History. Historical sources

The abstract of the history lesson.
Class: 5.
Theme of the lesson: sources of knowledge about the past.
Type of lesson: Combined.
The purpose of the lesson: to form ideas about the procedure in historical science on the example of dividing historical sources into groups.
Tasks lesson:
- Based on working with a textbook, an illustrative series to be able to classify information, give a description of historical sources;
- Based on the analysis of the information received from various sources to learn to formulate and solve cognitive tasks;
- develop communicative abilities when working in groups, form skills for assessing their own activities and team activities.
Equipment: - Tutorial: A.N.Mykov. History. Introduction to the story. 5 Class. M. "Ventana-Count" 2010;
- Cards (Appendix 1).
During the classes:
Stages of the lesson Teacher's activities Activation of educational activities of students
Organizing time
Checks how comfortable disciples, the readiness of the workplace feel, creates a situation of success. Checks present. Prepare workplace.
Survey homework
Oral from the place (optional) alleged answers:
History - science about the past.
Archeology, chronology, ethnography, numismatics, heraldry, genealogy, etc. Questions:
What is a story?
What sciences - Do you know the help of history?
Transition to the study of a new material
The conversation organizes a conversation with students:
Opening speech.
Anyone in at least once in his life was in the museum, and you were there? What did you see? And how do you think can the exhibits learn about the past events?
Reports theme lesson: you already understood that the topic of the lesson "Sources of knowledge about the past".
Read the topic of the lesson and try to formulate your tasks on the lesson.
Significant lesson tasks for each on the topic:
Examine concepts: historical source, monument, archive of the museum, library, document.
Be able to classify sources.
Determine the appointment of museums, archives, libraries. Answer questions, write the subject of the lesson in the notebook, formulate tasks, write tasks in the notebook.
Studying a new material
Conversation
Story - Introduction
Working with cards has long been carefully maintained information about the past: passed from generation to generation of legend of heroes, recorded information about wars and disasters, installed monuments, photographed their loved ones, filmed to a film.
Estimated answers:
Photos, letters, things, especially those who belonged to older generations.
Estimated answer:
Most probably not. Things can be spoiled, they can be destroyed by negligence.
Look at the pictures and determine the causes of the death of objects (Appendix No. 1).
As you can see, the forces that are able to destroy the past, a lot! We must carefully preserve the evidence of the past. Everything that was once created by people is called historical sources. They allow scientists to study the history of mankind.
In any science, scientists seek to bring the information received. Historical science is no exception. Consider the image on C.11 and determine the source groups (written, real).
Questions:
And how in your families keep history?
Is it possible to save all objects about the past?
Determine and call items telling about the history of the family.
Question:
And how do you think there is anything to destroy them?
They call natural phenomena, which can become causes of death of historical evidence.
Question:
Or maybe a person himself can cause the destruction of testimony of past years? How does this happen? (Appendix No. 1).
Indicate the destructive results of human activity.
Record definition in notebook:
The historical source is the whole range of documents and objects of culture reflected in the historical process, on the basis of which the idea of \u200b\u200bone or another historical era is reconstructed, hypotheses of the reasons or consequences of those or other historical events are put forward.
Work with illustrations on with. 11., Make conclusions, write to the notebook.
You can divide all items into two groups: written, real.
And what do you think to which group include such sources, like legends, proverbs, songs, tales? (Oral, i.e. sources that can be preserved orally transmitting them from older generations younger.)
Fizkultminthka includes musical accompaniment perform exercises that teacher shows.
Studying a new material
Conversation
Working with the textbook historical sources is also called monuments.
Estimated answers:
Church, Hermitage, Peterhof, Petropavlovsk Fortress, etc.
Record the definition of the term in the notebook:
The monument is a reminder of the past, its particle.
Question:
Give examples of historical monuments on the territory of our city?
Express your assumptions. Call monuments.
Question:
And if you ever thought, where are the objects of art, historical monuments are stored for universal review?
Express your assumptions: Museums, Libraries, Museum.
Work with a textbook p.16-18.
Record definitions of terms in the notebook.
Final consolidation
Frontal survey
The "contest of experts" organizes activities to apply new knowledge: "Contest of experts". (Appendix No. 2) perform work.
Home task Task:
- make a crossword puzzle on the topic passed;
- Create a test on the topic traveled (no more than 10). Record task in the diary.
Reflection
"Cards" offers to hold a green reflection - a lesson really liked.
Red - did not like.
Appendix 2.
How do natural phenomena or people's activities lead to the death of historical monuments? Are you known for the destruction of antiquity monuments in our region? (The death of monuments as a result of earthquakes, landslides, hurricanes, floods. The activities of people are harmful to monuments of history: the creation of reservoirs, construction of underground communications, refusal to conduct restoration works, negligence. In our village, the school building, built after the war, was finally destroyed during The repair work of the facades of old residential buildings uses modern materials at the same time the unique post-war architecture is lost).
How do people keep information about the past? (People create monuments that perpetuate historical events, heroes).
Name a group of historical sources. (Written, real, oral).
What is the purpose of the archives, museums, libraries? (They are created for storing, studying and using historical sources).
What museums located in Volgograd, do you know? (Museum of Defense Tsaritsyn, Museum-Panorama Stalingrad Battle, Local Lore Museum).

Classes Development No. 5.2.

FIO of the teacher: Ignatenko Ekaterina Nikolaevna.

Thing: history.

Class: 5.

Type of classes: Studying a new material.

Subject lesson: Sources of knowledge about the past. (1 hour).

Objective: To form an idea of \u200b\u200bthe order in historical science on the example of dividing historical sources into groups.

Tasks lessons:

educational: disclose new concepts for them, such as historical source, real, oral, written historical sources, monument, document.

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

educational: Reliable respect for the traditions of the people.

Structure classes:

Stages of classes		Basic information units	Teacher's activities	Activities of students
Organizational			1. Creating a working atmosphere. 2. Check attendance.
Check d \\ s			Point Questions: 1. What does the story study? 2. What questions answer the story? 3. Give an example of a historical fact? 4. Who is Herodota?	Students answer questions.
Motivation, actualization of knowledge		Historical memory	1 Slide Appeal to the quotation of Dmitry Sergeevich Likhacheva, working with it: 2. Why is the protection of memory - is our moral debt with you? 3. where can be stored memory?	Students answer questions: 1. Memory - This is the spirit of the past, enclosed in subjects and phenomena. 2. Historical memory helps a person to realize his "I" in the history of his people and humanity as a whole. 3. In texts, subjects, legends.
Goaling			What do you think about what we will talk to you today? 2 Slide	About objects and phenomena in their own memory. Recording in notebook Topics Classes: Sources of knowledge about the past.
Studying a new material		Historical source Oral, written and real historical sources, monument, document	1. How monuments of antiquities die. 3 Slide Tenty church - An example of the destruction of historical sources due to human activity. 4 Slide Farosky Mayak - An example of the destruction of historical sources due to natural cataclysms. Give examples of destroying historical sources? 2. Historical sources. What is the source? What values \u200b\u200bof this word do you know? What can we call a historical source? 5 Slide 3. Groups of sources. 6 Slide Empty table. 7 Slide Table with filled columns to test the work of students. 8 Slide It remains to disassemble two more concepts: Monument and document. 9 Slide (with examples) Which depicted on the slide is a monument, and what is the document? What an even meaning is the word document? What documents do you have?	The consequences of the Great Patriotic War, the eruption of the Vesuvius volcano. A source- A place where something appears, begins to spread. Water source, source of information. Historical source - Everything that was once created by people; Thanks to historical sources, we can learn the past of human society. Students rewrite in the notebook definition of concept. Steam work. Students work in pairs: distribute historical sources on the table columns. After that, three people from different pairs represent their column and explain what the sources of this group are characterized. The correct table must be each in the notebook. Students rewrite in the definition notebook. Architectural monument: Cathedral Alexander Nevsky Document: Old photo of the city. Document - Certificate indicating any fact. Help with school certifying what you study here.
Fixing			Point Questions: 1. What is a historical source? 2. Give examples of oral, written and real historical sources. 3. Name a monument of literature. 4. What group of historical sources is a documentary?	Students answer questions.
Results, reflection			The results of the classes must be summarized, returning to the purpose of the lesson: 1. Why do not need historical sources? 2. Why do historical sources divide into groups? 10 Slide Reflexing screen. Inscribe pointless those who have never shown themselves in the lesson.	Students respond to questions, thereby summing up the lesson. Students are recorded in the notebook: Plus: What did you like in the lesson, Minus: what did not like it, An interesting fact: what I first learned.
Homework		Museum, Library	11 Slide Homework: you must independently fill out the table "Archives, Museums, Libraries".	Students write homework.

Notebook scheme:

Sources of knowledge about the past

Historical source -Remet, created by people and carrying information about the past of human society.

Historical sources
	real	written
Sayings Proverbs	Decoration	Chronicles Diaries Records on papyrus Stone recording

Document Historical source containing text, image or sound.

Monument - The historical source that has come down to this day.

Ministry of Education and Science of the Russian Federation

municipal budgetary educational institution

"Erszovskaya Secondary School

Gorodishchensky district of the Volgograd region "

403010, Volgograd Region, Gorodishchensky Municipal District,

r.P. Yerzovka, School Street, House 2

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

E-mail:

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

Sources of knowledge about the past

Best Modern Lesson

Polynicko Lina Vladimirovna, teacher of history and social studies,

Yerzovka, 2015.

Thing: History. 5 Class.

Textbook: A.N.Mykov. History. Introduction to the story. 5 Class. M. "Ventana-Count" 2010.

Theme lesson: Sources of knowledge about the past.

Type of lesson: Studying a new material.

Equipment: ICT, cards, computer, projector.

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

Tasks lesson:

Based on working with a textbook, an illustrative series is able to classify information, give a description of historical sources;

Based on the analysis of information received from different sources to learn to formulate and solve cognitive tasks;

Develop communicative abilities when working in groups, form skills for assessing their own activities and team activities.

Planned results:

subject:

Play historical facts, allocate the main thing, to give definitions to the Terminams: a historic source, monument, museum, library, document.

Remove the necessary information from various sources of information.

Apply historical knowledge to identify and preserve historical and cultural monuments of their village, cities, countries.

metaPered:

Identify the topic of lesson, goals, tasks;

Build an algorithm of your activity.

personal:

Develop cognitive interest in replenishing new knowledge;

Upbringing respect for historical heritage;

Acquisition of reflection skills.

People have long been carefully maintained information about the past: they were transferred from generation to generation a legend of heroes, recorded information about wars and disasters, installed monuments, photographed their loved ones, filmed to a film. And how in your families keep history?
Is it possible to save all objects about the past?

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

Or maybe a person himself can cause the destruction of testimony of past years? How does this happen? (Appendix No. 3).
As you can see, the forces that are able to destroy the past, a lot! We must carefully preserve the evidence of the past. Everything that when was created by people, called historical sources . They allow scientists to study the history of mankind.
In any science, scientists seek to bring the information received. Historical science is no exception. Consider the image on C.11 and determine the source groups (written, real).

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

Determine and call items telling about the history of the family.

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

Make assumptions.Most probably not. Things can be spoiled, they can be destroyed by negligence

(P, P, L)

They call natural phenomena, which can become causes of death of historical evidence.

Tornado, volcanic eruption, earthquake

(P, K, L)

Point to destroy the results of human activity (make up mini stories).

(P, K, L)

Record definition in the notebook.(R)

Work with illustrations on with. 11., Make conclusions, write to the notebook.All items can be divided into two groups: written, real. (p, r, k)
Complement the record in the notebook.These sources can be preserved in oral form by transmitting them from older generations younger.

( p, r, k)

Historical sources are also called monuments. The monument is a reminder of the past, its particle.
Appeals to the life experience of students:Give examples of historical monuments on the territory of our village and our city.

Historical sources must be protected. And if you ever thought, where are the objects of art, historical monuments are stored for universal review?
You will verify your assumptions with what is recorded in the textbook ( archive, museum, library).

Appendix No. 1.

Test

What science is studying the life and activities of people in the past?

A) Environmental educationB) History C) literature

2. Name the name of one of the first historians?

A) Herodotus

B) Socrates

C) Gesiod

3. Translated from the Latin word "fact" translates ... A) Made B) said C) perfect 4. Determine the true judgment A) events are installed only on the basis of facts; B) events are installed on the basis of facts, places, dates.

5.What combines these illustrations?

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

Appendix No. 2.

Earthquake Tornado volcanic eruption

Appendix number 3.


Vandalism War Economic activities of people

Appendix No. 4.

Card number 1.

Card number 2.

Appendix No. 5.

How do natural phenomena or people's activities lead to the death of historical monuments? Are you known for the destruction of antiquity monuments in our region? (The death of monuments as a result of earthquakes, landslides, hurricanes, floods. The activities of people are harmful to monuments of history: the creation of reservoirs, construction of underground communications, refusal to conduct restoration works, negligence. In our village, the school building, built after the war, was finally destroyed during The repair work of the facades of old residential buildings uses modern materials at the same time the unique post-war architecture is lost). How do people keep information about the past? (People create monuments that perpetuate historical events, heroes). Name a group of historical sources. ( Written, real, oral). What is the purpose of the archives, museums, libraries? (They are created for storing, studying and using historical sources). What museums located in Volgograd, do you know?(Museum of Defense Tsaritsyn, Museum-Panorama Stalingrad Battle, Local Lore Museum).