Work program of the circle Interesting local history

Work program of the local history club “School Museum” for the 2016-2017 academic year

Municipal government educational institution “Secondary school a. Ikon-Khalk" Karachaevo_ Circassian Republic

Work program of the local history club “School Museum” for the 2016-2017 academic year

Kazakova Zukhra Manafovna

teacher

Explanatory note.

Interest in the problem of studying one’s native land and one’s family is dictated by the needs of modern Russian society and the need to form the personality of a citizen who is careful about the natural and sociocultural values ​​of his Fatherland.

The appearance in the school curriculum, along with the main federal component, of a regional (local) component makes it possible to expand and deepen the knowledge of schoolchildren about their small homeland.

School local history, being one of the areas of general local history, is the most important factor in the moral, aesthetic, intellectual, labor, and personal development of a child. Acquaintance with the past and present and the expected future of one’s small homeland, the features of nature, economic, political, cultural and other conditions contributes to the formation of a worldview in the student, which includes awareness of one’s belonging to a certain nation and, as a result, pride in this.

Local history helps to implement in school practice the principles of state policy and general requirements for the content of education, formulated in the Law of the Russian Federation “On Education”:

— Education of citizenship and love for the Motherland;

— Promoting mutual understanding and cooperation between people and different racial, ethnic, religious and social groups;

— Formation in students of a scientific basis for understanding the world, adequate to the modern level of knowledge;

— Protection of national cultures and regional traditions by the education system itself in a multinational state.

That is why in modern conditions it is necessary to increase attention to local history as a method of patriotic education.

We cannot cultivate love for the Motherland without awakening in the child a love for trees, flowers, the peace and quiet of his father’s home. We cannot cultivate love for the people without cultivating love for the people around us - relatives and friends, peers and adults. Love and devotion to the Motherland begins with gratitude to the mother, the people around him, with a feeling of the warmth that surrounds the child, with experiencing the beauty of his native places.

As the child develops, he gradually realizes that he belongs to the family, class, school, and people.

Local history work clearly shows students how fascinating and interesting the past and present of their region is. And most importantly, it’s all here, next to us. You don’t need to travel hundreds of kilometers, you just need to look around carefully and study your surroundings. And this helps students deepen and expand their knowledge, love school, their locality and be proud of them. And from this love a deeper love for one’s great Motherland develops. Studying one’s native land, region, settlement where a person was born and raised awakens pride in one’s small homeland, the desire to make one’s land prosperous, and forms a sense of ownership.

Knowledge of your land, its past and present is necessary for direct participation in its transformation, since the native land is a living, active part of the great world. Local history gives rise to a feeling of patriotism - deep love for the Motherland.

This course is designed for students in grades 5-7 and is designed for 68 hours per year (two hours per week).

Main objectives of the course:

1. Educational: broadening one’s horizons, expanding cognitive activity, developing interdisciplinary competencies of a student, developing general educational skills.

2. Educational: nurturing independence, cooperation, sociability, communication.

3. Developmental: development of attention, memory, speech, thinking, skills to compare, compare, imagination, fantasy, creative abilities, development of motivation for local history activities.

4. Socializing: familiarization with the norms and values ​​of society, adaptation to environmental conditions, stress control, self-regulation, training in communication, tolerance, public speaking.

The main goals of this course are implemented through the system of the following tasks:

— Introduce students to the basics of local history;

— To teach how to select the main thing from a large amount of information, prepare ready-made material, and make a public presentation.

- Learn how to compile pedigrees of your family;

— Introduce the history of your native school;

— It is interesting and accessible to introduce students to diverse knowledge about their hometown (historical, geographical, ethnographic, economic, sociological, environmental, etc.);

— To teach how to navigate in space, to understand the figurative and symbolic language of maps, schematic plans of the area;

— Develop cartographic skills, skills in conducting visual observations, instrumental measurements, skills in processing and analyzing observation results, using sources of geographic and local history content;

— Develop the foundations of spatial thinking, which involves understanding the territorial interdependence of phenomena;

— Involve students in active practical activities to study their region;

— Contribute to the education of nature, cultural and environmental consciousness;

— Create an objective basis for patriotism and love for the small Motherland.

— Create a situation of comfort, creativity, tolerance.

Bibliography

1. Book. Working with schoolchildren in the local history museum. Ed. Vlados, 2001.
2. Book. Museum and children. Ed. Academy, M. 2000.
3. Book The Museum Educates the Young, ed. Enlightenment, 1988.
4. Book. Methodology of historical and local history work at school. Ed. Enlightenment, M. 1982.
5. Teacher's newspaper, No. 15, 2006.
6. Teacher's newspaper, No. 21, 2006.
7. Magazine “Class Teacher”, No. 2, 2005.
8. Magazine “Class Teacher”, No. 1, 2006.
9. Magazine “Education of Schoolchildren”, No. 3, 1999.
10. Magazine “Education of Schoolchildren”, No. 2, 2006.

Work program of the Local History club

Municipal government educational institution "Nikolo-Polomskaya secondary school" of the Parfenyevsky municipal district of the Kostroma region

Reviewed Agreed Approve

Head of the Moscow Region Deputy Director for Water Resources and Management School Director

teachers __________ _________/____________/ __________/____________________/

________/_________/ “___” ___________2017 Order No.______

Protocol No._______

from "___" __________2017 from "___" ___________2017

WORKING PROGRAMM

MUG “LOCAL STUDIES”

_______________________________________________________________

(name of training course, subject, discipline, module)

Compiler(s) of the program:

Gruzdeva Tatyana Grigorievna

Teacher of 1st qualification category

2017

Explanatory note.

We are all citizens of our Motherland. Nurturing local history culture and the moral position of a citizen in relation to his native land is one of the main directions of the general education strategy. This should not be a consumer or a passive observer, but a guardian and creator of nature and culture, who understands and loves his small homeland. By accumulating experience in relationships with the outside world, the child develops as a person - spiritually, intellectually, morally.

The program of the additional education club in local history “My Native Land” was compiled to work with middle and high school students and is aimed at preparing them for civic and moral activities. The program materials can be used in lessons on the surrounding world in elementary school, in history lessons when studying topics using local history material, and in extracurricular activities. Studying one’s native land contributes to the development of a patriotic course and makes it possible to involve people in search and research work. Learning through discovery is a pressing issue of our time. It has two features: students’ research activity and independent acquisition of knowledge. The training program is designed for schoolchildren in grades 5-9. It is based on the development of the child’s personality through acquaintance with the history of his native land.

Goal of the program: Formation of the foundations of the student’s ethnic self-awareness and expansion of his own cultural experience and interest in the history of the Kostroma region.

Program objectives:

Educational:

Introduce the children to the cultural institutions of the district, region; history of the emergence and development of the small homeland. Form a culture of behavior in nature. Enrich your understanding of the world around you. Teach children to be responsible for their actions.

Educational:

Promote the development of basic thinking processes (analysis, synthesis, comparison). Develop children's creative imagination and cognitive abilities.

Educational:

To cultivate a caring attitude towards the environment of the native land, the need to rationally treat the components of inanimate nature. Instill a love for nature and a desire to take care of it.

The program of the additional education club in local history “My Native Land” assumes a different style of communication between teacher and students. This form of organization of classes does not contribute to the edifying study of the fundamentals of local history, but develops interest in the history of the native land, scientific and educational activities based on organized work on monitoring the environment, excursion activities, leads to aesthetic experiences, practical readiness to create around oneself, careful handling of things not only because it is someone’s work, but also because materials taken from nature were used.

The program presents a variety of activities for children, ensuring the full assimilation of local history knowledge and its correct application in play, work, cognitive, educational, and creative activities.

In the process of work, the program provides for collective activities (excursions, reading fiction , observations, targeted walks, local history quizzes, acquaintance with the work of artists, poets, writers of the Parfenyevsky district and Kostroma region, listening to music, watching videos )

and individual lessons
(questionnaires, testing, didactic games, local history assignments, memorization of poems, sayings, proverbs; making feeders, diagnostics).
The work is structured in such a way that in the process of local history education, the formation of civic skills in students is carried out through cognitive, leisure, research blocks, as well as through practical classes. The content of the educational block consists of information about the nature of our region, the history of the formation of the region and the city, and the people inhabiting the Kostroma region. In order for the circle activities to be interesting and not tire the children, it is advisable to provide for a change in types of activities: cognitive, playful, creative, labor, research. Classroom activities, excursions to museums, collective creative activities, exhibitions of works, and meetings with interesting people help intensify the activities of students. A significant place is given to practical activities. Along with traditional ones, the program uses modern technologies and methods: technology of developmental education and training, health-saving technologies, gaming technologies, computer technologies, local history and tourism technologies, design technologies.

The program of the circle of additional education in local history “My Native Land” provides for the following forms of control of knowledge, skills and abilities: multi-level test tests, reports on excursions, practical work, defense of projects.

A Council is being created at the museum, which includes school students from grades 5 to 9.

The following are elected on the museum council:

chairman of the museum, guides, information department, cultural department, organizational department.

The museum hosts classes, excursions, and various events; the museum’s assets implement social projects and educational programs, which makes it possible to solve one of the main tasks of the school’s educational process—the education of patriotism.

The museum works in several priority areas: exhibition and design, search and research, scientific and methodological and excursion directions.

1.exposition and design direction:

Purpose: - design of expositions, stands and showcases, exhibitions;

— care of exhibits and their restoration;

The museum has stands for changing exhibitions and thematic exhibitions, which allows for excursions, lectures and exhibitions. ICT is actively used during excursions and events. All collected material constitutes the museum fund

2. The search and research direction
is implemented through the following forms of work:
-Collecting material about WWII veterans and home front workers.

-History of the streets of our village, childhood games, etc.

In the process of research work, the social adaptation of the local history searcher occurs, since through his personal attitude to the existing problem his civic position, value guidelines and priorities are revealed.

Students at our school are actively engaged in various historical research. Particularly interesting are such topics as the life of the inhabitants of our village in the last century, especially during the Great Patriotic War. Mutual assistance and cooperation between students and teachers in research work gives positive results: surveys conducted among students showed that students are interested in the work of the museum, take part in the preparation of museum events, they have a desire to visit it, the majority want to become tour guides. This direction gave students the opportunity to express themselves in research work and demonstrate their research skills.

3. The scientific and methodological direction of the museum includes:

— use of museum information in the educational process of the school;

Purpose: To assist the teacher in selecting and conducting the necessary material for thematic classroom hours. Assistance in organizing integrated lessons with elements of local history:

Through the museum, feedback is created between the student and the teacher, the class and the class teacher, the museum helps the teacher in selecting the necessary material for thematic class hours, and develops thematic excursions to the stands and exhibitions of the museum. In addition, the museum has excellent material necessary for lessons in local history, history, geography, ecology, and drawing. Teachers of these subjects use the museum not only when preparing for lessons, but can also conduct a lesson in the school museum.

Class teachers take museum projects as the basis for their planning of work with the class. In their lessons, teachers use elements of museum pedagogy, such as a lesson in a museum, an interactive exhibition, an essay on what they saw and heard, etc. Thus, the museum turns from a closed space into an open system. It is in such a museum that the idea of ​​co-creation between students, teachers and parents can be embodied.

4. The excursion direction is:

— training of tour guides from school students;

— conducting excursions in the museum;

Purpose: organizing sightseeing and thematic excursions, searching for information and preparing new excursions, conducting conversations, oral journals, presentations.

An excursion is one of the means of communication, during which a dialogue between subject and object occurs through visual (visual), motor and verbal perception. An excursion is an exit, a performance, with a specific and specific goal, when the student “meets” the object of study in a natural setting, in its habitat. Excursions have become an organic part of the school educational process. Our museum promotes the study of the historical and cultural heritage of the village, the development of a sense of respect for the older generation, the involvement of students in socially significant activities, and has a beneficial effect on residents of different ages (schoolchildren, youth, parents, veterans). Students learn the basics of research. They learn to select and formulate research topics, search and collect sources. Meeting the past helps them better understand the present.

Classes are held once a week for 1 academic hour, 34 hours per year.

Program content

The program course consists of 13 sections.

Section 1 - “Introduction to local history”

This section of the program is aimed at developing the principles of local history culture and a consciously correct attitude towards the native land. The child develops an initial idea about the emergence of the village of Parfenyev and the origin of the Parfenyevsky district.

Section 2 - “My region on the map of the Motherland”

In this section of the program, children are introduced to the boundaries of the territory and the geographical location of the Kostroma Territory and compared with a map of the Russian Federation. Get acquainted with the history of the appearance of the Slavs on Kostroma land; with the history of the emergence of the city of Kostroma.

Section 3 – “Me and my family”

The section aims to introduce students to the work and life of E. Chestnyakov, and to focus attention on the importance of patriotism in his work. Tell us what connects the Pushkin family with our region.

Create an idea of ​​the feat of I. Susanin, tell about the Susanin family. Introduce children to the ancestors of the Lermontov family and its history in the Kostroma region.

Many children do not know their family history at all. In this section, children prepare messages about their family members and create their family tree.

Section 4 - The house in which I live or would like to live"

The section introduces children to the works of Russian wooden architecture using the example of architectural monuments of the Kostroma region. (churches, monasteries, cathedrals). Based on photographs and illustrations, children examine the facades and interiors of old houses. The concept “My home is my fortress” is revealed. Children compare modern housing with the housing of people of past times.

Section 5 – “My street”

In this section of the program, students become familiar with the names of the streets of the village, their history, and the location of houses. Historical objects of the village.

Section 6 – “Our school”

Children get acquainted with the history of their school.

Section 7 – “My small Motherland”

The section is aimed at getting acquainted with the history of the origin of the native village. An idea of ​​the emergence of the village is given; passing through the Pafenyevsky district. They consider the history of some names characteristic of our area. The role of the indigenous inhabitants of the region in the development of the history and culture of the region is shown. It analyzes how the village has changed during its formation. You can invite children to fantasize on the topic “Our village in 100 years.”

Section 8 – “Nature of our region”

In this section, children get acquainted with the flora and fauna of the Kostroma region. The species composition of the vegetation and fauna of the natural complex of our natural zone; fauna of rivers and reservoirs; timing of collection of medicinal plants and rules for their procurement; the timing and number of game animals that can be caught in our region during the hunting season.

Section 9 – “What our region gives to the country”

This section introduces children to the industrial enterprises of the Parfenyevsky district and region.

Section 10 – “Our region is rich in talents”

Children get acquainted with the work of artists, writers, poets of their native land. Visit exhibitions at the local history museum.

Section 11 – “Our region during the Great Patriotic War”

The section is aimed at getting to know people who worked on the home front, the heroes of the Second World War.

Section 12 – “Coat of arms of the district”

Acquaintance with the coats of arms of the region and district, the history of their creation, and semantic meaning.

Section 13 – “Nature in danger”

In this section, children become acquainted with the concept of the “Red Book” and learn about rare species of flora and fauna of the Kostroma region.

Approximate thematic plan.

Expected results

Pupils should know:

— Fundamentals of ecological and local history culture.

— Some features of the nature of your region.

- The history of your family.

— General understanding of the subject and the variety of knowledge about the native land.

— A general idea of ​​the “traces of time”, of changes in the appearance of the city.

— Some protected plants and animals of their region, country.

— Rules of behavior in nature.

— Features of the work of people in the most common professions.

Pupils must be able to:

— Conduct search and research activities under the guidance of the circle leader.

-Visit museums and other cultural institutions.

Bibliography

1. Current issues in the activities of public museums. M., 1980.

2. Golysheva L.B. Museum pedagogy/Teaching history at school No. 2, 2003.

3.Methods of historical and local history work in school, ed. N.S. Borisova. M., 1982

4. Mayorova N.P., Chepurnykh E.E., Shurukht S.M. Teaching life skills in school. St. Petersburg, 2002.

5.Rodin A.F., Sokolovsky Yu.E. Excursion work on history, M., 1974.

6. Sadkovich N.P., Practical recommendations for creating a school history text/Teaching history at school “2, 2003.”

7.Smirnov V.G., Art local history at school, M., 1987.

8. Tumanov V.E., School Museum, M., 2002

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