EntranceInteresting topics on history in extracurricular activities. Main directions and forms of extracurricular work in history
1This article examines the state of modern Russian education and its most important goals for the near future. The concept of “extracurricular activities” is analyzed, the main definitions of this term according to the works of T.A. are characterized. Ilina, E.V. Sovetova, N.E. Shchurkova; given general characteristics extracurricular activities in the works of V.A. Sukhomlinsky. Shown close connection extracurricular work with the educational process of the school. The concept of “extracurricular activities” in history is examined in detail, its goals, objectives and characteristic features are revealed in the analysis of literature and generalization of pedagogical experience. The main directions of extracurricular work in history are considered: mass, group, individual work; forms are revealed and analyzed for each of these three areas. Based on the study of extracurricular activities in history, its importance in the educational space of the school has been established, which lies in the individualization and differentiation of education, taking into account the individual interests and abilities of students, and the development of in-depth study of the subject “history”.
education
extracurricular activities
meta-subject results
socialization
educational process
extracurricular activities in history
directions of extracurricular work in history
forms of extracurricular activities in history
individualization and differentiation of training
1. Vagin A.A. Methods of teaching history at school / A.A. Vagin. – M.: Pedagogy, 1972. – 298 p.
3. Rodin A.F. Mass forms of extracurricular work on history in an eight-year school / A.F. Rodin. M.: Publishing house of the Academy of Sciences of the RSFSR, 1961. – 127 p.
4. Sovetova E.V. New generation school. Administrative work / E.V. Sovetova. – Rostov-on-Don: Phoenix, 2012. – 318 p.
5. Sukhomlinsky V.A. Selected pedagogical works. T. 1. - M.: Pedagogy, 1979. - P. 57.
6. Shchurkova N.E. Classroom management: theory, methodology, technology / N.E. Shchurkova. – M.: Pedagogical Society of Russia, 2000. – 256 p.
In Russia on modern stage development, one of the main problems of education is the low interest of schoolchildren in learning history. Respectively, main goal Russian system education is to increase students' interest in studying the school history course. This problem worries most Russian teachers. The solution to this problem can be carried out through extracurricular extracurricular work, which is an integral part of the educational process. Extracurricular activities are an equal, complementary component of basic education.
Currently, the educational curriculum is being updated educational work schools, which is associated with an increase in the level of effectiveness of organizing extracurricular activities for schoolchildren academic subjects as one of the phases of the learning process that increases its effectiveness. The Government of the Russian Federation and the Ministry of Education and Science of the Russian Federation pay special attention to extracurricular activities, which is reflected in such state documents as the Federal Law “On Education in the Russian Federation” No. 273 dated December 29, 2012, Letter of the Ministry of Education and Science of the Russian Federation dated May 12, 2011 No. 03 -296 “On the organization of extracurricular activities with the introduction of the federal state educational standard of general education”, Federal state educational standard of basic general education, approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897.
The Federal State Educational Standard of General Education proposes new structure curriculum, which includes extracurricular activities as one of the main components, which, being an integral part educational process, is aimed at developing the personal characteristics of students, achieving personal and meta-subject results in students mastering the main program of basic general education. Indeed, extracurricular activities make it possible to transform learning from a boring everyday routine into an exciting process. Students have an incentive to improve their knowledge.
Back in the middle of the last century, V.A. Sukhomlinsky wrote about the importance of extracurricular activities: “The logic of the educational process is fraught with the danger of isolation and isolation, because at school it is emphasized at every step: achieve success through your own efforts, do not rely on someone else, and the results of mental work are assessed individually. To school life was imbued with the spirit of collectivism, it should not be limited to lessons.” It’s hard to disagree with this statement.
Having analyzed the definitions of extracurricular extracurricular activities of the school, it is worth highlighting some of them. T.A. Ilyina calls extracurricular work the educational work carried out by the class teacher and subject teachers with school students.
E.V. Sovetova believes that extracurricular activities of schoolchildren are a concept that unites all types of activities of schoolchildren in which it is possible and appropriate to solve the problems of their education and socialization. Indeed, extracurricular activities are an integral part of the educational process and one of the forms of organizing students’ free time. In addition, at present, extracurricular activities are understood as activities organized outside of school hours to meet the needs of students for meaningful leisure, their participation in self-government and socially useful activities. A properly organized system of extracurricular activities represents the sphere in which it is possible to develop and shape the cognitive needs and abilities of each student, which will ensure the education of a free personality. In any activity, raising children occurs. It is productive to carry out this education in your free time from studying.
T.A. Ilyina notes that the task of extracurricular work is to awaken or deepen students’ interest in various areas knowledge and types of activities, the discovery and development of their talents and abilities, nurturing their social and cognitive activity, assisting them in choosing a profession, and the cultural organization of their leisure time. Thus, extracurricular educational work helps ensure the continuity and consistency of the educational process.
In the school’s system of extracurricular activities, a special role in education is occupied by extracurricular work on history, which is one of the components of the activity of a history teacher. Extracurricular activities pursue the same objectives as the academic course, that is, it introduces students to an understanding of history, enriches their knowledge, expands their historical horizons, and promotes the growth of their interest in history. The purpose of extracurricular work in history is to deepen the knowledge acquired by schoolchildren in history lessons, to organize the learning process in an interesting and exciting way in conditions of freedom in choosing the content of extracurricular work.
Summarizing all of the above, it can be argued that extracurricular work in history is the organization by the teacher of various types of activities for students after lessons, which provide the necessary conditions for them to master the skills and abilities of theoretical and practical work for a deeper assimilation and active perception of historical experience.
Accordingly, extracurricular activities are always objective in nature, which is determined by a number of circumstances:
- in the classroom it is not always possible to explain and bring to the students’ consciousness individual elements historical knowledge and the historical process as a whole;
- during the lesson, the teacher cannot show, and students cannot see, what is not in the classroom: a temple, household utensils, monuments, etc.;
- in the lessons there is always a lack of time to cover the topics and problems provided for training programs;
- The practical function of studying history is much more often realized in extracurricular work.
In scientific research, questions of methods for using various extracurricular forms of teaching history, their types and characteristics are reflected in the works of A.A. Vagina I.Ya. Lerner, A.F. Rodina, A.A. Rudina, Yu.E. Sokolovsky and others.
Despite the existing research on this topic, it currently remains relevant due to changes in modern society, changes in the consciousness of schoolchildren and reform school programs in modern educational institutions.
So, organizing extracurricular work with students in any educational institution is one of the important activities of teachers. Activities with teenagers, in addition to lessons, are essential and often decisive for their development and education.
One of the main goals of extracurricular activities is the desire to develop students’ interest in the history of their state. The main tasks of extracurricular work in history include:
- developing students' independence in searching for historical material;
- development of creative thinking and abilities through the main forms of extracurricular activities;
- instilling a sense of patriotism among students at events dedicated to national history;
- deepening the desire to study events, historical figures, culture and life of various historical eras.
- optimization of students' teaching load.
Extracurricular work helps the teacher identify the interests, abilities and capabilities of each child, establish closer contact and mutual understanding. Forms of educational work are ways of organizing collective and individual activities students aimed at achieving one or another educational goal.
Forms of organization of extracurricular activities, according to A.V. Advice differ from lessons. These are excursions, clubs, sections, round table, conferences, debates, school scientific societies, search and scientific research, etc. .
All extracurricular work in history is classically divided into three main areas (Fig. 1).
Figure 1. Main directions and forms of extracurricular work in history
Having described the main directions of extracurricular activities in history, we should dwell on them in more detail.
Forms of mass work are among the most common in school. They are designed to simultaneously reach many students; they are characterized by colorfulness, solemnity, brightness, and a great emotional impact on children. Examples of mass forms of extracurricular activities are historical evenings (at which problems of history can be discussed (“Abolition of serfdom: for or against?”), historical excursions (visits to the most memorable historical places), Olympiads (the main task of the Olympiads is to identify the strongest, most knowledgeable , the most capable students, with a broad outlook not only historical, but also general cultural.Another important aspect of this extracurricular activity is that you can set the level to which students should strive. Difficult questions should spur the independent interest of schoolchildren, show them new frontiers, conferences (designed to develop students’ interest not only in the past, but also in the present, independent thinking and a sense of responsibility for the work done), etc.
Another common form of extracurricular history work is group or circle work. Its manifestations are historical circles and clubs, lectures, excursions, expeditions.
The historical circle refers to systematic forms of extracurricular activities. It is designed for deep work over a long period of time with permanent staff students. Club work in history contributes to the in-depth assimilation of knowledge acquired in lessons, develops interest in the subject and creativity, develops research skills, and practical skills of schoolchildren.
The publication of historical newspapers and magazines at school also contributes to the formation of independence and the development of creative abilities of schoolchildren.
The most complex and interesting is the individual form of extracurricular history work with students. Individual work may be an independent search by the student for a way to achieve the goal; its movement from ignorance to knowledge, the formation of the necessary volume and level of knowledge and skills; acquiring self-organization and self-discipline skills.
Independent work is a special type of educational activity: it is carried out under the guidance of a teacher, but without his direct intervention, because it is precisely this kind of work that best meets the needs of today's students to do something themselves. This includes writing essays and reports, creating projects, performing creative tasks.
Thus, extracurricular activities in unity with academic ones form a system of “school-out-of-school education”, which makes it possible to optimally solve the problem of individualization and differentiation of education as a means of developing the student’s personality. Extracurricular work encourages teachers to find means and ways to develop students, taking into account their individual interests and abilities. The organization of these history classes focuses on in-depth study subjects, develops the intellectual and emotional sphere of personality in students. A student who is a participant in extracurricular activities, involved in productive socially and personally significant activities, improves himself as an individual.
Reviewers:
Aleksandrova N.S., Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy of the Vyatka Socio-Economic Institute, Kirov.
Mauri A.A., Doctor of Pedagogical Sciences, Associate Professor of the Department of Pedagogy of the Vyatka Socio-Economic Institute, Kirov.
Bibliographic link
Darovskikh I.S. EXTRACURRICULAR ACTIVITIES IN HISTORY: GOALS, ORGANIZATION, DIRECTIONS OF WORK IN MODERN CONDITIONS // Contemporary issues science and education. – 2014. – No. 4.;URL: http://science-education.ru/ru/article/view?id=14204 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
The goals and objectives of studying history in school at the level of basic general education in the conditions of the Federal State Educational Standard are formulated in the form of a set of priority value orientations and personality traits for society, manifested both in the educational process and in the wider social context.
The main goal of studying history in a modern school is the education, development and upbringing of the student’s personality, capable of determining their value priorities based on understanding the historical experience of their country and humanity as a whole, actively and creatively applying historical knowledge in educational and social activities. The requirements of our time today are the education of students with a new type of thinking, creative, able to navigate various information, critically comprehend the content educational material in history, which requires the ability to work with information, i.e. have information competence. In the modernization of modern education, the goal of a student’s education is his socialization, which allows him to find his place in the modern dynamic world. Various extracurricular activities help students make their life choices and contribute to spiritual, moral and patriotic education.
The plan for extracurricular activities is a normative document that defines, within the framework of the implementation of the federal educational standard, educational activities, carried out within a framework other than classroom instruction and aimed at achieving the planned results of mastering the basic educational program. The plan for extracurricular activities should be developed on the basis of legislation in the field of education, federal, regional and municipal documents:
1. The federal law"On education in Russian Federation"(adopted by the State Duma on December 21, 2012, date of signing on December 29, 2012).
2. Order of the Ministry of Education of the Russian Federation dated 03/05/2004 No. 1089 “On approval of the federal component of state educational standards of primary general, basic general and secondary (complete) general education.”
3. Letter of the Department of General Education of the Ministry of Education and Science of Russia dated May 12, 2011 No. 03-296 “On the organization of extracurricular activities with the introduction of the federal educational standard of general education.”
4. Resolution of the Chief State Sanitary Doctor of the Russian Federation “On approval of SanPin 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions» dated December 29, 2010 No. 189 (registered with the Ministry of Justice of the Russian Federation on March 3, 2011 No. 19993).
Extracurricular activities are educational activities carried out in forms other than the classroom-lesson system, aimed at achieving the planned results of mastering the main educational program.
– Organization of leisure time for students during extracurricular hours.
– Preservation and enhancement of school traditions.
– Creation of an optimal social and pedagogical educational environment aimed at creative self-development and self-realization of the individual.
– Creating conditions for the disclosure and development of creative abilities, civic self-determination and self-realization, harmonization of the needs of students in intellectual, moral, cultural and physical development.
Extracurricular activities are organized in the following areas:
– Sports and recreational activities.
– Spiritual and moral activity.
– General intellectual activity.
– General cultural activities.
– Social activities.
Principles of organizing extracurricular activities:
1. Involving students in active activities.
2. Availability of material and clarity.
3. Taking into account age characteristics.
4. Combination of individual and collective forms activities.
5. Focus and sequence of activities (from simple to complex).
6. Use of various forms of classes.
Goal: deepening the knowledge acquired by schoolchildren in the classroom, organizing the learning process interesting and exciting in conditions of freedom in choosing the content of extracurricular work.
1) develop the ability to work with books and reference literature,
2) learn to abstract and review,
3) prepare messages and reports, speak with them in front of children or adult audiences,
4) open up opportunities for the formation of intellectual skills of schoolchildren as a result of their “research” in archives, museums, libraries,
5) create the need for self-education,
6) increase the level of socialization of the student,
7) to form feelings of patriotism, involvement in the history of the big and small Motherland.
Extracurricular work in history is the organization by the teacher of various types of activities for students after lessons, providing the necessary conditions for them to master the skills and abilities of theoretical and practical work for a deeper assimilation and active perception of historical experience and the surrounding reality.
Despite the difficulties, extracurricular work continues to prove its vitality, retaining its right to be an integral part of history teaching. A teacher who has begun organizing extracurricular work in history needs to be aware of a number of provisions, the implementation of which will give this type of activity greater dynamism and a high quality level. What are they?
First. Compliance with voluntary principles in the organization of work. This is not easy to achieve, given that some students are indifferent to the subject, some are passionate or are forced to engage in business after school, etc. In such conditions, the teacher is obliged, when determining personal assignments, to take into account as much as possible their inclinations, abilities, real opportunities each of the wards, which can create favorable conditions for their implementation.
Second. Extracurricular work should be of a research nature. Students, firstly, solve specific problems independently and, secondly, following the relevant principles - historicism, scientificity, alternativeness, etc. The question is complex, and students will be able to implement it on this basis only under the controlling influence of the teacher.
Third. A significant part of extracurricular work should be of a collective nature. “The native land, its history,” wrote academician Dmitry Sergeevich Likhachev, “is the basis on which only the growth of the spiritual culture of the entire society can take place.”
One of the areas of work is the study of history native land students through socially significant project activities.
I created a multi-age group of students from grades 5 to 9, with whom we developed a socially significant project “I love you, my native land.”
Purpose of the project activity:
– formation of cognitive interest in historical and local history literature;
– attracting students to read books on the history of their native land;
– formation of a feeling of love and respect for one’s small Motherland;
– to promote the patriotic education of students using the example of the history of their native land;
– development of the intellectual and creative potential of students.
The guys who are part of the initiative group, as part of the project, conduct local history classes for primary school, in the middle level.
The next direction is working with veterans of labor and the Great Patriotic War. Thinking about their contribution to the development of their native land becomes the basis for experiencing moral, patriotic feelings, which is an important step for the education of moral values. We visit museums in our city and region, which expands the scope of our studies of our native land.
One of the components of the project is the participation of children in regional and city competitions on the history of their native land, where they could apply their knowledge and skills.
Preparation and implementation.
1. We plan and select topics that are interesting and important within the project.
2. We determine the participants.
3. We select the material that is necessary (i.e., the children learn to work with various literature, prepare stories, drawings, try to be creative in their work on various topics).
4. Discuss the content and work of the participants.
5. Completion of the project itself (timing depends on the topic and work). We are implementing the following projects: a competition for bookworms. For example: Historical and literary nomination. The nomination is illustrative. Poetic nomination - students present poems about Siberia and Novosibirsk of their own composition.
For many years I have been collaborating with the City Center for the History of the Novosibirsk Book, with the ANO Center for Personal Development “The World in the Palm of Your Hand”.
The electives that I conduct in the 8th grade help the children to show special interest. “Siberia in the 19th century,” in 9th grade. “Development of Siberia in the 20th century,” as well as a circle in the 5th grade. “On the trail of the mammoth”, in 6th grade “Secrets of the past” on the history of Siberia. The main principle of attending classes is the principle of interest and voluntariness. Students study the history of their region, learn to work with various literature, and prepare messages.
The next direction is the participation of children in scientific and practical conferences. For example, the city scientific and practical conference “Junior - a step into science”, section - museology, spoke at the regional conference 4th Tikhomirov Readings “My family in the history of the country”, at the regional conference, section “History of the native land”, student Katya Krivonogova became the winner.
To cultivate spiritual and moral qualities, I attract children to participate in international competition socially significant posters “I love you, my native land!”
Students from grades 5 to 11 are involved in extracurricular activities and social studies. Today, the study of social sciences is relevant for modern schoolchildren, since many plan to connect their lives with work in the field of economics and law, and simply the citizens of our country really need legal knowledge. It is necessary for students to develop their own moral norms and values, legal culture and civic literacy through learning norms public life and the laws governing it, to develop social activity in adolescents, the desire to participate in the transformation of life around them, and to form an active life position.
One of the main goals of teaching social studies at school is the formation of a civic culture among students, which is also achieved through extracurricular activities. As part of the decade “Legal Education of Schoolchildren,” representatives of various legal structures talk with high school students. At the middle level, classes are held in the form of thematic conversations, play activities, for example: “Me and the law”, “My rights and responsibilities”, etc.
Pass elective courses: in 8th grade. “Fundamentals of jurisprudence”, in 9th grade. “Our future is in our hands”, in 10th grade. “Fundamentals of pension legislation in the Russian Federation.” This contributes to the maximum development of the legal and civic culture of schoolchildren - citizens of the Russian Federation. Introduces students to Russian legislation. Teaches how to work with documents, analyze them and obtain the necessary information, which is used to participate in various projects and competitions.
Special classes are held dedicated to the Constitution of the Russian Federation. On the electoral rights of citizens, in order to familiarize children with the voting rights and responsibilities of citizens of the Russian Federation. Such classes take the form of a business game, where students learn what rights and responsibilities voters have. We take part in the KVN games “Civics Lesson”.
The guys demonstrate their active civic position by participating in a regional competition to improve the legal culture among future voters, “Choose your own Russia”, “My proposal to the deputy”. In the regional competition among youth for the best propaganda poster “Duma Races”.
The school plays a leading role in educating the younger generation. As A. S. Makarenko said, “Children are the living force of society.”
One of the main goals of extracurricular activities is the desire to develop students’ interest in the history of their state. The main objectives of extracurricular work in history include: developing students’ independence in searching for historical material; creative thinking and abilities through the main forms of extracurricular activities; instilling a sense of patriotism in students at events dedicated to national history; deepening the desire to study events, historical figures, culture and life of various historical eras; optimization of student workload.
Forms of mass work are among the most common in school. They are designed to reach many students at once. Examples of mass forms of extracurricular activities are historical evenings (at which problems of history can be discussed), historical excursions (visits to the most memorable historical places), Olympiads (the main task of the Olympiads is to identify the strongest students who have a broad outlook, not only historical, but also general cultural). Another important aspect of this extracurricular activity is that you can set the level to which students should strive. Complex questions should spur students’ independent interest, show them new frontiers,
conferences (designed to develop students’ interest not only in the past, but also in the present, independent thinking and a sense of responsibility for the work done).
Another common form of extracurricular history work is group or circle. Its manifestations are historical circles and clubs, excursions, expeditions. The historical circle refers to systematic forms of extracurricular activities. It is designed for in-depth work over a long period of time with a permanent student body. Club work on history promotes in-depth assimilation of knowledge gained in lessons, develops interest in the subject and creative
abilities, forms research skills, practical skills of students. The publication of historical newspapers and magazines at school also contributes to the formation of independence and the development of creative abilities of students.
The most complex and interesting is individual form of extracurricular work in history with students. Individual work can be a student’s independent search for a way to achieve a goal; its movement from ignorance to knowledge, the formation of the necessary volume and level of knowledge and skills; acquiring self-organization and self-discipline skills. Independent work is a special type of educational activity: it is carried out under the guidance of a teacher, but without his direct intervention, because it is this kind of work that best meets the needs of today's students to do something themselves. This includes writing essays and reports, creating projects, and performing creative tasks.
In the practice of school work, excursions are distinguished: educational; non-program excursions. Depending on the nature of the object, excursions can be: based on the museum exhibition; in places historical events; along the route; to historical monuments; on historical and everyday complexes. Based on their place in educational work, they distinguish between an introductory excursion, a lesson-excursion, a sightseeing excursion and a final excursion. Usually the excursion is conducted by a guide, a museum worker. However, in some cases it can be carried out by the teacher himself, subject to appropriate special training. Its advantages: the teacher knows his class, its level of preparedness, knows what topics have already been covered in the lesson, and has more opportunities to link the content of the excursion with the lesson or club activity. It is possible for students to conduct excursions themselves. However, the young guide is allowed to work after checking by the teacher and finalizing the compiled text of the story about the selected museum object.
Guiding students' extracurricular history reading is the responsibility of the teacher. It consists of: propaganda of the book; helping the student to master the content of what they read; studying the reading tastes of students; developing interest in reading history; take into account the age characteristics of students. At the II–III stages of general secondary education, teachers often review fiction and popular science literature with a brief analysis and assessment of the content of recommended books. Such reviews represent a form of extracurricular work and require a history teacher to be broadly aware of the field of literature for extracurricular reading. An interesting form of propaganda are thematic evenings dedicated to the book and its history, Olympiads, competitions, quizzes, and meetings with writers.
An important point in organizing extracurricular reading is taking into account what students read. Individual conversations with students about what they read, their answers in class, speeches. It is also important
Theoretical section. Lecture notes
The teacher’s ability to arouse students’ interest in reading and cultivate a constant need for it. Teach to understand the material read, evaluate it, and draw conclusions. Connect the contents of books with the knowledge they receive in history lessons.
You can offer a reminder to guide such a conversation.
Memo for a conversation based on a book you've read.
2. What era and what historical events is told in the book?
3. What heroes and characters can you name?
4. What did you like about the book? Why?
“History Weeks” present an extensive program of quizzes, competitions, and history excursions for various classes. Their main goal is to stimulate interest in historical knowledge. Traditionally, such weeks end with the release of wall newspapers and exhibitions of works. Historical competitions. For example, the “Day in History” competition. It is necessary to draw up a Regulation on the competition, which defines its objectives, prescribes the conditions and terms of the competition, the criteria for determining the winners and the number of prize places, as well as the organizers and members of the jury. Such a competition is usually medium- and long-term, and can be held outside and during class hours, gradually or in 2-3 stages. Its essence is for students to prepare material and talk about a historical event or events of a specific day in history. Preferably it should be presented in the form of a short report. Requirements for its execution must also be specified in the Regulations on the competition.
Methods of extracurricular work in history.
a) Using a problem-based teaching method in teaching history.
b) Heuristic teaching method in extracurricular history work.
c) Application of the project method in extracurricular work in history.
Historical local history has become firmly established in the school and is important means improving the quality of knowledge, contributes to the formation of a scientific worldview in students, and the cultivation of patriotism. Key Features School local history at the present stage is its socially useful orientation, as well as its search and research nature. Historical local history at school is carried out in three forms: in lessons, extracurricular activities, extracurricular and extracurricular activities.
School local history pursues educational goals and is carried out by students under the guidance of teachers. Therefore, the first condition for successful local history work in school will be the teacher’s deep knowledge of the history of his region and mastery of the methodology for studying it. The second condition for successful local history work is the systematic use of local material in history lessons, constant extracurricular work, its long-term planning on a class scale,
Theoretical section. Lecture notes
schools. Third condition - school local history in all its links a deeper scientific basis. One of the main features of local history work is that it includes elements of research. Therefore, a mandatory part of it is the direct participation of students and teachers in research work. During this work, students become familiar with the research methods used historical science, learn to independently acquire knowledge.
The main features of extracurricular local history work at school are: the opportunity to satisfy and further develop the individual cognitive interests and inclinations of students, ample opportunities to use a variety of forms and methods of work. Extracurricular work on historical local history can be mass, group and individual. Mass forms of extracurricular activities - the creation of school corners, museums, meetings with participants and witnesses of historical events, wonderful people, local history games, extracurricular reading. Group forms of extracurricular work are: circle, lecture hall, publication of handwritten books, magazines, wall newspapers, newsletters. Individual work on local history involves reading literature on local history, working with documentary materials from the archive, physical monuments of the museum, preparing abstracts, reports, recording memories, describing historical and cultural monuments, observing the life and way of life of the people being studied, performing educational tasks, making visual aids .
In-depth, ongoing and systematic work on local history often leads to the creation of local history museums in schools. Organizing a school museum is one of the best forms of socially useful work for young local historians. The history teacher can only use for educational purposes the students’ craving for collecting, which is not always conscious of them: from collected things, images, written documents, lead teenagers to knowledge, because the history embodied in them becomes more accessible and understandable to students. “Cultivating interest in history, understanding the value of historical and cultural monuments, and pride in the deeds of glorious fellow countrymen is one of the main tasks of the school local history museum.” In general, the school local history museum contributes to the education of students in the spirit of patriotism and introduces young people to socially useful work.
The main objectives of the museum are: search and collection of local history; accounting and storage of collected documents, items, materials; their scientific verification, systematization and methodological processing; design and display of materials; use of museum materials in teaching and educational work at school. Among school museums, military history museums occupy an important place. Revealing feats of arms fellow countrymen during the Great Patriotic War, these museums instill in students patriotism and readiness to defend the Motherland. Such museums allow
Theoretical section. Lecture notes
extensive search and research work and organize the collection of authentic historical monuments. Most often, schools organize local history museums of a multidisciplinary or complex nature. These museums create the widest opportunities for a comprehensive study of local history objects, the history of the region and the collection of materials. Complex museums provide an educational and material base for teaching a number of academic subjects.
So, a local history museum is designed to reveal the history of one particular region from ancient times to the present day or some shorter period. He is good help in the educational activities of the school and creates enormous opportunities for a variety of forms and methods of working with students.
Thus, extracurricular activities in unity with academic ones form a system of “school-out-of-school education”, which makes it possible to optimally solve the problem of individualization and differentiation of education as a means of developing the student’s personality. Extracurricular work encourages teachers to find means and ways to develop students, taking into account their individual interests and abilities. The organization of these history classes focuses on in-depth study of subjects and develops the intellectual and emotional sphere of personality in students. A student who is a participant in extracurricular activities, involved in productive socially and personally significant activities, improves himself as an individual.
Bibliography
1. Shchurkova, N.E. Classroom management: theory, methodology, technology / N.E. Shchurkova. – M.: Pedagogical Society of Russia, 2000.
2. Grigoriev, D.V. Extracurricular activities of schoolchildren. Methodical designer: a manual for teachers / D.V. Grigoriev, P.V. Stepanov. – M., 2011.
3. Kochetov, N.S. Subject weeks at school. History / N.S. Kochetov. ‒ Volgograd, 2001.
4. Drahler, A.B. General history: questions for the Olympiad / A.B. Drahler. – M.: Vlados-press, 2002.
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Organization of extracurricular activities in history and social studies in the conditions of implementation of the requirements of the Federal State Educational Standard LLC Author: Nadezhda Pavlovna Kirimova, teacher of history and social studies, NOU gymnasium “School of Business” Sochi
Using the example of the work of the section “Man. Story. Society"
Scientific Society of Students
NOU gymnasium "School of Business"
“There are no stupid thoughts if they were born in your own head, only their absence is stupid.” Rene Descartes Features of GEF LLC:
- system of interaction between general and additional education;
- transition from LUNs to a competency-based approach to learning, aimed at achieving new educational results (personal, subject, meta-subject) based on LDL;
- system-activity approach to teaching
Extracurricular activities Directions
- sports and recreation,
- spiritual and moral,
- social,
- general intellectual
- general cultural
- excursions,
- mugs,
- conferences,
- olympiads,
- search and scientific research
- Student activities related to students solving a creative, research problem with a previously unknown solution.
- Activities aimed at socializing students and developing social practice through research activities.
- acquisition by students of research skills as a universal way of mastering reality,
- development of the ability for a research type of thinking,
- activation of the student’s personal position in the educational process based on the acquisition of subjectively new knowledge (i.e., independently acquired knowledge that is new and personally significant for a particular student).
Relationships between participants in the educational process based on: “colleague-colleague”, “mentor-junior comrade”
In the process of research and design activities, UUDs are formed
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Conduct observations and experiments under the guidance of a teacher. Understand the logic of constructing design and research work. Perform abstract work independently. Possess reflexive skills (independently comprehend a problem for which there is insufficient knowledge; be able to answer the question: what needs to be learned to solve the task). |
Possess the skills of collective planning, business partnership communication when writing project and research papers. Carry out an advanced search for information using library resources and the Internet. Possess search skills, abilities and skills to work in collaboration. |
Be able to independently work with literary sources as a basis scientific research. Be able to critically comprehend the material presented in a literary source. Possess the skills of evaluative independence. |
Possess the research skills necessary to write a research project. Possess the skills of correct design of design and research work. Possess presentation skills (monologue speech skills, ability to confidently hold oneself during a speech; artistic skills; ability to use various means visibility when speaking; ability to answer unplanned questions) |
Conduct independent research using various sources of information. Write a review of a research project. Possess managerial skills (the ability to independently design a process (product); the ability to plan activities, time, resources; the ability to make decisions and predict their consequences; skills to analyze one’s own activities, its progress and intermediate results. |
- Age of students: 11-17 years
- Designed for 1 academic year(can be developed at the training level)
- introduce students to the theory and practice of organizing research work,
- contribute to the development of students’ individual educational trajectory through their inclusion in research and project activities,
- contribute creative development novice researchers.
- formulate the topic of the research work, prove its relevance;
- draw up an individual research plan;
- highlight the object and subject of research work;
- determine the purpose and objectives of the research work;
- formulate a research hypothesis;
- work with various sources of information, including primary sources and Internet materials, quote them correctly, format them bibliographic references, compile a bibliography on the problem;
- select and apply research methods in practice;
- formalize theoretical and experimental results of research work;
- prepare presentations and give scientific reports at conferences and competitions, take part in discussions.
- student speeches at section meetings, participation in discussions;
- school stage and municipal stage of the annual scientific practical conference“First steps into science”;
- “Science Days and Scientific Conference of SSU teachers, graduate students and students”;
- regional and all-Russian competitions of research works for schoolchildren (named after V.I. Vernadsky, “Eureka”, “Man in History”)
- subject Olympiads at school, city and regional levels and other city, regional and All-Russian events (“Electoral Labyrinth”, OVIO “Our Heritage”, Lomonosov Tournament)
- - production of newsletters, booklets, brochures.
- The goal of the project: to identify the attitude and level of knowledge of modern schoolchildren about the Great Patriotic War, to contribute to the expansion of students’ knowledge about the Great Patriotic War and the fate of their relatives during the war.
- Project participants: students in grades 6-7 of the School of Business and their parents.
- Planned result: increasing the level of students' knowledge about the Great Patriotic War through studying literature about the Great Patriotic War, research family archives, surveys of relatives about the war, compilation of the Book of Memory and publication of wall newspapers.
- Questioning students (“sociologists”)
- Studying the history of the Great Patriotic War (“historians”)
- Family history research ("historians")
- Creation of the “Book of Memory” layout (“designers”)
- Decisive battles of the Great Patriotic War
- Children - heroes of the Great Patriotic War
- Great exploits and heroes of the Great Patriotic War
- Cities - heroes of the Great Patriotic War
- Partisan movement during the Great Patriotic War
- Battle for the Caucasus
- Everything for the front, everything for victory
- Sochi during the Great Patriotic War
- Last name, first name, patronymic of a relative, years of life.
- Brief biographical information
- Participation in the war ( took part in hostilities, in the partisan movement , worked in the rear, stayed in occupied territory ,was in Nazi captivity, was a child during the war years)
- Fate after the war
- Work with documents (photos, letters, birth certificates, death certificates, awards, etc.)
- How our grandfathers fought
- Scorched childhood
- Everything for the front, everything for victory!
- Wait for me and I will come back
- Arlyukova Mila: “When I think about the Great Patriotic War, I feel proud that we won. I'm proud of my huge country and the people who won the Victory, thanks to whom I live!”
- Grigoryan Ashot: “The soldiers of the Great Patriotic War sacrificed their lives for the sake of their families, for the sake of the country and future generations, so that the family line would continue and people could finally live peacefully.”
- Sheremetova Victoria: “When I think about the Great Patriotic War, I feel pride for the Victory, sadness for all those who died, gratitude that we live in peace.”
- Molchanova Valeria: “It was the most terrible time for our people. Never before has the world seen such inhuman cruelty... I believe that everyone who participated in the war, lived or died, was in the rear or on the battlefield, are heroes!”
- Alina Atulyan: “I associate war with tragic fate many people, grief-stricken wives and mothers who have lost their husbands, sons and brothers. Despite the fact that at first the advantage was on the side of the Nazis, Soviet people won the victory... The memory of the Great Patriotic War must be passed on from generation to generation. And even after 100 years, descendants will remember the feat that their grandfathers accomplished!”
- Zhitineva Dana: “The war brought a lot of grief and hardship - devastation, hunger, pain, suffering and death. But thanks to our great-grandmothers and great-grandfathers, their courage, perseverance, love for the Motherland, we live under a peaceful sky. And despite the fact that many of them are no longer with us, they are alive in our hearts!”
- Afonik Gordey: “I am grateful to my great-grandfather and all the defenders of the Motherland for the peaceful sky above my head, for the opportunity not to be afraid of bombing, not to feel hunger and fear.”
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Academic year |
Winners and runners-up |
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1st degree diploma at the city scientific and practical conference “First steps into science” (Saburova D., Khachaturov M. 8 “B” class; topic “Sister cities of Sochi: history and modernity”, section "Local history") |
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1st degree diploma at the city scientific and practical conference “First steps into science” (Dragan L. 9 “B” class; topic "A state that no one could ever defeat", section “History”) |
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3rd degree diploma at the city scientific and practical conference “First steps into science”; 1st degree diploma All-Russian competition of youth works named after. V.I.Vernadsky, 1st degree diploma III regional competition youth works named after. V.I. Vernadsky, Lyubimova V. 10 “B” class, topic “History of the development of sailing in Sochi”, section "Local history" |
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1st degree diploma at the city scientific and practical conference “First steps into science” (Alina Atulyan, Veronica Tarlakyan, Alisa Khraban, 6 “B” grade, Project "Book of Memory", section “Social Design”). Diploma 2nd degree at the city scientific and practical conference “First steps into science” (Sunguryan L., 6 “B” class, topic “ The history of the country, told by a woman of the same age as the 20th century,” section "Local history"). Diploma 2nd degree at the city scientific and practical conference “First steps into science” (Suslov I., 6 “A” class, topic “Man and history (for example life path my great-grandfather Viktor Maksimovich Suslov)", section "History") 3rd degree diploma at the city scientific and practical conference “First steps into science” (Alexandra Baryshnikova, Maria Svetlova, 6 “A” class, topic “My family in the chronicle of the Great Patriotic War”, section "History") 3rd degree diploma at the city scientific and practical conference “First steps into science”, certificate for the best report at the XXII international scientific conference of students, graduate students and young scientists “Lomonosov”, full-time round of the competition “Word of Victory” (V. Lyubimova, 11 “B” class, topic “Investigation of the reasons for the aggravation of Russian-Polish relations based on a comparison of the positions of Russian and Polish scientists in assessing the events of the Final stage of the Second World War on the territory of Poland”, section “History”) |
- 2012-2013 academic year year - Artem Chilingaryan (history)
- 2013-2014 academic year year –Dragan Leonid (history)
- 2014-2015 academic year year - Dragan Leonid (history) WINNERS AND PRIZES OF THE REGIONAL STAGE OF OVIO “OUR HERITAGE” IN THE 2014-2015 SCHOOL YEAR:
- 1. Hraban Alisa, 6 “B” grade
- 2. Mikhail Nikitin, 7 “B” grade
- 3. Yurchenko Vasilisa, 9 “B” grade
- 4. Valentina Lyubimova, 11 “B” grade
- 5. Dragan Leonid, 11 “B” class
The program of extracurricular activities in history for grade 5 based on the Federal State Educational Standard "Visiting the Goddess Clio" contains:
1. title page;
2. program passport;
3. explanatory note;
4. calendar and thematic plan;
5. list of resources and literature;
Download:
Preview:
MUNICIPAL AUTONOMOUS EDUCATIONAL INSTITUTION OF BELOYARSK DISTRICT
"SECONDARY SCHOOL P. VERKHNEKAZYMSKY"
Extracurricular activity program in history, grade 5
"VISITING THE GODDESS CLIO"
Krushelnitskaya Marina Anatolyevna
a history teacher
Secondary school in Verkhnekazymsky village
Chairman of the MS __________________ /__L.M. Khvoshchevskaya___/
Verkhnekazymsky village 2015
- Passport for the extracurricular activity program in history, grade 5 “Visiting the goddess Clio”
- Relevance;
- Novelty;
- Potential of the program: motivating, developing, health-saving;
- Goals and objectives of the program;
- Main indicators, program indicators;
- Expected results;
- Explanatory note of the program of extracurricular activities in history, grade 5 “Visiting the goddess Clio”
- Regulatory support;
- General characteristics of extracurricular activities at the level of basic general education;
- Personal, subject and meta-subject results;
- Methods and techniques of training, education and development;
- Forms of conducting classes;
- Contents of the extracurricular activities program;
- Forms of accounting and control of knowledge and skills;
- Results of learning and mastering the course content of the extracurricular activity program in history “Visiting the Goddess Clio”
- List of literature recommended for teachers and students, Internet resources.
My students will not learn new things from me. They will discover this new thing themselves.
My main task is to help them open up and develop their own ideas.
(Pestolozzi)
PASSPORT OF THE EXTRA-CURRICULAR ACTIVITY PROGRAMHISTORY 5TH GRADE
"VISITING THE GODDESS CLIO"
Program name | Program of extracurricular activities in history, grade 5 “VISITING THE GODDESS CLIO” |
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Program developer | Krushelnitskaya Marina Anatolyevna teacher of history and social studies secondary school in Verkhnekazymsky |
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Relevance of the program | Over the past decade, fundamental changes have occurred in society that have affected all areas of life. There has been a demand for an active, creatively thinking person with high spiritual potential, capable of moving away from stereotypes through his activities, able to transform reality, adapt to changing conditions, which determinestarget modern system education -intellectual and moral development personality, the formation of critical and creative thinking, the ability to work with information.One of the main directions of pedagogy today is the formation of an active, creative student, a citizen of his country. As a result, they are determinedThe problem in school history education is to find forms where a business-like creative atmosphere reigns, the desire of schoolchildren is in full swing, where they willingly enter into dialogue with the teacher, with each other, where they are interested in feeling themselves in the role of one or another historical figure. One of the ways that can solve the pressing problems of history education is to increase the cognitive activity of students, the formation of universal learning activities in them through the organization of extracurricular activities for students in history,which allows you to eliminate the contradictions between the requirements of the program and the needs of students for additional knowledge in history and the application of acquired knowledge in practice; working conditions in the classroom system of teaching history and the needs of students to realize their creative potential. |
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Novelty of the program | The processes of globalization, informatization, acceleration of the introduction of new scientific discoveries, rapid updating of knowledge and professions put forward new requirements for the training of school graduates. New social demands define the goals of education as the general cultural, personal, and cognitive development of students. The most important task of the modern education system is the formation of a set of “universal learning activities” (ULAs), ensuring the competence of “teaching how to learn”, and not just the mastery by students of specific subject knowledge and skills within individual disciplines. A special feature of this program is its focus on the formation of universal learning activities among students, which are defined and prescribed in the calendar-thematic plan of the program. |
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Program potential | Motivating |
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Developmental |
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Health-saving |
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Goal and objectives of the program | Target – creating conditions for the child’s intellectual development and the formation of his communication and social skills through gaming and project activities; development emotional sphere, education of moral qualities, development of artistic abilities, creative imagination and fantasy; acquaintance with the elements of scientific historical research. Tasks:
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Main indicative indicators of the program | Motivational - target |
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Cognitive |
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Activity- practical Emotionally strong-willed |
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Expected results |
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Main implementers of the program | History and social studies teacher, 5th grade students, parents, 5th grade class teacher, SDK workers, librarian of school and village libraries. |
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EXPLANATORY NOTE
Program " VISITING GODDESS CLIO»has a scientific and educational (general intellectual) orientationand is a variant of the program for organizing extracurricular activities for 5th grade students as part of the implementation of the Federal State Educational Standard.
Pedagogical feasibilityThis program of extracurricular activities is due to the importance of creating conditions for the formation of communication and social skills in fifth-graders, which are necessary for the successful intellectual development of a child.
The program ensures the development of intellectual general educational skills and creative abilities in students, necessary for further self-realization and the formation of the child’s personality, allows students to express themselves and reveal their creative potential.
The program is designed taking into account the requirements of the second generation federal state standards and corresponds to the age characteristics of 5th grade students.
The relevance of the development and creation of this program is due to the fact that it allows us to eliminate the contradictions between the requirements of the program and the needs of students for additional knowledge in history and the application of acquired knowledge in practice; working conditions in the classroom system of teaching history and the needs of students to realize their creative potential.
One of the main objectives of education according to second generation standards is the development of the child’s abilities and the formation of universal educational actions, such as: goal setting, planning, forecasting, control, correction, assessment, self-regulation.
To this end, the program provides for a significant increase in active forms of work aimed at involving students in dynamic activities, ensuring their understanding of historical processes and the development of intelligence, and acquiring practical skills for independent activity.
The program of extracurricular activities in history is developed on the basis of:
- Federal component of the state standard of basic general education (2010);
- requirements for the results of mastering the basic educational program of basic general education;
- The fundamental core of the content of general education;
- Sample program of basic general education in history
- programs for the development and formation of universal educational activities that ensure the formation of Russian civic identity, mastery of key competencies that form the basis for self-development and lifelong education, the integrity of general cultural, personal and cognitive development students and communicative qualities of the individual;
- ideas and provisions of the Concept of spiritual and moral development and education of the personality of a Russian citizen;
The content of the program “Visiting the Goddess Clio” fully corresponds to the goals and objectives of the main educational program of the school. Creation unified system Classroom and extracurricular work on the subject is the main task of the school’s educational process. At school, history is taught at the level of basic general education according to the program of T.P. Andreevskaya, O.N. Zhuravleva, A.N. Maykova. Moscow. "Ventana the Count". 2013 These programs are directly related to lesson activities. The selection of topics and problems of communication in extracurricular activities was carried out taking into account the material of the compulsory history study program, focused on the real interests and needs of modern schoolchildren, taking into account their age, and on strengthening the active nature of learning in general. The program allows you to integrate the knowledge gained in the process of teaching history with the education of the student’s personality and the development of his creative potential.
The program consists of 34 hours, once a week for one hour,designed for students aged 11-12 years.
The program is variable: The teacher can make changes to the content of topics (choose a particular game, form of work, supplement practical classes with new techniques, etc.).
General characteristics of extracurricular activities at the level of basic general education
In accordance with the federal state educational standard of basic general education (FSES LLC), the main educational program is implemented by the educational institution, including through extracurricular activities.
Extracurricular activities within the framework of the implementation of the Federal State Educational Standard of LLC are understood as educational activities carried out in forms other than classroom activities and aimed at achieving the planned results of mastering the basic educational program of basic general education.
When selecting the content and types of activities for each area of extracurricular activities, the age characteristics and cognitive capabilities of students, the specifics of courses and the need to achieve the general goals of basic general education, the interests and needs of children, the wishes of parents, and the experience of extracurricular and extracurricular activities of teachers are taken into account.
Goals and objectives of extracurricular activities
Target: creating conditions for the child to express and develop his interests on the basis of choice, comprehension of spiritual and moral values and cultural traditions.
Tasks:
Ensuring favorable adaptation of the child at school;
Creating conditions within possibilities educational institution) to implement acquired knowledge, skills and abilities;
Identification of interests, inclinations, abilities, opportunities for students various types activities;
Development of experience in creative activity, creative abilities;
Developing the experience of informal communication, interaction, cooperation, expanding the scope of communication with society.
The content of the program of extracurricular activities in history is aimed at shaping the worldview of students based on humanitarian and democratic values, promoting their self-identification and consolidation. The objectivist approach to covering historical events is complemented by familiarity with the elements of historiographic knowledge, basic scientific methodological approaches, views and assessments. This creates conditions for schoolchildren to gain experience in formulating independent value judgments, which is necessary to consolidate a value-based attitude to social experience and the cultural heritage of mankind.
Stimulating cognitive interest in a subject is achieved by including in the content interesting facts(for example, from history Everyday life people), and by involving students in active cognitive activity, during which they not only receive opportunities for self-realization, but also practice the necessary subject and general academic skills. These primarily include the ability to independently obtain and analyze information, evaluate events and phenomena from the point of view of their historical conditionality, formulate and reasonably defend their own opinions on problems of historical development.
When organizing extracurricular activities, special attention is paid to the formation of skills necessary in the process of studying history: speech, chronological, spatial-geographical, etc.
Personal, subject and meta-subject results
Personal results
- formation of students’ readiness and ability for self-development and self-education based on motivation for learning and cognition, conscious choice and building further individual trajectory education, taking into account sustainable cognitive interests, as well as based on the development of experience of participation in socially significant work;
- formation of a holistic worldview corresponding to the modern level of development of science and social practice, taking into account social, cultural, linguistic, spiritual diversity modern world;
- the formation of a conscious, respectful and friendly attitude towards another person, his opinion, worldview, culture, language, faith, civic position, history, culture, religion, traditions, languages, values of the peoples of Russia and the peoples of the world; willingness and ability to conduct dialogue with other people and achieve mutual understanding in it;
- development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activity of an aesthetic nature.
Meta-subject resultsextracurricular activities in “History” are:
- the ability to independently determine the goals of one’s activities, set and formulate new tasks for oneself in cognitive activity, develop the motives and interests of one’s cognitive activity;
- the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways solving cognitive problems;
- determine methods of action within the framework of the proposed conditions and requirements, adjust your actions in accordance with the changing situation;
- the ability to evaluate the correctness of a task and one’s own capabilities to solve it;
- the ability to define concepts, create generalizations, establish analogies, classify, independently select grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions;
- the ability to create, apply and transform signs and symbols, models and diagrams to solve educational and cognitive problems;
- semantic reading;
- skill organize cooperation and joint activities with the teacher and peers; workindividually and in a group;formulate, argue and defend your opinion;
- the ability to consciously use verbal means in accordance with the task of communication to express one’s feelings, thoughts and needs; planning and regulation of its activities; mastery of oral and in writing, monologue contextual speech;
- formation and development of competence in the field of use of information and communication technologies (hereinafter referred to as ICT competences);
Subject resultsextracurricular activities in “History” are:
- mastering a system of historical knowledge, humanistic and democratic values, ideas of peace and mutual understanding;
- expansion of elements of social experience, experience of creative activity;
- gaining experience in a historical, cultural and civilizational approach to assessing various phenomena;
- mastering techniques for establishing cause-and-effect relationships;
- ability to explain the diversity of the modern world: use it freely in your writing and oral speech concepts (phenomena) that developed in the era of the Ancient World. 6) the ability to consider social processes in development;
- propose options for the motives of actions of both famous historical figures (Confucius, Alexander the Great, etc.), and representatives of various social strata of primitive and ancient societies.
- highlight the contribution to universal moral values of religious teachings that arose in the era of the Ancient World: Buddhism, Confucianism, the religion of the ancient Jews, Christianity. When assessing such phenomena as the orders of ancient societies, the conquests of the Assyrians and Romans, the raids of barbarians, civil wars, the teachings of Buddha, Jesus Christ and others, identify humanistic moral values;
- give and explain your own assessments of the actions of historical figures (including nameless ones) to protect their homeland (Greco-Persian wars, wars of Rome), establish certain orders (laws of ancient Eastern kings, laws of Greek policies, the Roman Republic and the Roman Empire);
- determine your own attitude to different positions in disputes and conflicts of the era of the Primitive and Ancient World (different tribes, slaves and free, civilized inhabitants and barbarians, empire and subject peoples, etc.).
Methods and techniques of training, education and development
Visualization (drawing, modeling from plasticine, making mock-ups and models, virtual excursions) helps to translate the images obtained through reading and listening into a drawing, model, layout. The student gains the skills to transform one type of information into another. In addition, artistic taste is formed, the student gets the opportunity to realize his creative potential.
Dramatization in extracurricular activitiesacts as an effective means of increasing motivation to study the history of the Ancient World.It is dramatization that helps children “plunge into the era” and feel its features. This type of activity will help overcome difficulties in the student’s understanding of historical material.
Theatrical gamescan be seen as modeling people's life experiences. It is in the conditions of the game that the ability to interact with people, find a way out in various situations, and the ability to make choices is trained. Joint theatrical activities are aimed at developing in its participants sensations, feelings and emotions, thinking, imagination, fantasy, attention, memory, will, as well as many skills (speech, communication, organizational, design, motor, etc.) On the basis of theatrical activities, almost all tasks of the upbringing, development and training of children can be realized.
Intelligent a game helps to apply the acquired theoretical knowledge on the history of the Ancient World in practice. Develops logical and imaginative thinking, memory, and the ability to find non-standard solutions. The game helps students navigate stressful situations, teaches mutual assistance and develops team spirit.
Source analysison the topic provides the basis for scientific research; such knowledge and skills will be useful for students in any scientific work.
Solving problem tasksallows you to develop the ability to find non-standard solutions and activate cognitive activity.
Project and research activities allows to activate personal experience, attention, thinking, speech, observation of students; combine the activation of thought processes and practical activities; helps the student master new ways of acquiring knowledge and expand the content of the subject; increase the level of cognitive interest, cognitive independence, the need for cognitive creative activity.
Forms of conducting classes
Extracurricular activities in history are based on three forms: individual, group and frontal work. The leading form of organizing classes is group work. During classes, an individual and differentiated approach to children is provided.
Each lesson is a practical part on a topic already studied in class. The teacher plans the practical part taking into account the age, psychological and individual characteristics of the students.The program provides for classes that integrate various shapes and methods of game learning, design and research, literary, artistic, visual and other types of activities.
In order to achieve quality results, it is desirable that educational process was equipped with modern technical means, visual aids, and game props.With the help of multimedia elements, the lesson is visualized, evoking positive emotions in students and creating conditions for the successful activity of each child.
It is recommended to conduct classes not only in the classroom, but also in the gym, classrooms visual arts and technology, in the assembly hall, in the library (depending on the type of activity in the lesson).
Introduction (5 hours)What history studies.What does the science of history study? Historical facts and events. Causes and consequences.Sources of knowledge about the past.Sources: oral, written, material. What do proverbs, songs, stories talk about? (Archives and libraries. Museums.) Activities of archaeologists, ethnography. How history is reflected in place names. History in the names of cities and streets.Historical map.How to “read” a historical map. Time. Methods of modern chronology. Peculiarities of time measurement among different ancient peoples.Man in history.Origin of surnames. My ancestry. My name.How to work with historical sources.
Primitive society (3 hours).Hypotheses about the origin of man. Appearance ancient people. Mastery of fire. Tools and occupations of ancient people. The long way to “homo sapiens”. The birth of art and religious beliefs.
Ancient East (8 hours). Ancient Egypt. Secrets of the pyramids. Western Asia. Natural conditions and population of Mesopotamia (Southern Mesopotamia). Babylonian kingdom.City of Babylon. Traditions and customs. Gods and temples of Ancient Mesopotamia. Transformation of Assyria into a powerful military power. Library of Ashurbanipal. Phoenicia. Inventions of the Phoenicians.India and China in ancient times. Ancient India. Location and nature.Occupations, manners and customs of peoples Ancient India. Religious Beliefs. Cities and dwellings. Ancient China.Inventions and discoveries of the ancient Chinese.
Ancient Greece (9 hours)
Ancient Greece.Nature and population of Ancient Greece.Crete and Mycenae- ancient cities Greece.Archaeological excavations in Crete. Power of King Minos. Features of the organization of life in Crete. Mycenaean kingdom. Mycenae and Troy: truth or fiction. Homer's Iliad and Odyssey as monuments of history and literature.States - policies of Ancient Greece.Athens and Sparta are two ways of developing Greek statehood. Laws of Draco. The struggle between demos and aristocrats. Solon's reforms and their significance in the life of Athens. The birth of Athenian democracy. Greek tyrants. The emergence of the Spartan state, its social organization.Laws of Lycurgus. Spartan lifestyle. Helots. Spartan warrior. The Olympic Games in the life of the ancient Greeks. Development of scientific knowledge.Ancient Greek thinkers. Education. Ancient Greek theater.Tragedies and comedies. Aeschylus, Euripides, Sophocles, Aristophanes Monuments of Greek art. The conquests of Alexander the Great and their consequences.
Ancient Rome(7 o'clock)
Early Rome. The legend of the founding of Rome.The birth of a republic.Patricians and plebeians, the struggle between them. People's Tribunes. Victories of the plebeians. Laws 12 tables.The rise of the Roman Republic.Government structure of the Roman Republic. People's Assembly. Senate. Consuls. Officials.Army of Ancient Rome.Roman warrior and his weapons. Organization of the Roman army and the military art of the Romans. Triumphal processions.Crisis and fall of the Roman Republic.Slavery in Rome. Sources of slavery. The role of slavery in the economic life of Rome. Slaves and free. Gladiators. Rise of Spartacus.Civil wars in the Roman Republic. Gaius Julius Caesar: the path to the pinnacle of power.Caesar's dictatorship. Death of Caesar.The struggle for power after the death of Caesar.Death of the Republic. Octavian Augustus. Mark Antony. Establishment of the Roman Empire. Reforms of Octavian Augustus. Conquest campaigns.Roman Empire (30 BC-476 AD)Heirs of Octavian Augustus. Nero: "actor on the throne." "Golden Age" of the Roman Empire. Emperors Trajan, Marcus Aurelius. Economic life in the Roman Empire. Empire crisis.Culture of the Roman Empire.Architecture and sculpture. Construction art. Roman poets, writers, historians. Oratory. Roman law. Rome in the era of the empire.
Main results character traits development of countries and peoples in the Ancient World (3 hours)
Forms for recording knowledge and skills:
Control is carried out in game form(competitions, performances, games, solving crosswords and puzzles), through performing creative tasks, their presentation and subsequent reflection.
The methods for determining the effectiveness of the program are: diagnostics carried out at the end of the program in the form of natural pedagogical observation; exhibitions of works or presentations of a project.
Calendar-thematic plan for the program of extracurricular activities in history, grade 5 “Visiting the goddess Clio”
No. | Lesson topic | Number of hours | Activities | Universal learning activities |
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Introduction to History (5 hours) |
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Introduction. "Goddess "Clio" and her assistants." | Drawing up a diagram of “The main questions of the historian”; Preparation of reports “Auxiliary historical disciplines”; Compilation of a dictionary “Auxiliary historical disciplines”; Intellectual research game “Young Archaeologist”; Solving cognitive problems “Historical chronology”; Projects “History in the names of cities and streets”, “Ancient calendars”, “Origin of surnames”, “My genealogy”, “My name”. | Personal UUD Self-determination(learning motivation); Cognitive UUD Meaningful reading. Proof; Formulating the problem; Communicative UUD Planning Asking questions, Regulatory UUD Goal setting |
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Primitive society (3 hours) |
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"Mammoth Hunters" | Reports "Descent of Man"; Virtual excursion “Primitive World”; Making drawings; Dramatization of “The Fight for Fire”, “The Adventures of a Prehistoric Boy”; Mind games; | Personal UUD Self-determination(learning motivation); Cognitive UUD General educational universal actions: Search and selection of information; Meaningful reading. Logical universal actions: Analysis of objects in order to identify features (essential, non-essential); Summarizing the concept, deriving consequences; Construction of a logical chain of reasoning; Proof; Problem solving and problem solving activities: Formulating the problem; Communicative UUD Planning (determination of goals, functions, ways of interaction between students and teachers and peers).Asking questions(initiative cooperation in searching and collecting information).The ability to express one’s thoughts with sufficient completeness and accuracy, mastery of monologue and dialogical speech in accordance with the norms of the native language. Regulatory UUD Goal setting (setting an educational task based on the correlation of what is already known and learned by students and what is still unknown). |
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Ancient East (8 hours) | ||||||
9-10 | Ancient Egypt. Secrets of the pyramids. | “I am an archaeologist” - a study of museum exhibitions in Cairo; Virtual trip to the Giza Valley; Creation of the “Pyramid of Cheops” model | Personal UUD Self-determination(motivation for learning).Sensemaking(to be able to find the answer to the question “What is the meaning of the teaching for me?”).Moral and ethical orientation, assessment of assimilated content (based on social and personal values). Cognitive UUD General educational universal actions: Search and selection of information; Meaningful reading. Logical universal actions: Analysis of objects in order to identify features (essential, non-essential); Summarizing the concept, deriving consequences; Construction of a logical chain of reasoning; Proof; Problem solving and problem solving activities: Formulating the problem; Communicative UUD Planning (determination of goals, functions, ways of interaction between students and teachers and peers).Asking questions(initiative cooperation in searching and collecting information).The ability to express one’s thoughts with sufficient completeness and accuracy, mastery of monologue and dialogic speech in accordance with the norms of the native language. Regulatory UUD Goal setting (setting an educational task based on the correlation of what is already known and learned by students and what is still unknown). Planning Control Evaluation Self-regulation |
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11-13 | What did the clay tablets tell us? | Virtual excursion “Land of Two Rivers”; Working with the source “Who was tried and for what in Ancient Babylon”; Solving cognitive problems on the topic “Western Asia in ancient times”; Travel game “In the footsteps of the Phoenician sailors”; Drawings "In Ancient Babylon". |
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14-15 | El Dorado. | Solving problematic problems “India is a land of fabulous wealth” |
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Ancient culture of China. | Information and creative project “What achievements of China can the living Chinese people rightly be proud of?” |
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Ancient Greece (9 hours) | ||||||
17-20 | What did Homer's poems "Iliad" and "Odyssey" tell us about? | Study and analysis historical sources"Iliad", "Odyssey"; Preparing props for the staging of the poems “The Iliad and Odyssey” Dramatization of excerpts from Homer's poems. | Personal UUD Self-determination(motivation for learning). Cognitive UUD General educational universal actions: Independent identification of a cognitive goal; Search and selection of information; Sign-symbolic actions (modelling); Meaningful reading. Logical universal actions: Analysis of objects in order to identify features (essential, non-essential); Selection of bases and criteria for comparison, classification of objects; Summarizing the concept, deriving consequences; Establishing cause-and-effect relationships; Construction of a logical chain of reasoning; Proof; Proposing hypotheses and their substantiation. Problem solving and problem solving activities: Formulating the problem; Independent creation of ways to solve problems of a creative and exploratory nature. Communicative UUD Planning (determination of goals, functions, ways of interaction between students and teachers and peers).Asking questions(initiative cooperation in searching and collecting information).The ability to express one’s thoughts with sufficient completeness and accuracy, mastery of monologue and dialogic speech in accordance with the norms of the native language. Regulatory UUD Goal setting (setting an educational task based on the correlation of what is already known and learned by students and what is still unknown). Planning (determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions). Control in the form of comparing a method of action and its result with a given standard in order to detect deviations and differences from the standard. Grade (identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation). Self-regulation as the ability to mobilize strength and energy, the ability to exert volition and to overcome obstacles. |
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21-22 | "Athens and Sparta" | Virtual excursion to the Greek city-states of Athens and Sparta; Prepare a first-person story about education and training in Ancient Athens, Ancient Sparta; Solving cognitive problems. |
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23-24 | “What did Ancient Greece leave as a legacy to humanity?” | Preparation and defense of information and creative projects “Structure of ancient states”, “Spectacles that arose in Ancient Greece”, “Famous buildings of Ancient Greece” |
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"In the footsteps of Alexander the Great" | Performance creative works: drawings, models made of plasticine and other materials, tourist routes “In the footsteps of Alexander the Great” |
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Ancient Rome (6 hours) | ||||||
"Capitolian Wolf" | Virtual excursion to Ancient Rome, acquaintance with the legend of the creation of the city; Making crosswords, doing creative work. | Personal UUD Self-determination(motivation for learning). Cognitive UUD General educational universal actions: Independent identification of a cognitive goal; Search and selection of information; Sign-symbolic actions (modelling); Meaningful reading. Logical universal actions: Analysis of objects in order to identify features (essential, non-essential); Selection of bases and criteria for comparison, classification of objects; Summarizing the concept, deriving consequences; Establishing cause-and-effect relationships; Construction of a logical chain of reasoning; Proof; Proposing hypotheses and their substantiation. Problem solving and problem solving activities: Formulating the problem; Independent creation of ways to solve problems of a creative and exploratory nature. Communicative UUD Planning (determination of goals, functions, ways of interaction between students and teachers and peers).Asking questions(initiative cooperation in searching and collecting information).The ability to express one’s thoughts with sufficient completeness and accuracy, mastery of monologue and dialogic speech in accordance with the norms of the native language. Regulatory UUD Goal setting (setting an educational task based on the correlation of what is already known and learned by students and what is still unknown). Planning (determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions). Control in the form of comparing a method of action and its result with a given standard in order to detect deviations and differences from the standard. Grade (identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation). Self-regulation as the ability to mobilize strength and energy, the ability to exert volition and to overcome obstacles. Goal setting (setting an educational task based on the correlation of what is already known and learned by students and what is still unknown). Planning (determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions). Control in the form of comparing a method of action and its result with a given standard in order to detect deviations and differences from the standard. Grade (identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation). Self-regulation as the ability to mobilize strength and energy, the ability to exert volition and to overcome obstacles. |
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27-28 | Birth of the Roman Republic. | Study and analysis of adapted ancient law; Dramatization of “Patricians and Plebeians”, “Meeting of the Senate”; Intellectual game "Roman Republic" |
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29-30 | "Personality in the history of the Roman Empire" | Dramatization of "Triumph in Rome", "Slavery in the Roman Empire" Creative works “Storming the Fortress” (drawings, models of throwing machines, rams, towers on wheels"; Compiling a story on behalf of Gaius Julius Caesar and other celebrities of the Roman Empire; |
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A message about Roman names; Intellectual game "Achievements of Ancient Rome". |
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32-33 | The contribution of ancient peoples to world culture. | Presentation of projects: “Inventions and discoveries of the Ancient World”, “The most ancient types of writing”, “Religions of the world”, “ Famous people and their role in the history of the Ancient World”, “Famous buildings and structures of antiquity”, “Sages of Antiquity”, “Patriots of the Ancient World”, “Seven Wonders of the World”, etc. |
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"Laurel wreath" | Olympiad “Experts of the History of the Ancient World”; Summarizing. |
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Results of learning and mastering the course content of the extracurricular activity program in history “Visiting the Goddess Clio”:
- cognitive and communication skills through the organization of cognitive activity in groups and individually, as well as through creative activity;
- be aware of your identity as a citizen of a democratic state;
- understand the cultural diversity of the world, show respect for the culture of their own and other peoples, and tolerance.
- Possess the ability to work with educational and extracurricular information;
- the ability to solve creative problems and present the results of their activities in creative forms has been formed;
- a readiness to cooperate with fellow students and teamwork has been formed.
Use acquired knowledge and skills in practical activities and everyday life:
- understand by ear the speech of the teacher and classmates;
- understand the meaning of the adapted text;
- be able to ask questions based on the meaning of the text read;
- question the interlocutor, asking simple questions (who, what, where, when), and answer the interlocutor’s questions, participate in a basic etiquette dialogue;
- dramatize historical scenes;
- transmit historical information in the form of artistic images;
- participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers.
Educational results of extracurricular activities:
- acquiring social knowledge about the situation of interpersonal relationships, mastering ways of behavior in various situations;
- students gain experience and a positive attitude towards the basic values of society (person, family, homeland, nature, peace, knowledge, work, culture);
- giving schoolchildren the experience of independent social action (the ability to present their own projects, performances, productions to the audience), including in an open public environment.
Personality qualities that can be developed in students as a result of classes:
- a tolerant attitude towards the history of other countries;
- cognitive, creative, social activity;
- independence (including in decision making);
- the ability to work in collaboration with others and be responsible for one’s decisions;
- communication skills;
- respect for yourself and others;
- personal and mutual responsibility;
- readiness to act in non-standard situations;
- creation.
Educational, methodological and logistical support for the extracurricular activities program
Technical training aids
- Teacher's personal computer
- Licensed software
- TV
- DVD-VHS player
- Multimedia projector
- interactive board
Printed learning aids
- Portraits of historians
- Timeline
- Demo cards
- Pictures, tables, diagrams
- Standard of basic general education
- History handout
- Reference manuals (encyclopedias and encyclopedic dictionaries, Dictionary of foreign words, Mythological dictionary)
- Scientific, popular science literature for the course of History of the Ancient World
Digital educational resources, audio screen aids
- History educational CD-ROMs
- Movies on DVD/CD
- MFP (laser printer-scanner-copier)
- Digital collection educational resources in history
Other
- Internet access
- Card index of methodological literature
- Andryushchenko N.N. Federal State Educational Standard II – The basis for the modernization of Russian education. Krasnodar NMC.
- Kondakov A.M. The second generation standard and the objectives of the system of additional professional pedagogical education.
- Federal state educational standard of general education. Basics general education. – M., 2011.
- T.I. Sechina, V.V. Golovtsova, M.V. Remchukova, Zh.I. Umbetkalieva. Handbook for teachers of history and social studies. Volgograd, 2013
- N.B. Surkova, O.A. Yarovaya. History grades 5-8. Interactive teaching methods. Volgograd, 2010
- G.L. Lemina, A.Kh. Sabirova. Social science. Story. Modern technologies in lessons and extracurricular activities. Volgograd, 2013
- L.P. Borzova. Games for history lessons. M., 2001
- The Tower of Babel and other biblical legends / ed. K. Chukovsky. – M., 1992.
- Vornkova L.F. Heroes ancient Greece: trace of fiery life. Messenian Wars. Hero of Salamis / L.F. Voronkova. – M., 2006.
- D Ervilly E. Adventures of a prehistoric boy / D Ervilly E. - M., 2007.
- Lurie S.Ya. Tablets that speak / Lurie S.Ya. – M., 1960.
- Mathieu M.E. Egyptian Boy's Day; Kari, artist's student / Mathieu M.E. – M., 2002.
- Roni the Elder J. Fight for the fire. Cave Lion / Roni the Elder J. - M., 2007.
- Nemirovsky A.I. A book for reading on the history of the Ancient World / Nemirovsky A.I. – M., 1991.
- Gasparov M.L. Capital wolf. Rome before the Caesars. / Gasparov M.L. – M., 2008.
Internet resources
1. The World History in the Internet http://www.chrono.ru
2. Ancient world htt://www.ancient.ru/
3. Ancient Greece http://ellada/spb.ru/
4. Ancient Rome http://ancientrome.ru/
5.History of countries and civilizations http://www.istorya.ru
6. Library of ancient literature http://cyrill.newmail.ru
7.Primitive art http://vm/kemsu.ru