

    Dissolution of the Constituent Assembly and establishment of a one-party political system; the demand of the Mensheviks and Socialist Revolutionaries for the convening of the Constituent Assembly and the beginning of the military confrontation between the Bolsheviks and Socialist Revolutionaries.

    Conclusion of the Brest-Litovsk Peace; loss of vast Russian territory.

    Emergency decrees on the organization of grain procurements.

    Total nationalization of enterprises; decline in industry, unemployment, hunger in capital cities; Bolshevik ban on the free sale of bread.

Features of the Civil War:

    Extremely long and bloody military operations took place throughout almost the entire territory of the former Russian Empire.

    The internal Russian conflict has been aggravated by its internationalization.

    The society lacked political traditions of peaceful resolution of social contradictions.

    In the public consciousness, the value of human life has fallen to its lowest point - “a man with a gun.”

2. Time frame of the Civil War.

Teacher's message with elements of repetition and generalization. The teacher explains the difficulty of clearly defining the chronological framework of the events of the Civil War, and the debatability of its periodization in modern Russian historical science. High school students get acquainted with the text of the textbook, identify the criterion that forms the basis for the periodization of the Civil War in Russia and the chronological framework of this period, given in the methodological manual for the textbook by O.V. Volobueva “Russia and the world. History of the 20th century." (slide No. 5)

Traditional chronological framework of the Civil War:

    Summer-autumn 1918 - a period of gradual development of the Civil War, open military clashes: the mutiny of the Czechoslovak Corps; Entente landings in the North and Japan, England and the USA in the Far East; the formation of anti-Soviet centers in the Volga region, the Urals, Siberia, the North Caucasus, and the Don; execution of the family of the last Russian Tsar; declaration of the Soviet Republic as a single military camp.

    Autumn 1918-spring 1919 - a period of increased foreign intervention: the annulment of the Brest-Litovsk Treaty, the intensification of the Red and White Terror.

    Spring 1919 - spring 1920 - the period of military confrontation between the regular armies of the Red and White: campaigns of the White Guard troops A.V. Kolchak, A.I. Denikina, N.N. Yudenich and their reflection, the decisive military successes of the Red Army.

    Summer - autumn 1920 - the period of the final military defeat of the Whites: the war of the Soviet Republic with Poland, the defeat of P.N. Wrangel’s troops in the Crimea.

In the process of comparing periodizations (and approaches to their definition), conclusions are drawn about a new approach to the periodization of the Civil War in Russia by modern historical science.

Assignment for students: give answers to the questions.

    What are the reasons for the disagreement among historians about the date of the start of the Civil War in Russia.

    Why do historians offer several periodizations of the Civil War?

    What criteria underlie each periodization option?

At the end of the conversation, notes are made in the students’ notebooks. (slide No. 6)

Modern periodization of the Civil War in Russia (according to the textbook):

    1917 - spring of 1918 - the initial stage of the Civil War and intervention.

    May 1918 - autumn 1918 - the “democratic” period of the Civil War.

    Autumn 1918-1920 - military confrontation between the red and white armies.

    1921-1922 - defeat of the white movement and suppression of peasant revolts by the Bolsheviks.

Questions for students:

    Who, in your opinion, is to blame for starting the Civil War in Russia? Is it possible to give a definite answer to this question?

Assignment for students: having analyzed slogans and appeals that were most often found on the banners of Soviet and White Guard military units (slide 7), on propaganda posters , conclude that it was expensive for the reds and whites. Who fought and for what in the fratricidal Civil War? Student answers

Teacher: The civil war in Russia is an unusually complex process. Speaking about the perpetrators of the Civil War in Russia, we cannot give a definite answer. Dialectically, it does not happen that in a multilateral life-and-death struggle one group of people, one class, one side is to blame. So they are guilty of the all-Russian massacre of 1917-1922. and red, and white, and “green”, and a number of countries that intervened in Russia.

Question : based on the causes of the Civil War, it is possible to determine which social forces participated in the war. Name them, determine who supported the “reds” and who supported the “whites”? (students' answers)

Writing in a notebook (slide 7)

Question: Why were the “whites” supported by part of the peasantry and proletariat? (students' answers)

3-4. War "within democracy". Reds against whites.

Assignment for students: get acquainted with the text of the textbook, historical map No. 4 “Civil War in Russia”.

Question : On what directions did the main battles take place during the Civil War?

Student assignment: Complete the chronological table.

Civil war and military intervention 1917-1922.

(based on textbook material and teacher’s story)

When discussing the results of the table, it will be useful to watch student presentations about the most famous military leaders of the Civil War. Personalizing the history of the Civil War in Russia helps develop students' interest in studying this topic. (Appendix No. 1)

5. “War communism” and its consequences.

Student assignment: Complete the worksheet using the textbook material. (Appendix No. 2)

6. Results and consequences of the Civil War.

Writing in a notebook (slides 8,9)

Results of the Civil War

    Victory of the Reds (Bolsheviks)

    Destruction of opposition, anti-Soviet forces

    Preserving the integrity of Russia

Consequences of the Civil War.

    Demographic losses from the autumn of 1917 to 1922 amounted to almost 13 million people; emigration - about 2 million people.

    Colossal damage has been caused to the Russian economy

    The amount of damage in 1922 ranged from 40 to 50 billion gold rubles, which exceeded a quarter of the country's pre-war wealth

    Industrial production fell 7 times, reduction in cultivated area (67% of the pre-war level)

Break with the legacy of the past:

    the Bolsheviks’ struggle with the culture, customs, and traditions of the old state;

    fight against the church;

    planting a new “proletarian” culture and a new ideology.

    The continued split of society into “us” and “strangers”

    the curtailment of democracy and the establishment of a harsh one-party dictatorship in the country.

Teacher: Let's summarize our lesson.

We have no reason to idealize either the Bolsheviks or their opponents. Both sides showed zeal, throwing logs into the blazing fire of the fratricidal war. At the same time, each side considered itself absolutely right.

Whites claimed to be representatives of the national cause, fought and died for great Russia and its interests, as they understood them. In turn, the Bolsheviks were convinced that they were spokesmen for the interests of all working people, fighters against oppression and exploitation, for the speedy and final liberation of not only their own people, but the whole world.

Please answer the question: (slide 10)

    What is the tragedy of the Civil War?

    Is it possible to determine the winner of the Civil War from the perspective of universal human values? (students' answers)

Teacher: We can conclude that if history can teach descendants anything, then the main lesson of the civil war is the rejection of the inculcation of intolerance, the clash between different layers of society, and violence and arbitrariness as a method of state building.

The teacher ends the lesson with linesI. Severyanina:

I feel the time of judgment is approaching:

We will overcome soullessness with our spirit,

And in the heart of Russia in front of all countries

The people will judge the people menacingly.

And the chosen ones will ask- Russian people-

All accused Russian people,

Why did they kill in lynching?

The bright color of the culture of your homeland.

Why have the Orthodox forgotten God?

Why did they attack their brother, chopping and slashing...

And they will say: “We were deceived,

We believed in something that couldn’t be believed.”

And the judges will fall silent with love's sadness,

Checking yourself in the inevitable turn.

And they will ask: “But who is the guilty instigator?” -

And the answer will be: “The whole people are to blame.”

He thought about the happiness of his native land,

He resorted to cruelty in the name of love...”

And the judges will exclaim: “The people are on trial!

You are beyond our jurisdiction; We- your brothers!

We- your part, your flesh, your blood, sinner,

Naive, always striving forward,

Seeking God in pitch-black Europe,

Happy in misfortune, great people!

Grading.

Homework:§10-11, write an essay about the role of the individual in the events of the Civil War.

Appendix No. 1.

Semyon Mikhailovich Budyonny(1883-1973) - Soviet military leader, participant in the Civil War, commander of the 1st Cavalry Army, one of the first Marshals of the Soviet Union, Three times Hero of the Soviet Union. Born on April 25, 1883 into a poor peasant family. He took part in the Russo-Japanese War of 1904-05 and World War I, and was awarded four degrees of St. George's Cross and four medals for his bravery.

In February 1918, S. M. Budyonny created a revolutionary cavalry detachment that operated against the White Guards on the Don, which then grew into a cavalry division that successfully operated near Tsaritsyn in 1918 - early 1919.

In the second half of June 1919, the first large cavalry formation was created in the Red Army - the Cavalry Corps under the command of S. M. Budyonny, which in August 1919 played a decisive role in the defeat of the main forces of the Caucasian Army of General Wrangel in the upper Don. In November 1935 he received the military rank of Marshal of the Soviet Union. During the Great Patriotic War, Semyon Budyonny was part of the Headquarters of the Supreme High Command, participated in the defense of Moscow,

awarded the title of Hero of the Soviet Union. Semyon Mikhailovich Budyonny died at the age of 91, on October 26, 1973. He was buried on Red Square in Moscow near the Kremlin wall.

Vasily Ivanovich Chapaev born January 28 (February 9), 1887 in the village of Budaiki, now within the city of Cheboksary. Hero of the Civil War 1918-1920. Since 1914 - in the army, participated in World War I. He was awarded for courage three St. George's crosses, a medal, and received the rank of lieutenant ensign.

At the beginning of 1918, he formed a Red Guard detachment and suppressed the kulak-SR revolts in the Nikolaev district. From April 1919, he commanded the 25th Infantry Division, which distinguished itself during the counteroffensive of the Eastern Front against Kolchak's troops. July 11, 1919 The 25th division under the command of Chapaev liberated Uralsk.

On the night of September 5, 1919, the White Guards suddenly attacked the headquarters of the 25th division. Chapaev and his comrades fought against superior enemy forces. Having fired all the cartridges, the wounded Chapaev tried to swim across the Ural River, but was hit by a bullet and died.

Awarded the Order of the Red Banner. The legendary image of Chapaev is reflected in the story “Chapaev” by D. A. Furmanov, in the film “Chapaev” and other works of literature and art.

Tukhachevsky Mikhail Nikolaevich(1893 - 1937) - military leader. Born into the family of an impoverished nobleman. He studied at the gymnasium and was sent to the front in 1914. During the 6 months of the First World War, Tukhachevsky was awarded 6 orders, demonstrating extraordinary leadership skills. In 1918 he joined the RCP(b). He said about himself: “My real life began with the October Revolution and joining the Red Army.”

During the Civil War, he commanded the 1st and 5th armies in the East. front; was awarded the Golden Arms "for personal courage, broad initiative, energy, stewardship and knowledge of the matter." Successfully carried out a number of operations in the Urals and Siberia against troops.

In 1924 - 1925 he took an active part in the technical reconstruction of the Armed Forces; worked on issues of developing operational art, military construction, compiling military encyclopedias, etc. In 1936 he became first deputy. People's Commissar of Defense of the USSR.

In 1935, he was the first in the history of the Red Army to conduct a tactical exercise using airborne assault, laying the foundation for the airborne troops.

Tukhachevsky supported S.P.’s proposal. Korolev on the creation of the Jet Institute to conduct research in the field of rocketry. Tukhachevsky's creative thought enriched all branches of Soviet military science. G.K. Zhukov assessed him as follows: “A giant of military thought, a star of the first magnitude in the galaxy of the military of our Motherland.” In 1933 he was awarded the Order of Lenin, and in 1935 Tukhachevsky was awarded the title of Marshal of the Soviet Union.

In 1937, Tukhachevsky was accused of creating a Trotskyist military organization, condemned as an “enemy of the people” and executed. .

Alexander Vasilievich Kolchak(1873-1920) – Russian military leader, polar explorer, hydrologist, admiral (1918). Born on November 4 (16), 1874 in the village of Aleksandrovskoye, Petersburg district, Petersburg province. He graduated from the Naval Cadet Corps and was promoted to midshipman. In 1894-1900 he served on warships in the Baltic, then in the Pacific; He independently studied hydrology and oceanography and began publishing in the scientific press. In 1900 was seconded to the Academy of Sciences. Member of the Russian polar expedition.

With the beginning of the Russo-Japanese War, despite chronic pneumonia and articular rheumatism, which were the result of polar expeditions, Alexander Kolchak achieved a return to the Naval Department and a posting to Port Arthur, where he commanded a destroyer; under his leadership, minefields were placed at the entrance to Port Arthur Bay, then he commanded a coastal artillery battery; was injured. After the surrender of the fortress, he was captured and in April 1905 he returned through America to St. Petersburg. He was awarded the Arms of St. George, the Order of St. Anne, 4th class, and St. Stanislaus, 2nd class, with swords.

Since 1912 - in the active fleet; commander of a destroyer in the Baltic, in December 1913 promoted to captain of the 1st rank, appointed flag captain of the operational unit of the fleet commander's headquarters. During the First World War, Alexander Kolchak led the mining of the entrance to the Gulf of Finland, the landing of amphibious assault on the Riga coast in the German rear, etc.

From September 1915 he commanded the Mine Division and led the defense of the Gulf of Riga. Awarded the Order of St. George, 4th degree. In April 1916 he was promoted to rear admiral, in June he was appointed commander of the Black Sea Fleet (at the same time promoted to vice admiral “for distinguished service”).

In 1916-17 commander of the Black Sea Fleet.

One of the organizers of the white movement during the Civil War.

In 1918-20 “supreme ruler of the Russian state”; established a regime of military dictatorship in Siberia, the Urals and the Far East, liquidated by the Red Army and partisans. Kolchak himself was shot by order of the Irkutsk Military Revolutionary Committee. Shot on February 7, 1920, in Irkutsk.

Anton Ivanovich Denikin(1872-1947) - Russian military leader, lieutenant general, one of the leaders of the white movement, publicist and memoirist.

A.I. Denikin was born on December 4, 1872. He graduated from a real school, a military school course at the Kyiv Infantry Junker School (1892) and the Imperial Nicholas Academy of the General Staff. During the Russo-Japanese War in March 1904, he submitted a report on transfer to the active army and was appointed as a staff officer for special assignments at the headquarters of the 8th Army Corps. During the First World War he commanded a rifle brigade and division, and an army corps.

In the fall of 1917, A. Denikin arrived in Novocherkassk, where he took part in the organization and formation of the Volunteer Army. He tried to smooth out differences between generals M.V. Alekseev and Kornilov, from October 1918 - Commander-in-Chief of the Volunteer Army, from January 1919 - Commander-in-Chief of the "Armed Forces of the South of Russia".

On August 29, Denikin was arrested and placed in a guardhouse in Berdichev, then transferred to Bykhov, where Kornilov and his associates were imprisoned. On November 19, 1917, by order of the Supreme Commander-in-Chief, General N. N. Dukhonin, he was released from arrest, like some others arrested in the Kornilov case; with documents in someone else's name he made his way to the Don. Since April 1920 - in exile.

Works on the history of the Russo-Japanese War; memoirs: “Essays on the Russian Troubles”, “The Path of a Russian Officer”. Died August 7, 1947, Ann Arbor, USA.

Appendix No. 2.

Worksheet.

Describe the policy of “War Communism”

    Reasons for introducing the policy of “War Communism”

2. Essence________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

    Main activities__________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    Policy results_______________________________________________________________

__________________________________________________________________________________________________________________________________________________________

Literature:

    Volobuev O.V. Russia and the world. History of the 20th century: a textbook for 11 grades of general education institutions. - M.: Bustard, 2005.

    A.V. Ignatov. Methodological guide to the textbook by O.V. Volobueva, V.A. Klokova, M.V. Ponomarev “Russia and the world. History of the 20th century." – M.: Publishing house “New Textbook”, 2005.

    Man in history. Russia XX century. M., 2001.

Lesson format: travel lesson.
Target: acquaintance with a work of Orthodox architecture, with the culture of Byzantium, which influenced the culture of Rus' through baptism and Orthodoxy.
Tasks:
Personal- familiarization with the culture of the peoples of the country, cultivating a sense of respect and admiration for the culture of peoples in the dialogue of cultures;
Metasubject- formation and development of the ability to understand works of art as a sign, to read this sign;
Subject- study of the features of the cross-domed type of the temple, mosaics as an art form; studying the culture of the state, which influenced the formation of culture, religion and statehood of the Russian state.

In Athens schools and gymnasiums
Lesson - educational journey
Lesson format: educational journey with elements of role-playing game.
Goal: using historical material to find out the features of education in Athens.
Tasks:
1. Contribute to the development of a respectful attitude towards education; development of a comprehensively developed personality, formation of the ability to accept events from the past, analyzing them through historical tests.



Lesson type: discovery of new knowledge.
Equipment and teaching aids: Presentation “In Athenian schools and gymnasiums”, historical text: “A complaint from an irritated mother to a teacher about a truant son from a funny play by an ancient author”, Greek alphabet and numbers, projector, PC for the teacher, screen.

Target audience: for 5th grade

“The place and role of Rus' in international trade in the 9th - 12th centuries”
Lesson - systematization and generalization of knowledge.
Form of the lesson: systematization and generalization of knowledge.
Goals:
Content-based: identifying the level of knowledge of students on the topic: “The place and role of Rus' in international trade in the 9th - 12th centuries”, forming a generalization of knowledge on this topic.
Activity-based: nurturing a general culture, aesthetic perception of the surrounding reality, creating conditions for self-esteem of students, developing spatial thinking, creative abilities, independent work skills, the ability to work in a group, teaching methods of self-analysis, comparison, comparison, developing the ability to promise, systematize knowledge.
Tasks:
1. Contribute to the development of design skills:
the ability to comprehend a problem for which there is insufficient knowledge;
the ability to independently find missing information in the information field;
ability to interact in a group in solving common problems;
monologue speech skill;
the ability to hold oneself confidently during a performance;
division of roles in the group and fulfillment of the role;
the ability to reflect on the stages of working with knowledge.
2. Develop mental operations: analysis, comparison, synthesis, generalization.
3. Research and compare historical events, revealing cause-and-effect relationships.
4. Promote the development of attention, memory, speech, logical thinking.

Target audience: for 6th grade

The purpose of the lesson: combining the knowledge gained by students in a social studies lesson on the topic “State and Economy” - the internal functions of the state and on the topic “Political regimes. Totalitarian regimes" (10th grade. J. Orwell; E. Zamyatin - in literature lessons - 11th grade), expand this knowledge using examples of the culture of the USSR in the 30s of the 20th century.

Tasks:
Personal: developing interest in studying cultural issues, reading the works of great writers;
Meta-subject: continue work on developing the ability of schoolchildren to analyze works of art, extract knowledge about the era from them;
Subject: work on the concept of culture, ideology, knowledge of representatives of the culture of the USSR in the 30s of the twentieth century.

Target: through the study of the main reform of Alexander II, understand the features of Russia's development.
Tasks:
Personal - to form a reflexive attitude towards the reform of Alexander II;
Meta-subject - the ability to analyze historical documents, compare the level of ongoing reforms in different countries;
Subject - study the contents of the reform of 1861, prepare for the study of similar reforms in general history.

Target audience: for 10th grade

Development on the topic "Culture of Russia at the beginning of the twentieth century." In this lesson, through the work of one cultural representative, the situation of cultural tension in society is shown, the names of scientists (their activities are known to students through lessons in chemistry, physics, etc.), painters, and composers are listed. The brotherhood of these people of culture and the tragedy of time are shown. During the lesson, poems by M. Tsvetaeva are heard, the complexity of time is shown through the fate of her family.

Target audience: for 11th grade

Today, many scientists question the existence of mt. yoke in Rus'. To answer the question about the yoke, it is necessary to analyze the changes that have occurred in the state, to see the source of these changes. (For the meta-subject level of work on the history of the yoke in Rus', it is necessary to come up with a formulation of the problem that cannot be solved by traditional methods and needs to be searched a new algorithm of work. Students build this algorithm in collaboration with the teacher, then use it in other similar situations).