The opening of the V International Archaeological School, which will be held on the basis of the Bulgarian Historical and Architectural Museum-Reserve, took place on August 21. The organizers of the school, supported by the History of the Fatherland Foundation, are the Kazan federal university and the Institute of Archeology. A.Kh. Khalikov AS RT.
In 2018, 102 people will take part in the school. Among them are more than 50 students from 16 countries of the world - the USA, Great Britain, Egypt, India, Turkey, Belarus, Algeria, the Philippines, Poland, Estonia, Pakistan, Croatia, Germany, Sweden, Romania, Russia, as well as 16 teachers from the USA, Canada , Spain, Philippines, Bulgaria, Romania and Russia. In addition, volunteers take part in the organization of the school.
The main goal of the school is to consolidate domestic and foreign scientific and educational resources to introduce the latest achievements of world science into the practice of studying and preserving the historical and cultural heritage of the peoples of Eurasia. The school is focused on the needs of young scientists in getting acquainted with new methods, presenting up-to-date data and collaborating. At the school site, participants have the opportunity to present their unique creative projects, discuss them, and receive an expert assessment.
« The International Archaeological School in Bolgar plays a very important role in the development of specialists not only in Russian Federation, CIS countries, but throughout the world. It is a platform where students and teachers from the most different countries- in just five years of activity of the International School of Archaeology, representatives of 26 countries of the world took part in it, - designated the head of the school, director of the Higher School of Historical Sciences and World Cultural Heritage of KFU Airat Sitdikov. - The school has created conditions for obtaining knowledge from specialists in practice and, importantly, directly at the world cultural heritage site - the Bulgarian Historical and Archaeological Complex. It is also important that both classes and communication on the school site take place in a bilingual format, and therefore there is an opportunity not only to gain specialized knowledge, but also to practice communication in a foreign language. In addition, the school contributes to building interethnic professional contacts both among young scientists and their connections with the world's leading experts in a particular field.».
The program of the school changes its format from year to year, remaining interesting for those beginners who have already taken part in it - in total, scientists from KFU and the Academy of Sciences of the Republic of Tatarstan developed 12 diverse educational courses, from which a general plan is drawn up by alternating courses. So, in 2018, the work of the school will be organized within the framework of four scientific and educational practice-oriented programs: geoarchaeology, archaeological textiles: restoration, conservation, reconstruction, experimental and traceological studies of ancient tools from non-silicon raw materials (bone, horn, stone, metal) , paleoanthropology.
Yes, the direction "Archaeological Textiles and Leather: Restoration, Conservation, Reconstruction" designed for students, undergraduates, graduate students and young professionals in the field of archeology. It is impossible to imagine any culture without people, it is impossible to imagine people without a costume, it is impossible to imagine a costume without clothes, and in order to imagine clothes, you need to know everything that archaeological finds can give about fabrics and skin. But it is not enough to find, one must be able to save and "read" all the information contained in these artifacts. The direction includes a separate module for teaching research methods, field fixation, conservation, restoration and reconstruction of archaeological textiles and leather.
In turn, the direction "Experimental and traceological studies of ancient tools from non-silicon raw materials (bone, horn, stone, metal)" is focused on expanding students' theoretical and practical knowledge, skills and abilities to work with various artifacts from non-silicon raw materials within the framework of research and scientific and practical projects of various nature. The lecture course is dedicated to contemporary issues functional definition and reconstruction of technologies for manufacturing tools from non-silicon raw materials. Practical classes include modeling of ancient technologies and experimental-traceological analysis of various tools.
A direction "Paleoanthropology" addressed to the expansion of theoretical and practical knowledge of students, skills and abilities of working with paleoanthropological material. The lecture module is devoted to modern problems of physical anthropology. The practical modules cover the basics of working with the skull, teeth and postcranial human skeleton. Training program The direction also includes a separate module for teaching methods of field fixation, conservation and restoration of paleoanthropological materials. The final training block is devoted to the description of pathological changes in the teeth, bones of the skull and postcranial skeleton.
And finally "Geoarchaeology" combines a wide range of areas of modern archaeological research, using the approaches and developments of natural science disciplines - geography, geology, botany, geoinformatics, etc. In the course of the work, participants are supposed to get acquainted with both field and laboratory methods of geoarchaeological research. Students, together with teachers, will conduct aerial photography of terrain using UAVs, field work on stratigraphic sections, selection and pre-processing of samples to obtain chronological and paleoecological data. Laboratory work involves mastering the basic skills of spore-pollen and phytolith analysis, photogrammetric processing of photographic data to obtain three-dimensional terrain models, and the use of GIS for spatial data analysis.
Along with scientific and practical work in the framework of laboratories in areas, the school program involves general course lectures on the theory and methods of preservation and study of historical and cultural heritage, as well as modern field research technologies.
School members also get the opportunity to research projects at specialized sites of the school under the guidance of leading Russian and foreign teachers, as well as publish the results of their research in the collection of materials of the International Archaeological School, which is included in the RSCI. Upon completion of training, all students receive a certificate of completion of advanced training.
In conclusion, it should be noted that the experience of organizing an international archaeological school in Tatarstan interested the leadership of UNESCO. According to UNESCO Director-General Irina Bokova, who visited the school in 2017, this form of intensive training in continuous interaction with leading experts in the field of archeology and restoration directly at the UNESCO World Cultural Heritage site is one of the most effective in the world.
In the summer of 2019, within the framework of the Open Archeology project, V-th Crimean youth field archaeological school
In preparation for the 5th Crimean Youth Field Archaeological School, dozens of questionnaires from different cities of the Russian Federation were considered: Moscow, St. Petersburg, Ufa, Vologda, Kerch, Voronezh, Bryansk, Astrakhan, Yekaterinburg, Chelyabinsk, Vladivostok, etc. profiles from Belarus, Moldova, Kazakhstan, Ukraine and even Germany. For two shifts (June 27 - July 6, July 28 - August 6) at School-2019 based on Opushkinskaya archaeological expedition 30 people were able to participate - 15 in each shift. Excavation work, hiking, acquaintance with Crimean archeological monuments (Opushkinsky and Neyzatsky burial grounds, Taurus burial ground Kapak-Tash, Kiik-Koba Paleolithic site, Kara-Tobe settlement, Scythian Naples), life in a field camp, visiting museums in Evpatoria and Simferopol , seaside holidays and much more - all this diversified the life of the School participants and gave them an unforgettable experience!
Bases of the School in 2019:
Opushkinskaya archaeological expedition (village of Opushki, Simferopol region of the Republic of Crimea),
Center for Innovative Pedagogy and Experimental Archeology "Kara-Tobe" (Saki, Republic of Crimea)
Time of the School-2019:
- 1st shift - from June 27 to July 6, 2019
- 2nd shift - from July 28 to August 6, 2019
Number of participants:
- 1st shift: 15 people
- 2nd shift: 15 people
The program of the 10-day stay at the School gives the participants the opportunity to work at the excavation site, listen to various lectures on the history of the ancient and medieval Crimea, the basics of archaeological research and the principles of working with archaeological sources, participate in master classes, visit various archaeological sites Crimea, chat with professional archaeologists and find new friends. It is also a great opportunity to completely immerse yourself in the romance of an expeditionary archaeological camp with a field kitchen, an evening fire and a starry sky above your head!
Detailed information about School-2019, application form, reports on schools held in 2015-2019. - on our website http://archaeoschool.ru
Contacts for information: tel.: +7978 849 08 94, e-mail: [email protected]
General information about the Crimean youth field archaeological school
The Crimean youth field archaeological school is a communicative and educational platform for active and inquisitive young people who want to 
get to know Crimea, its past and present, touch history with your own hands and expand your circle of friends. The project is aimed at helping to increase the communication skills of young people from Crimea and Russia, the integration of Crimean youth into the youth space of Russia and the popularization of knowledge about the history of the peninsula and its cultural heritage.
Schools are held during the summer period on the basis of archaeological expeditions operating in the Crimea. The first Crimean youth field archaeological school was held in 2015 on the basis of the Neyzatsky archaeological expedition. The second, third and fourth Schools were organized in 2016-2019. on the basis of the Opushkinskaya archaeological expedition.
In just 5 seasons of the project, more than 250 young people from different parts of Russia, as well as Ukraine, Belarus, Moldova and Germany took part in it. As lecturers, 15 archaeologists from the Crimea, Sevastopol, Kyiv and Moscow were involved - candidates and doctors of sciences, employees of universities, academic institutions and museum institutions.
The participants of both shifts were able to visit not only the Opushkin expedition, but also go to Kara-Tobe, go on excursions and enjoy the Crimean Sea. The participation of "schoolchildren" in excavations not only gives young people the opportunity to "try on" the profession of an archaeologist and broaden their horizons. The guys bring tangible benefits to the researchers of monuments - thanks to their work, it becomes possible to open a large area of the monument, which means to get more new sources about the history of Crimea.
In 2015-2017 The project was implemented with the funds of the Presidential grant allocated on a competitive basis by the Znanie society of Russia (2015) and subsidies for socially oriented NGOs provided by the Ministry of Labor and Social Protection of the Republic of Crimea (2016, 2017). In 2018-2019 The School is financed within the framework of the Open Archeology project at the expense of funds provided by the Presidential Grants Foundation.
Some schools of archaeological theory
It can be said that, to some extent, the approaches to the interpretation of the past that have just been discussed remain with us today. Instead of replacing each other, they continue to exist - in today's archeology there are a myriad of theoretical approaches. Cultural-historical, procedural and post-procedural archeology can be seen as basic, overarching paradigms about how the past should be conceptualized, how archaeological data should be evaluated, what should be the goals of archaeological research. It would be misleading to consider sharply delimited schools, since practically each of them often takes something from the other (for a discussion of the fundamental differences in the new explanatory paradigms, see Bintcliff - Bintcliff, 1991, 1993.)
To explain the cultures of the past, to conceptualize their work and model social, political and cultural systems, scientists draw on many other theories and concepts. Many of these theories are in the philosophy and anthropology of culture, but sociology, political science, evolutionary biology, and even literary criticism are also used as sources. These changing perspectives help archaeologists conceptualize and model the social systems of the past. While some of them may be better suited to process and post-process views of the past, none of them can be easily broken apart. For example, process archeology may be more about human adaptation to the environment, and the interpretation of ideologies, religions and worldviews in the past are the main issues. cognitive process approach(Flannery and Marcus, 1993). And the question of gender has been at the center of both process and post-process archeology (Hays-Gilpin and Whitley, 1998). There are many theoretical approaches to archeology, among them the following can be distinguished.
Evolutionary Approaches have been an integral part of archeology since the 19th century. While the theory of unilinear evolution of human communities has been discarded (Chapter 2), the concept of multilinear cultural evolution is multifaceted with modern archaeological research. It is useful in conceptualizing changes in past communities (see, in particular, Earle 1997).
Some scientists follow the ideas of evolutionary processes when considering social and cultural adaptation and adaptation to the environment. Archaeologists who hold such beliefs believe that natural selection limits human thought and action. Therefore, the way people behaved can be understood by understanding the limitations that have been placed on the mind of man during his long evolution. In this view, natural selection has produced culture by "bestowing" reproductive advantages on its bearers. Thus, thought and action were directed by natural selection through different channels, which were adaptive for the emergence Homo sapiens. essence natural selection in the fact that a person thinks and acts in a certain way, and not in any other way. As a result, there has been a tendency towards conformity in thought and action among diverse communities with very different institutions and beliefs.
Environmental approaches special attention is paid to the study of ancient communities in their natural habitat. As we saw in the discussion of the ecology of culture, the theory of cultural change as a process of adaptation to the environment arose in the middle of the 20th century and played an important role in the birth of process archeology, which initially considered culture as extrasomatic adaptation to the external environment (Crumley - Crumley, 1994).
Marxist views, which developed from the work of Friedrich Engels and Karl Marx, have long and strongly influenced archaeological theories. Classical Marxist views emphasize the contradictions between economic relations(especially between production and exchange), class contradictions and inequality as driving force sociocultural evolution. Marx and Engels considered the single-linear evolutionary model put forward by Lewis Henry Morgan (Chapter 2) in relation to the evolution of ancient communities. In their own writings, they worked out in detail the theory of the evolution of capitalism, socialism, and communism. Marxist views significantly influenced W. Gordon Child, especially those aspects that affected the changes in society during the transition to agriculture and the complication of the sociopolitical structure, on his understanding of social changes (Trigger - Trigger, 1980).
Some scholars have turned to Marxism to frame their discussions and develop concepts. Many theories have been advanced by Marxist scholars such as Antonio Gramsci, Henri Lefevre and Claude Melasso (McGuire, 1992). Dialectical Marxism, for example, emphasizes an understanding of the interconnected relationships of phenomena within society. Therefore, existence, gender, class and race are seen as integral parts of the whole social system, not as independent constructs. Marxist theories and analytical concepts have been very important to archaeologists and historians studying the archeology of capitalism and the expansion of Europe into the non-Western world (M. Johnson - M. Johnson, 1993; Orser - Orser, 1966). Another part of Marxist archeology focuses on contemporary contexts in which archaeologists operate and is part of critical archaeology.
critical archeology believes that since archaeologists are actors in contemporary culture, they must actively influence society (Shanks and Tilley, 1987a, 1987b). One of the extremes is the Marxist view of archeology, according to which all knowledge is class and therefore archeology shapes history with class goals(McGuire - McGuire, 1992). Thus, reconstructions of the past have social function and, consequently, archeology cannot be a neutral, objective science. Turning to critical analysis, archeology can explore the relationship between the reconstruction of the past and the ideology that helped create this reconstruction.
Critical archeology is the process by which archaeologists become more critical of their own place in the developing western scientific school(Trigger - Trigger, 1984, 1989). Much of critical archeology focuses on understanding. In other words, we should be concerned about the cultural roots of our work.
cultural materialism grew out of Marxist views, but it emphasizes the role of existence and the technology of existence as the main source of sociocultural phenomena. At the heart of all sociocultural phenomena is infrastructure, which includes the means of subsistence and basic needs such as food, clothing and shelter. These phenomena put selective pressure on other elements of society, including family structure, division of labor, classes, religion, science, customs and ideologies (M. Harris - M. Harris, 1968, 1979, 1999). While other cultural phenomena may influence cultural evolution, infrastructure factors are seen as much more important here.
Cultural materialism is especially attractive to archaeologists because it emphasizes the importance of technology and the environment, precisely those aspects of communities of the past that are well preserved in archaeological material and are evaluated.
World systems theory, developed by sociologist Emmanuel Wallerstein (1974, 1979, 1980), argues that socioeconomic differences between communities are the product of an interdependent world economy. All communities are placed into three general categories: core communities are powerful industrial nations that dominate other regions and nations; semi-peripheral communities are also industrialized, but they do not have the power of the former; peripheral societies are outside the core and cannot control the economic expansion of the core in any way. The relationship between developed and developing countries in modern world considered here in the light of core-peripheral relationships.
Not surprisingly, world systems theory has provided an important model for archaeologists studying the intersection of Europe with the rest of the world (DeCorse, 2001a, 2001b). Although archaeologists studying pre-capitalist societies have found many useful concepts when considering relationships in older and smaller "world systems", such as sociopolitical complications in Mesopotamia and Central America(Chase-Dunn and Hall, 1991).
From an archaeological point of view, the term cognitive archeology covers a wide range of human behavior patterns, especially religion and beliefs, as well as the development and expression of human consciousness. It is sometimes called the archeology of the mind.
Some archaeologists profess a cognitive-process approach with a fundamentally new basis to bring together old and new models and methods. This approach emphasizes the careful evaluation of data, which is characteristic of process archaeology. "Cognitive processualists" will never claim to know what the people of the past thought, but they can penetrate what how they thought (Renfrew 1993a, 1993b; Scibo and others 1995).
Structural approaches view human cultures as structures of symbols that are cumulative creations human mind. In other words, people think and order their worlds in terms of "basic, powerful, and flexible symbols" (Leone and others, 1987). The purpose of structural analysis is to discover these universal principles of the human mind. This approach is associated, in particular, with the French anthropologist Claude Lévi-Strauss. These are attempts to get to the conscious and subconscious thinking of a person. Levi-Strauss argued that thinking is based on binary opposites (1966), that is, we divide everything into opposite types - hot and cold, raw and cooked, nature and culture. Such binary opposites are found in any society and can be identified through analysis.
The cognitive-non-materialistic nature of structuralism makes it difficult to apply it when considering the material, and, therefore, structuralism is limited in its application. However, some post-processualists are less concerned with cultural universals and more concerned with cognitive structures in particular societies (Kirch and Sahlins, 1992). Archaeologist Ian Hodder has studied the Nubian agriculturalists of Sudan and has shown that all aspects of their material culture, including burial customs, settlement patterns, and artifact styles, can be understood in the context of a set of rules that perpetuated their belief in "purity, limitation, categorization." Thus, Nubian society is the result of structured, symbolic behavior and has a fundamental practicality. But he also has his own logic, which generated material culture which archaeologists study.
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Classes in the circle aim to introduce the members of the circle, schoolchildren in grades 3-4, with one of interesting periods in the history of mankind - with the world of antiquities.
In the classroom, members of the circle will study the history and culture of the ancient tribes living on the territory of Eurasia using archaeological and written sources. During the classes, students will work with authentic items from the museum's funds, prepare and discuss their own reports on archaeological topics at the meetings of the circle.
The curriculum includes viewings of educational videos and slides on history and archeology; tours of the museum exposition, as well as visits to other museums; contests and quizzes.
Archeology is a complex historical science that studies the past of people based on material materials. A specific object of archeology - a thing, an object - requires special methods of study that differ from general historical ones. So archeology borrowed spectral analysis from physics, qualitative analysis from chemistry, statistics and analytical methods of information processing from mathematics, species classification techniques from biology, and so on.
The study of archeology is considered a field of higher education. This is due to the complexity of the studied material. Despite this, our country has a long tradition of using archeology in the education and upbringing of schoolchildren. The first school archeological circles in Russia appeared already in the 20s of the last century in the cities of Siberia. Their initiators and leaders are school teachers and professionals - archaeologists who work in local schools, historical and local history museums. Among them we can name such outstanding names as V.P. Levashova, N.K. Auerbakh, V.A. Gorodtsov, P.P. Good, G.P. Sosnovsky and others. In the 30s, difficult for historical science, interest in school archeology, on the contrary, increased. This is due to the growing interest in local history and local history. In the 1940s and 1950s, schoolchildren under the guidance of their teacher V.F. Shamansky happened to take part in the work of the archaeological expedition of A.P. Okladnikov, a famous Soviet archaeologist. In the late 1950s and early 1960s, the Soviet Archeology magazine had a whole column titled "To Help the Teacher and Local History". It publishes such famous scientists as A.A. Mongait, D.A. Krainov, B.A. Kolchin and others. At this time, there was an upsurge in the school local lore movement, of which archaeological circles became a part. In the 70s - 80s of the last century, summer archaeological camps with the participation of schoolchildren became the norm in domestic expeditions. In the 90s, the Soviet system of education collapsed, the pioneer organization ceased to exist, school museums and children's centers were closed, on the basis of which archaeological circles existed. Today, the school archaeological movement is being revived again as part of the tourist and local history direction of additional education.
Thus, we note that the pedagogical potential of archaeological science has been recognized for a long time and has been used for a long time. The experience of using the pedagogical potential of archeology is reflected in the term "pedagogical archeology". It was first introduced by A.M. Burovsky in 1990. D.V. Brovko in his article "The Phenomenon of Pedagogical Archeology", defines this concept as "an integrated system of technologies, forms, methods of organizing the cognitive, creative, social activity of children, which has a broad prognostic orientation." The author of the article identifies the following, important for us, signs of "pedagogical archeology" (hereinafter referred to as PA):
"one. Object PA - special pedagogical system local history work in additional education.
2. The subject of PA is the interaction of pedagogical technologies and the applied integrated nature of archeology.
3. The PA method is an activity approach to personality development, a systemic nature as an anthropological phenomenon.
The term "pedagogical archeology" is applicable only to the system of additional education. We see the goal of our work in using the pedagogical potential of archaeological science in the educational process at history lessons secondary school. By "pedagogical potential" we mean the ability of a subject (in our case, archeology) to influence the minds and emotions of students, stimulating children's interest in the material being studied and forming moral and cognitive, positive personal qualities. Archeology, like no other science, is able to attract attention and develop interest in universal values. This is largely facilitated by the halo of romance surrounding people of this profession, such as pilots, sailors and astronauts.
Everyone knows the feeling when you accidentally find an old coin or an unfamiliar antique. It's a feeling of discovery. All people are attracted by museum things with their genuine reality. A person experiences an indescribable feeling of belonging to something very ancient and eternal, to his history. This feeling is especially acute for children. Having picked up an archaeological find, the child touches his past and, as it were, mentally transfers himself to bygone centuries. It is important that the feeling of admiration develop into interest, which, in turn, will become the main motive for learning about the past in history lessons.
It has long been known that learning based on interest rather than coercion is more purposeful and productive. The use of archaeological materials in history lessons can not only decorate the lesson, make it more interesting, but also help the teacher achieve the desired pedagogical goal, which includes cognitive, developmental and educational components.
The educational component of the use of archaeological material on school lessons involves introducing students to additional historical knowledge, which will broaden their horizons and supplement the textbook information. For example, a large period of human history - stone Age- is studied on the basis of archeological and ethnographic data, due to the absence of other categories of sources. It seems to us wrong to "hold back" primitive history in Russian textbooks. First, it impoverishes our knowledge of our past. Secondly, it forms a false idea of primitiveness as a primitive stage of human development. Thirdly, it is this period of history that attracts the attention of students more than others and forms their steady interest in the subsequent study of the subject. No less important are archaeological data in the study of the history of the ancient Slavs and other peoples, ignored by the authors of written sources. In the process of studying history with the involvement of archaeological materials, a complete, three-dimensional picture of the past is formed, which is more understandable to students and easier for them to assimilate. In the course of working with archaeological materials in the history lesson, students will develop the logic of thinking, the skills of individual cognitive work, sensory and motor spheres, develop the skills of self-acquisition of knowledge, and so on.
The educational component involves the formation of value orientations and beliefs of students on the basis of personal understanding of the social, spiritual, moral experience of people in the past and present; education of patriotism and respect for other people. Naturally, not every teacher can bring a museum rarity to the lesson. But this is not required. It is quite possible to get by with reproductions, copies and layouts. Moreover, the students themselves can provide assistance in their creation right at the lesson (pedagogical workshop). Under the use of archaeological material in the history lesson, we mean not only its visual design. It is important to use archaeological methods of research and knowledge of the subject. Things can also speak, often as well as writing. To teach children to “listen” to the language of things means to develop their attention, associative and abstract thinking, and, most importantly, to teach children to think logically.
The teacher is quite capable of developing tasks involving archaeological material on the topic being studied. An example of this is the collection of tasks and assignments on the history of the ancient world by G.I. Goder, where the author proposes to solve logical tasks built by him on the data of archeology.
It seems interesting to us to invite students to collect the “disintegration of the vessel”. There is no need to break dishes. You can draw and cut the paper model. The main thing is that, while collecting impromptu puzzles, students should solve a specific historical problem. For example, what was the reason for using fragile and heavy ceramics instead of light and elastic leather bags? Children discuss when the first ceramics appeared, what other changes are taking place in people's lives and how are they related to the invention of pottery? Answering these questions, schoolchildren gradually come to the conclusion themselves: “The transition to a settled way of life and agriculture caused the replacement of leather bags with ceramics!” Another question is what changes in human life occurred with the invention of pottery? Here is another solution algorithm. At first, students argue, why do we need dishes at all? Possible answers: to store, carry, or cook something. Which of these is not suitable for dishes made of leather? Option one “You can’t cook food in leather dishes. The answer to the main question becomes obvious: with the advent of ceramics, the diet of boiled food has changed - household equipment has become more diverse, a new branch of handicraft production, etc. For weak students, the correct answer can be written in advance on a vessel model, having collected it, the child can simply read it and, for sure, remember it.
Another example. Children are shown an archaeological reconstruction of the burial of a noble warrior. Based on these data, students are invited to recreate the funeral rite and religious performances disappeared people. Discussing what things accompany a person to the afterlife, students can determine the occupation and social status buried. This, in turn, will contribute to the assimilation of material on the social structure of ancient society and the relations that existed in it.
You can offer students to compare the inventory of farmers and nomads of the same era, in order to identify similarities and differences, to argue what is their reason. Here, children perform complex complex work. They should carefully consider the reproductions proposed by the teacher, compare them, identify similarities and differences, and select arguments to justify the answer. This task can be used as the basis for brainstorming. The main conclusion at the same time: the way of life of people determines their material culture.
Any lesson is complex system, consisting of the main components: the organizational moment, the introductory part of the lesson, the study of new material, its consolidation and control of the assimilation of the studied. Let us consider in more detail the place of archaeological material in the history lesson.
The organizational moment of the lesson does not take much study time, but plays an important role in solving the tasks set. pedagogical tasks. archaeological finds or their reproductions will certainly attract the attention of students, arousing their interest. This will speed up the preparation of children for the lesson and save the teacher's time, usually spent on discipline. The introductory part of the lesson involves setting the goal and objectives of the lesson, the algorithm for achieving them. It is good when the topic of the lesson is formulated in the form of a question, the answer to which is the ultimate goal of the lesson. For example, a lesson on "The First Farmers" might begin with the question we discussed above: "Why do people start using fragile and heavy ceramics instead of light and elastic leather bags?"
The study of new material with the involvement of archaeological data will enliven the lesson and complement the material of the textbook. The selection of archaeological material directly depends on the purpose of the lesson and the teaching methods chosen by the teacher for a particular lesson. Depending on this, the archaeological material in the history lesson plays the main role in solving the problems set by the teacher or illustrates and supplements the text of the textbook. For example, a lesson on the topic " Ancient Egypt"It is appropriate to start with a brief history of the study of this country, with the deciphering of the Rosetta Stone by Champollion or with the discovery of the tomb of Tutankhamun and his treasures, where archaeological data act as visual aids. A lesson on the structure of Egyptian society can be fully built on archaeological data with reference to the text of the textbook. Archaeological material from the construction site of the pyramids and ancient burials will help students understand how different layers of ancient society lived, how people's life depended on their social status and lifestyle.
After learning new material, it is fixed in the minds of children. Here it is important to give the child to think about what he heard and saw in the lesson, to realize and deepen the knowledge gained. It is best to give students a task, performing which, all of the above conditions for the successful assimilation of new knowledge will be realized. For example, this. Schoolchildren are given reproductions of the appearance of people from different strata of ancient society, made according to archaeological data. The task of the students is to arrange the illustrations according to their hierarchy: representatives of the upper layers - at the top, lower ones - below, respectively, and explain their choice. Or else. Images of houses must be correlated with those who lived in them: the pharaoh in the palace, the artisan in the hut, and so on.
Control of mastering knowledge is an important element of the lesson. It can be done orally, in writing or in a combination. Archaeological material can be involved at this stage of the lesson. Children may be offered an illustration where a mistake is obviously made. The task of students is to find an error and justify their choice. Another option is with cards. The teacher shows a picture of the object, and the student writes what it is and so on. The use of archaeological methods in history lessons at school meets the main didactic principles of scientific character and clarity. It is important that their use by the teacher in teaching be systematic, and the tasks become more complicated as the educational level of students increases. Here it is appropriate to recall the well-known teacher's proverb: "Tell me - and I will forget, show - and I will remember, make me do it - and I will learn." The use of archaeological data in history lessons seems to us important and necessary, throughout the entire school course, from grade 5 to grade 11.
A new program "School of a Beginning Archaeologist" for children aged 9-12. Classes are held in the form of a circle on Saturdays at 17.00, starting from January 13, 2018. In addition to archeology, classes are devoted to such historical disciplines as paleontology, paleography, numismatics, chronology, metrology, heraldry, etc. Topics such as methods of archaeological dating are considered in detail , early forms of religion, etc.
Each lesson consists of theoretical and practical parts. Duration: 1h. 20min - 1h. 30 minutes.
Cost: 450 rubles. from a person.
You can attend the entire course or specific topics separately.
Mandatory registration by phone. 8-495-692-00-20.
The program of classes for January-March 2018
13th of January. Introductory lesson. Interaction of archeology with other sciences, similarities and differences in methods and approaches.
In the lesson, we will talk about the place of archeology in the system historical knowledge about the past of mankind, about the features of archaeological sources and methods of their study. Students will learn what sciences are hidden under the term "auxiliary historical disciplines", discuss what exactly they do and how they interact with archeology.
The practical part will enable the participants to understand from their own experience what typology and classification are for. It will be proposed to divide into groups such familiar objects as postage stamps, badges, using various criteria (material, shape, image, etc.).
The lesson is devoted to very important concepts in archaeological science - chronology and dating. Students will learn what absolute and relative chronology is, how the calendar appeared, and how calendar systems differ among different peoples.
The practical part will help to consolidate the acquired knowledge. Participants will complete various tasks on the distribution of events and epochs along the “timeline”, and practice translating dates from one calendar to another.
The lesson is conducted by the head of the Museum of Archeology of Moscow, Candidate of Historical Sciences Novikova Galina Leonardovna.
At the lesson, students will learn how archaeologists determine the time of the things and buildings they found, which methods are more accurate and how to apply them correctly.
The practical part will give the participants the opportunity to try to “date” the archaeological finds themselves.
At the lesson, students will learn what the science of paleontology does, what it has in common with archeology and how they differ, what was on the site of Moscow 150 million years ago and how we learn about it. We will study in detail the fauna of the Ice Age, including extinct animals that lived on the territory of our region tens of thousands of years ago. Participants will have to hold genuine paleontological finds in their hands and recreate the appearance of fossil animals on a computer.
The lesson is conducted by the head of the Museum of Archeology of Moscow, Candidate of Historical Sciences Novikova Galina Leonardovna.
The lesson is devoted to the origin and formation modern man(Homo sapiens) according to archeology and anthropology. Listeners will learn about the latest scientific discoveries in this area, get acquainted in detail with the method of M.M. Gerasimov on the sculptural reconstruction of portraits of people from bone remains and the work of his followers.
The practical part will help to consolidate the acquired knowledge. Participants in a playful way will complete tasks on correlating different stages of human evolution and archaeological eras on the "timeline".
The lesson is conducted by Alexander Gennadievich Afanasyev, Head of the Sector of Scientific and Educational Work of the Museum of Archeology of Moscow.
In the lesson, the conversation will be about when the first rudiments of religion arose and how they manifested themselves. Students will get acquainted with such concepts as totemism, fetishism, animism and magic. Let's discuss how the data of archeology and ethnography help to recreate the beliefs of ancient people, their customs and rituals.
The practical part will give the participants the opportunity to come up with and try to make amulets-amulets from improvised means.
The lesson is conducted by the head of the Museum of Archeology of Moscow, Candidate of Historical Sciences Novikova Galina Leonardovna.
The lesson is devoted to the history of the emergence of mathematical knowledge in primitive people. The listeners will learn how and with the help of what the ancient man carried out his calculations, how the first measures of length were born and what a special historical science, metrology, can tell us about this.
Participants will have to put into practice the acquired knowledge by performing mathematical operations on the abacus and abacus, as well as measure their weight and height in ancient Russian measures.
The lesson is conducted by the head of the sector of scientific and educational work of the Museum of Archeology of Moscow Afanasiev Alexander Gennadievich
The lesson is devoted to the science that studies the history of coinage and money circulation. Students will learn how numismatics helps archeology and how it differs from ordinary collecting. In addition, the participants of the lesson will get acquainted with the pre-existing monetary systems, options for making ancient coins, and will also be able to carefully examine some ancient samples and determine the time of concealment of the proposed treasure.
The lesson is conducted by Alexander Gennadievich Afanasyev, Head of the Sector of Scientific and Educational Work of the Museum of Archeology of Moscow.
The lesson will allow participants to expand their knowledge and understanding of various banknotes and securities. Listeners will be told in detail about the features of the science of bonistics, its common features and differences with numismatics. The practical part will provide participants with the opportunity to study in detail various banknotes, evaluate the features of their manufacture and the degree of protection.
The lesson is conducted by Alexander Gennadievich Afanasyev, Head of the Sector of Scientific and Educational Work of the Museum of Archeology of Moscow.
At the lesson, students will learn how documents can be dated by the style of writing letters, as well as get acquainted with the history of the development of writing, the medieval culture of drafting acts and the history of office work. In the practical part, the participants will try to determine the time for compiling the document, using the knowledge gained.
The lesson is conducted by the head of the sector of exposition and exhibition work of the Museum of Archeology of Moscow, Candidate of Historical Sciences, Moiseev Maxim Vladimirovich.
At the lesson, students will learn what a funeral rite is and what an important role it plays in the culture of different peoples, what forms of burials and types of burial monuments are known to archaeologists. Participants will get acquainted with the methodology for discovering and clearing ancient burials, the rules for fixing finds in situ (in situ), and hold authentic field documentation in their hands.
The practical part will enable the children to feel themselves "in the shoes" of an archaeologist: explore the "closed complex", measure the depth of the finds and the distance to them using a level, make an inventory of objects and fill in labels for them.
The lesson is conducted by the head of the Museum of Archeology of Moscow, Candidate of Historical Sciences Novikova Galina Leonardovna.
At the lesson, the conversation will be about how scientists manage to recreate the female and male costume of ancient eras on the basis of disparate archaeological and historical data, what is the role of ethnography, experimental archeology and amateur reenactors in this matter. Participants of the program will visit the exhibition “Beauty of Everyday Life”, which has just opened at the Museum of Archeology of Moscow, and get acquainted with the new exhibits presented at it.
At the end of the lesson, each student, based on the knowledge gained, will have to create their own colorful appliqué, reconstructing the festive women's dress of the 12th-13th centuries.
The lesson is conducted by the head of the Museum of Archeology of Moscow, Candidate of Historical Sciences Novikova Galina Leonardovna.
