Historical circles. History club work program (7th grade) on the topic
Sections: History and social studies
There is hardly a history teacher who has not been involved in one or another type of extracurricular work. It helps solve the problems of students’ worldview, cultivate a sense of patriotism, helps to identify the creative abilities of schoolchildren, involve them in active work, helps them find their calling and choose a profession. Unlike a lesson, extracurricular work involves voluntary participation: in the classroom you get to know your students better, their character, hobbies, moral ideals and, thus, get a clear idea of the effectiveness of your teaching efforts. In extracurricular activities, interest in the subject increases - an indispensable condition for improving the quality of education. Extracurricular work is of a searching, research nature, this is perhaps one of its attractive features. History is a very lucky science. A child’s interest in it, as a rule, awakens much earlier than a passion for mathematics or physics. But, alas, not many teenagers manage to maintain this attitude until the end of their school years. A renewed passion for history occurs, usually in adulthood. Suddenly you begin to notice that it is more interesting to comprehend historical facts than to learn about them for the first time. Sometimes you yourself manage to find answers to questions that have been bothering you for a long time; Then you understand that solving the problems posed by History is an exciting business. And how many different secrets and mysteries it keeps! And how I want to touch them, try to lift the veil of secrecy. History, measured in years, seems long and ancient. And if we translate its calculation into generations of people, the creators of history, then the reality of events becomes more visible. The time of Peter the Great is separated from us by only 9 generations, the Mongol invasion - 25 generations, the time of Earth catastrophes - 400 generations. And when the Egyptian priests told Herodotus that their first pharaoh ruled the country after the demigods 341 generations ago and all the deeds of subsequent pharaohs were recorded by them, that in the temple of Zeus there were statues of not only these pharaohs, but also all the high priests, history became simply tangible.
I teach a history club in the 6th grade. We are now studying the history of the Middle Ages. However, parting with a story full of secrets and mysteries Ancient world the guys didn't want to. It turned out that in ancient history, each child had his own story and his own secret that he wants to tell about or learn more about. This is how the course “All the secrets and mysteries of the world or the secret that I wanted to tell about” was born. What makes the course special is that it was planned by the children themselves. Each member of the circle proposed not only his own topic, but also the form of conducting the lesson. All I had to do was process it a little and include it in the thematic plan. One could argue that these topics have been studied and we need to move forward; After all, students will return to studying world history only in the 10th grade! We need to devote more time to studying the history of the Fatherland. That's right. But this course seemed promising to me: firstly, the guys are familiar with the general history of the Ancient World, which means they have something to rely on (there is a base that will give impetus to independent, creative, exploratory work). Secondly: they will study the history of the Middle Ages in lessons more closely, so that they can find their secret or riddle there too. Which will allow us to continue our work already in the second half of the 6th grade, supplementing it with secrets and riddles from the history of the Middle Ages - and then it’s not far from the ancient and medieval history of the Fatherland. Thus, we not only deepen our knowledge of history, but also practice independent work skills, improve search methods, maintain interest in the subject, and develop creative skills.
In extracurricular activities, it is possible to use the element of play more often. The game has been used in the learning process for quite a long time. True, when including game moments in the content of the lesson, the main attention was paid to students’ acquisition of knowledge and skills through the game. Meanwhile, the didactic game is an internally contradictory phenomenon; the contradiction is expressed in the combination of play, as a self-valued, spontaneous activity, not aimed at a practical result, and learning - purposeful activity, subordinated to didactic goals that go beyond the scope of gaming tasks. Hence, without forgetting the need for students to acquire knowledge and skills in the game, the priority direction of gaming activity should be the development of thinking skills on the material through the game. In this case, the contradiction between game and learning can be removed due to the fact that in the process of game learning there is a living reflection of the features of historical reality, the interaction of participants in the educational process is structured in a special way, teaching history becomes emotionally more attractive for students, turning to historical material becomes less a duty, but develops into a hobby. During the game, filled with culturally meaningful communication, the relationship between the teacher and students is built through the establishment of cultural and semantic connections, allowing them to gain personal meaning when studying history, to realize their involvement in the rich and diverse world history. Understanding the laws of social development, “living” the fate of humanity as one’s own, while correlating one’s behavior and spiritual and value content with it, should, and, in my opinion, be the main meaning in comprehending history. It is precisely the “living” of history that historical thinking should promote, moving the student along the path of active inclusion in various moments of the “world-historical drama.” And, on the contrary, awareness of one’s involvement in the fate of humanity is the most important guarantee for the success of the formation of historical thinking. The mechanism for the formation of historical thinking: first of all, it is necessary to determine its structure, highlighting not just interconnected components, but levels, each of which will be based on certain historical knowledge and include the ability to use it. The content of each subsequent level of historical thinking will be based on the content of the previous one, deepening and developing it; - choose the type of game to form each level.
Levels of historical thinking: 1) structural-logical; its content consists of elementary historical knowledge that underlies the structure of history as an educational subject, and skills based on the use of logical thinking. The formation of this level of historical thinking occurs through the assimilation in the game of knowledge of historical facts and events (complexes of interrelated facts), and the development of the ability to see historical processes (the connection of events with each other) and highlight cause-and-effect relationships, i.e. patterns in the course of processes, the meaning of events. (Test games, educational games for working with tests, quizzes).
The second level of historical thinking - socially substantive - should include knowledge about the main spheres of society (cultural, economic, legal, socio-political, everyday), the significance of the history of individuals, and also apply the tools of historical knowledge to study social processes. Games that can be used to form this level: reconstruction games (recreating a process or event based on individual facts), modeling games (playing out social processes), operational games (practicing an operation). The formation of the third, emotional-value level of historical thinking seems to be the most difficult, since it includes knowledge about the inner, spiritual world of a historical person, based on “living” specific historical situations. Its content is inextricably linked with the knowledge and skills that were acquired during the development of the first two levels, and the main task is for students, putting themselves in the place of a certain historical figure, taking into account all the diversity of facts of his life and the life of society in a given period, Using the acquired skills, we tried to get as close as possible to his spiritual world, determine his value orientations, understand why he made such a decision in a given situation. To form this level, you can use psycho- and sociodrama, role-playing games.
In the work of our circle, we tried to use various types of games in a complex way: quizzes, role-playing games, conferences, etc. are presented here.
Let's summarize.
The goal of our course: the formation of historical thinking through play.
Goals.
1) Developing in schoolchildren ideas about the main sources of knowledge about the past and present, about the ambiguity of perception, reflection and explanation of historical events.
2) Developing in students the ability to consider events and phenomena of the past, using the techniques of historical analysis (comparing and summarizing facts, revealing cause-and-effect relationships, goals and results of people’s activities).
3) Formation of value orientations and beliefs of schoolchildren on the basis of personal understanding of the social, spiritual, moral experience of people in the past, mutual understanding between peoples.
4) Development of the humanitarian culture of schoolchildren, familiarization with the values of national and world culture, instilling respect for the history, culture, traditions of one’s own and other peoples, the desire to preserve and enhance the cultural heritage of one’s country and all humanity.
Autumn, winter and early spring are the best time to go to additional classes, clubs and sections. There will obviously be no time for them in the summer.
I offer an overview of interesting children's clubs in the most different museums Moscow.
1. State Darwin Museum
from 7 years
m. Leninsky Prospekt
for free
The Darwin Museum has opened an Animal Painting Studio, where schoolchildren and preschoolers can receive a serious art education. The art studio program lasts 7 years, and students gain a broad understanding of drawing, painting, composition and art history. And for children 11-12 years old and older, the Club of Young Biologists has been operating at the Darwin Museum for more than 50 years. Schoolchildren who love travel and research and dream of learning more about animals and wildlife are invited here.
2. State Biological Museum named after. Timiryazeva
from 10 years
m. Krasnopresnenskaya
for free
At the Biological Museum, schoolchildren can enroll in the Paleontological Club. The training program lasts two years. During this time, children will become familiar with the basics of the theory of evolution, paleontology, geodesy and other disciplines, as well as with the biological diversity of the Moscow region and other regions of Russia. Children are sure to enjoy keeping a field journal, writing scientific notes and abstracts, and conducting real research.
from 12 years old
m. Krasnopresnenskaya
for free
From October to May, the Planetarium hosts astronomy clubs for children, where children can learn more about astronomy and space. Classes are held in the Great Star Hall, at the Observatory and at the Astronomical Site. Here you can not only listen to interesting lectures, but also go on an exciting excursion or field stargazing. Among other things, meetings with interesting people.
from 6 years
m. Okhotny Ryad
from RUB 2,640/course
The Historical Museum pays a lot of attention to children: this year there are 14 different clubs running here. You can engage in fine arts or handicrafts, study the history of Ancient Rus', get acquainted with archaeology, numismatics or wood carving technology, and even stage performances in the historical puppet theater. In some clubs, children can study together with their parents.
from 6 years
m. Park Kultury
from 500 rub./lesson, 1500 rub./subscription
Like many metropolitan museums, the Museum of Moscow has a Children's Creative Center. For example, kids are offered to study art history. In the studio you can go from rock art to contemporary art - with an emphasis on the history of Moscow. The museum also has a club for those who love modeling from plasticine. Another studio is dedicated to archeology: in an entertaining way, kids will be told about the basics of this science, the ancient past of Moscow, medieval crafts and other interesting things.
from 6 years
m. Alexandrovsky Garden
900-6,400 rub./lesson course
Works at the Moscow Kremlin museums Children's center. The Svetlitsa studio was opened there for the little ones. The studio program includes interesting excursions around the Kremlin and creative tasks which will help consolidate the acquired knowledge in practice. The lecture hall of the Kremlin Museums invites children and their parents to fascinating lectures on history and art history. Lectures are held on weekends in the Armory Chamber building. For children over 10 years old and their parents, the Kremlin has an Antiquities Lovers Club - there you can get acquainted with different museum professions and sciences: archaeology, numismatics, weapons science and gemology.
from 4 years
m. Tretyakovskaya
IN Tretyakov Gallery pay great attention to young guests. There is a lecture hall for children where they talk about contemporary art, about bright artists and important trends in the art of our time. In addition, there is a children's studio in the Tretyakov Gallery, where professionals in the field teach drawing to preschoolers. You can get into the studio based on your results creative competition and interviews. The branch of the gallery on Krymsky Val operates a creative workshop for children: there, among other things, they conduct subscription classes for little art lovers.
8. State Museum named after Pushkin
from 4 years
m. Kropotkinskaya
6,000-12,000 rub./subscription
The Pushkin Museum has several educational programs and more than 18 children's passes. Children are invited to get acquainted with Pushkin's fairy tales in a playful way, take their first steps in the field of painting, drawing and decorative techniques and folk crafts, and study in a theater studio. And children aged 9 years and older can enroll in the School of the Young Nobleman and fully feel like a contemporary of the great poet. A full schedule of subscription classes can be found on the museum’s website.
from 7 years
m. Okhotny Ryad
RUB 2,000-7,000/course
The museum has several clubs for children and adults. First of all, this is the Young Geologists Club, in which children get acquainted with the basics of geology and ecology, study natural phenomena and foreign languages- English or Chinese. Classes are held once a week, duration - 2 hours. The Club is taught by museum staff, as well as teachers and students from Moscow universities. Young geologists are given lectures and master classes. In addition, children make educational trips to other natural science museums in Moscow. And some classes are conducted in the field to introduce children to the basics of the profession.
In addition, at the Vernadsky Museum you can conduct experiments in the “Scientific Adventures” circle, study physics, engage in creativity in the “Nature Workshop” art studio, visit a chess club, study industrial design or robotics, or study at a school for young watchmakers.
from 8 years
m. VDNH
50 rub./lesson
The Space Squad club was opened at the Museum of Cosmonautics for primary and secondary school students. Here young space lovers will be able to get answers to their questions: for example, find out what astronauts do in orbit, how a spaceship differs from a rocket. Children are given lectures about the latest technologies space industry, organize educational meetings with astronauts, astrophysicists and other scientists, organize excursions and astronomical observations. Classes are held in two groups: 8-11 and 11-15 years old. Anyone can join the Space Squad.
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Libmonster ID: RU-8043
P. Starovoitov, teacher of USSR history at school N3 in Pyatigorsk
(FROM WORK EXPERIENCE)
Historical clubs occupy a significant place in extracurricular activities. However, so far they have received very little attention. In most schools they are completely absent.
The first condition for the successful activities of a historical circle is a clearly developed work plan.
When drawing up such a plan, it is necessary to take into account the needs of students, provide them with more creative initiative, and be sure to at the same time guide the students’ work.
The main place in the work of the history circle I led in the 9th and 10th grades was devoted to the study of the works of the classics of Marxism-Leninism. Work on separate works, which were chosen in relation to the program material being studied, was by no means reduced to the selection of quotes. In the circle we studied completely separate works of Marx, Engels, Lenin, Stalin. Working on primary sources in the 9th and 10th grades teaches students to work independently on a book. With this work they deepen and enrich the shock of knowledge of the theory of Marxism-Leninism.
In the work of the circle, the age characteristics of its members should be strictly taken into account. It would, of course, be absurd to entrust work on primary sources to students in grades 5 and 6, since this would be beyond their strength.
In the circle, students also study additional documentary material characterizing a particular historical event.
However, we did not limit our educational and research work to the study of primary sources and historical documents. The work of the circle was connected with local historical material. Every region of the USSR has its own historical monuments, some of which still remain unknown. Sometimes only the local population knows about them. School students can sometimes obtain interesting historical information about these ancient monuments, write a description of a particular monument, and transfer their observations and research to the relevant scientific institutions for deeper study.
Students can do a lot of work to protect monuments from destruction and plunder. We paid special attention to this issue in the circle, and the head of the circle held several conversations with students on this topic.
Our historical circle has established very close ties with local historical, local history and other Pyatigorsk museums. While working in these museums, students made sketches, casts and models of individual exhibits. These drawings and dummies were then used as visual aids in history lessons.
Members of the historical circle carried out no less interesting work collecting records of the stories of participants in the 1905 revolution, memories of arbitrariness in Tsarist Russia and the oppression of landowners and capitalists, about German captivity during the imperialist war, about the revolution in October 1917, about civil war. Students know about this past only from descriptions in literature; stories of living people, direct participants in events, revive this past, and thanks to this, it is better imprinted in the memory of students.
A collection was compiled from the written works of members of the circle literary creativity members of the historical circle.
A prominent place in the work of the historical circle in all classes at our school was occupied by a more in-depth study of artistic historical literature in accordance with the studied program material on history. To do this, the teacher of the circle selected literature in advance, having carefully reviewed it. This work was carried out jointly with a literature teacher.
A lot of interesting artistic historical material is published in the magazines "Pioneer" and "Koster", you can often use material from the series of books "The Life of Remarkable People".
However, we have come to the conclusion that students should not be overloaded art material, since this distracts circle members from other work. It's better to take one work of art and in accordance with the study
Read the desired program material on the mug. For approximately 5th grade - Homer's poems "Iliad" and "Odyssey", in 6th grade - Flaubert's novel "Salammbô", etc.
One of the types of independent work of students was maintaining a calendar of historical events. This calendar was usually compiled for one month. All historical dates and events that occurred, for example, in January, were written out from an ordinary tear-off or desk calendar in large artistic font on a large sheet of paper. The sheet was framed and hung in a prominent place in the school. This reminded the circle members and all school students, as well as teachers, of the approaching date of a particular historical event and gave them the opportunity to prepare in advance for the anniversary. Members of the historical circle prepared material for the target date and held conversations on these topics in the circle and in classes. Gradually, students acquire the skill for such work and learn to conduct conversations and reports, which is especially important in rural areas where the school is one of the main cultural centers.
The board of historical events played a major role in the work of our circle. Members of the circle made clippings from periodicals on historical issues and put them on the board. Practice has shown that such a board very much attracts the attention of students. After all, students often do not even notice historical articles in their newspaper, Pionerskaya Pravda. When these articles are cut out and pasted on the board, they attract attention. The board material was changed every six days. Particularly significant places were emphasized.
The collection and design of historical albums took place throughout the work of the circle. There were two types of albums: albums collected from cut-out pictures, illustrations, photographs, and albums of the artistic creativity of the students themselves: these included individual sketches of museum exhibits, copied and enlarged illustrations from historical textbooks, and other paintings. When designing the albums, all collected material was selected in strictly chronological order and according to certain topics, for example, ancient history, middle history, modern history and the history of the USSR. Depending on the amount of material collected, individual sections of general history, such as Greece, Rome and others, were separated into separate albums.
A very interesting type of work of the circle was also collecting ancient coins and other antiquities. Not only members of the circle, but also all students were involved in this matter. As practice has shown, students sometimes bring very valuable copies of ancient coins, for example, copper coins from the times of Ivan III, the times of Peter I and others. All these collected coins are placed in a display case under glass, and a corresponding explanation is written for each coin: the year of minting, its denomination, etc., as well as the name of the student who brought it. Such a display case helps students visualize ancient coins, and in those classes where the history of the USSR is taught, the display case can be used as a visual aid.
The work of the circle included the production of historical maps and the compilation of albums from them. Students who know how to embroider made several cards on canvas. After the card was embroidered, it was pulled tightly onto the frame. This produced a beautifully designed map that served teaching aid in class.
Watching historical films was also one of the forms of work of the circle outside of school. Issued for lately in the USSR, historical films: “Chapaev”, “Peter I”, “Lenin in October”, “Man with a Gun”, “Alexander Nevsky”, etc. - are an excellent tool for the study of hysteria. After viewing such a picture, the head of the historical circle had a conversation with the students, explaining to them individual, insufficiently understandable frames, highlighting educational moments, pointing out instructive examples of heroism, self-sacrifice of people who gave their lives defending their homeland from foreign invaders.
