The second part of the workbook for grade 4 on the subject “The World Around us” by Pleshakov, Novitskaya (Perspective program) is quite complex, but the children are no longer small, capable of understanding both history and archeology. Basically, this workbook, or rather its second part, touches on history.

Fundamental here is the “river of time”, work on which is carried out throughout the second half of the school year. Apparently, during the “world around us” lessons, the authors decided to prepare children in advance for history lessons, which they will begin to study in the 5th grade.

At the end of the notebook, Pleshakov again turns to the topic of folk art, apparently trying to instill in his students patriotism, which he failed to instill in the first grade.

Answers to the 5th edition. Answers to assignments have been checked and approved by a primary school teacher.

Click on the page numbers to view the GDZ for them.

Page 3. Journey along the river of time

Answers to pages 3-5. ON THE WAY ON THE RIVER OF TIME

1. Using additional literature or the Internet, find out about one of the heroes of the oral epic literature of the peoples of your region. Write a short story about him.

Alyosha Popovich is a folk hero of the Russian epic. Alyosha Popovich, as the youngest, is the third in importance in the heroic trinity, along with Ilya Muromets and Dobrynya Nikitich. He defeated Tugarin, the hero of the enemy army, in battle. Alyosha Popovich is distinguished not by strength, but by daring, pressure, sharpness, resourcefulness, and cunning.

Draw an illustration of one of this hero’s exploits.

2. Match the years and centuries. Fill out the table.

1861 19
74 1
1492 15
2000 20
988 10
1945 20
2015 21

3. Write down the birth years of your grandparents, parents and the year you were born. Determine and write down which centuries these years correspond to.

Sample answers:

birth of grandmother - 1953 - 20th century
birth of grandfather - 1952 - 20th century
birth of mother - 1983 - 20th century
birth of dad - 1976 - 20th century
my birth - 2008 - 21st century

Indicate on the diagram “River of Time” (pp. 40-41) the centuries when these events occurred. Cut out the signs from the appendix, paste them on and indicate the corresponding centuries with arrows.

Description of the "River of Time" scheme:
3-7 centuries BC - domination of the Scythians
5th century BC. - 484-425 - Herodotus
9th century - 862 - Calling of Rurik to reign in Novgorod
10th century - 988 - Baptism of Rus'
12th century - 1147 - The first mention of Moscow.
14th century - 1380 - Battle of Kulikovo
15th century - 1480 - End of Horde rule over Russia
16th century - 1564 - Publication of the first Russian printed book
17th century - 1613 - End of the Time of Troubles
18th century - 1712 - St. Petersburg became the capital of Russia
19th century - 1812 - Patriotic War
19th century - 1861 - Abolition of serfdom in Russia
19th century - 1891 - Start of construction of the Trans-Siberian Railway
20th century - 1914 - Beginning of the First World War
20th century - 1917 - Revolutions and the beginning of the Civil War in Russia
20th century - 1941-1945 - The Great Patriotic War
20th century - The birth of my grandparents
20th century - 1961 - First manned space flight
20th century - The birth of my dad and mom
20th century - 1991 - Formation of the Russian Federation
21st century - 200? g. - My birth *
21st century - 201? g. - Completion of primary school *
* You enter these dates on the “River of Time” yourself.

4. Using the textbook text, determine the century when the ancient Greek historian and traveler Herodotus lived. Indicate this century on the “River of Time” diagram...

Answer: Herodotus lived in the 5th century.

5. Project "Calendar of Memorable Dates".

Start making a "Calendar of Memorable Dates." Collect calendar pages in a folder. Using the textbook material (p. 6), additional literature, the Internet, compose a test version of the first page of the calendar, dedicated to Nestor the Chronicler - the father of Russian history.

When preparing pages, use the following plan:

1. Memorial Day (day, month)
2. The name of the event or the name of an outstanding figure of history and culture.
3. Dates of birth and death of an outstanding figure.
4. His contribution to the history and culture of the country.
5. If the memorial date is dedicated to a significant event, write a brief description of it.

(c. 1056 - 1114)

The chronicler Nestor was a monk and lived in the Kiev Pechersk Monastery. Based on oral traditions, he compiled the first book on the history of Ancient Rus' and gave it the name “The Tale of Bygone Years.”

This oldest historical document covers the period of history from biblical times to 1117. The dated part of the history of the Old Russian state begins with the reign of Emperor Michael (852).

Monuments to Nestor the Chronicler were erected in Kyiv and Vladimir.

Page 6-7. TRAVELING WITH ARCHAEOLOGISTS

1. Find on the map the locations of Scythian burial mounds on Russian soil. Mark them by sticking the deer figures from the Appendix.

Crimea, Krasnodar and Stavropol territories, Voronezh and Belgorod regions, Orenburg region, Altai.

2. Using the large deer figurine from the Appendix, mark on the “River of Time” diagram the centuries of Scythian domination.

3. Using the textbook, compose a page of the “Calendar of Memorable Dates” dedicated to A.P. Okladnikov.

Okladnikov Alexey Pavlovich (October 3, 1908 - November 18, 1981).

Okladnikov Alexey Pavlovich - Soviet archaeologist, historian, ethnographer. Okladnikov's main works are devoted to research into the history of primitive culture, Paleolithic and Neolithic art, and the history of Siberia and the Far East.

Born into a teacher's family. While still at school, he was interested in history and local history. In 1925 Okladnikov entered Irkutsk University, here he expanded his knowledge in the “Ethnic Studies” circle of Professor B. E. Petri.

They say about Alexey Pavlovich Okladnikov that he had a unique ability to work. The academician did not drink, did not smoke, and in life, except for science, nothing else attracted him. In archeology, he was a real ace. The list of works written by Okladnikov alone amounted to about 80 pages of minute text. However, he cannot be classified as an armchair scientist. Alexei Pavlovich’s entire life was spent on archaeological expeditions; he traveled the length and breadth of the Asian part of the former USSR and often wrote his books while sitting by the fire.

He made scientific discoveries casually, that is, he literally discovered them under his feet. For example, in 1949, Alexey Pavlovich found himself on an excursion near the Egyptian pyramids as part of an international delegation. He, unlike his foreign colleagues who were admiring the beauty, immediately drew attention to the suspicious stones scattered around the pyramids. These stones had chips that only a Stone Age man could have made. So he discovered the Egyptian Paleolithic, the material evidence of which was sought in vain by scientists around the world.

In Mongolia, this story repeated itself. The Americans spent huge amounts of money on an archaeological expedition to find traces of ancient man there. We searched for several years, but to no avail. Alexey Pavlovich had just managed to get off the plane when he discovered these traces. On the way from the airport to Ulaanbaatar, he collected a suitcase full of stone finds.

In 1928, Alexey Pavlovich drew attention to one of the most remarkable monuments of rock art in Siberia - the Shishkinsky Rocks, the petroglyphs of which were first mentioned in the 18th century by the traveler Miller, and the artist Lorenius made several sketches. Okladnikov, as it were, rediscovered this monument of ancient art of the peoples of Siberia and for decades conducted his research there, based on the results of which he published two fundamental monographs.

In the 30s, Okladnikov led the Angarsk archaeological expedition, which for three years explored the banks of the Angara over 600 kilometers - from Irkutsk to the village of Bratsk. The small funds allocated for the expedition did not allow excavations of any significant scale at that time. Ancient monuments could only be recorded and, at best, cursorily examined.

During the Great Patriotic War, Okladnikov worked in Yakutia on the Lena River. At the same time, he began excavating the remains of the camp of the Russian polar expedition on the northern Thaddeus Island and in the area of ​​​​the Taimyr Peninsula (Simsa Bay). The archaeologist managed to reconstruct the picture of the death of the earliest known expedition of Russian industrialists, who walked east along the shores of the Arctic Ocean.

For more than half a century, Okladnikov went on expeditions every summer to search for and study traces of ancient man’s presence on the territory of our country. He has the honor of discovering a number of remarkable monuments of the distant past: sites and rock carvings, discovered and studied under his leadership on the Angara, Lena, Kolyma, Selenga, Amur and Ussuri, for the first time made it possible to accurately and completely present the history of the ancient inhabitants of Siberia and the Far East for many millennia.

In 1961, Okladnikov went to work at the Siberian Branch of the USSR Academy of Sciences (Novosibirsk, Akdemgorodok). He was appointed director of the Institute of History, Philology and Philosophy. He worked in this position until his death in 1981. Now Okladnikov’s work is continued by his numerous students who work in every city where there is a history department at the university.

Source: Irkipedia

Answers to pages 8-9. THROUGH THE PAGES OF THE CHRONICLE

1. Using the textbook map, color the places of settlement of the ancient Slavs on the map in the appropriate colors. Write the names of the alliances of the Eastern Slavic tribes.

See tutorial.

2. Visit your local history museum. Examine and sketch some archaeological finds.

Write a short story about what these archaeological finds told you about the past of the region.

In the local history museum, I saw many archaeological finds that told me about the life of people many years ago. One of the finds is pottery from ancient people. This means that many centuries ago people knew how to make objects from clay and fire them.

Ancient people also engaged in animal husbandry, hunting and fishing. This becomes clear thanks to other exhibits in the museum - iron household items. Among them are tips, fishing hooks and sinkers, and livestock harnesses.

The museum also has ancient weapons. This means that these people fought, or they had to defend themselves from enemies.

But pagan figurines made of stone and clay speak about who the ancient people worshiped.

Page 10-11. ORIGINS OF ANCIENT Rus'

1. Using the textbook map, map the Dnepropetrovsk trade route...

2. Using the textbook text, fill in the blanks.

IN 10 century in Rus' there were no less 25 cities. By the 12th century there were already more of them 300 .

3. Mark the century on the “river of time” diagram. when Rurik was called to reign in Novgorod.

See the picture above "River of Time".

4. Correlate the texts on birch bark letters and fragments of translation to them in the appendices. Label each certificate with a translation.

Page 12-13. WISE CHOICE

1. Mark on the river of time the century of the adoption of Christianity in Rus'.

Calculate how much time has passed from the year of the baptism of Rus' to the current year. Write this number down.

Answer: 2019 - 988 = 1031 years

2. Cut out the photos from the application and paste them into the appropriate windows.

3. Carefully read the Christian commandments on p. 21 textbooks. Remember your actions that correspond to these commandments and give examples of them.

Answer: When I tell the truth, I am fulfilling the commandment “Thou shalt not lie.” And if I do not envy another, then I act according to the commandment “Do not covet.” When I obey my parents and respect them, then I fulfill the commandment “Honor your father and mother.”

4. Match the dates of the memorial days and photographs. Connect with lines.

5. Using the textbook and additional sources of information, compose a page of the “Calendar of Memorable Dates” dedicated to the creator of Slavic writing, Cyril and Methodius, Princess Olga or Prince Vladimir the Saint (optional).

Cyril (827-869) and Methodius (815-885)

KIRILL AND MEFODIUS - brothers from Thessaloniki (Thessaloniki), Slavic educators, creators of the Slavic alphabet, preachers of Christianity. Cyril and Methodius in 863 were invited from Byzantium by Prince Rostislav to the Great Moravian Empire to introduce worship in the Slavic language.

Our alphabet is now almost in the form in which the brothers Cyril and Methodius brought it to Rus'. They translated many books, mostly religious, from Greek into Slavic, and introduced worship in the Slavic language. For this they suffered a lot of persecution from the Roman Catholics: they did not want the Slavs to have their own written language. To this the brothers answered: “Doesn’t the sun shine for everyone, doesn’t it rain for everyone, doesn’t the Word of God’s truth come to everyone, and in the language that man speaks?”

The chronicler reports that the first words written by the brothers in the Slavic language were from the Gospel of John: “In the beginning was the Word, and the Word was with God, and the Word was God.”

There was an alphabet prayer based on the Slavic alphabet. “Az buki lead” in translation: I know (know) the letters. “The verb, good, is, live” in translation: it’s good to live kindly. “What are you thinking, people?” there is no need to translate this. Just like “rtsy, word, firmly,” that is: say the word confidently, firmly.

The Day of the Holy Thessalonica brothers Cyril and Methodius is celebrated on the day when the last bell rings in our schools, May 24. This day is a holiday of Slavic writing and culture.

Page 14-15. HEIRS OF KIEVAN Rus'

1. Using the Internet, find out the years of foundation or first mention of the cities of North-Eastern Rus'. Fill the table.

2. Read a fragment from a Russian epic... Write down the parental instructions from the epic or the blessings of Vladimir Monomakh, which seem to you the most important in our time. You can write it down in your own words.

Do only good deeds
don't hurt the weak
help the poor, orphans, widows
don’t break your oath, keep your promises
don't punish the innocent

3. Indicate with arrows which attractions are in Kyiv and which are in Vladimir.

4. Using the textbook and additional sources of information, compose a page of the “Calendar of Memorable Dates” dedicated to Prince Andrei Bogolyubsky.

Andrei Yurievich Bogolyubsky (approx. 1111 - 1174)

Andrei Bogolyubsky is the son of Yuri Vladimirovich (Dolgoruky) and the Polovtsian princess, daughter of Khan Aepa Osenevich.

According to the late “Life of Andrei Bogolyubsky” (1701), Andrei Yuryevich received the nickname “Bogolyubsky” after the name of the city of Bogolyubov near Vladimir, his main residence.

Andrei Bogolyubsky was the most important political and spiritual figure in the history of Rus' in 1160-1170, as he not only contributed to the creation of the powerful Vladimir-Suzdal principality (on the site of the former Rostov estate of his grandfather, Vladimir Monomakh), but also turned the city of Vladimir-on- Klyazma is the center of the political and spiritual life of Rus'.

During the reign of Andrei Bogolyubsky, the Vladimir-Suzdal principality achieved significant power and was the strongest in Rus', and later it became the core of the modern Russian state.

Andrei's father, the Suzdal prince Yuri Dolgoruky, sought to establish himself in Kyiv and waged endless feuds with his opponents. Andrei was forced for the time being to obey his father's will. During the periods of Yuri's short-term reign in Kyiv, he ruled in neighboring fiefs - Vyshgorod, Turov, Pinsk (1149-1151, 1155). But he did not like reigning in the troubled southern lands, where his fate would depend on the mood of the squad and the veche decisions of the townspeople.

Power-hungry and capricious in character, Andrei wanted to give a dominant position among the Russian principalities to the Rostov-Suzdal land, to make it the center of state life in Rus'. This prompted him to flee to Suzdal land in 1155 against the will of his father.

The residence founded by the prince in Bogolyubov became the favorite place of residence of Andrei, who has since been nicknamed Bogolyubsky. In 1157, after the death of Yuri Dolgoruky, the citizens of Rostov and Suzdal unanimously proclaimed Andrei prince. But he chose not Suzdal as the capital of the principality, but Vladimir, where he launched stone construction on a grand scale.

Under Andrei, the Golden Gates, the Church of the Intercession on the Nerl, the Assumption Cathedral - world-famous masterpieces of ancient Russian architecture - were built, as well as many monasteries, temples, and fortifications.

Bogolyubsky deprived of his possessions and expelled four of his brothers, two nephews, and boyars dissatisfied with his autocracy. These measures strengthened the princely positions, but at the same time increased the number of enemies.

However, Andrei's political interests extended much further than the borders of North-Eastern Rus'. The reason for one of the discords was that the Kiev prince Mstislav Izyaslavich - a longtime enemy of Andrei - of his own free will sent his son Roman to reign in Novgorod.

In 1169, the united army of 11 princes, equipped by Bogolyubsky, moved towards Kyiv. The ruined and plundered city forever lost its former significance as the center of Rus', and dominance in the Russian lands finally passed to the city of Vladimir.

Page 16-17. MOSCOW - VLADIMIR'S SUCCESSOR

1. Indicate on the “river of time” diagram the century of the first mention of Moscow in the chronicle. (12th century)

2. Look at the reproduction of the painting. Based on it, write a story about Moscow during the times of Ivan Kalita.

The reproduction of A. M. Vasnetsov “The Moscow Kremlin under Ivan Kalita” depicts ancient Moscow. It can be seen that this is a fortified city - a fortress and a fence have been built around it. Almost all the buildings are wooden, including the fortress and the towers on it. Only temples are built of stone.

Moscow began to be built on the banks of the river. In the reproduction we see that there are boats at the pier. They probably carried some kind of cargo for the residents of Moscow or for the construction of the city.

It can also be noted that the roads in those days were very bad, and movement was carried out with the help of horses. As can be seen in the picture, horses are pulling carts with cargo. At the same time, some kind of devices for lifting loads already existed, as can be seen in the lower right part of the reproduction.

3. Find in the works of the peoples of your region songs, legends, proverbs and other works of art that express people’s dreams of peace and harmony with each other.

Living with neighbors means being in conversations.
As are the neighbors, so is the conversation.
Don't buy a yard, buy a neighbor.
Don't buy a house for yourself, but buy a neighbor: you buy a house, but you can't sell your neighbor.




Be friends with your neighbor, but hold on to your saber.
Be friends with your neighbor, but stay the city.

Neighborhood is a mutual matter.



It's a bad thing to offend a neighbor.
How can you annoy your neighbor more than with your tongue?
Thistles and thistles creep from neighbor to neighbor under the meadow.
Whatever you have at home, don’t go to your neighbor for.

4. Indicate on the “River of Time” diagram the century when the Battle of Kulikovo took place. (14th century)

5. Using the textbook and additional sources of information, compose a page of the “calendar of memorable dates” dedicated to the Battle of Kulikovo.

The Battle of Kulikovo is a battle of Russian regiments led by the Grand Duke of Moscow and Vladimir Dmitry Ivanovich and the Horde army under Khan Mamai on September 8, 1380 on the Kulikovo field (currently located in the southeast of the Tula region), a turning point in the struggle of the Russian people against the yoke Golden Horde.

In 1380, Prince Dmitry Ivanovich sat on the Moscow throne. At that time, Rus' was fragmented into principalities and was under the yoke of the Mongol-Tatars. Dmitry understood well that in order to successfully fight the Mongol-Tatars, all Russian principalities must unite their forces.

Prince Dmitry sent messengers throughout Rus' with his letters and in 30 days gathered a huge army. The prince was blessed for the battle with the Mongol-Tatars by Sergius of Radonezh, the founder of the Trinity Monastery. He gave Dmitry two monks, famous warriors - Peresvet and Oslyabya.

Dmitry led his troops towards the Mongol ruler Mamai. They met on the Kulikovo field, where the Nepryadva River flows into the Don.

Dmitry fought as a simple warrior along with his army. The battle lasted almost the whole day. The Mongols began to prevail, but an ambush regiment hit them in the rear - and the Mongols fled. So the Russian troops won.

In honor of the victory in this battle, the prince-commander was nicknamed Dmitry Donskoy. Although our troops won a victory on the Kulikovo field, Rus' still had a hundred years of struggle ahead of it against the Mongol-Tatar yoke.

Page 18-19. THE BEGINNING OF THE KINGDOM OF MOSCOW

1. Indicate on the “River of Time” diagram the century of the liberation of Rus' from Horde rule. (15th)

2. Look at the reproduction of the paintings. Compare Moscow under Dmitry Donskoy and Ivan III. Write down the main differences.

The main difference is that under Dmitry Donskoy, only the walls of the Kremlin (made of white stone) and the Assumption Cathedral were made of stone. All other buildings were wooden. Ivan III built the Kremlin from red brick and replaced many of its buildings with stone ones. Several new cathedrals (temples) appeared, and a royal palace was built.

3. Look at the photographs. Check the box for the Assumption Cathedral in Moscow.

Answers to page 20-21. THE ASLEVANTS OF Rus' AND THE EARTHPAPERS

1. Indicate on the “River of Time” diagram the century when the first Russian printed book was published. (16th century)

2. Imagine yourself as one of the first printers. Come up with your own sign and draw it. Explain what meaning you put into it.

My sign depicts an open book, the light of enlightenment emanates from it, because a book is a source of knowledge. Above is my monogram, i.e. initial letters of first and last names.

3. Pick up proverbs and riddles about books, including those in the works of the peoples of your region.

Russian proverbs about books:

The book decorates in happiness, and consoles in misfortune.
Those who know more will get the books.
A book is the best friend.
A book is not beautiful in its writing, but in its mind.
From time immemorial, a book has raised a person.
It's not good to read books when you can only grasp the top of them.
The book is good, but the readers are bad.
Books don't tell, but they tell the truth.
Read books, but don’t forget things to do.
Reading books is not playing nice.
If you read books, you will know everything.
Choose a book like you choose a friend.
A book is to the mind what warm rain is to sunrise.
Books do not like to be honored, but they like to be read.
A book is like water: it will make its way everywhere.
The book will help in work, and will help out in trouble.
One good book is better than any treasure.
A good book is a sincere friend.
A good book shines brighter than a star.
A book is food for the mind.
A book is your friend, without it it’s like having no hands.
Books are different: one teaches, the other torments.
The book is not a plane, but will take you far away.
The book is not a hat, but choose according to your head.
In a book, look not for letters, but for thoughts.
For a book, move your mind.
Some books enrich you, and others lead you astray.
Some books will add to your mind, others will turn you off.
Some people follow a book with their eyes, but their mind wanders around.
To whom a book is entertainment, and to whom it is teaching.
Those who know the basics and basics will find books in their hands.
It is wasted labor to fish without a hook and study without a book.
One book teaches thousands of people.
To be familiar with books is to gain intelligence.
Living with a book is a breeze.
If you get used to the book, you will gain intelligence.
A mind without a book is like a bird without wings.
You can't get smarter than a book.
Some from books, some from the valley.
There is not a single book in the house - the owner has bad kids.

Russian riddles about the book:

She's small, but she's made her smart.

Not a bush, but with leaves,
Not a shirt, but sewn,
Not a person, but a storyteller.

Not a tree, but with leaves,
Not a shirt, but sewn,
Not a plant, but with a root,
Not a person, but with intelligence.

Who speaks silently?

4. Circle Semyon Dezhnev’s travel route on the map. Write the names of the two oceans that “meet” at Cape Dezhnev.

Page 22-23. ON THE WAY TO UNITY

1. Select proverbs from the peoples of your region about the need for friendship and unity. Write them down.

Proverbs:

You can live without your brother, but you can’t live without your neighbor.
A close neighbor is better than distant relatives.
The hostess didn’t provide lunch, so apparently they were pushing towards their neighbor.
There is no greater problem than bad neighbors.
It’s a bad life if you don’t make friends with your neighbors.
Let your neighbor into the house, and become a neighbor yourself.
The neighbor doesn't want it, so the world won't.
Neighborhood is a mutual matter.
Then the neighbor is kind when the bag is full.
A good neighbor is the greatest relative.
It’s good when the neighbor is close and the fence is low.
It's a bad thing to offend a neighbor.

2. Color the traditional costumes of the peoples of the Volga region - Mari, Mordovian, Tatar and Chuvash.

3. Identify from photographs the cities in which important events of the Time of Troubles took place. Connect with lines.

4. Using the textbook and additional sources of information, compose a page of the “Calendar of Memorable Dates” dedicated to Kozma Minin and Dmitry Pozharsky.

Minin (late 16th century - 1616) and Pozharsky (1578 - 1642)

Kuzma Minin and Prince Dmitry Mikhailovich Pozharsky - leaders of the second people's militia during the Polish intervention in the Time of Troubles in 1611 - 1612.

At the beginning of the 17th century, Russian land was occupied by enemies - the Poles. Even in Moscow, the capital, there was a Polish garrison, and Novgorod was captured by the Swedes. Russia was threatened with loss of independence.

In the fall of 1611, in Nizhny Novgorod, the zemstvo elder Kuzma Minin began to gather a people's militia (army) to fight enemies. One of the best military leaders of that time, Prince Dmitry Mikhailovich Pozharsky, was called to command the militia.

Militias from all over the country began to gather in Nizhny Novgorod. For almost a whole year, the Russian people gathered their forces, and finally, in July 1612, the militia of Minin and Pozharsky marched on Moscow. The battle took place on August 24, it was stubborn and bloody. The Polish garrison settled in the Kremlin and held out for about two months. Eventually hunger forced the enemies to leave. Soon the entire Russian land was cleared of foreign invaders.

In Moscow, on Red Square, a monument was erected with the following inscription: “Grateful Russia to Citizen Minin and Prince Pozharsky.”

Minin and Pozharsky

Since 2005, our country has celebrated National Unity Day in memory of the events of 1612, when the people's militia led by Kuzma Minin and Dmitry Pozharsky liberated Moscow from Polish invaders.

5. Indicate on the “River of Time” diagram the century of the end of the Time of Troubles.

Answers to pages 24-25. THE BEGINNING OF THE RUSSIAN EMPIRE

1. Look at the reproduction of the painting. Write a short story about it.

HELL. Kivshenko. War games of the amusing troops of Peter I near the village of Kozhukhovo

Answer:

The artist Kivshenko depicted in his painting the war games of young Peter I. Young Peter rides on a horse with a saber in his hand, acting as commander-in-chief. Next to the sovereign is a drummer beating the rhythm and a trumpeter.

In the middle ground of the picture several detachments of soldiers in military clothing of that time are visible. Each detachment (or regiment) has its own color of clothing and its own commanders. Soldiers of the "amusing" troops carry banners with the coat of arms of the Russian Empire - a double-headed eagle.

In the background of the picture you can see the landscape of the area where the “funny” battles took place - the vicinity of the village of Kozhukhovo. A cannon is visible on the cliff, nearby are high fortresses that apparently needed to be stormed.

As we know from history, young Peter formed “amusing” troops from his peers and learned to fight. Foreign officers helped him master military literacy. Subsequently, from these amusing battalions, the Semenovsky and Preobrazhensky regiments were formed - the basis of Peter’s guard.

2. Look at the monuments to Peter I in different cities of Russia. Write down why, in your opinion, monuments to Peter I were erected:

in St. Petersburg- Peter founded this city, it bore and bears his name.
in Petrozavodsk - in this city, by order of Peter, an arms factory was built.
in Arkhangelsk - in this city Peter laid the foundation for shipbuilding and opened the first shipyard in Russia.

Do you know which other Russian cities have monuments to Peter the Great? Write down the names of the cities.

Answer:

Moscow, Nizhny Novgorod, Sochi, Voronezh, Taganrog, Derbent (Dagestan), Azov, Kaliningrad, Makhachkala (Dagestan), Tula, Lipetsk.

3. Indicate on the “River of Time” diagram the century when St. Petersburg became the capital of Russia.

Page 26-27. "LIFE IS FOR THE FATHERLAND, HONOR IS FOR ANYONE!"

1. Find out from guidebooks and directories of your city (or the nearest city or village) which streets, squares, and institutions bear the name of Lomonosov. Write down this information. Attach a photo of one of these places with an establishment sign or a sign on the building.

In Russia, the most famous institution that bears the name of Mikhailo Lomonosov is Moscow State University. Moscow State University named after M.V. Lomonosov is one of the oldest and largest classical universities in Russia, founded in 1755 by I.I. Shuvalov and M.V. Lomonosov. Since 1940 it has been named after Mikhail Lomonosov.

2. Cut out portraits from the application and paste them into the appropriate windows.

3. Read the story about the city of the Russian Empire - Sevastopol. In the text of the story, underline the names of peoples you know, the names of famous figures of history and culture.

Answer: the following words can be emphasized (they were previously found in textbooks): Crimea, Black Sea, Scythians, Greeks, Cyril, Methodius, Prince Vladimir, Suvorov, Ushakov, Lazarev, Empress Catherine the Great.

Answers to pages 28-29. PATRIOTIC WAR OF 1812

1. Indicate on the “River of Time” diagram the century during the Patriotic War of 1812. (19th century)

2. Read the text. Look at the figures of Kozma Minin and Dmitry Pozharsky, as well as the bas-relief on the pedestal.

Express your thoughts about the source of Russia's victories in the great wars. Write it down.

The strength and source of Russia's victories in great wars lies in the unity of its people. When the Russian principalities united and all as one began to defend their homeland, they defeated the Mongol-Tatars. The cohesion of the Russian army helped to win the War of 1812. Another reason for victories is brave and savvy commanders. And, of course, such qualities of a Russian person as heroism, selflessness, love for the Motherland, and love of freedom are important.

3. In St. Petersburg, in one of the halls of the Hermitage there is a Gallery of Heroes of the Patriotic War of 1812. It contains more than three hundred portraits.

Using the textbook and additional sources of information, compose a page of the “Calendar of Memorable Dates” dedicated to the heroes of the Patriotic War of 1812.

Here you can write about such heroes as
Kutuzov, Field Marshal General
Bagration, infantry general
Barclay de Tolly
Vasilchikov, cavalry general
Wittgenstein, Infantry General
Volkonsky, Major General
Golitsyn, cavalry general
Gorchakov, Lieutenant General
Davydov, Major General
Dorokhov, Lieutenant General
Dokhturov, infantry general
Durova Nadezhda Andreevna
Ermolov, Lieutenant General
Konovnitsyn, Lieutenant General
Kostenetsky, Lieutenant General
Kulnev, Major General
Gerasim Kurin, partisan
Seslavin, Major General
Platov, cavalry general
Orlov-Denisov, Lieutenant General
Orlov, Major General
Neverovsky, Lieutenant General
Miloradovich, infantry general
Likhachev, Major General
Kozhina Vasilisa
Kutaisov, Major General
Raevsky N.N.
Khrapovitsky, Major General
Figner, Colonel
Uvarov, cavalry general
Tuchkov (1st), Lieutenant General
Tuchkov (4th), Major General

Page 30-31. THE GREAT PATH

1. Indicate on the “River of Time” diagram the century in which the construction of the Trans-Siberian Railway began. (19th century)

2. Look at photographs of fragments of the openwork pavilion presented at the World Exhibition in Paris in 1900. Write down in what century this exhibition took place: in the 19th. Using these samples, draw your own versions of openwork casting to decorate the exhibition of modern achievements of Russia.

3. Project "My family in the history of Russia." Using the example given in the textbook, write a story about the participation of your ancestors in the development of Russian industry at the turn of the 19th and 20th centuries. Illustrate your story with photographs or drawings.

For this project, it is best to find some old family items and present them in front of the whole class and talk about them. Here are the items you can use in this project:

old newspapers and magazines
personal letters, envelopes, postcards
stamps dedicated to some event (40 years of Soviet power, 30 years of victory in the Second World War, etc.)
coins or paper money (can be bought cheaply at flea markets)
photographs of great-grandparents, or photos of their home
medals, orders, awards from relatives
child prisoner's certificate (to page 48)
old Christmas decorations
old books
icons
something from clothes or shoes, a pioneer tie, ribbons for braids, collars that were sewn to the uniform
household items (an old cast iron iron or a watch, for example)
candy wrappers
documents (IDs, party cards, Komsomol tickets, etc.)
diplomas and certificates of commendation for schoolchildren, diaries, notebooks, albums of fathers and mothers
maps, globes from the USSR
toys, figurines
dishes (porcelain plates, cups, silver spoons - if parents allow)
jewelry: beads, brooches, etc.

Answers to pages 32-33. THE GOLDEN AGE OF THEATER AND MUSIC

1. Do you know any figures of Russian musical art? Cut out portraits from the application and paste them into the appropriate windows.

2. Listen to a musical work by a Russian composer of the 19th - early 20th centuries. Write down your impressions.

Title of the work: Ballet "The Nutcracker".

Form of recording of the work: recording on CD.

My impressions (key words): very beautiful music, fabulous and magical sound of instruments, happy, enthusiastic, joyful, jubilant and gentle music.

4. Based on the text of the textbook, make a plan for a story about Fyodor Ivanovich Chaliapin.

1) Birth and childhood of Chaliapin.

3) Chaliapin becomes popular all over the world. The emergence of the Chaliapin school.

4) Tatarstan is the birthplace of the Chaliapin Festival.

5. Design a page of the “Calendar of Memorable Dates” dedicated to one of the figures of Russian musical and theatrical art.

Pyotr Ilyich Tchaikovsky (April 25, 1840 - October 25, 1893)

Tchaikovsky P.I. - Russian composer, conductor, teacher, musical and public figure, music journalist.

Considered one of the greatest composers in the history of music. Author of more than 80 works, including ten operas and three ballets. His most famous works are the ballets “Swan Lake”, “Sleeping Beauty”, “The Nutcracker”, as well as “The Seasons” - a famous piano cycle. Pyotr Ilyich Tchaikovsky made an extremely valuable contribution to world musical culture.

The great composer was born into the family of an engineer in a village near the Kama-Votkinsk plant in the Vyatka province (now the city of Votkinsk, Udmurtia). He studied at the St. Petersburg Conservatory, then lived and worked in Moscow. The composer spent the last years of his life in the vicinity of the town of Klin near Moscow, where his museum is now located.

Streets in many Russian cities, conservatories and music schools, as well as a city in the Perm region are named after Tchaikovsky. And since 1958, the international competition named after P. I. Tchaikovsky has been held, in which talented musicians and vocalists take part.

Page 34-35. THE FLOWERING OF FINE ARTS AND LITERATURE

1. Look at a reproduction of a painting from the State Tretyakov Gallery in Moscow. Compare your impression of the spring landscape and Bunin’s poem. Choose lines in it to express your impression of the picture. Emphasize them.

Wider, chest, open up to receive
Feelings of spring - minute guests!
Open your arms to me, nature,
So that I merge with your beauty!

You, high sky, distant,
Boundless expanse of blue!
You, wide green field!
My soul strives only for you!

2. Consider a reproduction of a painting from the State Russian Museum in St. Petersburg. Read an excerpt from Nekrasov’s poem “Who Lives Well in Rus'.” Underline in red the poetic lines that speak about the severity of agricultural labor, in green - the lines in which the poet’s special respect for the peasant is expressed.

3. Design a page of the “Calendar of Memorable Dates” dedicated to A.P. Chekhov or your favorite writer of the 19th - early 20th centuries.

Chekhov Anton Pavlovich (1860 - 1904)

Anton Pavlovich Chekhov - Russian writer, prose writer, playwright. A generally recognized classic of world literature. A doctor by profession. Honorary Academician of the Imperial Academy of Sciences in the category of fine literature. One of the most famous playwrights in the world.

Over 25 years of creativity, Chekhov created more than 300 different works (short humorous stories, serious stories, plays), many of which became classics of world literature.

His works have been translated into more than 100 languages. His plays, especially The Seagull, Three Sisters and The Cherry Orchard, have been staged in many theaters around the world for over 100 years.

Answers to pages 36-39. IN SEARCH OF JUSTICE

1. Indicate on the “River of Time” diagram the century when serfdom was abolished in Russia. (19th century)

2. Look at the portraits of Russian emperors. Explain why Alexander II is called the Liberator.

Answer: Because he abolished serfdom, making the peasants free people.

Write what you know about these emperors.

Emperor Alexander II was born in 1818, he was the son of Nicholas I. His teacher was the Russian poet Zhukovsky. In 1861, the Tsar abolished serfdom in Russia. He also carried out many reforms in Russia and participated in the Russian-Turkish War of 1877-1878. In 1881, Alexander II was killed by Narodnaya Volya, and the Church of the Savior on Spilled Blood was erected in St. Petersburg at the site of the emperor’s murder.

Nicholas II is the last emperor of the Russian Empire. Born in 1868. During his reign, many events took place in the world and in Russia: the Russo-Japanese War of 1904-1905; Bloody Sunday; Revolution 1905-1907 in Russia; World War I; February Revolution of 1917 Nicholas II abdicated the throne during the February Revolution of 1917 and was shot along with his family.

3. Read the poem... Yesenin "The Beggar", written in 1915. Using pencils of contrasting colors, underline lines and words, some of which describe suffering, grief, while others speak of carefree fun.

Little girl crying at the window of a large mansion,
And in the mansions cheerful laughter flows like silver.
The girl is crying and getting cold in the wind of autumn thunderstorms,
AND wipes away drops of tears with a chilled hand.

With tears she asks for a piece of stale bread,
From resentment and excitement the voice freezes.
But in the mansions this voice drowns out the noise of joys,
AND the baby is standing, crying under cheerful, high-spirited laughter.

4. Indicate on the “River of Time” diagram the century when the First World War, revolutions and civil war took place in Russia. (see answers to pages 3-5)

5. In your city, identify the streets and squares that received new names after the 1917 revolution. Write down the pre-revolutionary and post-revolutionary names of the same street next to each other.

Approximate answer (these streets are in almost every city):

Lenin street - street...
Dzerzhinsky street - street...

6. Look at the map of the Soviet Union. Find and show on the map the republics that were part of the USSR. Using a map, name the capitals of the union republics. Check each other.

We look at the map and name the republics, they are highlighted in bright colors, the capitals are indicated by dots.

Page 42-43. A CENTURY OF TROUBLES AND VICTORIES

1. Consider secular posters of the 20-30s of the last century. Write in your own words what they call for.

The first poster is addressed to children. He encourages them to choose a profession in childhood, to have a dream, a goal in life and to strive for it. The second two posters are addressed to adults. They call for more study in order to be literate and work more for the good of the country.

2. Look at the diagram on p. 43. Compare it with the modern map of the Moscow metro, which you can find on the Internet. Write down what has changed.

On the diagram in the textbook you can see only 13 metro stations (in 1935). Currently, there are 200 metro stations and there is a ring line that connects all metro lines (directions). Some stations have changed their names. For example, Kirovskaya (old name) - Chistye Prudy (new name).

3. Project "My family in the history of Russia." Continue working on the project. Do your family have any memories of life in the 20-30s of the last century, photographs, objects of those times? Write a short story.

This period is the childhood of the student’s great-grandparents, or the time when great-great-grandparents lived. Tell us about them.

Answers to pages 44-45. "GET UP, HUGE COUNTRY!"

1. Indicate on the “River of Time” diagram the century when the Great Patriotic War took place. (20th century)

2. Using the textbook text, make a table of the most important events of the Great Patriotic War.

Date Event

End of January 1943. The blockade of Leningrad was broken.

Summer 1943 The Battle of Kursk lasted 50 days.

1944 Liberation of cities: Veliky Novgorod, Leningrad, Sevastopol, Petrozavodsk, Minsk.

Summer 1944 Belarus was liberated, Operation Bagration.

1945 Soviet troops liberated Czechoslovakia, Poland, Romania, Bulgaria, Yugoslavia.

3. Do you know any monuments dedicated to the Great Patriotic War? Cut out photos from the application and paste them into the appropriate windows.

4. Design a page of the “Calendar of Memorable Dates” dedicated to an event, hero or veteran of the Great Patriotic War - to your fellow countryman.

Everyone will have different answers depending on the city and region in which you live, because a COUNTRYMAN is someone who lives or lived in the same region as you.

Pages 46-47. RUSSIAN LABOR FRONT

1. Based on the text of the textbook, make a plan for a story about how those who remained in the rear worked during the Great Patriotic War.

The entire people stood up to defend the Motherland.
Men are at the front. Old people, women and children work in the rear.
Military factories were evacuated to the east of the country.
It is necessary to provide the front with weapons, equipment, clothing and food.
Students work in construction teams - building anti-tank ditches.
Children help adults: care for the wounded, prepare Molotov cocktails.
Everyone contributes to the common cause of the country's defense.

2. Using information from the textbook, answer the questions in writing.

To which Russian cities were many enterprises evacuated from the western regions of the country? Answer: To Kazan, Omsk, Novosibirsk.
What was necessary to provide the troops with equipment and weapons. ammunition, clothing, food? Answer: It was necessary for the railway, sea and river transport, telephone, telegraph, post office, and radio to operate uninterruptedly. And also, so that plants, factories, and collective farms operate uninterruptedly in the rear.
What facts indicate that students and children contributed to the defense of the Fatherland? Answer: Students dug anti-tank trenches and worked in factories. Children helped adults on the field, looked after the wounded in hospitals, and looked after the younger ones while their mothers worked for the front.

3. Look at the photographs. What happened at the front, and what happened in the rear? Mark photos from the front in red, photos from the rear in green.

Page 48-49. "THERE IS NO FAMILY LIKE THIS IN RUSSIA"

Project “My family in the history of Russia. Continue working on the project. Do your family have any memories of the Great Patriotic War, including its first and last days, as well as photographs, awards, letters, wartime items?...

If there are no things preserved from the war, you can write about your great-grandmothers and great-grandfathers who fought, and paste their photographs.

Page 50-51. AFTER THE GREAT WAR

1. Using the textbook text, make a table of the achievements of your compatriots in recent years.

Date Event
May 12, 1945 Opening of the theater in Novosibirsk
December 1946 Europe's first nuclear reactor was launched.
1947 The Dnepropetrovsk hydroelectric power station began operating.
1945-1950 Many destroyed cities have been rebuilt.
Late 1947 Food rationing system abolished.
1949 Universal compulsory seven-year education introduced.

2. Design a page of the “Calendar of Memorable Dates” dedicated to your fellow countryman, who became famous in the post-war period for his achievements in science, technology, industry, agriculture, art, sports (optional).

Everyone writes about their fellow countryman. For the Kurgan region, for example, you can take Terenty Maltsev. Muscovites can describe Academician I.V. Kurchatov, since he lived in Moscow, about the physicist N.N. Semenov. The theme for St. Petersburg residents is composer V.P. Solovyov-Sedoy.

Answers to pages 52-53. ACHIEVEMENTS OF THE 1950-1970S

1. Using the textbook, sign photographs of outstanding scientists of our country.

2. Do you know the first Soviet cosmonauts? Cut out the photos from the Appendix and paste them into the appropriate boxes.

3. Indicate on the “River of Time” diagram the century in which man first flew into space. (20th century)

4. Describe from photographs (orally) the opening and closing ceremonies of the XXII Summer Olympic Games in Moscow.

A lot of people were present at the opening and closing of the Olympic Games in Moscow. Many athletes from different countries gathered. The icon of the Olympic Games was 5 connected hoops and an Olympic bear.

5. Project "My family in the history of Russia." Continue working on the project. Do your family have any memories of the life of our country in the years 1950-1970, as well as photographs and objects from those years? Write a story based on the memories of older relatives.

This period is the childhood and adolescence of the student’s grandmother. Tell us about her or your grandfather.

We are building the future of Russia

Page 54-57. MODERN RUSSIA

1. Using the map on p. 56-57 find out which independent states were formed after the collapse of the Soviet Union in 1991. Fill the table.

Name of states Capitals

Russian Federation Moscow
Ukraine, Kyiv
Belarus (Belarus) Minsk
Moldova (Moldova) Chisinau
Estonia Tallinn
Latvia, Riga
Lithuania Vilnius
Abkhazia Sukhum
Georgia, Tbilisi
Armenia Yerevan
South Ossetia Tskhinvali
Azerbaijan, Baku
Kazakhstan, Astana
Uzbekistan Tashkent
Tajikistan Dushanbe
Turkmenistan Ashgabat
Kyrgyzstan Bishkek

2. Indicate on the “River of Time” diagram the century when a new state appeared on the world map - the Russian Federation.

3. Think about what in your city (village) you would like to preserve for the future. Write down what you would like to change in your city (village).

Sample answers:

I would like to preserve the forest on the outskirts of the town, a park, an old house, a pond with ducks, etc.
I would like to change things in my city: build a large new bridge across the river, repair the embankment, make bicycle paths on some street, plant new trees, build a new sports school with an ice palace, etc.

4. Take or select photographs showing the signs of the old and new in your city (village). You can paste 1-2 photos here.

You can paste a photo of an old house or monument, and a new modern house in your city (village).

Pages 58-59. HEALTH OF RUSSIA

1. Look at the signs representing some areas of the Belgorod region. Give examples of agricultural areas in your region (region, republic).

Come up with and draw symbolic symbols for 1-2 agricultural areas of your region.

2. Write a story about agricultural products in your region.

Corn is a tall annual herbaceous plant, reaching a height of 3 m. Corn is grown to produce cobs with edible grains, as well as corn oil. It is the most important grain after wheat and rice.
Wheat is one of the most important grain crops. The flour obtained from grains is used to bake white bread and produce other food products; Flour milling waste serves as feed for livestock and poultry.
Poultry farming is a branch of agriculture specializing in the production of poultry meat and edible eggs. Poultry by-products are down and feathers, and production waste is used to make meat and bone meal.
Livestock production produces food (meat, milk and dairy products), raw materials for light industry, and working animals for a number of agricultural and transport jobs.

3. If you live in a village... draw or photograph episodes of working together on the land and caring for pets.

Page 60-61. SMART POWER OF RUSSIA

1. Using additional literature and information from the Internet, plan a short story about an industrial enterprise in your region...

Write about one of the enterprises in your city.

Answers to pages 62-63. BRIGHT SOUL OF RUSSIA

1. Find out what festive events related to the traditional culture of the peoples of your region are held in the spring. Write down the names and dates of these events.

Approximate answer (each city has its own events):

crafts fair
exhibition of applied arts
festival of folk craftsmen
festival of folk choirs and ensembles
art song competition
performance by artistic groups
Maslenitsa

Come up with and draw symbolic symbols for these events.

2. Look at the photographs on p. 63 Using the textbook, determine which artistic crafts these products belong to. Number them according to the list.

Page 64-68. BEGIN WITH YOURSELF!

1. Indicate on the “River of Time” diagram (pp. 40-41) the date of your upcoming graduation from primary school.

2. Come up with and draw a symbolic designation for your school, for those clubs and studios in which you study additionally. You can sketch existing emblems.

3. Write down the most interesting things you have done in your life during your four years of elementary school.

Sample answers:

a trip to another city, to a resort, to a lake, abroad
a hike in the forest, a trip to nature
excursion to a museum or zoo or safari park
holidays with grandma in the village, picking mushrooms and berries, fishing
communication with animals (bought a dog, looked after it, raised it)
joint construction of a house with dad
working together in the garden or vegetable garden
summer or winter camp, etc.

4. Evaluate your achievements during your time in primary school. Write down those that you consider most important.

Sample answer: During 4 years of primary school I

learned to read, write, count and solve problems
learned the multiplication table
learned to play chess
learned to swim
made friends with the guys in class
learned to sing or play musical instruments
learned to draw
learned to pack a briefcase and go to school on his own
I started doing all my homework myself
started helping my parents around the house
grew by 20 cm!

5. Think over and write down your plans for the coming year (what you want to do, what you want to learn, where to go)

Sample answers:

This coming summer:

I want to visit St. Petersburg (Moscow, Red Square)
I want to learn how to cook soup and borscht
I want to visit my grandmother, who lives far away
I want to learn to swim
I will help my dad build a house

In 5th grade:

I want to start learning a second foreign language
I want to know the names of the stars and constellations in the sky
I want to learn how to draw
I want to know how my body works

Project I AM BUILDING THE FUTURE OF RUSSIA

Option 1: Insect Zoo.

Project goal: To introduce everyone to rare and amazing insects, to teach people how to treat them with care.

1) Build a greenhouse, insulate it, plant different plants.

2) Purchase live insects from all over the world and place them in the zoo.

3) Offer excursions around the insect zoo to everyone, explain and tell excursionists how insects live and what they eat.

Description: I really want our city to have a special insect zoo. In it I want to collect insects from all over the world that cannot be found in our forests. They would live among plants, butterflies would fly freely, in special terrariums it would be possible to trace the entire butterfly cycle: how a caterpillar turns into a cocoon, and then into a butterfly. Visitors could pick up non-dangerous insects. It is very interesting!

Option 2 - Build a new sports complex for children.

Option 3 - Open a nursery for homeless animals, where anyone could take an animal home.

Option 4 - Open a hiking club for the whole family - such hikes would unite parents and children, you could make new friends and see many interesting places in our country.

material preview

LESSON SUMMARY ON GENERAL HISTORY

Lesson topic: “Germany on the path to unity.”

Lesson objectives:

Describe the process of German unification.

Show the difference between the ways of unifying Germany “from below” and “from above”.

Consider the features of Bismarck's policy.

Continue to develop the ability to independently work with the textbook text as a source of knowledge, highlight the main thing, analyze documents, use previously acquired knowledge, compare, evaluate historical phenomena, make and listen to messages, solve cognitive problems.

Continue to develop the ability to work with a historical map and caricature.

Basic concepts of the lesson

• North German Confederation

  Ways to combine “from above” and “from below”

Lesson equipment

textbook Yudovskaya A.Ya., Baranov P.A., Vanyushkina L.M. “New history 1800-1913” 8th grade (M., “Enlightenment”)

Yudovskaya A.Ya., Vanyushkina L.M. Workbook on New History

maps: “Europe in 1815”, “Unification of Germany”

documents: “German economist F. List on the fragmentation of Germany”, “From the Treaty on the Customs Union (1833)”, Bismarck on the unification of Germany “with iron and blood”

textbook illustrations

multimedia presentation

video clip “The path of German unification”

Lesson Plan

Checking homework.

Learning new material:

German Confederation

The main question in the life of Germans in the 19th century.

Revolution in Germany 1848

The beginning of the unification of Germany.

Setting homework.

During the classes

Checking homework.

Complete test tasks on the options on the topic: “France: the Revolution of 1848 and the Second Empire.”

2. Studying new material.

German Confederation

Question for the class (conversation)

Working with the map

"Europe in 1815"

Remember what the political structure of Germany became according to the decisions of the Congress of Vienna? (instead of the Holy Roman Empire, the German Confederation of 39 states was created)

Which states were the largest in this union? (Austria and Prussia)

Teacher's story

The German Confederation did not set as its goal either the economic or political unification of the German people, but was a means to preserve the old order. In addition, the Union could not become strong: its strongest members were Austria and Prussia, who competed with each other for leadership in the Union. In other words, Germany remained a fragmented country.

Question for the class (conversation)

Think about what the main political task might have faced the German people in the middle of the 19th century. ? (The German people saw the main goal in unifying the country)

Let's see how this problem was solved in the German states.

Students write down the topic of the lesson.

Setting up a problem task

How and why did the unification of Germany begin? What role did Bimark play in this process?

The question of unifying the country was the main issue in the life of Germans in the 19th century.

Teacher's story

In the first half of the 19th century. Germany remained an agricultural country. Many cities bore the imprint of the Middle Ages - life flowed slowly. And the population rarely exceeded 4-5 thousand inhabitants. However, the reforms carried out by Napoleon I did not pass without a trace, and time took its toll. Capitalist methods of farming are being introduced into both agriculture and industry.

What obstacles lay in the way of the development of industrial society in Germany and what measures were taken to eliminate them in the field of economic development?

Working with documents (see A.Ya. Yudovskaya, L.M. Vanyushkina Lesson developments for the textbook “New History” 8th grade, p. 116)

Group I: “German economist F. List on the fragmentation of Germany”

Question for the document: think about how the fragmentation of Germany influenced the process of formation of an industrial society. Give reasons for your point of view.

Group II: “From the Treaty on the Customs Union (1833)”

Question for the document: how did the creation of the Customs Union influence the process of modernization in Germany? Were these conditions sufficient for the rapid development of an industrial society in it?

Conclusions: 1. The fragmentation of Germany was a serious obstacle to the further development of industrial society.

In 1834, on the initiative of Prussia, the German Customs Union was created, uniting 18 states.

2. The creation of the Customs Union was of great importance for the economic unification of the German states: barriers on the roads of Northern Germany were destroyed, and all customs restrictions on trade were lifted.

Thus, the creation of the Customs Union contributed to the economic unification of Germany and the further development of an industrial society.

Teacher's story

The development of an industrial society is always accompanied by the growth of national self-awareness. The idea of ​​​​creating a united German state became increasingly popular, and the German intelligentsia played a significant role in its development.

All of you have been familiar with the fairy tales of the Brothers Grimm since childhood. Both brothers, Jacob and Wilhelm Grimm, were the founders of the cultural and political movement for the unification of Germany. As specialists in folklore and experts in oral folk art, they collected ancient folk tales and legends from the villages of Germany. Their Children's and Family Tales, published between 1812 and 1815, were a great success because... expressed an awakening national consciousness. Their works quickly sold out throughout the country. Claiming that the soul of the people was revealed in their tales, they rallied the Germans around their language.

The liberal movement expanded. The German liberal bourgeoisie demanded the convening of an all-German class representation and the strengthening and expansion of the Customs Union.

Thus, the question of unifying the country became central to the life of the Germans.

Revolution in Germany 1848

Nevertheless, decisive steps had to be taken for full unification. It was against this background that the revolutionary events of 1848 developed.

Question for the class (conversation)

What do you think was the main goal of the 1848 revolution? (Unification of the country)

The problem of no small importance was which way this process would go, how the unification of Germany would take place “from above” or “from below”.

How did the unification of Germany take place? Let's compare two possible ways of unifying Germany.

Table design:

Comparison Questions

Consolidation from below

Merging from above

Under whose leadership

The path of unification “from below” implied the overthrow of traditional dynasties and the formation of a democratic republic.

The path of unification “from above” should occur through the concentration of power by one of the largest states - Prussia or Austria - while the landowners retained land and power.

Working with the textbook (commented reading)

Textbook text p. 123-125

Questions to the text:

Why did the revolution begin in Berlin in 1848?

Which social strata took the most active part in the revolution? (Under whose leadership was the unification of Germany “from below” to take place?)

How did they expect to achieve the unification of Germany?

What kind of government system did they strive to establish after unification?

Working in a notebook

Filling out the 2nd column of the table.

Comparison Questions

Consolidation from below

Merging from above

Under whose leadership

How was the merger carried out?

People's Revolution

Possible political system after unification

Thus, the revolution in Germany ended in defeat; it did not solve the main task - national unification.

The beginning of the unification of Germany.

Teacher's story

The issue of unifying the country was also the main one in the 60s. After the defeat of the revolution, the path of unification “from above” became realistic, in which the leading role was played by the Prussian monarchy, relying on the Prussian landowners (Junkers) and the large German bourgeoisie.

Question for the class (conversation)

Think about under whose leadership the unification “from above” was supposed to take place?

Teacher's story

At this time, new politicians came to govern Prussia - Wilhelm I and Otto von Bismarck.

In 1861, King Frederick William IV of Prussia died. His rule did not live up to the expectations of the Germans - it was not possible to create a unified state. Therefore, the junkers and the bourgeoisie turned their gaze hopefully to the new king. They expected him to resolve the issue of unifying the country.

Writing on the board and in a notebook

1861 -1888 - reign of William I.

By this time, William I was already 60 years old. Contemporaries spoke of him as a person for whom the interests of Prussia were in the foreground. Putting the greatness of Prussia above all else, Wilhelm I sought to have a strong army. If we can talk about his special love and affection, then it is his love for military affairs (from an early age he was raised for military service). The king believed that the national unification of the country could only happen by armed means. He owned the words: “Whoever wants to rule Germany must conquer it.”

On Wilhelm's initiative, a military reform was carried out in the country, the purpose of which was to increase the regular army and introduce three-year military service. The new reform required money, and the lower house of parliament refused to allocate funds.

Under these conditions, William I needed a strong chancellor.

Writing on the board and in a notebook

The Chancellor is the head of government.

Wilhelm I turns his attention to Otto von Bismarck. In September

1862 47-year-old Otto von Bismarck, an experienced politician, is appointed chancellor.

Writing on the board and in a notebook

September 1862 - Otto von Bismarck was appointed Chancellor of Prussia.

Student message

"Otto von Bismarck."

Questions for the class:

What kind of person was Otto von Bismarck? What human qualities did he have?

What qualities of a politician did Otto von Bismarck have?

The life principle of the “Iron Chancellor” was the expression “might is always right.” Bismarck outlined his views on the path to the unification of Germany in a parliamentary speech.

Working with a document

Bismarck on the unification of Germany “with iron and blood”:

“...The borders of Prussia according to the Vienna Treaties hinder healthy state life; The great questions of our time are not decided by the speeches and decisions of the majority - this was a big mistake in 1848 and 1849 - but by iron and blood.”

From Bismarck's speech

in the House of People's Representatives 30/IX 1862

Question for the document: What means of unifying Germany did Bismarck propose? (Violent)

Thus, the goal of Bismarck’s policy becomes the unification of Germany under the motto: “iron and blood.”

Teacher's story

Working with the map: “Unification of Germany”

The first steps towards the unification of Germany under the leadership of Prussia were wars with Denmark and Austria.

In 1864, Prussia, in alliance with Austria, entered the war against Denmark with the goal of seizing the territories of Schleswig and Holstein (many Germans lived there). The war was short-lived - the Danish troops were defeated. Austria and Prussia received these lands into joint ownership.

However, very little time passed, and Prussia, seeking to weaken Austria and eliminate its influence on the German states, in 1866 provoked a war against its recent ally. In this war, Italy took the side of Prussia, hoping to regain the Venetian region, which was under Austrian rule. In June 1866, the Prussian army invaded the territory of Austria, and on July 3, 1866, the Austrian army was defeated near the city of Sadow. The defeated country was forced to withdraw from the German Confederation and abandon Schleswig and Holstein in favor of Prussia.

At the same time, Bismarck negotiated with the German states - Nassau, Hesse and Frankfurt, which, due to their geographical location, were wedged between the western and eastern possessions of Prussia. They were not treated on ceremony - they were captured, and the rulers were given monetary compensation.

Draw a conclusion: how did Bismarck unify Germany? What should the government structure be like after unification?

Filling out the table

Comparison Questions

Consolidation from below

Merging from above

Under whose leadership

Proletariat, petty bourgeoisie, peasantry

Prussian landowners, German big bourgeoisie

How was the merger carried out?

People's Revolution

Wars, reforms

Possible political system after unification

United German Democratic Republic (elected authorities)

German Empire under Prussian dominance

The result of this policy was the formation of the North German Confederation. Austria no longer interfered, and in August 1866, 22 German states signed a treaty with Prussia to create the North German Confederation.

Writing on the board and in a notebook

1866 - formation of the North German Confederation led by Prussia.

The states that entered the union formally retained their independence. However, the new entity had its own constitution, parliament and cabinet of ministers, headed by Bismarck. At the head of the North German Confederation was a president, to whose position the Prussian king was permanently appointed.

Working with a contour map

Printed workbook p. 71 No. 35.

Mark Prussia's borders by 1864.

Mark the borders of the North German Confederation.

Draw a conclusion: which lands were included in the North German Confederation?

(The North German Confederation united most of the German states, leaving only the South German states outside its borders)

Thus, with the creation of the North German Confederation, obstacles to the development of a unified German nation were removed, and political fragmentation could no longer interfere with the development of the economy and culture.

Solving a problem task by students.

Since the task of unifying Germany was solved with “iron and blood”, and the “godfather” of the new state was Otto von Bismarck, a military-bureaucratic monarchy arose in the center of Europe.

Lesson conclusion;

In the middle of the 19th century, a national German state arose in the center of Europe - the North German Confederation. The history of old Prussia ended, the history of new Germany began.

Setting homework

Paragraph 16, questions p. 127

Write a description of Otto von Bismarck as a political figure: a) through the eyes of a Prussian journalist

b) through the eyes of an Austrian journalist

Germany: on the road to unity.

Target: characterize the process of German unification.

Tasks: show the difference in the ways of unifying Germany “from below” and “from above”; consider the features of Bismarck's policy; continue to develop the ability to independently work with the textbook text as a source of knowledge, highlight the main points, analyze documents, and use previously acquired knowledge; to cultivate students' interest in the history of other countries and peoples.

Basic concepts and terms: Chancellor, North German Confederation, the path of unification “from above”, the path of unification “from below”.

Equipment : computer, projector, presentation, textbook, chalk, blackboard.

Lesson type : combined.

During the classes.

1. Org. moment.

2. Checking homework (work with cards, work at the board, frontal questioning, individual assignments).

3. Statement of the problematic question: How and why did the unification of Germany begin? What role did Bismarck play in this process?

4. Studying a new topic.

Plan.

1. German Confederation. Economic development of Germany.

2. Berlin, March 1848

3. Frankfurt Parliament.

4. Formation of the North German Confederation.

Conversation with the class.

Remember what the political structure of Germany became according to the decisions of the Congress of Vienna? (instead of the Holy Roman Empire, the German Confederation of 39 states was created)

Which states were the largest in this union? (Austria and Prussia)

Teacher's story . The German Confederation did not set as its goal either the economic or political unification of the German people, but was a means to preserve the old order. In addition, the Union could not become strong: its strongest members were Austria and Prussia, who competed with each other for leadership in the Union. In other words, Germany remained a fragmented country.

Think about what the main political task could have faced the German people in the middle of the 19th century? (The German people saw the main goal in unifying the country)

Let's see how this problem was solved in the German states.

Teacher's story. The question of unifying the country was the main issue in the life of Germans in the 19th century.

In the first half of the 19th century. Germany remained an agricultural country. Many cities bore the imprint of the Middle Ages - life flowed slowly. And the population rarely exceeded 4-5 thousand inhabitants. However, the reforms carried out by Napoleon I did not pass without a trace, and time took its toll. Capitalist methods of farming are being introduced into both agriculture and industry.

Work in groups.Read the document extracts on page 147 of the textbook.

Exercise. What obstacles lay in the way of the development of industrial society in Germany and what measures were taken to eliminate them in the field of economic development?

Group I: “German economist F. List on the fragmentation of Germany”

Question for the document: think about how the fragmentation of Germany influenced the process of formation of an industrial society. Give reasons for your point of view.

Group II: “From the Treaty on the Customs Union (1833)”

Question for the document: how did the creation of the Customs Union influence the process of modernization in Germany? Were these conditions sufficient for the rapid development of an industrial society in it?

Conclusions: 1. The fragmentation of Germany was a serious obstacle to the further development of industrial society.

In 1834, on the initiative of Prussia, the German Customs Union was created, uniting 18 states.

2. The creation of the Customs Union was of great importance for the economic unification of the German states: barriers on the roads of Northern Germany were destroyed, and all customs restrictions on trade were lifted.

Thus, the creation of the Customs Union contributed to the economic unification of Germany and the further development of an industrial society.

Conversation with the class. Nevertheless, decisive steps had to be taken for full unification. It was against this background that the revolutionary events of 1848 developed.

What do you think was the main goal of the 1848 revolution? (Unification of the country).

The problem of no small importance was which way this process would go, how the unification of Germany would take place “from above” or “from below”.

The path of unification “from below” implied the overthrow of traditional dynasties and the formation of a democratic republic.

The path of unification “from above” should occur through the concentration of power by one of the largest states - Prussia or Austria - while the landowners retained land and power.

Working with the textbook(commented reading). Questions to the text:

Why did the revolution begin in Berlin in 1848?

Which social strata took the most active part in the revolution? (Under whose leadership was the unification of Germany “from below” to take place?)

How did they expect to achieve the unification of Germany?

What kind of government system did they strive to establish after unification?

Conclusion: Thus, the revolution in Germany ended in defeat; it did not solve the main task - national unification.

The beginning of the unification of Germany.

Teacher's story. The issue of unifying the country was also the main one in the 60s. After the defeat of the revolution, the path of unification “from above” became realistic, in which the leading role was played by the Prussian monarchy, relying on the Prussian landowners (Junkers) and the large German bourgeoisie.

Think about under whose leadership the unification “from above” was supposed to take place?

At this time, new politicians came to rule Prussia - Wilhelm I and Otto von Bismarck.

In 1861, King Frederick William IV of Prussia died. His rule did not live up to the expectations of the Germans - it was not possible to create a unified state. Therefore, the junkers and the bourgeoisie turned their gaze hopefully to the new king. They expected him to resolve the issue of unifying the country.

Record: 1861 -1888 – reign of William I.

By this time, William I was already 60 years old. Contemporaries spoke of him as a person for whom the interests of Prussia were in the foreground. Putting the greatness of Prussia above all else, Wilhelm I sought to have a strong army. If we can talk about his special love and affection, then it is his love for military affairs (from an early age he was raised for military service). The king believed that the national unification of the country could only happen by armed means. He owned the words: “Whoever wants to rule Germany must conquer it.”

On Wilhelm's initiative, a military reform was carried out in the country, the purpose of which was to increase the regular army and introduce three-year military service. The new reform required money, and the lower house of parliament refused to allocate funds.

Under these conditions, William I needed a strong chancellor.

Write down : The Chancellor is the head of government.

Wilhelm I turns his attention to Otto von Bismarck. In September

1862 47-year-old Otto von Bismarck, an experienced politician, is appointed chancellor. ...

Independent work with the textbook text. Read the text on pages 145-146 and answer the question: - Do you agree with the point of view that the creation of the North German Confederation begins a new history of Germany?

5. Consolidation of what has been learned.

How and why did the unification of Germany begin? What role did Bismarck play in this process?

6. Homework assignment.

Slide 2

Lesson Plan

1. German Confederation
2. Revolution of 1848

Slide 3

German Confederation

• 1814 formation of the German Union (34 kingdoms, principalities, duchies and 4 free cities led by Austria.
• The goal is to preserve the old order.

Slide 4

Economic development of Germany

• In the 50s industrial production and the length of railways have doubled in 10 years
• By 1860, Germany took 3rd place in world industrial production
• The number of craft and manufacturing workers in Prussia and the other 5 large German states was 2 million, and factory workers - 1.5 million people
• Agriculture developed along the “Prussian path”

Slide 5

Reasons for slow economic development:

• Continued fragmentation
• Preservation of large landownership
• Maintaining the privileges of the nobility
• Coexistence of feudal and capitalist exploitation

Slide 6

• 1834 Creation of a Customs Union of 18 states.
• The formation of economic unity began while maintaining state fragmentation.

Slide 7

Revolution of 1848

Germany's tasks in the political and economic field:

• Eliminate the fragmentation of the country
• Eliminate absolute monarchies
• Eliminate feudal remnants

Slide 8

• Read pages 123-125 and write down the causes of the revolution and the main events and results.
• 12-15 minutes are allotted for the task.

Slide 9

Unification of Germany with “iron and blood”

• 1861 William I became King of Prussia: increase in the regular army, introduction of three-year military service

Slide 10

• September 1862 Otto von Bismarck took over as Chancellor of Prussia
• “The strong are always right!”

Slide 11

• Bismarck dissolved parliament and began preparations for the War of Unification
• 1864, he intervened in the struggle for the “Danish inheritance”, in alliance with Austria, defeated the Danes and captured Schleswig and Holstein
• The Austrians received nothing, and relations between the allies became strained