Routing history lesson in 5th grade

Lesson 3

Topic: Sources of knowledge about the past (What are historical sources)

Lesson Objectives:

• to form ideas about the order in historical science on the example of dividing historical sources into groups;
• develop the ability to classify information, describe historical sources, evaluate people's actions;
• to cultivate respect for the traditions of the people, for the cultural heritage.

Basic concepts:historical sources; groups of sources: written, material, oral; document, museum, archive, library, historical memory.

Main questions of the lesson:

1. historical sources.
2. Source groups.
3. Archives, museums, libraries.

Lesson type: Studying and primary consolidation of new knowledge

Type of student activity in the lesson:individual work

Planned result (requirements for the level of training of students):

Be able to:

• explain the meaning of concepts: historical source, excavations, Ancient world;
• determine the meaning of historical sources

Information and methodological support:

• presentation,
• concept maps

During the classes

1. Organizing time

1. Updating the basic knowledge of students on the topic "Measurement of time"

• Frontal survey
• Individual survey

1. Learning new material

Teacher's story with elements of conversation

1. Introduction. Presentation of the topic and objectives of the lesson.

From time immemorial, people have carefully preserved information about the past: they passed down stories about their heroes from generation to generation, recorded information about wars and natural disasters*, erected monuments at the battlefields, filmed the most important events.

Every family keeps its history: old letters, documents, photographs or film and video recordings. It is no coincidence that they say that history is the past, preserved in the memory of mankind.

Everything that we keep, and thanks to which we learn about the past, is calledHISTORICAL SOURCES.

Introduction of the topic (Slide 1) - entry in a notebook

Today we have to find out what groups historical sources are divided into and what their significance is.

Goal setting (Slide 1)

2. How do ancient monuments die?

What kind natural phenomena may cause the destruction of historical evidence.

However, nature cannot be blamed for everything. A person with his ill-considered actions also causes irreparable harm. For example: during the construction of new residential areas, churches that were built more than one hundred years ago were demolished; the children, while cleaning the room, threw away old papers, among which were their grandmother's diaries.

Slide 2 - ??? What other events occurring through the fault of a person can lead to the death of ancient monuments

3. Historical sources.

As you can see, there are a lot of forces that are capable of destroying the past. But under a layer of sand, the remains of a village can be preserved for thousands of years. After the invasion of the enemy troops, the city was destroyed, but the foundations of buildings, many items belonging to people remained underground. AT ancient monastery a manuscript written several centuries ago has been preserved. In the attic of my grandmother's house, under a pile of unnecessary things, there was an old hand mill. Remnants of the past can be found everywhere.

Everything that was once created by people is calledhistorical sources.

Slide 3 - Historical sources - (in a notebook)

How did this name come about? Usually, a source is called water flowing from the depths of the earth. A brook originates from the source, which flows into the river, which flows into big river flowing into the sea. So the source is the beginning.

A source is anything that gives rise to something. The book helps to gain knowledge. Therefore, they say that the book is the source of knowledge. The journalist reports that the information was obtained from a reliable source, that is, from a person who is aware, knowing the truth. Sources give historians information about the past and help to reconstruct the picture of events.

Slide 3 - ??? Let's make a definition of the concept of "Historical sources" together - (in a notebook)

4. Source groups

In any science, scientists strive to put the information in order. Historical science is no exception. Historians draw their conclusions only on the basis of historical sources. Most often, sources are divided intogroups: oral, real, written.

Slide 4 - (write in a notebook)

oral sources- these are legends, epics, proverbs, sayings, songs. They are passed on from one generation to the next. Their study allows you to learn customs, rituals, rules of conduct and much more.

To material sourcesinclude buildings, household items, weapons, jewelry, that is, a wide variety of things (or their fragments) ever created by man.

With the advent of writing,written sources: records on wooden boards, birch bark*, papyrus*, stone, clay, paper. The development of science and technology has led to the emergence of sound recordings, photo and film documents.

Slide 5 - Task - Define a group of sources.

• Real
• Written
• Real
• Real

Historical sources are also called monuments. The word "monument" is known to all. This is a sculptural group, a statue, a bust, a column, a tombstone, a triumphal arch. They are designed to perpetuate historical events, heroes of the past. Many years will pass, and the monument will remind posterity of the glorious deeds of their ancestors.

Slide 6 - Historical monuments (entry in a notebook)

• Great Sphinx , Ancient Egypt, third millennium BC
• Parthenon , Ancient Greece, 5th century BC
• Mausoleum-mosque of the Taj Mahal. 17th century
• Post station in Yekaterinburg, XIX century (similar stations served as a means of communication between Russian cities, here travelers could change horses and rest)
• Windmill, Holland, city of Rotterdam, XVIII century (a monument to the history of the development of technology).

A monument is a reminder of the past. Therefore, in science, any piece of the past that has come down to us is called a monument. The remains of a church, an ornament found in the ground, an old painting, an ancient manuscript, an inscription on a stone, ancient legends are the monuments of the past that have come down to us. Particularly valuable and significant monuments of the past are protected by law.

5. Archives, museums, libraries.

Scientists are trying to preserve the monuments of the past that have come down to our time. For this, special institutions are created.

Documents are stored in archives . The word comes from the Greek archeion, which means "institution".

Slide 7 - Archive (entry in a notebook)

The archives contain old manuscripts, city plans, letters prominent people, treaties between heads of state and other valuable evidence of the history of the past. But archives are used not only by historians. For example, in order to restore a once destroyed building, builders turn to the archive for the drawings of this historical monument stored there.

*** If time permits, we can discuss the issue of creating a home archive (scanning documents, creating an electronic version of the archive)

An institution that collects, stores and exhibits art objects, antiquities, scientific collections, is called museum, translated from Greek - "Temple of the Muses" .. The Greeks attributed history to art.

Slide 8 - Museum (notebook entry)

*** The patrons of the arts were the goddesses - the muses. Muse Clio was considered the patroness of history. Usually she was depicted with manuscripts in her hands. Sometimes there was a sundial nearby - with their help she watched the order of time.

Every city has museums. They are artistic, historical, ethnographic, zoological, literary, etc.

By slide: now you see various museums of the world. They contain works of great masters of art. They are called masterpieces. This word is translated from French as " best work". Perhaps you have visited some of these museums.

Notes of travelers, chronicles, memoirs of war veterans and many other testimonies of the past are contained in books. Books are handwritten and printed. They are of great value to historians.

Slide 9 - Library (notebook entry)

There is no such researcher of the past who would not turn to library. Translated from Greek, "biblio" is a book, "theca" is a storehouse, that is, this word means "book depository."

Library - an institution that collects and stores books for public use.

What is the purpose of archives, museums, libraries? What help do they provide in studying the past?

As we already know, sources can be oral, material and written. Historians call written sources documents. FROM Latin the word "document" is translated as "evidence".

By studying documents and material sources, scientists restore historical events. But the work of the researcher does not end there. There is nothing accidental in history. Therefore, it is important to determine what happened before and after the events under study, to establish a connection between them. And, finally, one should understand what is the significance of this or that event for the history of the country or the whole world. And that means painting a whole historical canvas. And the paints for it are given to us by historical sources.

Homework: Slide 10

*** Have you met any historical sources at home?

Have you ever worked in archives?

What museums and libraries of our city do you know?

Class: 5

Subject: Story ancient world

Teacher: history and social studies

Sergeeva Sargylana Alekseevna

Lesson topic: "What history studies"

Lesson Objectives:

subject- students will be able to define history as a science, they will be able to list historical sources, they will be able to characterize auxiliary historical disciplines;

Cognitive- students will be able to compare types of sources, and name distinctive features everyone;

Regulatory- students will be able to make decisions in a problem situation, evaluate their activities in the lesson

Communicative- students will be able to express their opinion, learn to negotiate and come to a common decision in joint activities, working in pairs.

Personal- students will be able to express their opinion about the role of history in people's lives, about the role of science assistants.

Lesson type: learning lesson.

Goals:

Activity:

The formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional form (fixing their own difficulties in activities, identifying their causes, building and implementing a project to overcome difficulties).

Consolidation and, if necessary, correction of the studied methods of action - concepts, algorithms.

Educational:

Determine the significance of the historical past for the present;

using the knowledge of students to bring them to the answer to the problematic question, which is expressed in the topic of the lesson.

Developing:

continue the development of speech through answers to questions;

continue developing texting skills

carry out individual and differentiated approach(creative tasks);

develop thinking: the ability to compare, generalize, draw conclusions; develop cartographic skills and abilities.

Educational:

cultivate love for the Motherland;

a sense of pride in her past, present and future

development of cognitive interest in the subject;

for the purpose of aesthetic development, to instill in students a sense of beauty.

Tasks: as a result of studying the topic, students should be able to:

to define the concepts of history, heraldry, historical sources, country, anthem, flag;

give examples of material, written and oral sources;

be able to correlate date and century;

know and name auxiliary historical disciplines;

form the ability to fill in the table;

determine and explain their attitude to the events of the period under study;

solve educational and life tasks from the position of a person of the XXI century.

Forms of student work: group, individual, written, oral, pair.

Required technical equipment: computer, projector, presentation.

Lesson plan:

I. Organizational moment.

II. Learning new material:

1. What is history.

2. Historical sources.

3. History assistants.

4. Chronology

5. What will the historical map tell about.

6. Fixing.

7. Homework

During the classes:

1. Creation problem situation

During the classes:

I. Organizing time.

II. Knowledge update.

1. What do you see on the slides? Name the ones you know.

The legendary singer Bayan, talking about bygone times, our ancestors are Slavs, meeting overseas merchants. On the canvas of Vasily Ivanovich Surikov, the Russian commander Suvorov is depicted, making a heroic transition with his soldiers through high mountains The Alps, this is a painting by Alexander Pavlovich Bubnov “Morning on the Kulikovo Field”. In the center is a photograph of a rocket, symbolizing the exploration of outer space by our country.

2. Explain what unites the paintings (pictures of the past of our Motherland)

3. What do you think, what will we talk about today in the lesson? About the science of history

4. What will help us in our work? Textbook,

2. Formation of the problem. (written on the board)

Today we will talk about history. This is a very interesting and fascinating subject. We will travel through time. Today we will be historians.

What is history? Why is history needed?

The word "history" has many meanings. We often say: “I will tell you an interesting story ...” or “It happened to me interesting story…»

III. Learning new material.

1. What is history.

Why is history needed?

- What are your assumptions, versions of the solution to the problem?

Under the educational problem writes keywords, selected by the authors of the versions:

1) learn about the past;

2) understand why it happened the way it did;

Use a dictionary to explain what the word "history" means.

1) Working with a dictionary.

The concept of "history" has several interpretations - an incident; story about what happened (narration); the science.

This is how the encyclopedic dictionary defines history - STORY(from the Greek. historia - a story about the past, about what was learned),

1) the process of development of nature and society.

2) complex social sciences(historical science), studying the past of mankind in all its concreteness and diversity. Facts, events and processes are studied on the basis of historical sources, which are dealt with by source studies and a number of auxiliary historical disciplines.

Find out two meanings of the word:

1. History - development process human society;

2) history - the science, helping to restore the past of mankind;

So, history is a science that studies the past of people. Yesterday is history.

2) Work with a historical source.

Read the text. Answer the questions and retell it.

HISTORY AS A SCIENCE

History is the science of the emergence and development of human society! Man has existed on Earth for about two million years. Human society develops and changes. The process of development of human society has its own laws, and history studies and explains these laws. History tells us how people lived many thousands of years ago. This science plays an important role in the study of the life of society and the culture of the people.

Answer the questions.

1. What is history as a science? History is the science of the emergence and development of human society!

2. What does history study? History tells us how people lived many thousands of years ago.

3. Why does this science play an important role in the life of society? The process of development of human society has its own laws, and history studies and explains these laws.

Guys, you get basic knowledge of history from a school textbook.

Where else can you learn about the past?

I will help you, look at the table and read where else you can get knowledge of history. – But there is a problem, all definitions of terms are mixed up.

Guys, try to correlate correctly the definition of each term.

Hypotheses:

1. Archive
2. Library
3. Museum

1. Archive	B. Place, storage of authentic written monuments of the past
2. Library	B. A place where books are collected and kept for reading
3. Museum	A. The place where monuments of the past (clothing, weapons, paintings) are stored, studied, shown to visitors

2. Historical sources

How do historians learn about the past? After all, it is not there, it has passed, it has disappeared! Disappeared, but not without a trace, but leaving TRACES.

We used to call footprints or paw prints as footprints. Historians, on the other hand, call traces everything that remains of the past that can tell us about the past.

- analyze the text "Historical Sources" using the following icons.

What I knew		Unclear, questionable	I want to know

"Historical Sources"

History is a serious, complex science that studies the past different countries and cities, the life of great people of different centuries. To distinguish legends from real historical facts, historians use special sources. What is a historical source, all schoolchildren who teach history know. This is one of the main concepts in science, because it is with the study of historical sources that the study of one or another historical fact begins. A historical source is an object or document that belongs to a certain era. This object serves as a kind of witness to some event. It is from these testimonies that the analysis of this or that historical event begins, ideas are made about the cause of the actions of this or that historical figure.

Historical sources are any traces of human activity, accidentally or deliberately left on the earth. This is the whole complex of documents and objects material culture, which directly reflected the historical process and individual facts and events, on the basis of which the idea of ​​​​a particular historical era, hypotheses are put forward about the causes or consequences of certain historical events. Historical sources are very diverse. The totality of historical sources in modern historical science is usually divided into the following groups:

1. Written sources are all kinds of works, including literary works the era under study, inscriptions of various contents that have come down to us;

2. oral;

3. Material sources are various monuments of material culture (the remains of buildings, tools and weapons, household items, coins, etc.);

4. Ethnographic sources are customs, rituals, beliefs, etc.,

5. Linguistic sources are language data (vocabulary, grammatical structure, etc.);

6. Folklore sources are monuments of oral folk art (tales, songs, fables, proverbs, etc.) that have come down to us thanks to the fact that they were subsequently written down;

7. cinema - photographic documents;

8. phono documents - sound recordings.

For example, in a cave that was a haven for ancient people, rock paintings were discovered. The cavemen painted a hunting scene on the wall, where several men are trying to shoot a bull with a bow, and the rest of the inhabitants throw spears at the animals. Such a drawing immediately gives historians several realistic conclusions. Firstly, already in those years, the inhabitants of the cave hunted, and secondly, they were interested in large prey, and since they killed the animal together, it means that their mental development was already at that time. high level. In addition, they already knew how to make primitive weapons.

historical sources - this is all that can tell us about the past of people.

Even children's rhymes and sayings can be traces of the past. "Rain, more rain, I'll give you thick!" - the children shout during the rain and do not even suspect that this is an ancient promise of a gift to the god of rain. It remains from those times when our ancestors believed in such gods.

2) Work with a historical source by options.

Option 1. Source number 1.

“In the garbage pit of the ancient village, archaeologists found a lot of bones. Most of it belonged wild animals and birds, there were much fewer bones of domestic animals: dogs, pigs, goats; no cow bones. Brain bones, including dog bones, are crushed by sharp stones. Many shards of pottery were found among the rubbish.”

Draw your own conclusions from these findings:

1. What activities were familiar to the inhabitants of the village?

2. What was more developed - cattle breeding or hunting?

3. Which animals have already been tamed

Option 2. Source number 2.

Imagine that in the mountains you see an inscription carved on a rock:

“I, the great king, the mighty king, the king of kings, went on a campaign to a neighboring country. I defeated the enemy army, killed six thousand soldiers, burned twenty cities, captured a hundred thousand men and women, stole horses, camels, sheep without counting. Whoever destroys this inscription, let the formidable gods punish him.

What will this written source tell scientists?

3) Practical work. Fizminutka.

Divide sources into material and written.

If a written source is called, the first option appears.

If a real source is called, the second option arises.

1. letters 2. weapons 3. coins 4. clothing. 5. shoes 6. documents 7. tools 8. household utensils 9. diaries 10. epics 11. medals 12. memoirs.

Written: 1,6,9,10,12.

1. certificates

6. documents

9. diaries

10. epic

12. memories

Real: 2,3,4,5,7,8,11.

4. clothing.

7. tools

8. household utensils

11. medals

5) Creative task:

What historical information can be gleaned from Russian fairy tales?

Difficulties in "reading" sources: find, understand, save.

3. History assistants.

By studying the sources, scientists bit by bit restore the past. Sometimes this work is like a puzzle, unknown letters, language, material, and scientists need to put together all the information.

Guys, look at the screen, what do you see??? (Table)

Let's imagine that the table top is history, and the legs are its helpers. And let's remove the legs from the table, will it be a table?

This means that history will not exist as a science if it does not have assistants. And history is assisted by the following sciences.

1) Working with a dictionary. Familiarize yourself with auxiliary historical disciplines.

- which of them do you know?

List the sciences that help history

1. –archeology 2. –paleography 3. –onomastics 4. –heraldry 5. –sphragistics 6. –numismatics 7. –genealogy 8. –metrology

1. –archeology - a historical discipline that studies the historical past of mankind from material sources

2. –paleography - an auxiliary historical discipline (special historical and philological discipline), which studies the history of writing, the patterns of development of its graphic forms, as well as monuments of ancient writing in order to read them, determine the author, time and place of creation.

3. – onomastics - a science that studies proper names of all types and their origin.4. -5. -

4. – heraldry - a special historical discipline dealing with the study of coats of arms, as well as the tradition and practice of their use.

5. – sphragistics - an auxiliary historical discipline that studies seals (matrices) and their impressions on various materials.

6. – numismatics - an auxiliary historical discipline that studies the history of coinage and money circulation.

7. – genealogy - an auxiliary historical discipline, is engaged in the study of family relationships of people, the history of childbirth, the origin of individuals, the establishment of family ties, the compilation of generational paintings and family trees.

8. – metrology - the science of measurements, methods and means of ensuring their unity and ways to achieve the required accuracy.

2) Blitz tournament

I offer you Blitz - a tournament, to determine what kind of science studies the subjects that I will show you.

Sheet of an old book - paleography.

Medal - phaleristics.

Coat of arms - heraldry.

The coin is numismatic.

Printing - sphragistics

Family tree - genealogy.

Flag - flag science

Vexillology is a historical discipline dealing with the study of flags and banners. It is related to heraldry. Indeed, many features combine flags with coats of arms, very often flags were just one of the ways to convey the coat of arms. But still, one should not identify coats of arms and flags. Although they are “berries of the same field”, there are plenty of differences in their history.

Scoop – archeology

Kettlebell - metrology

4. Chronology is the science of time.

People at all times valued time, learned to count it correctly, to save it. For history, this is especially important. Without knowledge of dates there can be no knowledge of history. I have to complete a task on the knowledge of chronology. Let's remember the state holidays of the Russian Federation.

1. Work in pairs, mutual check.

Public holidays in Russia. Match the holidays with their dates.

New Year;
Spring and Labour Day;
Defender of the Fatherland Day;
Nativity;
Victory Day;
National Unity Day;
Russian Independence Day;
International Women's Day.

2. Independent work in notebooks, at the blackboard.

Write the centuries in Roman numerals.

5. What will the historical map tell about

“There are seas - you can’t swim,

There are roads - you can not go,

There is land - you can’t plow. What is it?

That's right - this is a historical map.

It is good to know history, visually represent events to us and a historical map helps.

- what states of the ancient world did you study?

- I propose to compare the Roman state in different periods his existence.

Roman Republic in the 4th - 3rd centuries. BC.

What answer to the main question of the lesson can we give? Whose versions were confirmed?

IVConsolidation.

"History is the past of mankind and the science of the past of mankind"

Estimated conclusion on the problem:

History is needed in order to understand the past and understand the present, and historical knowledge helps us in this.

WE APPLY NEW LEARNINGS

1) work in groups

Do you think we, the people of the 21st century, should remember what happened in the past? Formulate your position and justify (explain) it. Write down your answer.

	I think that _____________ _________________________
Argument(s)	Because _______________ _________________________ _________________________ _________________________

Game reception:

Students take turns (or optionally) to express their opinion about history, starting with the words "The world of history is...". Wins the one whose judgment pleases more classmates.

V. I would like to end the lesson with the words of the ancient Roman orator Cicero: “Not knowing history means always being a child.”

Let's study history to become adults! FORWARD! TO THE WORLD OF HISTORY!

Ministry of Education and Science Russian Federation

municipal budgetary educational institution

"Erzov middle comprehensive school

Gorodishchensky district of the Volgograd region

403010, Volgograd region, Gorodishchensky municipal district,

r.p. Yerzovka, Shkolnaya street, house 2

t. 8-84468-4-79-55, Fax 8-84468-4-76-06

Email:

OKPO 22402704, OGRN 1023405363376, TIN/KPP 3403301246/340301001

Sources of knowledge about the past

Best modern lesson

Polyanichko Lina Vladimirovna, teacher of history and social studies,

Erzovka, 2015

Subject: Story. Grade 5

Textbook: A.N. Maikov. Story. Introduction to history. Grade 5 M. "Ventana-Count" 2010.

Lesson topic: Sources of knowledge about the past.

Lesson type: Learning new material.

Equipment: ICT, cards, computer, projector.

The purpose of the lesson: Withto form ideas about the order in historical science on the example of dividing historical sources into groups.

Lesson objectives:

Based on work with a textbook, an illustrative series, be able to classifyinformation, give a description of historical sources;

Based on the analysis of information received from various sources, learn to formulate and solve cognitive problems;

To develop communication skills when working in groups, to form the skills of evaluating their own activities and the activities of the team.

Planned results:

subject:

Reproduce historical facts, highlight the main thing, define terms: historical source, monument, museum, library, document.

Extract the necessary information from various sources of information.

Apply historical knowledge to identify and preserve the historical and cultural monuments of your village, city, country.

metasubject:

Determine the topic of the lesson, goals, objectives;

Build an algorithm for your activities.

personal:

To develop a cognitive interest in the replenishment of new knowledge;

Raising respect for historical heritage;

Acquisition of reflection skills.

Since ancient times, people have carefully preserved information about the past: they passed down stories about heroes from generation to generation, recorded information about wars and disasters, erected monuments, photographed their loved ones, filmed them. How do you keep history in your families?
Is it possible to keep all items about the past?

What can destroy them? Look at the pictures and determine the causes of the death of objects (Appendix No. 2).

Can a person himself become the cause of the destruction of the evidence of past years? How does this happen? (Appendix No. 3).
As you can see, there are many forces that can destroy the past! We must carefully preserve the evidence of the past. Everything that was once created by people is called historical sources . They allow scientists to study the history of mankind.
In any science, scientists strive to put the information in order. Historical science is no exception. Look at the image on p.11 and identify the source groups (written, material).

And to which group would you attribute such sources as legends, proverbs, songs, tales ? (oral)

Identify and name objects that tell about the history of the family.

Photos, letters, things, especially those that belonged to older generations.

They make assumptions.Probably not. Things can deteriorate, they can be destroyed by negligence

(p, p, l)

They name natural phenomena that can cause the death of historical evidence.

Tornado, volcanic eruption, earthquake

(p, k, l)

They point to the destructive results of human activity (make up mini stories).

(p, k, l)

Write the definition in a notebook.(R)

Work with the illustrations on p. 11., draw conclusions, write in a notebook.All items can be divided into two groups: written, physical. (p, p, k)
Complete the entry in the notebook.These sources can be stored in oral passing them on from older generations to younger ones.

( n, r, k)

Historical sources are also called monuments. A monument is a reminder of the past, its particle.
Refers to the life experiences of students:Give examples of historical monuments in our village and our city.

Historical sources must be protected. Have you ever wondered where art objects, historical monuments are stored and exhibited for public viewing?
Let's compare our assumptions with what is written in the textbook ( archive, museum, library).

Application No. 1

Test

What science studies the life and activities of people in the past?

A) natural historyB) history C) literature

2. What is the name of one of the first historians?

A) Herodotus

B) Socrates

B) Hesiod

3. Translated from Latin, the word "fact" is translated ... A) done B) said B) perfect 4. Determine correct judgment A) Events are established only on the basis of facts; B) Events are established on the basis of facts, places, dates.

5. What do these illustrations have in common?

A) historical facts B) written by the same author C) display the same historical event

Application №2

Earthquake Volcanic eruption Tornado

Application №3


Vandalism War Economic activity of people

Application No. 4

Card #1

Card #2

Application No. 5

How do natural phenomena or human activities lead to the destruction of historical monuments? Are you aware of cases of destruction of ancient monuments in our region?? (Death of monuments as a result of earthquakes, landslides, hurricanes, floods. Human activity harms historical monuments: the creation of reservoirs, the construction of underground utilities, the refusal to carry out restoration work, negligence. In our village, the school building, built after the war, was finally destroyed during renovation of the facades of old residential buildings, modern materials are used, while the unique architecture of the post-war period is lost). How do people store information about the past?(People create monuments that perpetuate historical events, heroes). Name the groups of historical sources. ( Written, material, oral). What is the purpose of archives, museums, libraries?(They are created for the storage, study and use of historical sources). What museums located in Volgograd do you know?(Museum of Defense Tsaritsyn, Panorama Museum Battle of Stalingrad, local history museum).

Development of lesson No. 5.2

Name of teacher: Ignatenko Ekaterina Nikolaevna

Subject: story.

Class: 5.

Lesson type: learning new material.

Lesson topic: Sources of knowledge about the past. (1 hour).

Purpose of the lesson: to form an idea of ​​the order in historical science on the example of dividing historical sources into groups.

Lesson objectives:

educational: introduce students to concepts that are new to them, such as historical source, material, oral, written historical sources, monument, document.

developing: develop the ability to classify information, give a description of historical sources.

educational: cultivate respect for the traditions of the people.

Lesson structure:

Stages of the lesson		Basic information units	Teacher activity	Student activities
Organizational			1. Creation of a working atmosphere. 2. Check attendance.
Checking d\z			Point questions: 1. What does history study? 2. What questions does history answer? 3. Give an example of a historical fact? 4. Who is Herodotus?	Students answer questions.
Motivation, updating knowledge		historical memory	1 slide Appeal to the quote by Dmitry Sergeevich Likhachev, work with it: 2. Why is the protection of memory our moral duty? 3. Where can be stored memory?	Students answer the questions: 1. Memory- this is the spirit of the past, enclosed in objects and phenomena. 2. Historical memory helps a person to realize his "I" in the history of his people and humanity as a whole. 3. In texts, objects, legends.
goal setting			What do you think we are going to talk about today? 2 slide	About objects and phenomena that contain historical memory. Writing in the notebook of the topic of the lesson: Sources of knowledge about the past.
Learning new material		historical source, Oral, written and material historical sources, Monument, Document	1. How ancient monuments perish. 3 slide tithe church- an example of the destruction of historical sources due to human activity. 4 slide faros lighthouse- an example of the destruction of historical sources due to natural disasters. Give examples of the destruction of historical sources? 2. Historical sources. What is a source? What meanings of this word do you know? What can we call a historical source? 5 slide 3. Groups of sources. 6 slide Empty table. 7 slide A table with completed columns to check student work. 8 slide It remains to disassemble two more concepts: Monument and document. 9 slide (with examples) Which of the images on the slide is a monument, and which is a document? What is the meaning of the word document? What documents do you have?	Consequences of the Great patriotic war, Vesuvius volcano eruption. Source- the place where something appears, begins to spread. Source of water, source of information. historical source- everything that was once created by people; thanks to historical sources, we can study the past of human society. Students write the definition of the concept in their notebook. Pair work. Students work in pairs: distribute historical sources into the columns of the table. After that, three people from different pairs present their column and explain how the sources of this group are characterized. The correct table should be in everyone's notebook. Students write definitions in their notebook. Architectural monument: Alexander Nevsky Cathedral Document: old photograph of the city. Document- Evidence that points to a fact. Certificate from the school certifying that you study here.
Anchoring			Point questions: 1. What is a historical source? 2. Give examples of oral, written and material historical sources. 3. Name the monument of literature. 4. Which group of historical sources does documentary?	Students answer questions.
The results of the lesson, reflection			The results of the lesson should be summarized by returning to the purpose of the lesson: 1. Why do we need historical sources? 2. Why divide historical sources into groups? 10 slide Reflective screen. Interrogate pointwise those who have never shown themselves in the lesson.	The students answer the questions, thereby summing up the lesson. Students write in their notebooks: Plus: What did you like about the lesson? Minus: what did not like in the lesson, Interesting fact: what you first learned.
Homework		Museum, Library	11 slide Homework: it is necessary to fill in the table “Archives, museums, libraries” on your own.	Students write down their homework.

Notebook layout:

Sources of knowledge about the past

historical source- an object created by people and carrying information about the past of human society.

historical sources
	real	written
sayings Proverbs	Decorations	Annals diaries Papyrus notes Records carved in stone

Document- a historical source containing text, image or sound.

Monument- a historical source that has come down to our days.

History lesson summary.
Grade: 5
Lesson topic: Sources of knowledge about the past.
Lesson type: combined.
The purpose of the lesson: to form ideas about the order in historical science on the example of dividing historical sources into groups.
Lesson objectives:
- on the basis of working with a textbook, an illustrative series, be able to classify information, give a description of historical sources;
- based on the analysis of information received from various sources, learn to formulate and solve cognitive problems;
- to develop communication skills when working in groups, to form the skills of evaluating their own activities and the activities of the team.
Equipment: - textbook: A.N. Maikov. Story. Introduction to history. Grade 5 M. "Ventana-Count" 2010;
- cards (Appendix 1).
During the classes:
Stages of the lesson Teacher activity Activation cognitive activity students
Organizing time
Checks how comfortable the students feel, the readiness of the workplace, creates a situation of success. Checks on attendees. Prepare the workplace.
Homework survey
Oral from the floor (optional) Suggested answers:
History is the science of the past.
Archeology, chronology, ethnography, numismatics, heraldry, genealogy, etc. Questions:
What is history?
What sciences - assistants of history do you know?
Transition to learning new material
Conversation Organizes a conversation with students:
Introductory speech.
Any person at least once in his life was in the museum, and you were there? What did you saw? And how do you think the exhibits can learn about past events?
Informs the topic of the lesson: You already understood that the topic of the lesson is “Sources of knowledge about the past”.
Read the topic of the lesson and try to formulate your tasks for the lesson.
Significant tasks of the lesson for each on the topic:
To study the concepts: historical source, monument, archive, museum, library, document.
Be able to classify sources.
Determine the purpose of museums, archives, libraries. Answer questions, write down the topic of the lesson in a notebook, formulate tasks, write tasks in a notebook.
Learning new material
Conversation
Story - introduction
Working with cards Since ancient times, people have carefully preserved information about the past: they passed down stories about heroes from generation to generation, recorded information about wars and disasters, erected monuments, photographed their loved ones, filmed them.
Suggested answers:
Photos, letters, things, especially those that belonged to older generations.
Suggested answer:
Probably not. Things can deteriorate, they can be destroyed by negligence.
Look at the pictures and determine the causes of the death of objects (Appendix No. 1).
As you can see, there are many forces that can destroy the past! We must carefully preserve the evidence of the past. Everything that was once created by people is called historical sources. They allow scientists to study the history of mankind.
In any science, scientists strive to put the information in order. Historical science is no exception. Consider the image on p.11 and determine the groups of sources (written, real).
Questions:
How do you keep history in your families?
Is it possible to keep all items about the past?
Identify and name objects that tell about the history of the family.
Question:
What do you think, is there anything that can destroy them?
They name natural phenomena that can cause the death of historical evidence.
Question:
Can a person himself become the cause of the destruction of the evidence of past years? How does this happen? (Appendix No. 1).
They point to the destructive results of human activity.
Write the definition in a notebook:
A historical source is the whole complex of documents and cultural objects that reflect the historical process, on the basis of which the idea of ​​a particular historical era is recreated, hypotheses are put forward about the causes or consequences that entailed certain historical events.
Work with the illustrations on p. 11., draw conclusions, write in a notebook.
All objects can be divided into two groups: written, real.
What group do you think such sources as legends, proverbs, songs, tales belong to? (Oral, i.e., sources that can be preserved orally by passing them on from older generations to younger ones.)
Physical education includes musical accompaniment Perform exercises that the teacher shows.
Learning new material
Conversation
Working with the textbook Historical sources are also called monuments.
Suggested answers:
Churches, Hermitage, Peterhof, Peter and Paul Fortress, etc.
Write the definition of the term in a notebook:
A monument is a reminder of the past, its particle.
Question:
Give examples of historical monuments in our city?
Express their guesses. They are called monuments.
Question:
Have you ever wondered where art objects, historical monuments are stored and exhibited for public viewing?
Express their assumptions: museums, libraries, museum.
Work with the textbook p.16-18.
Write down the definitions of terms in a notebook.
Final consolidation
Frontal survey
"Competition of Experts" Organizes activities for the application of new knowledge: "Competition of Experts". (Appendix No. 2) Do the work.
Homework Assignment to choose from:
- make a crossword puzzle on the topic;
- make a test on the topic covered (no more than 10). Write the assignment in a diary.
Reflection
"Cards" Offers to conduct a reflection Green - I liked the lesson very much.
Red - didn't like it.
Annex 2
How do natural phenomena or human activities lead to the destruction of historical monuments? Are you aware of cases of destruction of ancient monuments in our region? (Death of monuments as a result of earthquakes, landslides, hurricanes, floods. Human activity harms historical monuments: the creation of reservoirs, the construction of underground utilities, the refusal to carry out restoration work, negligence. In our village, the school building, built after the war, was finally destroyed during renovation of the facades of old residential buildings, modern materials are used, while the unique architecture of the post-war period is lost).
How do people store information about the past? (People create monuments that perpetuate historical events, heroes).
Name the groups of historical sources. (Written, real, oral).
What is the purpose of archives, museums, libraries? (They are created for the storage, study and use of historical sources).
What museums located in Volgograd do you know? (Museum of the Defense of Tsaritsyn, Panorama Museum of the Battle of Stalingrad, Museum of Local Lore).