Slides: 1. 1800 - 1899.

2. Thunderstorm of 1812.

3. Photo of Napoleon

4. Photo of Kutuzov.

5. Painting “Crossing the Neman”.

6. View of the Battle of Borodino.

7. Painting “Council in Fili”.

8. View of the Moscow fire.

9. Cathedral of Christ the Savior 1883.

10. Cathedral of Christ the Savior 1996.

11. Pictures from the life of serfs.

12. Manifesto - a solemn written appeal from the supreme power to

to the people. S. I. Ozhegov.

13. Portrait of Alexander 11 - king - liberator.

Board design:

1. Pages of history of the 19th century.
   
2. The word "serf"
   
3. Figures of a 19th century peasant and landowner.
   
4. Field image.
   
5. Picture of 2 ropes
   
6. Words: beat, sell, exchange, lose.
   
7. Words: serve, work, pay.
   
8. The word "Manifesto".
   
9. Words: you cannot beat, sell, exchange;
   

enter into contracts

acquire property,

get married,

conduct business in court;

land is the property of the landowner;

serve his duty.

10. Numbers to indicate the date: 02/19/1861.

Material for children:

1. Test options.
   
2. Rebus, to define the word "manifest".
   
3. Examples for determining the date
   
4. Excerpts from the document.
   

The purpose of the lesson: acquaintance with historical figures who played

a major role in the history of Russia;

Lesson objectives:

1. Educational - formation of skills and abilities to work with historical documents;
   
2. Developmental - to orient students to the study of historical events of our country;
   
3. Educational - to cultivate love for the Motherland, interest in the historical past of one’s people.
   

1. Conversation on safety precautions during the lesson.

1. 2. Organization of the beginning of the lesson.
   

(dates on screen: 1800 - 1899)

Read the topic of today's lesson. (Pages of 19th century history).

By the beginning of the 19th century, the territory of Russia stretched over thousands of miles from the Baltic Sea to the Pacific Ocean. Today we will talk about what life was like on this vast territory in those years distant from us.

1. 3. Checking homework.
   

(on the screen the words “Thunderstorm of 1812”)

And the first thing I want to ask you is what the words “Thunderstorm of 1812” mean.

(this year the Russian army defended the independence of its

countries at war with the French army under the command

Napoleon).

1. Work in groups.
   

I invite each group (3 people) to take a piece of paper with questions and, after consulting with each other in the group, choose the correct answer.

1 option

1.In France in the 18th century, a commander came to power: a) Bagration

b) Napoleon

c) de Tolly

2. The French army invaded Russia in: a) 1821

b) 1818

c) 1812.

3.What decision did Kutuzov make after the Battle of Borodino:

a) leave Moscow

b) give another battle

c) recognize Napoleon as the winner.

4. In honor of the victory over Napoleon, the following was built:

a) Peter and Paul Cathedral

b) Cathedral of Christ the Savior

c) Spaso-Preobrazhensky Cathedral.

Option 2.

1. The commander-in-chief of the Russian troops was appointed:a) M. I. Kutuzov

b) A. V. Suvorov

c) F. F. Ushakov.

1. Why did Napoleon decide to leave Moscow?
   

a) for further advancement into Russia

b) due to the fire of Moscow

c) for a decisive battle.

1. The War of 1812 is called the Patriotic War because:
   

a) the main battle took place near Moscow

b) the whole people rose to war

c) Napoleon’s invasion brought huge

disasters.

1. Checking the test.
   

(questions from the first and second options are checked alternately)

1var . (on the screen there is a photo of Napoleon)

In France in the 18th century, the commander Napoleon came to power. Napoleon

Bonaparte dreamed of military victories as a child. At 24 he became

general Having become famous for several successful campaigns and having on his

side with the army loyal to him, Napoleon became Emperor of France.

2 var. (photo of Kutuzov on the screen)

M. I. Kutuzov was appointed commander-in-chief of the Russian troops -

famous commander, student and comrade-in-arms of Suvorov. Kutuzov was

one of the creators of Russian military art. He loved infinitely

Russia and believed in the strength of his people. At a difficult time for Russia, he was

appointed commander of the Russian troops.

1 var. (on the screen is the picture “Crossing the Neman”)

In 1812, Napoleon's troops crossed the borders of Russia. Emperor

The French dreamed of subjugating Russia. He was counting on a quick and

easy victory. According to Napoleon's plans, after several battles Russia

should have asked for peace.

2 var. ( on the screen is a panorama of the Battle of Borodino).

battle. At half past six in the morning the guns started talking on the Borodino field.

One of the most difficult moments of the battle was the defense of the Kurgan Heights

Its defenders were led by General Nikolai Nikolaevich Raevsky. Both armies

suffered huge losses, but not a single one was defeated.

1 var. (on the screen is the picture “Council in Fili”).

After the Battle of Borodino, Kutuzov decided to leave Moscow.

which was attended by all the top generals. Kutuzov raised the question:

whether to give another battle near Moscow or retreat without a fight.

After listening to both sides, one of which was for retreat, and the other

ordered to retreat against Kutuzov. Defend Moscow and take risks

the army was dangerous, because in case of failure to destroy the army

not only Moscow, but all of Russia would find itself in the power of the enemy.

“With the loss of Moscow, Russia is not lost yet,” said Kutuzov.

2 var. (on the screen “Fire of Moscow”).

Napoleon decided to leave Moscow because of the fire. Not long the French

stayed in Moscow. There was nothing to eat, it was cold, there was nowhere to live: scary

The fire destroyed more than half of the houses. The French forces were melting and the enemies

left Moscow.

1 var. (on the screen is a view of the Cathedral of Christ the Savior in 1883;

1996).

laying the foundation of a grandiose temple. It was consecrated in 1883. Guests of honor

There were Veterans of the Patriotic War in the church. Hanging on everyone's chest

St. George's Cross. But in 1931, the Cathedral of Christ the Savior was blown up.

In 1996 it was restored again with the money of the people.

2 var . (on the screen is a view of the Cathedral of Christ the Savior)

The War of 1812 is called the Patriotic War because the fight against

All the people rose up as enemies. Napoleon's invasion brought Russia

innumerable disasters, cities and villages were destroyed, many died

values. But Russia managed to defend its independence. How many times

happened in Russian history, the whole people again rose to defend

Fatherland. Therefore, in the history of Russia, the War of 1812 remained under

the name of the Patriotic.

4. Life of serfs in Russia.

(on the screen the words “Life of peasants in Russia”).

Ordinary people who defended the country in the war with the French lived extremely hard. Remember what life was like for peasants at that time.(children's story to accompanyslides from the life of serfs)

The peasants lost their freedom. They couldn't live the way they wanted

do what they like. Their lives depended entirely on

the owner who could sell them, give them away, or lose them at cards. More

during the time of Catherine 11 one could read such things in newspapers

ads:

“A 17 year old boy and furniture are for sale.”

“A horse and two maid girls are for sale upon departure.”

Such peasants were called serfs.(the word serf on the board).Let's remember what this means. Find related words to the word serf.

Fortress, fasten, fasten,

fixed, strong.

At that time, serfdom existed in Rus'. What kind of orders are these?

Serfdom is laws according to which the majority

Russian peasants could not leave their master landowners.

Let's put the picture together: on the one hand, according to the laws of serfdom, peasant

was tied to the landowner . According to the same laws, the earth

belonged to the landowner, and had to work on it

peasant

The landowners did whatever they wanted to their serfs: they imposed backbreaking work on them, forced them into soldiers for the slightest offense, flogged them - sometimes to death. Peasants were sold, separating children and parents, and exchanged for dogs(Attach cards with words to the picture).

Of course, the peasants did not like such a life. After the Patriotic War of 1812, many of them hoped for liberation. But this happened only with the coming to power of Alexander 11.

(MOVE TABLES)

5. Abolition of serfdom.

(portrait of Alexander 11 on the screen)

What was Emperor Alexander 11 like?

1) Messages from children about Alexander 11:

in 1825, he was proclaimed heir to the throne, and another year

later Vasily Andreevich Zhukovsky was hired

mentor to the heir to the throne.

“Rule not by force, but by order,” the poet instructed

future king. “Love your people: without love for the people there is no love

people to the king."

2) - The name of Alexander 11, who ascended the throne in 1855, is associated with many changes in the life of the country. He decided to free the peasants from serfdom, and issued a special document. You will find out what it is called by replacing each number in the series with a letter and reading the resulting word.

(each number corresponds to a letter of the alphabet)

14 1 15 10 22 6 19 20

M A N I F E S T

(on the screen - the definition of the word “Manifesto”)

What does the word “manifesto” mean?

In the dictionary of S. I. Ozhegov: Manifesto - solemn written

appeal of the supreme power to the people.

- I continue to form a picture: The word MANIFEST is attached below.

Replace the definition on the screen with the picture “Reading the Manifesto to the Peasants.”

1. - And now I suggest you find out when Alexander 11 signed the Manifesto. To do this, you need to solve examples and name the results.
   

(children in groups solve examples, from the answers a date is obtained and attached to the board in a picture, under the word Manifesto)

96: 12: 2 + 15 (78: 13) - 5 (17: 1) =

1 8 - 7: (15: 15) - (21 - 21) 5 =

24: 2 3: 18 - (78: 39 - 584 0) =

2 (729 - 728) + (27: 3 + 6) - 45: 3 =

375 0 + 294: 294 - (16 - 16) : 2 =

(17 + 43) : 2 + 9 8: 4 - 5 (64: 8) =

125 0: (45 4) + (120 10: 100 - 6) =

(84: 14 5 - 15) : (91: 7 5 - 50) =

Check: date compilation.

Table 1: - from the answers received, make up a two-digit number in which the quantity

tens are less than the number of units (19)

(Attach number 19 to the board under the word MANIFESTO.)

Table 2: - arrange the answers received in ascending order (02)

(attach to board 02)

Table 3: - from the results obtained, make up a number in which the quantity

units are greater than the number of tens (18)

(attach the number 18 to the board)

Table 4: - arrange the results in descending order (61)

(Attach the number 61 to the board.)

6. Working with the document.

1) - And now I suggest you work with a real historical document. On your desks there are sheets on which are printed individual provisions from the Manifesto of 1861. Read, consult with each other in your group and decide what is most important in these lines.

a) Serfdom for peasants settled on landowners’ estates,

and for street people is canceled forever.

(this means that now the peasant cannot be beaten, sold,

exchange; put the words on the board)

b) Based on this provision and general laws, peasants and

courtyard people who emerged from serfdom,

the rights of free residents are granted.

(this means that peasants now have the right to: enter into contracts,

acquire property, get married, conduct business in court; words

attach to the board)

c) The landowners, retaining ownership of all the lands belonging to them, provide the required amount of field land for the permanent use of the peasants for established duties.

(the land remained the property of the landowner;

attach words to board)

d) Peasants are obliged to pay for the allocated plots of land in favor of

Landowners are obliged to work or pay money.

(peasants are obliged to continue working for the landowner for the land -

to serve his duty;put the words on the board)

2) Generalization based on the picture drawn up on the board.

Let us now, looking at the picture that we have obtained, try to conclude what has changed in the lives of the peasants with the adoption of the document that they were waiting for.

The peasants ceased to be the property of the landowner; they could no longer be bought, given, or sold. They received civil rights: they could independently enter into contracts, acquire property, and conduct legal cases. But having received civil and personal freedom, the peasants did not receive the most important thing - land. Just as before, the land remained the property of the landowner, and the peasants, in order not to die of hunger, had to work for him.

7. Conclusion.

(on the screen there is a photo of Alexander 11 with the inscription TSAR-LIBERER)

But despite the shortcomings of the Manifesto, Alexander 11 entered Russian history as a tsar-liberator. He carried out a reform in the army, which replaced conscription (25 years) with universal conscription. The service life was reduced to 6 years. Education has developed widely - more than 20 thousand educational institutions have emerged. A thaw also set in for the press: more than 700 titles of newspapers and magazines appeared.

In the second half of the 19th century, technical innovations appeared - electric lighting, railways, and telephones. At home, I suggest you find additional material and prepare reports on technical innovations of the 19th century.

Task: To form students' ideas about life in the 19th century.

Goals:

1. Introduce the reforms of Alexander II.
2. To form students' ideas about technical inventions in the 19th century.
3. Develop an interest in history.

Equipment:

• crossword,
• timeline,
• portrait of Alexander II,
• domino,
• cards with the names of famous people,
• computer,
• projector,
• slide program.

During the classes

I. Organizational moment.

II. Repetition of learned material. Lesson topic message.

Before us is the book “History of Russia. 19th century". (Appendix 1 (slide 1))

In the last lesson, you already learned about one important event at the beginning of this century.

Would you like to turn the pages of this book further? Why do you want to do this?

The 19th century was full of various events in both the political and cultural life of the country. You will meet them in high school.

Today, after turning over just a few pages of this book, you will learn:

• about the new king;
• about a number of his reforms;
• about some inventions of the 19th century.

Want to know about it?

Then try quickly

Complete all tasks.

There is a card on your tables. (Appendix 2)

Read what is written on it. (Catherine II, Michael Illarionovich Kutuzov, Peter I, Ivan III, A.V. Suvorov, Ivan groznyj).

What is written? (names of famous people)

Which 2 groups would you divide these names into? (rulers of our country and generals).

What unites Suvorov and Kutuzov? (Suvorov - Generalissimo- the highest military rank in the Russian army. Died 1800 Kutuzov- Commander-in-Chief of the Russian Army).

• fought with French troops.
• Kutuzov was a student of Suvorov.
• they have the same destiny. The tsars removed them from the army when there were no wars, and called them up again when Russia was in danger.

What danger threatened Russia in 1812? (The French army invaded to “...crush” Russia).

At M.Yu. Lermontov has the following lines:

No wonder all of Russia remembers
About Borodin Day!

Why do you think all of Russia remembers this day? (Losses up to 50 thousand in this terrible massacre).

(Napoleon wrote: “Of all my battles, the most terrible was the one I fought near Moscow. The French showed themselves worthy of victory in it, and the Russians acquired (gained, acquired) the right to be invincible.”

Tell us about the Battle of Borodino using a diagram. (Appendix 1 (slide 2))

While the guys are talking, 3 people will solve the crossword puzzle to guess the keyword. (Distribute crossword puzzles individually. (Appendix 3))

Battle of Borodino.

On August 22, 1812, the Russian army deployed along the Kolochi River near the village of Borodino, approximately 110 km from Moscow. There were about 120 thousand people in the Russian army, about 30 thousand more people's militias, who were used to build fortifications and as orderlies, and more than 600 guns. Napoleon had about 135 thousand men and just under 600 guns.

All day the sides prepared for battle.

The battle began on August 26 at 5:30 am. Several attacks were repulsed with heavy losses for the French. But, nevertheless, the enemies manage to capture the village of Borodino. The most difficult moment of the battle was the defense of Kurgan Heights. Its defenders were led by General N.N. Raevsky.

For several hours, 400 French cannons fired at the heights. 45 thousand French against 18 thousand Russians. Nevertheless, after fierce attacks, the enemy managed to occupy the heights. Russian troops retreated beyond the village of Semenovskoye and continued to hold the defense.

Both the Russians and the French suffered heavy losses. After darkness fell, the French troops retreated to their previous positions. The Russians remained in place, making no attempt to reoccupy the lost fortifications.

By order of Kutuzov, the Russian army retreated to Moscow.

Kutuzov: “With the loss of Moscow, Russia is not lost yet...”

Checking crosswords (the keyword will help a little later)

III. Learning new material.

1. – And now we have a game waiting for us: “Unsent Dispatch.” ( Dispatch– written message).

There is a written message on the cut card. Find out who could have sent it.

Examination. Turn over the cards. If you get a portrait, then the task was completed correctly. (Appendix 1 (Slide 3))

Whose portrait did you get? (Portrait on the board)(Appendix 4)

The figure of Alexander II is interesting. When he was still a child, his father, Emperor Nicholas I (Appendix 1 (slide 4)), invited the famous poet Vasily Andreevich Zhukovsky to become the teacher of the little heir. The instructions that the poet tried to instill in his pupil have reached us: “Love your people: without the love of the king for the people, there is no love of the people for the king.” Alexander II ascended the Russian throne in 1855 at the age of 36. (1855-1881)

He traveled a lot around Russia and was the first of the royal family to visit Siberia. In the eyes of many, he was kind and fair.

2. - This puzzle will help you find out what Tsar Alexander II was called. (Appendix 1 (slide 6,7))

Who did he free and from what?

The keyword from the crossword puzzle that the guys solved will help you.

Word to the inspector: how did you cope with the task?

What keyword did you come up with? (Peasants).

What was life like for peasants?

What do you think the tsar freed the peasants from? (From serfdom).

What is serfdom? What was life like for peasants at that time? (Serfdom is a law according to which the majority of Russian peasants could not leave their master landowners).

Why do you think it was necessary to abolish serfdom?

A) Shameful and humiliating order.

B) For many centuries, serfdom was a brake on the development of the country. The bulk of the population were peasants.

C) Alexander II on March 30, 1856 made a speech to the Moscow nobility: “It is better to abolish serfdom from above, rather than wait for the time when it naturally begins to be abolished from below.”

There was every reason for such a statement. Most peasants subsisted on bread and kvass.

The following appears on the board:

Reforms - abolition of serfdom

AlexandraII

(portrait)

IV. Physical education minute.

Look at the "Historical Events" timeline. (On the desk).

The time tape records the years when famous events took place in our country.

Do you know all the years recorded on the tape? (No. 1861).

What about the rest of the years? (Yes).

Let's play the game: “Match the events with the date.” (Children stand up) You will need to remember from a drawing or photograph the event captured on it and see under what date the date is written. (Children complete the task as many times as this number indicates)

(Appendix 1 (Slides 9-13)).

• Development of St. Petersburg. 1703 (4) – right hand at the top, hand jerks
• Baptism of Rus'. 988 (1) – arms to the sides, clap overhead
• Battle on the Ice. 1242 (2) - jumping
• Battle of Borodino. 1812 (5) - tilts
• Battle of Kulikovo. 1380 (-) - squat

What event is associated with 1480? (The fall of the Horde yoke. The Battle of the Ugra River. Akhmat).

V. Learning new things.

1) - What happened in 1861? (Appendix 1 (Slide 14)).

Read the article “Tsar Liberator” on page 122 and you will find the answer to this question. (Signed manifesto- a written appeal from the supreme power to the people. The manifesto of February 19, 1861 granted the peasants personal freedom).

Trafficking in people has stopped in Russia. “You were all someone else’s, and now, thank God, you’ve become your own,” the men said to each other.

2) - The name of Alexander II is associated with many changes in the life of the country. Appeared and developed cities, the urban population began to grow rapidly.

What was the main reason for the growth of urban population?

(Peasants move to cities in search of a better life or take temporary jobs in the city).

Appeared factories:

• Mechanical (Appendix 1 (Slide 15))
• mechanical engineering
• metalworking
• glass
• cement (Appendix 1 (Slide 16 - plant and metalworks shop)).

textile manufactories (wonderful fabrics)

factories (confectionery, cloth) (Appendix 1 (Slide 16)) .

Alexander II paid great attention to education. Created new educational institutions . Primary schools were created (The duration of training did not exceed 3 years), gymnasium. More than 20 thousand educational schools alone appeared under Alexander II, and women’s educational institutions appeared (gymnasium).

More than 700 titles of newspapers and magazines appeared.

Were created zemstvo – local elected bodies.

- Trials were conducted with lawyers and jurors.

Were under construction new railways . (Appendix 1 (Slide 17- Railway construction)).

(The first passenger railway opened in 1837 between St. Petersburg and Tsarskoe Selo).

The Trans-Siberian Railway - the Great Siberian Road - was being built. (Appendix 1 (Slide 18- Bridge over the Yenisei)).

Find the Trans-Siberian Railway on the map. What cities does it pass through?

Why was the construction of the railway so important?

• - The construction of the Trans-Siberian Railway made it possible to connect the center of the country with Siberia and the Far East.
• – The development of new lands made it possible to begin the resettlement of peasants from the center of Russia.
• - Railways have become the most important mode of transport. Fast transportation accelerated the development of many sectors of the economy.
• – Thanks to the Trans-Siberian Railway, the defense capability of the Far Eastern borders has sharply increased.

(Appendix 1 (Slide 19 – steam locomotives, carriages)).

What other technical innovations appeared in the 19th century? Read the article on pages 124-125. (Electric lighting, telephone, horse-drawn railway - KONKA, trams, 1st passenger car (1899), 1st Russian car with an internal combustion engine - powered by fuel (1896), elevators). (Appendix 1 (Slides 20-22)).

Mozhaisky Alexander Fedorovich (Appendix 1 (Slide 23)) has been working on the creation of an aircraft since 1856. He studied the flight of birds, kites, and conducted research. He was given a site on a military field near St. Petersburg, where the construction of an aircraft with 2 steam engines and 3 propellers began. Mozhaisky's plane took a man into the air for the first time.

The following appears on the board:

Many changes in the life of the country occurred during the reign of Alexander II. Despite this, the personal fate of this king was tragic. Several attempts were made on his life, from one of them he died on March 1, 1881 in St. Petersburg. (People appeared who believed it was possible to change the political system by killing rulers they disliked).

At the place where Alexander II was killed in 1907 on the orders of Alexander III (2nd son of Alexander II), the Church of the Resurrection of Christ was built. (Appendix 1 (Slide 25)). Multi-colored domes, stone patterns. The church is a tribute to the memory of the Tsar, which is why it is called differently - Savior on Spilled Blood. When the sun's rays fall on the red stone of its walls, it seems as if they are sprinkled with blood.

VI. Consolidation of what has been learned.

So we turned over some pages of the history of the 19th century. (Appendix 1 (Slide 26)).

Game "Domino"

What was Alexander II called?

Why did Alexander II enter Russian history as the Tsar-Liberator?

When did the serfs get their freedom?

What did this mean?

VII. Lesson summary. Homework.

Learn from further reading about the technical innovations that emerged in the 19th century.

Come up with a story about the fate of a family of former serfs after receiving their freedom.

Grading.

Slide 2

After the Patriotic War of 1812, when the people rose up in arms to defend their Motherland, many hoped for the liberation of the serfs.

Slide 3

Discuss in pairs

• What was life like for peasants at that time?
• Did the peasants put up with such a life?
• What is serfdom?

Slide 4

Serfdom is the law according to which the majority of Russian peasants could not leave their master landowners. According to these laws, the land belonged to the landowners, and the peasants had to work on it.

Slide 5

The wealth of the landowner was determined by how many “souls” he had - male peasants (women were not considered “souls”). Peasants attached to the landowner's land were called serfs.

Slide 6

The landowners did whatever they wanted to their serfs: they imposed backbreaking work on them, forced them into soldiers for the slightest offense, flogged them - sometimes to death. They were sold, separating children and parents, and exchanged for dogs.

Slide 7

There were landowners who started theaters with serf actors. There were wonderful artists, musicians, and sculptors among the serfs. Beautiful works of art were created by the hands of serfs. Unfortunately, it is even impossible to count how many talents died in captivity.

Slide 8

In 1861, Tsar Alexander II signed a manifesto on peasant freedom. On the same day it was read in churches throughout the Russian Empire.

Slide 9

From now on, the peasants were no longer the property of the landowners - they could independently manage their affairs. Alexander II entered Russian history as the Tsar-Liberator.

Slide 10

From now on, all residents of Russia were free and could arrange their own lives. Although, as before, everyone had different opportunities for this. Different fates awaited a child from the family of a wealthy landowner, manufacturer, merchant and a child from a family of former serfs.

Slide 11

The name of Alexander II, who ascended the throne in 1855, is associated with many changes in the life of the country. New times have come. Alexander II carried out important reforms.

His reign was progressive for Russia.

Slide 12

Due to the influx of peasants who came to the city to earn money, the population of St. Petersburg, Moscow and other cities began to grow rapidly.

Slide 13

In the centers of both cities, along with the beautiful palaces of the nobility remaining from former times, buildings of banks, department stores, museums, and theaters appeared.

Slide 14

At this time, many large factories and plants emerged. The Putilov and Baltic factories appeared in St. Petersburg. In Moscow there are textile manufactories: Trekhgornaya and Danilovskaya.

Slide 15

• Soldiers began to serve in the army for 6 years instead of the previous 25.
• A soldier who has served for 25 years returns to a dilapidated house where no one is waiting for him.
• A conscript soldier (6 years of service) returns to his family.

Slide 16

Education has developed.

Almost 20 thousand public schools alone appeared under Alexander the Second, and up to 300 thousand women’s educational institutions.

Slide 17

Working from the textbook

Read the text on pp. 124-125 of the textbook.

What technical innovations appeared in the 19th century?

Slide 18

Technical innovations of the 19th century

• Electric lighting
• Trams
• Horse-drawn railway
• Elevators
• Phones

PAGES OF HISTORY OF THE 19TH CENTURY

Goals:

1. To form students’ ideas about life in the 19th century.

2. Introduce the reforms of Alexander II.

3. To form students’ ideas about technical inventions in the 19th century.

4. Develop an interest in history.

EQUIPMENT: portrait of Alexander II, historical map “Russia in the 19th century.

During the classes

I. Organizational moment. Lesson topic message.

Teacher. This puzzle will help us find out the topic of the lesson.

Students. Freedom.

Teacher. Today in class we will learn when the serfs became free. Let's walk around Moscow and St. Petersburg - from the center to the outskirts. Let's get acquainted with the technical innovations of that time.

II. Checking homework.

The teacher conducts a survey:

– Why is the War of 1812 called the Patriotic War?

– Which commander commanded the Russian troops in 1812?

– Tell about the Battle of Borodino using illustrations from the textbook.

If the statement is correct, then students put a “+” sign; if incorrect, then the “–” sign.

1. In France, commander Bagration came to power.

2. The French army invaded Russia in 1812.

3. Kutuzov was appointed commander-in-chief of the Russian troops.

5. After the Battle of Borodino, Kutuzov decided to leave Moscow.

6. The War of 1812 is called the Patriotic War because the entire people rose up to fight.

7. In honor of the victory over Napoleon, the Kazan Cathedral was built in Moscow.

8. In St. Petersburg there is Kutuzov’s tomb in the Peter and Paul Cathedral.

9. After the end of the Patriotic War of 1812, a monument to Minin and Pozharsky was erected in Moscow on Red Square.

ANSWERS: –, +, +, –, +, +, –, –, +.

Students submit their work for checking.

III. Working on new material.

Teacher. The valiant defenders, peasant partisans, hoped that their situation in the country would change, but this did not happen. After the war, landowners increased corvée and quitrent. Yesterday's partisans muttered: “We shed blood, delivered Russia from a tyrant, and the gentlemen are tyrannizing us again.”

What is serfdom? What was life like for peasants at that time?

Students. The peasants were serfs. Their life depended on their owner, who could sell them, give them away, or lose them at cards.

Teacher. Did the peasants put up with such a life?

Students. They started uprisings. Emelyan Pugachev gathered around himself a huge number of dissatisfied people and became the leader of the uprising.

Teacher. Serfdom is a law according to which the majority of Russian peasants could not leave their master landowners. According to the laws, the land belonged to the landowners, and the peasants had to work on it. The wealth of a landowner was determined by how many “souls” he had—male peasants (women were not counted as “souls”). There were landowners who had several thousand “souls”. Peasants attached to the land of the landowners were called serfs.

The landowners did whatever they wanted to their serfs: they assigned them backbreaking work, forced them into soldiers for the slightest offense, flogged them - sometimes to death. Peasants were sold, separating children and parents, and exchanged for dogs.

The poet K. F. Ryleev wrote:

Oh, I'm sick of it

And in the native side:

Everything is in captivity

In a difficult situation...

How long will the Russian people

Will it be the masters' junk?

After the Patriotic War of 1812, many hoped for the liberation of the serfs. But this happened only in 1861, when Tsar Alexander II signed a manifesto on peasant freedom, for which he was nicknamed the liberator.

On March 30, 1856, Alexander II made a speech to the Moscow nobility: “It is better to abolish serfdom from above than to wait for the time when it naturally begins to be abolished from below.” There was every reason for such a statement. Most Russian peasants subsisted on bread and kvass.

Read the text on p. 122–123 textbook. Why did Alexander II enter Russian history as the Tsar-Liberator?

Students. He signed a manifesto on peasant freedom.

Teacher. The name of Alexander II is associated with many changes in the life of the country. Cities developed, plants and factories appeared, new railways were built. New educational institutions were created. Alexander II carried out other important reforms. His reign was progressive for Russia. Zemstvos - local elected bodies - were created. Trials were now conducted adversarially, with lawyers and jurors. Education developed: almost 20 thousand public schools alone emerged under Alexander II, and up to 300 women's educational institutions. A thaw also set in for the press: more than 700 titles of newspapers and magazines appeared. The social movement gained wide scope. The territory of Russia itself increased by 355,000 square meters. verst.

Despite this, the personal fate of Alexander II was tragic. Since 1866, several attempts were made on his life, from one of them he died on March 1, 1881.

Students read the article “St. Petersburg and Moscow” on p. 123–124 of the textbook and fill out the diagram:

In the morning the kids all woke up,

Smiled, stretched,

Quickly did the charging:

Handles up, handles down,

We rose on our toes,

Leaned over on the side

On your toes, hop-hop-hop.

Teacher. New times have come in the life of the country. What technical innovations appeared in the 19th century? Read the article on p. 124–125 of the textbook “What technical innovations have entered people’s lives.”

Students. In the 19th century, electric lighting, railroads, and telephones appeared.

Teacher. Look at the map on p. 120–121 textbook. Find the Trans-Siberian Railway. What cities does it pass through?

IV. Consolidation of what has been learned.

The teacher conducts a conversation on the following questions:

– When did the serfs gain their freedom?

– What did this mean?

– When did the first railway appear?

– What cities did it connect?

– What's happened t Trans-Siberian Railway?

The teacher prepares 3 sets of cards in advance. Cut into rectangles along the bold lines.

Generalissimo

The class is divided into 3 teams. The winner is the team that makes the correct chain of Domino cards the fastest.

Summing up the game.

V. Lesson summary. Grading.

Students read the conclusion on p. 126 textbook.

Homework.

pp. 122–126. Answer the “Test yourself” questions.

Lesson summary:“The world around us” 4th grade.

Lesson topic:"Pages of 19th Century History"

Lesson type: learning new material.

The purpose of the lesson: formation of students’ ideas about life in Russia in the 19th century.

Educational:

To form students’ ideas about life in the 19th century.

Introduce the reforms of Alexander II.

To form students’ ideas about technical inventions in the 19th century.

Educational:

Develop oral speech.

Develop the ability to draw conclusions and generalize.

Educational:

1.Cultivate an interest in history.

2. To cultivate the moral qualities of the individual.

Formation of UUD:

Cognitive UUD

ability to carry out logical actions;

ability to compare, analyze, generalize, reason.

ability to work with a map.

Communication UUD:

the ability to express your thoughts orally; listen and understand the speech of others;

the ability to participate in a collective discussion of an educational problem;

ability to exchange opinions; build speech statements that are understandable to everyone in terms of communication; ask questions to obtain the necessary information.

Regulatory UUD:

the ability to determine and formulate a goal in a lesson with the help of a teacher;

the ability to organize your workplace under the guidance of a teacher;

the ability to express one’s assumption (version) based on working with an illustration;

the ability to make the necessary additions and corrections to your work if it diverges from the sample;

goal setting as setting an educational task based on the correlation of what is already known and learned by students and what is still unknown.

Personal UUD:

perform self-assessment based on the criterion of success of educational activities.

Planned results:

Subject:

create the image of Emperor AlexanderII;

to form students’ ideas about technical inventions in the 19th century.

to form students’ ideas about life in the 19th century.

Metasubject:

improve the ability to use previously acquired knowledge in work and draw conclusions;

develop cognitive interest and creative activity, speech;

create conditions for developing the ability to interact with peers;

extract and analyze information from textbook illustrations;

establish cause-and-effect relationships.

Personal:

formation of positive motivation for learning.

manifestation of the foundations of civic identity - a sense of pride in the Russian people and the history of Russia.

determine the personal meaning of the teaching.

Equipment:

textbook “The world around us”, grade 4, part 2, author A.A. Pleshakov., E.A. Kryuchkova.

electronic supplement to the textbook on the surrounding world A. A. Pleshakov., E. A. Kryuchkova.

Concepts: Patriotic War, Napoleon Bonaparte, the village of Borodino, Denis Davydov, Cathedral of Christ the Savior, Decembrist, manifesto.

Equipment: presentation, textbook The world around us 4th grade, part 2, A.A. Pleshakov.

multimedia installation, computer, lesson presentation.

sheets for performing graphic dictation.

electronic supplement to the textbook on the surrounding world A. A. Pleshakov.

Stages and methods	Time	Teacher activities	Student activities	Results: formed UUD
I . Organizing time.		Hello guys! Guys, at the beginning of our lesson, give each other a smile, wish your friend a good working mood for the whole school day.	Greet the teacher and check readiness for the lesson.	TO. - follow the rules of speech behavior, ask questions, listen and answer questions.
II . Updating knowledge Verbal method. Practical. Quick poll. Practical. Work in pairs.		1. Quick quiz (checking homework) In what year did the Patriotic War begin? Which country attacked Russia? Why did Napoleon attack different countries? Who was appointed commander-in-chief of the Russian troops? Where did the Battle of Borodino take place? Why did the Russian military decide to leave Moscow? What was happening in Moscow when the French entered there? Who was the commander of one of the partisan detachments? 2. TestOption 1 1. In France in the 18th century. the commander came to power: a) Bagration b) Napoleon c) de Tolly 2. The French army invaded Russia at: a) 1821 b) 1818 c) 1812 3. In honor of the victory over Napoleon, the following was built: a) Peter and Paul Cathedral b) Cathedral of Christ the Savior c) Spaso-Preobrazhensky Cathedral 4. After the end of the Patriotic War of 1812, a monument was erected in Moscow on Red Square: A) Minin and Pozharsky b) Peter the Great c) Catherine II Option 2 1. The commander-in-chief of the Russian troops was appointed: A) M.I. Kutuzov b) A.V. Suvorov c) F.F. Ushakov 2. The Battle of Borodino took place: 3. What decision did Kutuzov make after the Battle of Borodino? A) leave Moscow b) give another battle under the walls of Moscow c) recognize Napoleon as the winner 4. The War of 1812 is called Patriotic because: a) the main battle took place near Moscow b) the whole people rose to war c) Napoleon's invasion brought enormous disasters to Russia. Peer review. Look at the photographs, remember the event depicted on it and see under what date the date is written. Development of St. Petersburg. 1703 Baptism of Rus'. 988 Battle on the Ice. 1242 Battle of Borodino. 1812 Battle of Kulikovo. 1380 What event is associated with 1480? (The fall of the Horde yoke. The Battle of the Ugra River. Akhmat) What happened in 1861?	Anwser the questions. Perform a quick poll and test	P. - R. -Carry out control according to the sample - mutual verification. TO.- work in pairs.
III . Statement of the educational problem and its solution Verbal method. Dialogue. Practical. Practical. Work in groups.		(On the board are the words: Decembrist, serf, horse-drawn horse, manifesto, manufactory, Trans-Siberian Railway.) Explain the meaning of these words. (Children's statements.) Where can we find out the meaning of these words? (Children's answers.) In class we will learn about these words. Lesson topic: “Pages of 19th century history.” What lesson goal can be set in connection with the topic? What will we do to achieve this goal? What would you like to know about this topic? Formulate your questions. (The teacher writes questions on the board.) Physical education minute	Give your guess. Anwser the questions. Determine the topic, goals and objectives of the lesson. Have a physical session.	P. - realize the cognitive task, make generalizations, conclusions; extract information from diagrams and illustrations; TO. -
Frontal survey. Practical. Working with the textbook and additional sources. Practical. Working with the map. Working with CD View the presentation.		- Let's repeat the rules of working in a group. Serfdom - laws according to which the majority of Russian peasants could not leave their masters - the landowners. According to these laws, the land belonged to the landowners, and the peasants had to work on it. The wealth of the landowner was determined by how many “souls” he had - male peasants (women were not considered “souls”). There were landowners who had several thousand “souls”. Peasants attached to the land of the landowners were called serfs. The landowners did whatever they wanted to their serfs: they imposed backbreaking work on them, forced them into soldiers for the slightest offense, flogged them - sometimes to death. Peasants were sold, separating children and parents, and exchanged for dogs. There were wonderful artists, musicians, and sculptors among the serfs. All of them were just as dependent on the landowners as those who worked in the fields. Beautiful works of art were created by the hands of serfs. Unfortunately, the talents of many perished in captivity. There were laws prohibiting landowners from cruelly treating serfs, but they were poorly implemented. After the Patriotic War of 1812, many hoped for the liberation of the serfs. But this happened only in 1861, when Tsar Alexander II signed a manifesto on peasant freedom. For which he was nicknamed the Liberator. 1. Working with the map Using the map in the textbook, complete the task on p. 125. (Students work with a map in the textbook and at the board.) 2. Completing tasks in the workbook Establish the sequence of events by completing task 1 on p. 42. (1. Decembrist uprising. 2. Opening of the railway between St. Petersburg and Moscow. 3. Liberation of serfs. 4. Beginning of construction of the Trans-Siberian Railway.) (Students compare 2 documents (pp. 125-126 of the textbook) and express their opinions.) 3. Working withCD (View presentation.)	Tell messages. Complete tasks in the workbook. Listen to the teacher Answer teacher's questions View the presentation.	TO. - observe the rules of speech behavior, ask questions, listen and answer questions from others, construct a speech statement in accordance with the assigned tasks; R.- understand the prospects for further educational work, determine the goals and objectives of mastering new knowledge;
IV . Lesson summary Reflection Verbal method. Homework.		What knowledge have we discovered? Did we manage to achieve our goal? (Children's statements.) Let's return to the words on the board. Now explain the meaning of these words. Have we answered all the questions posed at the beginning of the lesson? (The teacher draws the children’s attention to the board where the questions are written.) Compose a syncue on the topic of the lesson. Reflection What did you do well in the lesson? What else needs to be worked on? Who in your group would you like to thank for the lesson? (Self-assessment. Teacher's comment.) 2. Complete tasks 2, 4 on p. 42-43 workbooks.	Tell your opinion. Carry out reflection. Write down d/z	TO. - ask questions, construct a speech statement in accordance with the assigned tasks;