How do relations develop between peoples of different countries? Interethnic relations

Unified State Examination essay:

What is a sense of life? What brings people together? What is the difference between true and false honor? Answers to these and many other moral questions can be found in the articles of Academician D.S. Likhachev. One of the most pressing issues in modern society - the problem of attitudes towards other nations and peoples - is raised by the publicist in the text he offered me.

To draw the reader's attention to an exciting problem, the author talks about the feelings of the hero, impressed by the conversation with young people. We see how sincerely bewildered the narrator is at the reluctance of his interlocutors to perceive the problems of the small peoples inhabiting Russia as their own. It is no coincidence that he calls his interlocutors “nice and thoughtful”: it is important for D.S. Likhachev to show how widespread is the rejection of one people by another, if fully educated people are confident in the superiority of their nation. Justifying the inconsistency of this point of view, the publicist shows how “a lot of value for world culture and science” comes from the cooperation of Russians, Tatars, Mordovians, and Maris. To do this, the author lists the merits of Russian orientalists, art historians, and historians, paying tribute to the national exchange of “scientific experience between peoples.” The final part of the text is a warning about two paths for the development of a multinational state. And if one (the author is its staunch supporter) leads to the prosperity of the country, then the second (nationalism) destroys it.

The author's position is beyond doubt. D.S. Likhachev rightly believes that helping other peoples is “an awareness of strength, self-confidence” and “real power,” and nationalism “destroys its own culture, dries it out.”

To substantiate my point of view, I would like to turn to John Boyne’s wonderful story “The Boy in the Striped Pajamas.” Our focus is on two teenage heroes: Bruno and Shmuel. We are convinced that the children are very similar: both feel lonely, are carried away by playing “expeditions”, and want to make friends. It is scary that a world in which people value the ability to understand each other and loyalty is being brutally destroyed by the ideology of Nazism. And if Shmuel lives behind barbed wire because he belongs to the Jewish people, then Bruno, as a representative of the “pure” Aryan nation, should not even see the camp prisoner. Reading the story, you understand what terrible consequences the policy of xenophobia leads to: innocent teenagers become hostages of an adult “game” of the superiority of one nation over others.

An example of persecution of the people was described by the Belarusian prose writer V. Bykov in the story “Sotnikov”. We are witnessing a terrible tragedy of a small town in which all people of Jewish nationality were exterminated. Basya, a thirteen-year-old girl who found herself in the basement along with the partisans awaiting liquidation, also suffered a lot. The death of relatives, wanderings, hunger, bullying by the police - all this befell her only because the girl had a different nationality from others. Basya’s story helps us understand: the idea of ​​the superiority of one nation leads to a violation of universal human moral laws.

The text by D.S. Likhachev is addressed to each of us. Putting yourself in the shoes of the heroes, you think that the value of a person lies not in belonging to any race, people, nation, but in the qualities that allow us to remain human.

Text by D. S. Likhachev:

Many years ago, even before the formation of the Society for the Preservation of Cultural and Historical Monuments, I met young people who, like me, were concerned about the neglect in which cultural monuments were located, especially then. Together we listed what we were losing and were losing and what we could still to lose, together they were worried and shared their worries about the future. I began to say that we do not care enough about the monuments of small nations: Izhora is disappearing without a trace. And suddenly my young people frowned: “No, we will only take care of Russian monuments.” - “Why?” - "We are Russians". - “But isn’t it Russia’s duty to help those peoples who, by the will of history, have bound their judges to the fate of Russia?”

My boys quickly agreed with me. “You remember,” I said, “doing good is much more pleasant than doing bad. It is customary to give gifts. In charity, in a kind attitude towards people, there is a consciousness of strength, self-confidence, real power.” The boys' faces brightened. It was as if a weight had been lifted from their shoulders.

I also spoke, among other things, about how much value the peoples of the Volga region, living along the great Russian river Volga, provide to world culture. Isn’t the Volga the river of other peoples - Tatars, Mordovians, Maris, and others? How far is it from the Komi or Bashkir people? How many cultural values ​​we, Russians, have received from other peoples precisely because we ourselves gave them a lot! And culture is like an irredeemable ruble: you pay with this ruble, but it’s still in your pocket and you even see more money.

What great Russian scientists studied the languages ​​of Central Asia, Siberia and the Caucasus! How many outstanding orientalists we have had and how Russian philology itself has grown thanks to the study of the cultures of the peoples of the East, what authority it has gained throughout the world!

And art criticism, historical science, folklore, literary criticism, and much more! Russian science did not lose because Russian scientists took part in organizing national scientific centers and national educational institutions. It has been enriched and continues to be enriched by the study of ideas returning to us in Russia from Yerevan, Baku, Tbilisi, Tashkent, Minsk, Petrozavodsk, Vilnius, Riga...

It is unlikely that in this chaotic listing of scientific centers I have mentioned everyone and everything. The point is not the completeness of the enumeration, but the fullness of awareness of the role played by the national exchange of scientific experience between peoples.

True patriotism lies in enriching others and enriching yourself spiritually. Nationalism, by fencing itself off with a wall from other cultures, destroys its own culture and dries it out.

(According to D. Likhachev)

Main concepts covered:
internationalism,
friendship,
mutual understanding, commonwealth, national identity
BASIC PROVISIONS
Friendship of peoples is the most important feature of Russian patriotism.
Fraternal friendship, mutual assistance and support helped our people
withstand the most difficult trials. An example of this is the unity
our people and all the peoples of the Soviet Union during the Second World War.
Representatives of all the peoples of our Motherland became Heroes of the Soviet Union,
were awarded orders and medals.
Russian patriotism has nothing to do with nationalism and
chauvinism, it is closely related to internationalism. Citizenpatriot
Russia respects the peoples of other countries, their culture, customs and
traditions, as well as to the views and beliefs of other people, regardless of their
nationality, race, atheistic or religious views.
At the same time, a citizen-patriot of Russia, recognizing universal human rights
values, must not forget about the interests of his Motherland.
Educational goals:
– fostering a sense of belonging to one’s people, awakening
interest in its history, culture, traditions and customs, spiritual ideals and
the values ​​of the multinational people of Russia;
– formation of a sense of national pride, respect for originality
representatives of another nationality (tolerance), desire to know
history, culture, traditions and customs, hierarchy of spiritual values ​​of others
peoples, the ability to live with representatives of other ethnic groups in peace and harmony;
– fostering tolerance towards people of other nationalities
(tasks: teach to be internationalists, show intolerance towards
national and racial hostility, humiliation of national dignity
person; teach to understand the national characteristics of one or another
people living in one country, in one house);
– involvement in the process of reviving the traditions of friendship between peoples;
– assistance in mastering the science of interaction in socially significant
activities based on cooperation and co-creation.

MEANS OF IMPLEMENTING THE PROBLEM
COMMUNICATION (enlightenment)
Possible topics for communication:
– “We are neither better nor worse than others, we are different”;
- “Gold, gold is the people’s heart”;
- “The inexplicable soul”;
- “Our spirit is high”;
– “Deep features of our national identity”;
– “The peoples of Russia: morals, traditions, customs, character”;
– “Spiritual treasury of the people”;
– “The true ideals and values ​​of our people”;
– “Lessons of folk wisdom about the friendship of peoples”;
– “The Code of Honor of our People” (reflected in proverbs and sayings);
– “Rules that are not outdated”;
– “People's etiquette”;
– “Our understanding of what humanity is”;
- “Friendship, love, mercy, peacefulness, compassion, care in
representation of the peoples of Russia";
– “How many different types of us live in a country called Russia?”;
– “Past and modern portraits of the peoples of Russia (“We are not better and not
worse than others, we are different");
– “Portrait of the older and younger generations of Russians: general and special.”
Our thoughts on the main thing: “Friendship, love, mercy, peacefulness,
compassion, care in our understanding"; “Can we understand others?
different from us humans? “Friendship: what is it like?”; "Can we
be friends?"; “What kind of friends are we?”; “Our friends: what are they like?”; "Like our word
will he respond? “Our attitude towards rudeness, vulgarity, cynicism, dirty words
and immoral acts towards other people.”
Workshop “Learning to live together with other people.”
Evenings of current problems: “Interethnic conflicts: how are they
to avoid?"; “What is an understanding world and what is needed in order for it to
build?

Compilation of materials:
"The ABC of folk wisdom about
relationships"; "About the beautiful and the ugly in
human
human relations."
Activity
Expeditions: “To the origins of our self-awareness”, “To the origins of our
civilization"; “To the origins of our mentality”, “To the origins of folk
wisdom" (folk wisdom about the virtues and vices of our people, about
relationships between people; moral code of honor of our people).
Thematic periods: “Visiting the peoples of Russia”, “Together - friendly
family".
School of Humanity:
– lessons of kindness, beauty, justice, peacefulness, mercy,
tolerance, morality and culture of relationships;
– lessons of mutual understanding (learning to see, hear and understand each other);
– etiquette lessons (etiquette of the peoples of Russia);
– lessons in the art of communication (learning to communicate at a high level of beauty
human relationships);
– lessons of touching soul to soul (lessons of magic words);
– lessons in forgiveness and gratitude;
– lessons in conflict management;
– lessons of friendship and cooperation “Learning to be friends, interact with each other”
with a friend".
Movement of mercy “And we will become kinder and more humane.”
Development and implementation of gaming and socially significant projects:
“This magic word is WE”; “Building a Bridge of Friendship”; “We are our own city of the World
Let's build it ourselves"; "Carousel of Friends"
Evening of representatives of different peoples of Russia “We are your citizens,
Russia".
The action “Young generation chooses peace, friendship, cooperation between
the peoples of Russia and the whole world."
Friendship Post Office.
Relay of friendship between the peoples of Russia “Our friendship, our
brotherhood is our main wealth.”
Quiz “What do we know about the history and culture of the peoples of Russia?”
Spartakiad of folk games.

Creative workshops “On the wings of inspiration.”
Friendship holiday “I, you, he, she are a friendly family together.”

Problem seminars, discussions, conferences, civil
forums, congresses on the topics of peace and friendship between peoples, interaction and
cooperation in various spheres of life, in solutions that are significant for everyone
peoples' problems (“Let's make our country a country of peace, kindness and reason”,
“The peoples of Russia: our circle is indivisible”).
School for adults:
– “Raising children in the spirit of respect for other nations, people of different faiths,
of a different nationality";
– “We are building an understanding world, starting with ourselves.”
Tasks:
1. Develop in your families, school and class groups
system of moral and ethical values, the basis of which is spiritual
values ​​of our people: true ideals of human life (ideals
natural, which our ancestors were guided in their lives, our
people: goodness, truth, truth, beauty, freedom, justice).
2. Introduce traditions into your life system morally
ethical plan: traditions of memory, fidelity, friendship, community and
cooperation, hospitality. Develop their content, outline the path
their implementation in specific significant matters.
Relationship
As a result of activity and communication (education) it is expected
form relationships based on feelings in children and adolescents
love and friendship, sense of duty: respect, trust, mercy and
compassion; tolerance,
empathy,
assistance, cooperation, mutual assistance.
mutual understanding,
APPLICATION
FROM THE ENCYCLOPEDIA OF FOLK WISDOM
Proverbs and sayings reveal the features of the Russian national
character - sharpness, intelligence, patience, indicate enormous strength hidden in
people:
The Russian does not joke with either the roll or the sword.

In Rus', not all crucians are crucians, there are also ruffs.
Russians are patient to the very beginning.
A characteristic feature of the Russian person, clearly imprinted in all
genres of folk art, is optimism, faith in a better future:
Not everything is bad weather, there will be a bucket.
The sun will rise in our yard.
Every dog ​​has his day.
Popular wisdom defines friendship and brotherhood between peoples as
main wealth:
Friendship and brotherhood are the main wealth.

Block of extracurricular activities “Behind the pages of the textbook”

Teacher's activities in block of extracurricular, extracurricular work “Behind the pages of the textbook” directly follows from the content of the 4th grade program and is based on the value-semantic potential of domestic and world culture. Let's take a closer look at the features of this work.

Fourth grade. Theme of the year: “Knowing the past - transform the future!”

Work during the previous three years of study in the “Perspective” system in general and in the textbooks “The World Around us” in particular created conditions for the spiritual and moral development of children, instilling in them a love of nature, a sense of patriotism, and citizenship. This is a good foundation for working on the program of the next 4th grade, not only in the classroom, but also in extracurricular activities. The last year of classes in the program involves generalizing familiar material, mastering it at a higher level, as well as expanding the range of already accumulated natural science and humanities knowledge and moral ideas in the “Beyond the Pages of the Textbook” classes.
Starting from the everyday problems that concern the children, during these classes one should strive, if possible, to transfer their attention to patriotic topics about the heroes - defenders of the Motherland, their courage, perseverance and devotion to duty, that the soldiers who lived many years ago, defended not only the freedom of our state, but also our personal freedom, the freedom of each of us living decades and even centuries after the accomplishment of their exploits. Epic heroes and heroes of the spirit - our holy princes, great scientists, creators of Russian art and soldiers of the Great Patriotic War are equally worthy of respect and admiration. Our contemporaries need to know their names, achievements and exploits in order to learn to distinguish true courage from ostentatious bravado, honesty from resourcefulness, loyalty to duty from empty stubbornness, devotion to one’s favorite creative work from the desire for fleeting entertainment. Knowing the heroes of his students, it will be easier for the teacher to use their authority to discuss problematic situations and explain the good and bad in life. Moral truths and rules of behavior are more easily learned by children when they are communicated in a playful way and on behalf of their favorite characters.
The vast and deepest in its spiritual meaning material of the historical genres of folklore of every people, traditions, tales, legends; the beauty and diversity of local singing, choreographic, artistic and craft traditions, folk craft experience, and folk architecture gives us another direction in the content of extracurricular activities and spiritual and moral education, built on the basis of folk culture. Thanks to this rich cultural heritage, it is possible to convincingly and clearly show how the historical formation and development of the national character and self-awareness of the peoples of Russia took place and is taking place; how the images of beautiful temples, epics, historical and lyrical songs, the peculiarities of crafts and everyday life reflected every stage of the great life path of our country, the development of the culture of all its peoples, who always mutually enriched each other. Using this layer of folk culture through the prism of the problem of “man and history,” along with the material of the calendar and family ritual traditions, is fertile ground for the in-depth development of regional, local specifics in extracurricular activity programs for each region, city, village, and school. There are inexhaustible opportunities for the specific work of teachers, for the realization of their most diverse artistic abilities, inclinations, and passions for this or that type of folk art; here lie the prospects for the real revival and development of ancient folk artistic traditions, and in the future - the creation of new artistic trends at their life-giving springs. Having gone through such a school of personal understanding of the historical and cultural heritage of the Fatherland, the younger student will not only acquire abstract knowledge about rare and fragmentary monuments of the long-past past. He will personally solve the problems of civil-patriotic ethics for himself, realize his personal connection with history, with the present and future of Russia and the world, which is extremely important in the modern turn of the world historical spiral.
The 4th grade program, developed “Behind the Pages of the Textbook,” makes it possible to offer full-time and part-time travel to the holy places of our Motherland: again to the Moscow Kremlin, to the Trinity-Sergius Lavra, to the island of Valaam, to the Solovetsky Islands - all these shrines occupy an important place in history and culture of the country. Correspondence travel is preceded by serious preparation in order to give children not only a general idea of ​​these wonderful places, but also to awaken their interest and desire to visit them someday.
The theme of the trip “Across Native Spaces” in extracurricular activities makes it possible to complete interesting projects for a more detailed acquaintance with the nature of different natural zones of Russia. Thus, the diversity of the world of plants and animals, the greatness of living and inanimate nature becomes the object of project activity and a continuation of the content that is studied in lessons. It is obvious that many natural science topics contain a moral charge, especially as people are increasingly becoming aware of their connection with nature, their responsibility for the unreasonable use of the environment. The famous words of A. Exupery “We are responsible for those we have tamed” today sound extremely relevant and take on the meaning of the interconnectedness of all life on the planet.
Once again, we can discuss some issues of etiquette: how to behave on the road, in someone else’s house, in public places. And also to develop a deeper understanding of the topics offered in the Life Safety Workbook. After all, the subject of study in them is human life, full of surprises and sometimes dangerous situations. As a result, children understand that the way out of the current situation depends, as a rule, on the ability to make the right moral choice.
The theme of the year focuses on getting to know rather complex phenomena, with people who have made a significant contribution to domestic and world culture and history. The children learn with interest about artists, scientists, travelers, thinkers who, with their lives and creativity, set an example of high, truly moral service to people, famous for their military and spiritual exploits, their creativity, and scientific discoveries. Their courage and kindness, perseverance and wisdom resist evil and cruelty. The images of these people help everyone - children and adults - to become better people. By getting to know their lives and focusing on the moral qualities that the heroes possessed, the strength of their spirit, the ability to sacrifice themselves for the sake of the Motherland, you better understand how to deal with many of your shortcomings: laziness and indifference, greed and selfishness.
The peculiarity of the content of the 4th grade program is that the breadth of its topics allows the teacher to focus on real life and the problems that often arise. Thematic frameworks only help to choose a certain direction of work, but do not constrain it. The program allows you to achieve a certain logic and consistency in extracurricular activities, makes it possible to lead children from relatively simple to more complex issues of spiritual and moral life. To finally lead to the direct question that each of us can and should become the creator of our own destiny and, starting with ourselves, improving our inner world, developing our abilities, become the creator of the future of Russia. And transform the world around us, preserving and developing in our activities the best that our predecessors did before us and for us.
As in the past three years of study, mastery and awareness of the educational content of the course behind the pages of a textbook should occur through its expansion during reading, reasoning, as well as additional observations of the child about the world around him. The range of works on extracurricular reading can be expanded to include works by writers who, in a spiritual sense, belong to confessions traditional for Russia - Orthodoxy, Islam, Judaism, Buddhism (optional).
When working with children, museum pedagogy methods should be used to enable the child’s memory and emotions through various objects that have one or another historical significance or imitate them. Holding in his hands an object that has its own “life,” a child can easily imagine the person to whom it belonged. He will think about the connection between times and generations, realizes the need to respect the past, value and preserve its material evidence - old books, family photographs, letters. These accessible historical relics will spark interesting and serious conversation. In addition, such techniques are useful for developing qualities that are also important for educational activities: they train memory, attention, and promote internal emancipation. At the same time, all channels of information are activated - visual, auditory, muscular, motor - and - as a result - the scope of vision of the world and associative connections expands, intuition develops, and the emotional sphere becomes richer. Such techniques help in concentrating attention, awakening imagination, and creating a creative atmosphere. With their help, conditions are more effectively created that stimulate the cognitive and creative activity of children.
The above examples show how in extracurricular activities behind the pages of a textbook integration of basic and additional education is actually taking place.
The content of conversations on spiritual and moral issues during the year can be roughly presented for each section as follows:
Section I:

1. What has changed over the summer: us or the world?
2. Faith, Hope, Love: why do people unite together and what is society?
3. What are the rights of a child and when do he have responsibilities?
4. What helps build good relations between peoples in Russia and abroad?

Section II:

1. Why do we call Russia a great country?
2. How do the features of the earth's surface in different regions of Russia affect the life and activities of people, customs and traditions of the peoples inhabiting it?
3. Which rivers and lakes in Russia are considered holy?
4. Which natural area of ​​Russia would I like to explore and why?

IIIchapter

1. What can we do now to preserve the memory of the past of our city (village)?
2. What ideas serve as the basis for moral choice for our compatriots and for us? What does it mean to do good in secret?
3. How to interpret the thought: “Love is the work of the soul”? Which of our famous fellow countrymen lived and lives in accordance with this thought?
4. Are the words “Mercy, mercy and almsgiving” different? Which of my compatriots and loved ones can serve as an example of a merciful attitude towards people?
5. Death and immortality: what deeds and events in the history of our country have the right to be called immortal and why?

ISection V

1. Why is it important to develop Russian agriculture?
2. Why is the collaboration of science and industrial production necessary in our country?
3. Why preserve the traditional crafts of the peoples of Russia?
4. What is my project for the future of Russia?

Specific tips for work behind the pages of a textbook are given in the section “Recommendations for family activities”, in lesson descriptions of classroom activities. This is the general content of the work behind the pages of the textbook in the 4th grade. Now let’s specify it in accordance with the sections of the textbook “The World Around us”.

Behind the pages of a textbook (section “We are citizens of a single Fatherland”)

Continue to make imaginary trips to the republics and other regions of the Russian Federation. Invite your friends and older relatives to participate in this game. Based on the results of your travels, arrange the exhibition “Coats of Arms, Flags and Capitals of the Subjects of the Russian Federation.” Organize a festival of artistic creativity and traditional gaming culture of the peoples of Russia. Together with your friends from a parallel class and with the help of high school students from your school, organize a video presentation competition “The Beauty of the Nature of My Fatherland” based on materials from the Internet.

Behind the pages of a textbook (section “Around native spaces”)

Try to get to know the nature of your native land better, understand its environmental problems, and take part in environmental projects that are interesting to you. Hold a conference in class on the topic “How to solve the environmental problems of the region.” With your class or with your family, try to visit different parts of the country, nature reserves and national parks, open-air museums that introduce you to the traditional economic activities and home life of the peoples of a particular region. Take photographs of what you see and compile your “Travel Album”. Organize an exhibition of such albums in your classroom. Conduct quizzes on the topics “Red Book of Russia”, “Reserves and National Parks of Russia”, “Open Air Museums”.
Read books about the nature and culture of different regions of Russia. Celebrate the holiday “Into Nature with a Book.” At the festival, you can organize a competition “The most attentive reader.” Present at the exhibition your favorite books about the nature and culture of the peoples of our Fatherland.
Get acquainted with the ancient songs and tales of the peoples of your region, where there are descriptions of the work that has long been the basis of their lives.

Behind the pages of a textbook(section “Journey along the River of Time”)

Find out what folk legends are about the origin of the city, village, street, microdistrict where you live, what the names of your place of residence, rivers, lakes in its vicinity mean. Also find out which city is the center of the region, region, district where you live, when it arose, who its founders and first inhabitants were, whether there are oral traditions or written documents related to its history.
Together with your family, visit the sights and shrines of your region, city (village). Find out what events in Russian history the churches of your region were erected in memory of. Organize full-time or correspondence excursions to the cities of the Golden Ring of Russia. Prepare photo stories or exhibitions of drawings based on the results of your travels.
As you become more familiar with Russian history, compile a “Calendar of memorable dates for our Fatherland,” including pages dedicated to events in the history of your region and your fellow countrymen.
For Victory Day, create an exhibition “My fellow countrymen during the Great Patriotic War.” Based on family memories, compile a “Book of Memory” about the life of relatives and family friends during the Great Patriotic War. Include fragments of front-line letters and wartime documents.

Behind the pages of a textbook(section “We are building the future of Russia”)

Take part in a meeting with agricultural specialists or food industry workers in your region; visit local food exhibitions. Try to learn about ancient secrets and modern advanced methods of growing, storing and preparing the healthiest agricultural products in your region.
Organize a tour of an industrial plant in your region. Try to find out what new scientific developments are being used for its development, what is being done to improve working conditions and improve the lives of its workers, and whether there are prospects for interesting work for young people.
Organize a project competition “I am building the future of Russia” with the participation of high school students and members of their families. Invite representatives of local authorities of the city (district, village) to the organizing committee of the competition.

Test materials
in the subject “The World Around us”
to the educational complex “Perspective” by A.A. Pleshakova, M.Yu. Novitskaya
Explanatory note
The program on the surrounding world was developed based on the requirements of the Federal State Educational Standard for Primary General Education. Working with the Perspective educational complex, teachers were faced with the problem of testing students’ knowledge of the world around them.
Systematic work with test materials, consisting of thematic tests for lessons, as well as final tests for the quarter and academic year, which are contained in this collection, will help prepare students for state certification.
Checking is a constituent element of control, the main didactic function of which is to provide feedback between the teacher and the student, the teacher to obtain objective information about the degree of mastery of educational material, and the timely detection of deficiencies and gaps in knowledge.
Goal: To create a collection of tests aimed at identifying subject and meta-subject knowledge and skills of 4th grade students.
The use of test tasks allows you to:
- measure the level of mastery of key concepts, check the totality of subject and meta-subject skills; - check, compared to conventional forms of testing, a significantly larger amount of acquired knowledge; - give a more objective assessment of students’ knowledge; - check the work performed much faster compared to conventional forms ;- evaluate each student.
The collection contains tests on the course “The World Around You” for 4th grade. All tasks comply with the curriculum of general education institutions and the requirements of the Federal State Educational Standard for primary school. Systematic work with the materials in the collection will allow schoolchildren to be taught how to work with tests, which will help them successfully complete the tasks of the final certification in the future.
Test structure
All tests consist of three parts. Part A – tasks No. 1-5 (No. 1-12), involve choosing one correct answer from those proposed. These tasks test basic knowledge on the topic of the lesson or section.
Part B of the task consists of questions that require writing an answer in one sentence or relating concepts and definitions. These tasks help to check how students have learned to process the information received: compare and group facts and phenomena; determine the causes of phenomena and events; convert information from one form to another; work according to plan, compare your actions with the goal and, if necessary, correct mistakes.
Part C contains one question that requires a coherent answer of 2-5 sentences. The teacher monitors the students’ ability to process the information received: to draw conclusions based on generalizing knowledge; convert information from one form to another: present information as text; convey your position to others: express your thoughts in writing, taking into account your educational and life situations, express your point of view and try to justify it. Main sections of the course:
- We are citizens of a single Fatherland
- In native spaces
- Journey along the river of time
- We are building the future of Russia
General requirements for the level of preparation of students graduating from primary school
As a result of studying the world around us, the student must:
know/understand
- state symbols and public holidays of modern Russia; what is the Constitution; fundamental rights of the child;
- the special role of Russia in world history; show a sense of pride in national achievements, discoveries, victories;
- the most important events and great people of Russian history;
- an idea of ​​the features of the nature of your region: the shape of the earth’s surface, minerals, reservoirs, natural communities;
- the essence of Russia’s historical victories, which played a decisive role in world history:
be able to
- notice and explain what people’s actions are contrary to human conscience, rules of behavior (morality and law), human rights and children’s rights;
- have an initial understanding of the uniqueness of Russia as a single indivisible state, of the historical role of the multinational people of Russia as a creator people, the guardian of Russian statehood;
- give examples of patriotism, valor, nobility based on the material of national history;
- identify cause-and-effect relationships between various historical events and phenomena of social reality;
- show respect for Russia, your native land, your family, history, culture, the nature of our country, its modern life;
- be able to evaluate people’s activities in educational and real situations in an accessible form;
- independently find in the textbook and additional sources information on a certain topic of a natural and social science nature, present it in the form of a message or story.
Performance evaluation
For each correct answer in block A, one point is given, in block B the score ranges from 1 to 2 points, in block C the score is 1-4 points.
Test grading table
Ratings
"2" "3" "4" "5"
Tests on lesson topics 0 – 5 points 6 points 7-10 points 11 – 13 points
Tests by section 0 – 6 points 6 – 10 points 11 – 16 points 17 – 20 points
Final test 0-7 points 8 – 15 points 16 – 20 points 21 – 24 points
When conducting testing, it is very important to indicate the time required for students to work. Time is a factor that determines the quality of the results obtained during testing. Increasing the time will result in student fatigue, which will in turn affect test scores. A certain time is allotted for completing tests: for a test on the topic of the lesson - 15 minutes; for the section test – 25-30 minutes; for the final test - 40 minutes. Students are given pre-prepared forms or individual sheets with questions and answer options (for closed-type assignments).
Thus, the undeniable advantages for the teacher of test tasks are the following:
identifying the knowledge and skills of each student;
timely detection of knowledge gaps;
speed of implementation;
ease of verification.
And for the student the following:
this type of work does not tire children;
shows interest in educational material; motivation for educational and cognitive activities;
ability to perform self-examination.
But we must not forget that for primary school students the development of speech in all lessons, including the outside world, is important. And test tasks do not contribute to this. Therefore, they should not be the only form of testing, but should be skillfully used in the learning process together with conversation, independent work, test work, and practical work.
Instructions for students
When completing Part A, read the question carefully and choose one of the given answer options.
In part B, you must answer in one sentence (word, phrase) or correlate the left and right parts of the task.
In Part C, you need to give a coherent answer to a question of 2-5 sentences.
Test 1 on the topic “The Constitution of Russia”
A1. What other name does our country have?
Russian empire
Russian republic
Russian Federation
Russian country
A2. What is a constitution?
fundamental law of our country
another name for our country
structure of our country

A3. How is the word “constitution” translated from Latin?
association, union
agreement
statement
device
A4. When was the last Constitution of the Russian Federation adopted?
in 1977
in 1917
in 1922
in 1993
A5. What are human rights and freedoms?
education
work
child care
defense of the Motherland
IN 1. Why is the Constitution called the fundamental law of our country?

AT 2. Connect the rights and responsibilities found in the Constitution with fairy tales that illustrate these moral rules.
Right/responsibility Fairy tale
1.Everyone has the right to life.
2.Everyone has the right to freedom and personal security.
3. Everyone has the right to housing.
4.Caring for children is an equal right and responsibility of parents.
5.Everyone has the right to rest. A. "Teremok"
B. Charles Perrault "Cinderella"
V. J. Rodari “The Adventures of Cipollino”
G. “Ivan Tserevich and the Gray Wolf”
D. A. Reznikov “The Adventures of Leopold the Cat”
S. How do you understand the words “Our country has become the Russian Federation with a republican form of government”? Write your answer in the form of a coherent text of 2-4 sentences.
Test 2 on the topic “Children’s Rights”



Convention on the Rights of the Child

A2. Until what age is a citizen of a country considered a child?
up to 1 year
up to 18 years old
up to 14 years old
up to 21 years old
A3. How is the word “convention” translated from Latin?
Union
resolution
agreement
device
A4. Who takes care of a child if he is left without parents?
relatives
neighbours
teachers
state
A5. When did the UN adopt the Convention on the Rights of the Child?
in 1989
in 1948
in 1945
in 2004
IN 1. What right do educational institutions give you?
______________________________________________
AT 2. What rights does a young citizen have?

C. How do you understand the tenth principle of the Declaration of Human Rights: “a child should be brought up in the spirit of mutual understanding, tolerance, friendship between peoples ......”? Write your answer in the form of a coherent text of 2-3 sentences.
Test 3 on the topic “Government structure of Russia”
A1. Who has the highest authority in resolving government issues in Russia?
President3.Chairman of the Government
People4.Deputies of the State Duma
A2. Who elects the President of Russia?
Deputies of the State Duma3.government
People4.Chairman of the Government
A3. Which government body has legislative power?
To the Government of Russia3.Presidential Administration
Supreme Court4.Federal Assembly
A4. Which government body has executive power?
To the Government of Russia3.to the people
Federation Council4.State Duma
A5. At what age does a citizen have the right to participate in government?
from 18 years old
from 21 years old
from 25 years old
from 14 years old
Q1. Fill in the missing words in the sentences.
The highest power in Russia belongs to ………………….. . Executive power belongs to …………………………. Legislative power belongs to …………………………….
AT 2. What are the powers of the President of the Russian Federation?

S. Why is it necessary to take a responsible approach to the elections of the President and deputies of the State Duma?
Test 4 on the topic “State border of Russia”
A1. Which country does not have a common border with Russia?
Norway
Poland
Belarus
France
A2. Which country is our maritime neighbor?
China
Kazakhstan
Japan
Ukraine
A3. Which country has the largest population?
in USA
in China
in Mongolia
in Poland
A4. Which country borders Russia to the north?
Norway
Azerbaijan
Georgia
DPRK
A5. Which country has the shortest border with Russia?
Poland
Belarus
Mongolia
DPRK
IN 1. What countries are located in Europe?
________________________________________________________
AT 2. What countries are located in Asia?
_________________________________________________________
S.Which country would you like to visit? Explain why.
Test 5 – Test work on the section “We are citizens of a united Fatherland.”
Option 1.
A1. What does the “family” characteristic of society refer to?
joint farming
your own language
borders
State symbols
A2. Who is the head of state in our country?
emperor
king
the president
Sultan
A3. What is the name of the fundamental law of our country?
the federal law
constitution
declaration
convention
A4. At what age does a Russian citizen receive a passport?
At 18 years old
at 21
at 16 years old
at 14 years old
A5. What is the name of the document that protects the rights of young inhabitants of the planet?
Universal Declaration of Human Rights
Constitution of the Russian Federation
Convention on the Rights of the Child
Decree of the President of the Russian Federation
IN 1. What does the State Duma do?
__
AT 2. What does the double-headed eagle symbolize on the Russian coat of arms?
__

Test 5 – Option 2.
A1. What refers to the characteristic of society as “the people”?
territory
National Costume
joint farming
capital

democratic republic
monarchy
presidential republic
socialist republic
A3. At what age does a citizen have the right to participate in government?
from 18 years old
from 21 years old
from 2 years
from 14 years old
A4. What is a constitution?
fundamental law of our country
another name for our country
structure of our country
unification of the peoples of our country
A5. What are the rights of a citizen?
protection of honor and good name
nature conservation
execution of state laws
taking care of your child
IN 1. What are the symbols of the state?
_______________________________________________________
AT 2. What does the State Duma do?
____
S. What helps to build good relations between peoples in Russia and abroad?
Test 6 on the topic “In search of underground storage rooms”
A1. Which mineral is the most durable?
limestone
granite
coal
peat
A2. What mineral can be melted?
clay
sand
oil
iron ore
A3. From what mineral is liquid fuel obtained?
made of clay
iron ore
from oil
from peat
A4. Which mineral has plasticity?
clay
sand
limestone
granite
A5. What mineral is called “black gold”?
oil
natural gas
coal
peat
IN 1. Which minerals are flammable?
_________________________________________________________
AT 2. What minerals are used in construction?
_________________________________________________________
C. Why do people extract minerals?
Test 7 on the topic “Across the seas”
A1. Which of these seas is the Atlantic Ocean?
White
Okhotsk
Baltic
Karskoe
A2. Which sea is the warmest?
Black
Baltic
Beringovo
Barentsevo
A3. Which lake is the deepest in the world?
Baikal
Seliger
Ladoga
Onega
A4. Which river flows through the East European Plain?
Amur
Volga
Lena
YeniseA5. Which lake is called the sea?
Baikal
Ladoga
Onega
Caspian
IN 1. Which oceans wash the shores of Russia?
_________________________________________________________
AT 2. What lake are we talking about?
This lake is located on the territory of Karelia, Leningrad and Vologda regions. It is the second largest lake in Europe after Ladoga. The name of the lake translated from ancient Finnish means “smoking lake”. People lovingly call the lake “father”. One river flows from it - the Svir, which then flows into Ladoga.
about Lake Seliger
about Teletsky
about Onega
about Baikal
C. Why are the seas polluted? How can we help preserve their ecology?
Test 8 on the topic “In the icy desert”
A1. Where is the Arctic desert zone located?
in the tropical zone
in the temperate zone
at the equator
in the polar zone
A2. What is the temperature in the Arctic in summer?
above +20оС
slightly above 0°C
below -10 o Below -40 oCA3. Which group of plants predominates in Arctic deserts?
flowering
lichens
conifers
ferns
A4. What do birds eat in Arctic deserts?
crustaceans
plants
fish
insects
A5. What do people do in the Arctic?
nature study
livestock farming
mining
hunting
IN 1. What environmental problem exists in the Arctic?
_
AT 2. What food chain diagrams can be made from these living creatures: crustaceans, polar cod, guillemot, polar bear, seal, algae?

S. How did flora and fauna adapt to the harsh Arctic conditions?
Test 9 on the topic “In the cold tundra”
A1. What are the weather conditions of the tundra?
cold winter, warm summer
harsh winter, hot summer
harsh winter, cold summer
harsh winter, no summer
A2. What plant is the main food for deer?
cloudberry
dwarf willow
cowberry
reindeer moss
A3. What is the main occupation of the northern peoples?
growing fodder crops
growing grain crops
poultry farming
reindeer husbandry
A4. How are birds adapted to the harsh conditions of the tundra?
go into hibernation for the winter
feed on insects, which are abundant in the tundra
they have thick, long feathers on their belly and legs
fly south for the winter
A5. How much harm does human activity cause to the tundra?
soil surface is disturbed due to oil extraction
the air is polluted
forests are being cut down
a lot of fish are caught
IN 1. Read the text. Determine if this can happen.
We rode at night on a sleigh through a dense birch forest. Suddenly we see mushroom caps sticking out above the birch trees in the distance. We stopped and started looking for more. You can move two or three birch trees apart and find a good fungus. We picked a whole basket of mushrooms. We look at the clock, it’s past midnight, it’s time to go to bed. And the sun doesn’t even think about setting. We laid our sleeping bags on the birch trees and fell asleep soundly.
_
AT 2. Why are plants in the tundra short?
_________________________________________________________________
S. Write at least one environmental problem of the Tundra and suggest ways to solve it.
Test 10 on the topic “Among the forests”
A1. How are the weather conditions different in the forest zone?
warm winter
warm summer
little moisture
the sun rises low above the horizon
A2. Which tree is not a conifer?
cedar pine
larch
ash
fir
A3. Which tree is classified as small-leaved?
oak
birch
maple
Linden
A4. Which bird helps spread cedar seeds?
capercaillie
grouse
nutcracker
merlin falconA5. Which animal is “extra”?
chipmunk
deer
lynx
hare
IN 1. Write a brief description of the forest zone?
__________________________________________________________________
AT 2. What forest bird are we talking about?
This bird belongs to the order Gallinae. Males are larger and brighter than females. In spring, males gather to lek. Mocking birds make special sounds, and sometimes fight fiercely. During the current “singing” they lose their hearing, which is why these birds got their name.
___________________________________________________________.
S. How do you understand the expression: “the forest is a place of rest”?
Test 11 on the topic “In the wide steppe”
A1. What are the weather conditions in the steppes?
hot summer, little moisture
cold short summer
harsh winter, cool summer
rainy and hot summer
A2. What vegetation cover predominates in the steppes?
broadleaf forests
trees and shrubs
various herbaceous plants
coniferous forests
A3. Which plant has roots - bulbs?
fescue
feather grass
tulip
sedge
A4. What animal is a predator?
gray partridge
bustard
filly
steppe viper
A5. What steppe animals are listed in the Red Book?
demoiselle crane2.hamster
3.kestrel4. Gopher
IN 1. What natural phenomenon in the steppes are we talking about?
It occurs in the steppes during drought, especially where the lands are plowed. With this phenomenon, visibility decreases sharply. Wind-borne dust penetrates everywhere, damaging machinery and making breathing difficult. As a result, the soil is destroyed, often with seeds. They can fall to the ground thousands of kilometers away.
__________________________________________________________
AT 2. Why do many birds die in the steppes?
_________________________________________________________
S. Write how the plants adapted to the long dry summer?
Test 12 on the topic “In the hot desert”
A1. What are the weather conditions like in the desert?
hot summer, little precipitation
hot summer, harsh winter
warm rainy summer
short hot summer
A2. What thorny plant do camels readily eat?

cacti

saiga
camel
corsac
scarab
A4. What are dunes?
animals
plants
sand shafts
dust storms
A5. Which animal uses long strong legs to jump up to 3 m in height?
saiga
corsac
fast foot-and-mouth disease
jerboa
IN 1. How did animals adapt to desert conditions?
_____________________________________________________________-
Q2.What environmental problem exists in deserts?
_________________________________________________________________
S. Think about what will happen in the desert if camels disappear completely?
Test 13 on the topic “Through the pages of the Red Book”
A1. What animals are protected in the Taimyr Nature Reserve?
red-breasted goose
lemming
deer
peregrine falcon
A2. Which steppe animal is listed in the Red Book?
Viper2.hamster
3. steppe rack 4. filly
A3. What animals are protected in the reserve on Wrangel Island?
dead end
walrus
polar bear
muskox
A4. Which forest animal is listed in the Red Book?
elk
owl
bear
stag beetle
A5. Which mammal is listed in the Red Book?
black sea bottlenose dolphin
roe
brown hare
vole
IN 1. Match the environmental problem with the area it applies to.
Environmental problem Natural area
1. Destruction of soil by heavy equipment.
2. Oil pollution of seas and coasts.
3. Deforestation.
4. Formation of shifting sands.
5. Poaching. A. Arctic deserts
B.Steppe
V.Tundra
G. Black Sea coast
D. Deserts
E. Forest zone
__________________________________________________________________
AT 2. Why is Lake Baikal included in the World Natural Heritage List?
______________________________________________________________
C.Read the poem.
Tree, grass and bird
They don't always know how to defend themselves.
If they are destroyed,
We will be alone on the planet.
What actions need to be taken so that people are not left alone on the planet?
Test 14 – Test work on the section “Around native spaces”
Option 1.
A1. How does a forest protect the soil?
prevents the sun from drying out the soil
it is difficult to plow and sow in the forest
prevents wind and water flows from washing away the soil, holds it
Don't animals trample the soil in the forest?
A2. Which steppe plant has roots - bulbs?
fescue
feather grass
iris
sedge
A3. What animal is called the “ship of the desert”?
saiga
camel
corsac
monitor lizard
A4. What are beams?
cluster of hills

high mountain slopes
mountains arranged in rows
A5. What is an influx?
beginning of the river
where the river meets the sea

right bank of the river
A6. Which mineral has plasticity?
clay
sand
limestone
granite
A7. What type of soil is the most fertile?
tundra
meadow
podzolic
black soil
A8. What bird lives and builds nests in the meadow?
quail
woodpecker
oriole
thrush
A9. What forests grow on the slopes of the mountains of the Black Sea coast?
broadleaf
conifers
mixed
bushes
A10. Which animal uses long strong legs to jump up to 3 m in height?
saiga
corsac
fast foot-and-mouth disease
jerboa
IN 1. Why should you start mowing the grass in a meadow from the center, moving in a circle?
______________________________________________________________
AT 2. What attracts grain growers to the steppe?
_____________________________________________________________
AT 3. What World Natural Heritage sites are located in Russia?
_____________________________________________________________
S. What places in Russia would you like to visit? Why?
Test 14-Option 2
A1. What trees grow in the taiga?
birch, aspen
oak, maple
pine, fir
ash, elm
A2. Which steppe animal is a predator?
gray partridge
bustard
filly
steppe viper
A3. What are ravines?
depressions with steep slopes
depression between mountains
potholes on hillsides
high hills
A4. What is a source?
beginning of the river
where the river meets the sea
river flowing into another river
sandbank on the shore
A5. Which mineral has fusibility?
clay
sand
oil
iron ore
A6. What type of soil is common in the steppes?
gray forest soil
meadow soil
podzolic soil
black soil
A7. What plain stretches from the western borders of Russia to the Ural Mountains?
Eastern European
Privolzhskaya
Central Siberian Plateau
West Siberian A8. What characteristic applies to the tundra?
the sun never rises high above the horizon, lichens are found among the vegetation on the rocks, animals feed on fish
short summer. The ground thaws to a depth of 1.5 m, water is not absorbed, so there are a lot of swamps there, plants creep along the ground
summers are warm, but winters are harsh, coniferous plants predominate, since they are less demanding of heat; the animal world is diverse
heat-loving broad-leaved plants grow in the forests; flora and fauna are rich and diverse


the belt always faces the Sun
there are many volcanoes there

A10. What are the highest mountains in Russia?
Caucasian
mountains of Kamchatka
Sayan Mountains
Ural
IN 1. Why is Lake Baikal included in the World Natural Heritage List?
______________________________________________________________
AT 2. How do plants adapt to long dry summers?
_____________________________________________________________
AT 3. What harm does human activity cause to the tundra ecology?
________________________________________________________________
S. What places in Russia would you like to visit? Why?
Test 15 on the topic “Moscow is Vladimir’s successor”
A1. Which prince challenged the Golden Horde?
Ivan KalitaYuri Dolgoruky
Alexander Nevskiy
Dmitry Ivanovich
A2. What nickname did Prince Dmitry receive after the Battle of Kulikovo?
Donskoy
Nevsky
Dolgoruky
Red Sun
A3. When did the Battle of Kulikovo take place?
in 1240
in 1380
in 1237
in 1300
A4. Which city was the capital of Rus' in the 13th century?
Kyiv
Vladimir
Moscow
Velikiy Novgorod
A5. What monks were sent by Sergius of Radonezh with Prince Dmitry?
Ilya Muromets
Nikitich
PeresvetVladimir
IN 1. Why did Dmitry Donskoy ask for blessings at the Trinity Monastery before the battle?
_______________________________________________________________-
AT 2. What three troubles came to Rus'?
_________________________________________________________________.
S. Think about why Prince Daniil of Moscow over time was popularly called the master of the Russian land?
Test 16 on the topic “The beginning of the Muscovite kingdom”
A1. Where did the meeting of the Russian army with the army of Akhmat take place?
on the Nepryadvena River on the Don River
on the Ugra River
on the Neva River
A2. Which Mongol khan led his troops to the Ugra River?
Mamai
Batu
Akhmat
KasymA3. Which Kremlin was built under Ivan III?
white stone
oak
from iron gratings
red brick
A4. What symbol appeared on the seal of Ivan III?
St. George the Victorious
double headed eagle
bear
shield and sword
A5. Which ruler became the first Tsar in Russia?
Ivan III
Ivan groznyj
Ivan KalitaDmitry Donskoy
IN 1. Why did Ivan III decide to repel the Golden Horde?
__________________________________________________________________
AT 2. Connect the concept with its definition.
Concept Definition
A. Cossacks
B. Mosque
V. Zemsky Sobor 1. A religious building for people of the Islamic faith.
2. Free people who fled from the Tatars to the uninhabited steppes.
3. The governing body in Rus', a meeting of faithful and reasonable people.
S. What do you notice in common in the policies of the Kyiv princes and the Moscow sovereigns?
Test 17 on the topic “Ascetics of Rus' and explorers”
A1. Which king ordered the founding of a printing house in Moscow?
Ivan III
Ivan KalitaYaroslav the Wise
Ivan groznyj
A2. What was the name of the master who created the first printing house in Moscow?
Kirill
Methodius
Ivan Fedorov
monk Nestor
A3. What book did Ivan Fedorov create for teaching literacy?
"The Tale of Bygone Years"
"The Tale of Igor's Campaign"
"Apostle"
first Russian primer
A4. Where is the monument to Ivan Fedorov erected?
in Kyiv
in Moscow
in Yaroslavl
in Vladimir
A5. In what year was the first printed book published in Rus'?
in 1480
in 1564
in 1612
in 1500
IN 1. What cities were built in Siberia in the 16th – 17th centuries?
_________________________________________________________________
AT 2. Give definitions of the concept.
A person discovering the world, paving a new path - ……………………………….. .
A person serving goodness, justice, caring for people - …………………………. People who mastered a new business set the world around them in motion - ………………………….
S. How does the proverb: “As you live, so will you be known” characterize the worldview of Metropolitan Philip?
Test 18 on the topic “On the path to unity”
A1. When did the Polish invaders move against Russia?
in the 11th century
in the 14th century
in the 16th century
in the 17th century
A2. Where did the Polish invaders take refuge?
in Novgorod
in Kyiv
in Moscow
in Ryazan
A3. Which Russian people called on the people to resist their enemies?
Ivan Fedorov
Dmitry Donskoy
Ivan groznyj
Kozma Minin
A4. Who stood at the head of the Russian army?
Kozma Minin
Dmitry Pozharsky
Alexander Nevskiy
Ivan groznyj
A5. When was the victory over the Poles won?
in 1612
in 1610
in 1604
in 1613
IN 1. What feat accomplished during this war is described in K. Ryleev’s poem?
The forest is becoming wilder and wilder!
And suddenly the path in front of them disappears;
And pine and spruce, with thick branches
Bowing sullenly to the very ground,
A thick wall of twigs was woven.
The anxious ear is in vain:
Everything in that remote place is dead and deaf...
"Where have you taken us?" - the old Lyakh cried out.
“Where you need it!” Susanin said.
Kill! torture me! - my grave is here!
But know and strive: I saved Mikhail!”
_____________________________________________________________.
AT 2. Connect the person with his role in the liberation of Rus' during the Time of Troubles.
Figure Role in history
1.Kozma Minin
2.Dmitry Pozharsky
3. Patriarch Hermogenes. A. Made the first contribution to the creation of the army, called on citizens “not to spare the good” to defend the Fatherland.
B. Refused to sign the charter for the reign of the Polish prince.
V. Stood at the head of the people's militia.
S. Why did victory in Rus' become possible after the turmoil and foreign invasion?
Test 19 on the topic “The Beginning of the Russian Empire”
A1. What nickname did Tsar Peter I receive?
Donskoy
Red Sun
Wise
Great
A2. What was Peter I interested in as a child?
war games
dancing
astronomy
art
A3. When did St. Petersburg become the capital of Russia?
in 1480
in 1612
in 1703
in 1712
A4. What did Peter I create in Russia?
first university
navy
Academy of Sciences
First ship
A5. At what age was Peter I proclaimed tsar?
at 26 years old
at 20 years old
at 10
At 18 years old
IN 1. Why was it important for Russia to create a fleet?
__________________________________________________________
AT 2. What sciences did Peter I know well?
___________________________________________________________
S. Why was a modern nuclear-powered missile cruiser given the name of Peter I? Test 20 on the topic “Life is for the Fatherland, honor is for no one”
A1. What did Mikhail Lomonosov founded upon his return to St. Petersburg from Germany?
Academy of Sciences2. observatory
3.chemical laboratory4. Institute of Physics
A2. What monument was erected by Catherine II in honor of Peter I?
Peter and Paul Cathedral
Winter Palace
Bronze Horseman
Admiralty
A3. Which commander became famous for his victory over the Izmail fortress?
A.V. Suvorov
F.F. Ushakov
M.I. Kutuzov
Dmitry Pozharsky
A4. Which naval commander stormed the sea fortress on the island of Corfu?
A.V. Suvorov
F.F. Ushakov
M.I. Kutuzov
Peter I
A5. What difficulties did Lomonosov encounter while studying in Moscow?
science was difficult2. didn't have enough money to live
3.he was from the common people4. there were no books
IN 1. Why was a monument erected in Switzerland to the soldiers led by A.V. Suvorov?
_________________________________________________________________
AT 2. Combine the name and deed of our compatriot.
Figure Role in history
1.M.V.Lomonosov
2.A.V.Suvorov
3. F. F. Ushakov A. Stormed the sea fortress on the island of Corfu.
B. Wrote a textbook on military skills, “Science Wins.”
V. Developed a project for Moscow University.
S. How do you understand the expression: “The honor of a scientist, a warrior, a citizen”?
Test 21 on the topic “Patriotic War of 1812”

in 1480
in 1612
in 1812
in 1704
A2. Who was appointed commander-in-chief of the Russian troops?
A.V. Suvorov
F.F. Ushakov
M.I. Kutuzov
M.I. Platov
A3. Where did the decisive battle with Napoleon's army take place?
near the village of Borodina
near the Nepryadvyu River in Poltava
on the Kulakovsky field
A4. Who is M.I. Platov?
Russian commander
ataman of the Cossacks
commander of a partisan detachment
Adjutant M.I. Kutuzova
A5. Which commander was M.I.’s mentor? Kutuzov in military affairs?
A.V. Suvorov2. F.F. Ushakov
3.Napoleon Bonaparte4. Peter the Great
IN 1. Why did the War of 1812 remain in history under the name “Patriotic”?
________________________________________________________________
AT 2. Fill in the missing words into the text.
Napoleon started the war with Russia on June 12………….. . On the way to Moscow, the enemy was exhausted by attacks …………………….. . The decisive battle took place on the ………………………… field. Kutuzov decided to give ……………………. and retreat.
S. What do you think our compatriots dreamed of then? What plans did they make?
Test 22 on the topic “In search of justice”
A1. Who was the last Russian Tsar?
Ivan VI
Alexander II
Nicholas II
Peter I
A2. Which king abolished serfdom?
Ivan IV
Alexander II
Nicholas I
Peter I
A3. What definition fits the word “revolution”?

a group of people who put forward their program for the development of society
military action against invaders

A4. What is a civil war?
decisive action for profound changes in society
war between citizens of the same country
war of citizens for their fatherland
military action against the king
A5. When did the Russian Tsar abdicate the throne?
in 1917
in 1918
in 1914
in 1922

_________________________________________________________________
AT 2. Who fought during the Civil War?
_________________________________________________________________
S. Do you think it was possible to prevent the revolution and civil war?
Test 23 on the topic “A Century of Troubles and Victories”
A1. What was the name of our country in 1922?


Russian empire
Russian republic
A2. How many republics became part of the USSR?
fifteen
sixteen
two
six
A3. Which city became the capital of our country in 1918?
Kyiv
Nizhny Novgorod
Moscow
Saint Petersburg
A4. What symbol crowned the Soviet pavilion at the World Exhibition in Paris?
Spasskaya Tower with a five-pointed star
Monument "Worker and Collective Farm Woman"
The icebreaker "Krasin"
coat of arms of Russia
A5. Who has led our country since the 20s. XX century?
parliament
tsar
the president
Adviсe
IN 1. Why did farmers not want to unite into collective farms?
_________________________________________________________________
AT 2. How was illiteracy eliminated in the Soviet country?
__________________________________________________________________
S. Why do you think our compatriots, after the revolution, primarily built plants, factories and schools?
Test 24 on the topic “Get up, huge country!”
A1. When did the Great Patriotic War begin?
in 1939
in 1941
in 1945
in 1922
A2. Which country attacked ours in 1941?
Germany
France
Japan
Mongolia
A3. Which city was under siege for 9,000 days?
Moscow
Stalingrad
Kursk
Leningrad
A4. When do we celebrate Victory Day?
22nd of June
9th May
February 23
12 June
A5. Who led the assault on Berlin?
Marshal Konev
Marshal Rokossovsky
Marshal Zhukov
General Panfilov
IN 1. Why did our army fail at first?
_______________________________________________________________
AT 2. What consequences did the Great Patriotic War have?
________________________________________________________________
S. Why, despite the fact that our country was not ready for war and the attack by fascist troops was sudden, were our people able to withstand and drive out the enemy?
Test 25 – Test work on the section “Journey along the River of Time”
Option 1.
A1. When did the French army invade Russia?
in 1480
in 1612
in 1812
in 1704
A2. Who was the last Russian Tsar?
Nicholas II
Ivan IV
Alexander II
Peter I
A3. What was the name of our country in 1922?
Russian Federative Republic
Union of Soviet Socialist Republics
Russian empire
Russian republic
A4. When did the Great Patriotic War begin?
in 1939
in 1941
in 1945
in 1922
A5. Which city became the capital of Ancient Rus'?
Constantinople
Kyiv
Moscow
Novgorod
A6. Who created the Slavic alphabet?
Yaroslav the wise
Vladimir Red Sun
Cyril and Methodius
Yury Dolgoruky
A7. Which prince defeated the Swedish army on the Neva?
Prince Oleg
Prince Vladimir
Prince Yaroslav
Prince Alexander
A8. What was the name of the master who created the first printing house in Moscow?
Kirill
Methodius
Ivan Fedorov
monk Nestor
A9. When did the Polish invaders move against Russia?
in the 11th century
in the 14th century
in the 16th century
in the 17th century
A10. When was the first Soviet citizen in space?
in 1957
in 1961
in 1991
in 1945
IN 1. Why did Peter I receive the nickname the Great?
________________________________________________________________
AT 2. What achievements relate to the post-war history of our country?
_________________________________________________________________
AT 3. Why did Ivan III decide to repel the Golden Horde?
__________________________________________________________________

Option 2.
A1. Where did the decisive battle with Napoleon's army take place in 1812?
near the village of Borodina
near the Nepryadvyu River in Poltava
on the Kulakovsky field
A2. Who led the assault on Berlin?
Marshal Konev
Marshal Rokossovsky
Marshal Zhukov
General Panfilov
A3. What name refers to our legendary military equipment from the war of 1941 - 1945?
"Moment"
"Shark"
"Buran"
"Katyusha"
A4. In which Russian city was the Motherland monument erected in memory of the battles of the Great Patriotic War?
in Astrakhan
in Samara
in Ulyanovsk
In Volgograd
A5. Who went down in history as the baptist of Rus'?
Prince Vladimir
Yaroslav the Wise
Alexander Nevskiy
Peter the Great
A6. Which city was under siege for 900 days during the Great Patriotic War?
Moscow
Stalingrad
Kursk
Leningrad
A7. What was the name of the spaceship on which Yuri Gagarin flew into space?
"Vostok-1"
"Buran"
"World"
"Challenger"
A8. When is Victory Day celebrated in our country?
22nd of June
9th May
February 23
12 June
A9. Who stood at the head of the Russian army against the Polish invaders?
Kozma Minin
Dmitry Pozharsky
Alexander Nevskiy
Ivan groznyj
A10. How many republics became part of the USSR?
fifteen
sixteen
two
six
IN 1. Why is the war of 1914 called world war?
_________________________________________________________________
AT 2. Why did the War of 1812 remain in history under the name “Patriotic”?
_________________________________________________________________
AT 3. Why did the Russian troops of Ivan III defeat the Golden Horde?
_________________________________________________________________
S. Why do you think the Russian people were able to endure so much grief and win all the wars?

Option 1.
A1. What is the name of the fundamental law of our country?
the federal law
constitution
declaration
convention
A2. Who is the head of our state?
emperor
king
the president
Sultan
A3. What does the expression "BC" mean?
in the last century
in the last millennium
before the birth of Christ
after Christmas
A4.What plain stretches from the western borders of Russia to the Ural Mountains?
Eastern European
Privolzhskaya
Central Siberian Plateau
West Siberian A5. What animal is called the “ship of the desert”?
saiga
camel
corsac
monitor lizard
A6. Which mineral has fusibility?
clay
sand
oil
iron ore
A7. Which soil is the most fertile?
tundra soil
meadow soil
podzolic soil
black soil
A8. Which steppe plant has roots - bulbs?
fescue
feather grass
iris
sedge
A9. What are beams?
cluster of hills
depressions with slopes overgrown with plants
high mountain slopes
mountains arranged in rows
A10. Who went down in history as the baptist of Rus'?
Prince Vladimir
Yaroslav the Wise
Alexander Nevskiy
Peter the Great
A11. What was the name of the master who created the first printing house in Moscow?
Kirill
Methodius
Ivan Fedorov
monk Nestor
A12. Which prince defeated the Swedish army on the Neva?
Prince Oleg
Prince Vladimir
Prince Yaroslav
Prince Alexander
IN 1. What is sovereignty?
____________________________________________________________
AT 2. What is a civil war?
________________________________________________________________
AT 3. Which statement refers to the country's food security?
_______________________________________________________________
AT 4. What was the significance of the baptism of Rus'?
____________________________________________________________

Test 26 – Final test for the year
Option 2.
A1. What is the name of the document that protects the rights of young inhabitants of the planet?
Universal Declaration of Human Rights
Constitution of the Russian Federation
Convention on the Rights of the Child
Decree of the President of the Russian Federation
A2. What kind of state is our country according to the Constitution of the Russian Federation?
democratic republic
monarchy
presidential republic
socialist republic
A3. What chronology is accepted in Russia in our time?
from the day of the Nativity of Christ
since the founding of Rome
since the reign of Pharaoh
since the day of the presidents' reign
A4. What are the highest mountains in Russia?
Caucasian
mountains of Kamchatka
Sayan Mountains
Ural
A5. What thorny plant do camels readily eat?
juzgunthorncamel thorn
cacti
A6. What is a source?
beginning of the river
where the river meets the sea
river flowing into another river
sandbank on the shore
A7. What type of soil was called “black diamond” at the World Exhibition in Paris?
gray forest soil
meadow soil
podzolic soil
black soil
A8. Which mineral has plasticity?
clay
sand
limestone
granite
A9. Why is it warmer in the subtropics than in temperate zones?
the sun's rays fall vertically there
the belt always faces the Sun
there are many volcanoes there
due to the rotation of the Earth around the Sun
A10. Which city became the capital of Ancient Rus'?
Constantinople
Kyiv
Moscow
Novgorod
A11. Who created the Slavic alphabet?
Yaroslav the wise
Vladimir Red Sun
Cyril and Methodius
Yury Dolgoruky
A12. Who stood at the head of the Russian army against the Polish invaders?
Kozma Minin
Dmitry Pozharsky
Alexander Nevskiy
Ivan groznyj
IN 1. Why is the war of 1914 called world war?
______________________________________________________________
AT 2. What phenomenon in the social life of the country in the 1980s? called perestroika?
________________________________________________________________
AT 3. When does the new law come into force?
____________________________________________________________
AT 4. What problems arose in our country's economy in the 1980s?
_______________________________________________________________
S. What kind of Russia do you want to see in the future?
Answers to tests.
No. A1A2A3 A4A5 B1B21 3 1 4 4 1-2 All other laws should not contradict it 1G, 2c, 3A, 4B, 5D
2 3 2 3 4 1 For education or for free education For health care or for free education
3 2 2 4 1 1 To the people, government or federal assembly Issues decrees, commander in chief
4 4 3 2 1 1 Lithuania, Poland, Germany China, Mongolia
5-
v.1 1 3 2 4 3 Approves laws or rejects laws Power, might, wisdom
5-
v.2 1 1 1 1 4 State emblem or sovereign. flag Approves laws or rejects laws
6 2 4 3 1 1 Sand, granite, clay Peat, oil, natural gas
7 3 1 1 2 4 Atlantic, Northern, Pacific About Onega
8 4 2 2 3 1 Predatory fishing of fish or seals Crayfish-guillemot-seal
Crustacea-cod-polar bear
9 3 4 4 3 1 It can only be in the tundra It’s warmer near the surface of the earth
10 2 3 2 3 3 Area with a lot of vegetation capercaillie
11 1 3 3 4 1 About a dust storm Due to field work
12 1 3 2 3 4 During the day they bury themselves in the sand. Moisture is taken from plants. Soil pollution. Decline in the number of saigas.
13 1 4 4 4 1 A1, B5, B1, G2, D4, E3 The purest. Some plants and animals exist only here
15 4 1 2 3 3 Faith unites or believed in God and his power Tatar-Mongols, Swedes, Germans
16 3 3 4 2 2 Rus' grew stronger or Russian lands united A2, B1, c3
17 4 3 4 2 2 Tyumen, Tobolsk, Tomsk Pathfinder, righteous man, ascetics
18 4 3 4 2 1 Ivan Susanin B3, A1, B2
19 4 1 4 2 3 For going to sea, for trade Geography, navigation, mathematics
20 3 3 1 2 2 Transferred the army through the Alps (pass) 1B, 2B, 3A
21 3 3 1 2 1 The people stood up to fight (the people defended the Fatherland in 1812, partisans, Borodino, Moscow
22 3 2 1 2 1 Many Red and White states entered the war (Russian people who were divided into Reds and Whites)
23 2 1 3 2 4 Disturbed the way of life Schools opened
24 2 1 4 2 3 Sudden attack (they were not ready for war) Many people died (devastation)
Final test answers by section:
No. tes
ta A1A2A3 A4A5 A6A7A8 A9A10 B1B2B3
14-v.1 3 3 2 2 3 1 4 1 1 4 Insects and birds will be able to fly away The soils of the steppes are fertile Altai, Lake Baikal
14-v.2 3 4 1 1 4 4 1 2 1 1 The purest. Some plants and animals exist only here Narrow leaves evaporate little moisture Soil destruction, improper grazing
25-v.1 3 1 2 2 2 3 4 3 4 2 “Opened a window” to Europe, introduced a new calendar Compulsory education, restoration of culture Rus' grew stronger, Russian lands united
25-v.2 1 3 4 4 1 4 1 2 2 1 The whole world is involved in the war The people have risen to fight for the Fatherland The Russian army has taken an advantageous position
Final test answers for the year:
Option 1
A1 - 2A9 – 2B1 – independence of the state (independent state)
A2 – 3A10 – 1B2 – war between citizens of one country
A3 – 3A11 – 3B3 – the country produces its own food products
A4 – 1A12 – 4B4 – the new faith united people (connections with other countries strengthened)
A5 – 2
A6 – 4
A7 – 4
A8 – 3
Option 2
A1 - 3A9 – 2B1 – many states fought (states of the world entered the war)
A2 – 1A10 – 2B2 – reforms (measures) to change the development of the country
A3 – 1A11 – 3B3 – when the president signed it
A4 – 1A12 – 2B4 – low quality goods (agriculture in decline)
A5 – 3
A6 – 1
A7 – 4
A8 – 1

Fundamentals of the spiritual and moral culture of the peoples of Russia. Secular ethics.

(5th grade)

Lesson 14.

Topic: “The world of good neighbors.” (Second lesson on the topic.)

Goals:

1st line of personality development:

Analyze and explain concepts: people, nationality, tolerance, aggressive behavior, morality, moral code, nobility, honor, dignity .

Develop readiness for moral self-improvement and spiritual self-development.

Form an internal attitude to act according to your conscience.

To cultivate moral qualities based on freedom of conscience and religion.

Foster respect for the history and cultural traditions of the peoples of Russia.

2nd line of personality development:

Develop a willingness to determine one’s attitude to what is happening in the world, based on universal human rules of behavior, to evaluate one’s own and others’ actions.

Develop readiness for independent actions and actions, and take responsibility for results.

Learn to act in accordance with the system of universal moral values ​​on which world religious cultures and secular ethics are based.

Develop the ability to define and explain one’s attitude towards social norms and values ​​(moral, civil, patriotic, universal).

Subject Skills:

Explain the meaning of the concepts: people, nationality, tolerance, aggressive behavior .

Explain the difference between friendships and neighborly relationships.

Perceive the world as a single whole with a diversity of cultures, nationalities, and religions.

Equipment: sheets and markers for group work.

Children's answers are heard, and attention is drawn to an exhibition of children's design work on the topic.

Cognitive UUD

1. Extract information from text.

2. Construct a speech statement orally.

3. Analyze and evaluate the content of the text, its linguistic features and structure, determine the role of the illustrative series in the text.

4. Carry out synthesis, make a whole from parts.

5. Use the basics of semantic reading of literary and educational texts, highlight essential information from texts of different types.

6. Establish cause-and-effect relationships.

Regulatory UUD

2. Evaluate learning activities in accordance with the assigned task.

Communicative UUD

1. Listen and understand others.

2. Construct a speech utterance in accordance with the assigned tasks.

3. Express your thoughts orally.

4. Agree on rules of communication and behavior.

5. Determine and express the simplest rules common to all people.

6. Take into account different opinions and strive to coordinate different positions in cooperation.

7. Adequately use speech means to solve various communicative problems, construct a monologue statement, and master the dialogical form of speech.

8. Negotiate with people: cooperate in jointly solving a problem, performing different roles in a group.

Personal results

1. Identify and express the simplest rules common to all people, and draw conclusions.

2. Analyze your own and others’ actions from the point of view of universal human norms.

3. Compare positive and negative actions of people.

1 2 3 4 5 1 2 1 2 3 5 1 2 3

– We looked at cases from the lives of people of different nationalities. What do people of all nationalities have in common in neighborly relationships? (Everyone strives for goodwill.) Why is this considered important?

– What do friendly relationships lead to? (Towards mutual support, mutual assistance in difficult situations.)

– Let’s return to the conversation between Volodya and his father. Why does the father insist on fulfilling the neighbors' request?

– What will happen to those who do not know how to maintain friendly relations with their neighbors? (It will be more difficult to live.)

Working with the text “What is tolerance?” before reading.

– What word in the title do you consider key?

– How do you understand its meaning?

– Pay attention to the illustration. Who did the artist depict? Express your guesses about the content of the text.

The teacher organizes a commented reading of the text.

Working with the text “What is tolerance?” after reading.

– Why do all people benefit from the tolerant attitude of people towards each other?

– What will be the consequences of people’s aggressive behavior towards each other?

– Will there be winners in this situation? Explain your opinion.

1 2 3 4 5 1 2 1 2 3 5 1 2 3

– Why do you need to maintain good relations with your neighbors? (Good neighbors can help in trouble and share joy.)

– How do you explain this to Volodya?

The modern world has brought different people closer to each other, but has not eliminated differences. Living next to each other, we will not become the same, but we can be good neighbors, help each other in trouble, share joys, build a common life. To do this, you just need to recognize the right of everyone to be different from others, and along with this right to accept the obligation to respect other people's customs and traditions.

1 2 3 4 5 6 1 2 1 2 3 4 5 6 7 8 1 2 3

– Do we need to learn good neighborly relations? How?

- Let's try to make a few rules. And Ahmed’s grandfather Magomed, who lived a long life and saw a lot of things, will help us with this.

(p. 100–101) and in pairs insert the missing words into the text.

My father taught me, and his father instructed my father: try to live in harmony with... ( neighbors). Treat them like your loved ones...( relatives), try... ( to help) them as best you can. Earn them... ( respect) And … ( friendship) - then you can count on them... ( help) in difficult times."

– When can we count on the neighbors to respond? What do I need to do? How does grandfather Magomed talk about this?

Rejoice in their happiness and sadness with them.

– What advice from your grandfather seemed most important to you?

Students in groups formulate rules for good neighborly relations, write them with markers on sheets of paper, then group representatives post them on the board and comment on them.

– Now let’s compare a few proverbs:

“You can’t choose your neighbors, like your relatives.”

“Wherever you live, serve everywhere and be friends with your neighbor.”

“You can live without your brother, but you can’t live without your neighbor.”

“Living in peace with a neighbor means everything is good.”

“Neighborhood is a mutual affair.”

“You can live without friends, but you can’t live without neighbors.”

“A close neighbor is better than a distant relative.”

– Which of these proverbs do you agree with? Consult in pairs and give an example of a life situation to which one of them could be selected.

The guys confer and give examples of life situations. You can also offer productive tasks to complete on p. 107.

Checking homework.

* Mark students who successfully presented projects.

Solving a problem, discovering new knowledge.

* Work in the textbook: mark the students who answered the questions.

Perform productive tasks on the topic.

* Mark the students who successfully presented the group’s work at the board, mark the students who gave their own example of a life situation.

Lesson summary.

* Mark the students who made competent conclusions on the topic of the lesson.