"Golden Gate" to ancient Rus'. “golden gate” to ancient Rus' Circle what is an object of culture

Objectives: 1. Show the importance of ancient Russian cities as economic, political, religious and cultural centers. 2. Give initial ideas about such terms as culture, artisan, merchant, icon, monk, monastery. 3. To form in students a figurative idea of the culture of Ancient Rus', turning to the great monuments of writing, literature, and art, with the help of which we can immerse ourselves in the world of thoughts and feelings of our distant ancestors. – What do you understand by the word “culture”? (If students find it difficult to answer, then you can read with them the explanation from the dictionary: “Culture is all the achievements of mankind, everything useful and beautiful that was made by man, and not by nature.”) - How do you imagine monuments? (We base our argument on the word “memory.”) – Now try to explain the phrase “cultural monuments.” (Students make guesses.)

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The world around us (3rd grade) PART 2. MY FATHERLAND Lesson 8. SECTION II. TIMES OF ANCIENT Rus'. IX-XIII CENTURIES Topic: “GOLDEN GATE” TO ANCIENT Rus' Objectives: 1. Show the importance of ancient Russian cities as economic, political, religious and cultural centers. 2. Give initial ideas about such terms as culture, artisan, merchant, icon, monk, monastery. 3. To form in students a figurative idea of the culture of Ancient Rus', turning to the great monuments of writing, literature, and art, with the help of which we can immerse ourselves in the world of thoughts and feelings of our distant ancestors. Stages of the lesson Progress of the lesson Formation of UUD and technology for assessing educational success Ι. Updating knowledge and setting educational problems. 2 1 3 – What do you understand by the word “culture”? (If students find it difficult to answer, then you can read with them the explanation from the dictionary: “Culture is all the achievements of mankind, everything useful and beautiful that was made by man, and not by nature.”) - How do you imagine monuments? (We base our argument on the word “memory.”) – Now try to explain the phrase “cultural monuments.” Cognitive UUD 1. We develop the ability to extract information from diagrams, illustrations, and texts. 2. Present information in the form of a diagram. © Balass LLC, 2013

(Students make guesses.) Work in the workbook. – Open the workbooks on p. , complete task 1. (Which of the things shown in the picture is an object of culture?) – Group the objects “according to what a person needs them for.” Thus, “things” are divided into groups “dwellings”, “vehicles”, “tools”, “keepers of information - knowledge”. A group of objects conventionally called “thoughts” includes “search for a solution to an example”, “project of a future car”, “a poetic line developed by a poet”. The group “feelings and images reflected in art” can consist of “beautiful landscape”, “sculptural portrait”, “cheerful melody”, “perky dance”. The students’ task is to explain why this or that object falls within the explanation of the concept “culture.” To do this, the depicted object must be described and the source of its appearance indicated: if it was created by man and not by nature, and at the same time is beautiful and useful, it is a cultural monument. Simplifying the task, the teacher, when discussing objects, can repeatedly ask the children the question: “Why did man create this?” Thus, we identify the “usefulness” of a particular object, pointing out the needs of cultural creative activity aimed at its creation. Conversation. Working with cards. – Imagine what could have surrounded the inhabitants of Ancient Rus' in their daily work and rest. (Dishes, furniture, clothes, vehicles, etc. From spiritual culture - songs, dances, fairy tales, etc.) 3. Identify the essence, features of objects. 4. Draw conclusions based on the analysis of objects. 5. Summarize and classify according to characteristics. 6. Focus on the spread of the textbook. 7. Find answers to questions in the illustration. Communicative UUD 1. We develop the ability to listen and understand others. 2. Construct a speech utterance in accordance with the assigned tasks. 3. Express your thoughts orally. 4. Ability to work in pairs and in groups. © Balass LLC, 2013

– Where were these cultural monuments distributed - in cities or villages? (Both in cities and villages.) - Look at the map on p. 30 textbook - were there many cities in Ancient Rus'? (No.) – Indeed, as scientists have calculated, two-three out of a hundred people lived in cities at that time (for comparison, 64 out of a hundred people live in modern Russian cities). A note appears on the board: Culture is widespread in both cities and villages, but there were few cities in Ancient Rus'. – It is known that foreigners called Rus' “Gardarika”, which translates as “country of cities”. A note appears on the board: Ancient Rus' is “a country of cities.” - Look at the blackboard. What contradiction did you notice? (There were few cities, but Rus' was called the “country of cities.”) – What question arises? Students, with the help of the teacher, formulate the main question (problem) of the lesson: Why was Ancient Rus' called the “country of cities”? The problem of the lesson is written on the board. It must be constantly addressed throughout the lesson, especially at the last stage of the lesson. – In order to solve the problem, let’s fill out the “we know - we don’t know” table. In the left column of the table we will add everything that we can say about cities, based on your knowledge and illustrations for topic 6. In the right column - what we need to find out to solve the problem. © Balass LLC, 2013

Students look at the textbook illustrations on p. 32–36, list the features of cities. The teacher attaches pre-prepared sheets of paper to the board or, conversely, removes sheets of paper covering the pre-written text. This is how the left column of the table is filled in (see below). Next, the teacher fills out the right column of the table. The board should look something like this (without the inscriptions in brackets): What do we know about the cities of Ancient Rus'? They were fenced with walls with towers and passage gates (topic 5, ill. on p. 32). You can see many houses, palaces, and a shopping area (topic 5, ill. on p. 33). Temples were decorated with icons, frescoes, and mosaics (illus. on p. 34). Writing was widespread in the cities (illus. on pp. 34–36). What we don’t know about the cities of Ancient Rus' Who lived permanently in the city? Who came to the city and why? How is city life different from country life? - Let's make a lesson plan. Plan (approximate) 3 The teacher, together with the children, draws up a plan based on the right column in the table. - What were we doing with you now? (We planned our activities.) - What skill did we develop? © Balass LLC, 2013

Collaborative ΙΙ discovery of knowledge. Finding a solution to the problem. 1 3 6 3 3 Work in the textbook. 1. Residents and guests of ancient Russian cities. – What do you think, people of what occupations and professions lived in ancient Russian cities permanently? Students make assumptions that can be checked using the textbook text on p. 26–27 from the words “foreigners came...” to “...about skilled craftsmen.” The text mentions the prince, artisans, and merchants. The mention of the city cathedral (temple) suggests that priests lived in the city. – Knowing who the inhabitants of ancient Russian cities were, we can guess who came to them and why. Let's try to act out "Scenes from City Life." From among the students, the Grand Duke, the squad, the prince's assistants, merchants, peasants, overseas guests, craftsmen from other cities, traveling artists, etc. are selected. Students, playing the roles of city residents, come up with what they can offer each other and the “guests”. Students acting as guests come up with why they came to the city and perform improvised skits. The teacher can offer stories for them: peasants brought vegetables for sale; people appointed by the prince collect tribute; the prince resolves a dispute between a “guest” and a “resident” (for example, about the theft of goods); out-of-town craftsmen are looking for work, etc. Students (groups of students) The rest of the artisans are played, to the “residents”. the short ones will be the priest. © Balass LLC, 2013 Personal results 1. We develop the ability to show our attitude towards the characters and express our emotions. 2. Evaluate actions in accordance with a specific situation. 3. We form motivation for learning and purposeful cognitive activity.

show scenes one by one. It is convenient if the desks are arranged in a circle, and the students sit on chairs in front of the desks, as if “within the city walls,” facing the “central city square” and each other. You can attach pre-prepared signs “prince”, “merchant”, “peasant”, etc. to everyone. – Now imagine: everything that you showed happened in the city not in turn, as in our scenes, but simultaneously! What happens if you show all the scenes at once? (There will be noise, confusion, crowding.) - Try to explain the phrase “In the villages life flowed, but in the cities it was in full swing.” The students offer their explanations, emphasizing that a lot of people flocked to the cities, crowding around the prince’s palace, in cathedrals, and on the market square. 2. The significance of the cities of Ancient Rus'. – What cultural monuments have reached us since the times of Ancient Rus'? – Look at the illustration on p. 36 and read the task. Can you complete it? (No, we don’t know who monks are.) Students read the passage from “Works and Prayers” down to the words “...a vibrant culture.” After this, in groups or frontally, with the help of the teacher, students complete the task for the illustration. - Let's answer the last question of the table: How was city life different from village life? The students' responses can be reduced to three or four main statements. Cities were the center of: a) political (the prince himself and his assistants resolved important state issues); © Balass LLC, 2013

b) economic (artisans and visiting peasants traded their goods); c) religious (large and beautiful churches and monasteries were built in cities); d) the cultural life of the country (in cities, various cultural riches were accumulated and preserved, brought from different places by a huge number of people). - What were we doing now? – What skills did you develop? ΙΙΙ. Independent application of knowledge. 2 1 4 1 4 Work in groups. - Let's return to the main question of our lesson. What did we want to find out today? (Why was Ancient Rus' called the “country of cities”?) – Look, have we answered all the questions in the table? (Yes, to everything.) Can we now answer the main question of the lesson? Students deliberate in groups, and representatives from the groups express their solution to the problem. With the help of the teacher, students should come to the conclusion that Ancient Rus' was called the “country of cities” because the cities were the centers of the entire life of the state. Foreigners were amazed by the beauty and unusualness of Russian cities, and the huge number of people on the streets could create the impression that the entire population of Rus' lived in cities. Work in the textbook. – Read questions 1–6 after the text. Try to answer the questions. Students work in pairs. Regulatory UUD 1. We develop the ability to express our assumptions based on working with the textbook material. 2. Evaluate learning activities in accordance with the assigned task. 3. Predict upcoming work (make a plan). 4. Carry out cognitive and personal reflection. © Balass LLC, 2013

Questions for the student (formation of a self-assessment algorithm): – What did you need to do? – Did you manage to complete the task? – Did you do everything right or were there any mistakes? – Did you compose everything yourself or with someone’s help? – What was the level of the task? – What skills were developed during this task? – Now we, together with ... (student’s name), were learning to evaluate our work. Working in a workbook. You can invite children to complete tasks No. 2 and 3. VΙ. Homework. Questions for the student (forming a self-assessment algorithm): – What did you need to do? – Did you manage to complete the task? – Did you do everything right or were there any mistakes? – Did you compose everything yourself or with someone’s help? – What was the level of the task? – What skills were developed during this task? – Now we, together with ... (student’s name), were learning to evaluate our work. Mandatory task for everyone: complete tasks 2 and 3, advanced level. The teacher can invite students who wish to read the topic in its entirety, and also choose a creative task: 1. – Imagine that you are in the shopping area of ancient Novgorod. Draw or describe in words what you saw: what goods, how people are dressed, what the city looks like, etc. 2. – With the help of additional literature, prepare a message about how TOUU © Balass LLC, 2013

the city of Moscow arose (you can speak on behalf of the chronicler, traveler, warrior from the squad of Yuri Dolgoruky, etc.). – What work were we doing now? – What have you learned? – Who dealt with it easily? – Who has it been difficult so far? – Who or what helped you cope? – Who is happy with their work today? – Who would like to fix something? What? What do I need to do? – What mark would you give yourself? – What new did you learn? – Where is knowledge useful? V. Lesson summary. NOTE TO THE TEACHER The culture of human society is usually understood as the totality of material and spiritual values created by people in the process of their material and labor practice. The culture of each nation appears as part of world culture, as the result of creative efforts, including everything that was created by the minds and hands of people. Conventionally, for ease of study, culture is divided into material and spiritual spheres. Material culture is the development of technology, tools, housing, clothing, and everyday life. Spiritual culture includes ideological ideas, the education system, science, literature, art, etc. Urban planning, architecture and art. Materials from archaeological excavations, combined with written messages that have reached us, allow us to judge the high economic culture of Ancient Rus'. The development of crafts and culture was facilitated by the rapid growth of cities. By the end of the 12th century, there were already 238 urban settlements. Names © Balass LLC, 2013

The ancient cities of Rus' were mainly Slavic: Beloozero, Vyshgorod, Przemysl, Izborsk, etc. They were usually located on a hill or high river bank. The city was divided into parts: the central part, where the well-protected “detinets” was located - there were houses of noble people - and the trade and craft part - “posad” or “podol” - less safe, but more profitable and convenient. Almost all cities had wooden fortifications. Instead of the expression “build a city,” it was common to say “cut down a city.” The city walls consisted of wooden frames filled with earth, which were placed one against the other, forming a ring of fortifications. The word “city” had several meanings at that time: fortress, fortress wall, fence, settlement. (See Katsva A.A., Yurganov A.L. History of Russia VIII–XV centuries. Textbook for 7th grade. - M.: MIROS, ROST, 1998. P. 85–86.) Speaking about ancient Russian cities of pre-Mongol times , it should be noted that until the end of the 10th century there was no monumental stone architecture in Russia. The buildings were built of wood or wood-earth. There were gates leading into the city, the number of which depended on the size of the city. The most solemn ones were called Golden. A gate church was usually erected above them. Many legends are associated with the Golden Gate. The enemy tried to enter the city through them to demonstrate their victory, and the most honored guests entered through them. Now we know of more than 150 architectural monuments that have come down to us from that period. One of the first stone structures erected by Greek craftsmen at the end of the 10th century is the 25-domed church in honor of the Mother of God in Kiev, also called the Church of the Tithes. From this structure, only the foundation has survived to this day. In the middle of the 11th century, under Yaroslav the Wise, St. Sophia Cathedral was built in Kyiv (1037), which had 13 domes. The Golden Gate was erected at the same time. With these buildings, the city seemed to emphasize its desire not to be inferior in grandeur to Constantinople. XI - early XII centuries, similar in style. The principles of construction of ancient Russian churches were borrowed from Byzantium. Temples were built from flat bricks measuring 31 x 31 cm and 2.5–4 cm thick, which was called plinth. The type of temple that came from Byzantium is called cross-domed. Four, six or more pillars in the plan formed a cross, above which a dome rose. The eastern part of the building had projections (apses) and was called the altar. The sacrament of worship was performed here. The altar part was separated by a low partition, decorated with rich fabrics and icons, from the church hall where the believers were located. Subsequently, the number of icons in the altar barrier increased, its place was taken by an iconostasis from 5–7 stone temples. 15 are known around Rus' © Balass LLC, 2013

raw into primers. surface with rows of icons. In the western part there was a balcony - the choir, where the prince with his family and his entourage were located during the service. The choirs, as a rule, were connected by a passage to the princely palace, where one could go without going outside. Inside the temple, the walls were decorated with frescoes and mosaics. The fresco technique required the artist to have great skill and precision in his work. The outline of the design had to be quickly drawn onto the wet plaster and paint applied. The slightest inaccuracy in execution could require a complete replacement of the plaster. The frescoes were painted with water paints, which absorb well. And although they did not have the same brightness, brilliance and variety as in mosaics, the fresco painting of Sophia of Kyiv achieved great expressiveness. Research has shown that in ancient times fresco painting covered all the walls and vaults of the temple, annexes, towers, and galleries. But then, due to fires, destruction and neglect, some of the frescoes were destroyed, some were whitewashed and re-recorded. In Sophia of Kyiv, fresco images of the sons and daughters of Yaroslav the Wise, everyday scenes depicting buffoons, mummers, hunting, etc. have been preserved. Mosaic is an image or pattern made from pieces of stone, marble, ceramics, smalt. In Ancient Rus', mosaic images were made from smalt, a special glassy material. A huge figure of Our Lady Oranta praying for humanity in St. Sophia of Kyiv was made using mosaic technique. Icons (translated from Greek as image, image) were a necessary decoration of temples. Icons were painted on dry boards that had been seasoned for several years. Pavolok (canvas) was glued onto a wooden base, and gesso (a layer of chalk) was placed on it, on which they wrote with paints. To paint large icons, several boards were fastened at the back with dowels. Often ancient icons were painted on a golden background, symbolizing Divine light and eternity. (See: Tikhomirov M.N. Russian Chronicle. - M., 1979.) The first icons in Rus' were painted by Greek masters, were, as a rule, belonging to temples and were quite large in size. The most revered icon in Rus' was the image of the Mother of God with a baby in her arms, made by an unknown Greek painter at the turn of the 11th–12th centuries. This icon was named Our Lady of Vladimir and became a kind of symbol of Rus' (it is currently kept in the Tretyakov Gallery). The great artist managed to convey the complex, contradictory range of feelings of a young woman and mother: the joy of motherhood, tender admiration for her child and © Balass LLC, 2013

at the same time a premonition of the torment awaiting her child. Our Lady of Vladimir is one of the most perfect works of world art. Writing and enlightenment. The spread of writing in Rus' began long before the adoption of Christianity in 988. Authors who lived in the 10th century mention Russian inscriptions on stone and wood. The text of Oleg's treaty with the Greeks (911) was compiled in both Greek and Russian. By the time Christianity was adopted, Rus' already had its own alphabet. The adoption of Christianity contributed to the further development of writing and education. The missionary brothers from the Greek city of Thessaloniki, Cyril and Methodius, saw the Gospel written in Slavic letters in the 60s of the 9th century. To their share fell the glory of the creators of our alphabet. In the second half of the 9th century, Cyril and Methodius, as most experts now believe, created the Glagolitic alphabet (“Glagolitic”), which, in turn, was soon reworked by them using Greek writing - this is how the current alphabet, “Cyrillic”, which we use, appeared we still use and which was simplified by Peter I, and then in 1918. Much evidence has been preserved of the spread of literacy among the inhabitants of Ancient Rus'. The literacy of the urban population is evidenced by handicrafts on which there are various inscriptions. For example, women signed whorls - clay or stone rings that were put on a spindle. The shoemaker carved the names of his customers on the last. A Kiev potter wrote on an amphora: “This most gracious pot is full.” A huge number of inscriptions (they are called graffiti) have been found on the walls of ancient cathedrals. Most of them begin with the words “Lord, help,” followed by the text of the request. The inscription on the wall of St. Sophia of Kyiv over the sarcophagus of Yaroslav the Wise helped historians learn that the Kyiv princes were called the royal title. In 1951, archaeologists in Novgorod discovered birch bark letters, which indicates a high level of literacy among Novgorodians. Currently, more than 700 letters have been found - in Novgorod, Smolensk, Moscow, Pskov and other cities. The level of literacy spread in Rus' is evidenced by the schools opened under Yaroslav the Wise in Kyiv, where more than 300 children studied. The daughter of Yaroslav the Wise, Anna, was one of the first literate women to become Queen of France. The spread of literacy was accompanied by the creation of libraries. The Kiev prince Yaroslav the Wise was known not only for the fact that he himself “showed zeal for books, often reading them both night and day,” but also for the fact that he “collected © Balass LLC, 2013

There are many book writers who translated from Greek into Slavic.” The books written by these people laid the foundation for the library at St. Sophia Cathedral in Kyiv. The 11th century chronicler repeatedly glorifies the book and book teaching. “After all, there is great benefit from book learning; books instruct and teach us”; books give wisdom, they are “rivers that water the universe, with them we are comforted in sorrow”; “If you diligently search for wisdom in the books, you will find great benefit for your soul” - these sayings seem to prompt a person to understand the spiritual riches hidden in books. The Kiev Sophia Library was not the only one in Rus'. It is known that there were large collections of books at churches in other ancient Russian cities - for example, in Novgorod and Polotsk. Libraries were also collected by large monasteries. In the 11th–12th centuries, the Kiev Pechersk Monastery and the Novgorod Yuryev Monastery had large collections of both translated and their own original literature. The scribes of these monasteries took part in compiling the chronicles. Literature, oral folk art. About 150 books have reached us from pre-Mongol times. The oldest among them is the Ostromir Gospel (1056–1057). It is written on parchment, which was made from specially tanned, usually calfskin. The animal's skin was treated with ash and potash, thoroughly cleaned of meat, wool and bristles, rubbed with chalk to degrease, smoothed with pumice and scraped with a knife to obtain a smooth surface. The quality of the parchment largely depended on the degree of preparation of the master. Russian books of the 11th–12th centuries were written, as a rule, on parchment, which was imported from Byzantium and Western countries. Over time, Russian parchment appears, on which most of the monuments known to us are written, starting from the 13th century. The text began to be written with a large red letter, often as if woven into the ornament - a drop cap (the expression “write from a red line” is still preserved). Books were often decorated with headpieces - ornamental drawings at the beginning of a new chapter - and miniatures. The sewn sheets of the book were bound, placed between two boards, which were covered with leather (hence the expression “read from board to board”). Books were expensive, so they were carefully preserved, passed on as part of the inheritance. © Balass LLC, 2013

Among the genres of ancient Russian literature, the chronicle occupies the first place. Chronicle writing in Rus' began shortly after the adoption of Christianity. The most famous chronicle of Ancient Rus' is “The Tale of Bygone Years,” compiled by the monk of the Kiev Pechersk Monastery Nestor at the beginning of the 12th century. Everyone remembers created by A.S. Pushkin's image is that of a chronicler - he narrates events impartially. In reality, the chronicle was tendentious in nature, written at the request of princes and monasteries. “By the hand of a scribe,” as academician A.A. noted. Shakhmatov, “were ruled by political passions and worldly interests.” In the literature of the period of feudal fragmentation, the leading idea was the unity of the Russian land. The chroniclers of the Russian principalities began with the “Tale of Bygone Years” and continued the narrative until the separation of their lands from Kyiv. Then there was a story about local events. Famous chronicles are also the Pskov, Novgorod, Ipatiev, and Laurentian chronicles. The Ipatiev Chronicle is so named because it was discovered in the monastery of the same name near Kostroma. The Laurentian Chronicle is named after the monk Laurentius, who wrote it for the Suzdal Nizhny Novgorod prince. Along with written literature, oral folk art has been widely developed, primarily the famous epics telling about the heroic struggle of our people against the nomads, about their creative work. © Balass LLC, 2013

One of the oldest architectural monuments of Kievan Rus is the well-known Golden Gate in the capital of Ukraine, Kyiv. Their construction dates back to the “golden era” of Yaroslav the Wise - during this period Kievan Rus was at the zenith of its power.
Initially, the Golden Gate was built as part of a defensive structure that was supposed to protect Kyiv from enemy attacks. Over time, the city's borders moved back, the gates were destroyed, and soon lost their defensive function. The exact date of construction is given by the thief as 1037, just when the construction of protective ramparts around the city walls and the famous Kyiv Cathedral of Hagia Sophia was completed.

The Golden Gate is one of the oldest cultural monuments that has survived to this day. It is not for nothing that it is included in the list of the most valuable cultural monuments of UNESCO, because this building serves as an example of ancient Russian architecture, built in an adapted Byzantine style.

As already mentioned, these gates were built during the time of Yaroslav, in the same period as the Hagia Sophia. Since then, they did not suffer serious destruction until 1240, when the horde of Batu Khan broke into Kyiv and destroyed the city. The Golden Gate was destroyed almost to its very foundation. Historians have drawn this conclusion from the notes and sketches of European travelers. Their first name was “Southern”, since they were located on the southern wall of the city of Kyiv. In general, many gates led to the ancient Russian capital from different sides, the main ones were Lyadsky, Southern (Golden) and Lviv.

The Golden Gate was originally made of stone. The construction was made according to the technological process of hybrid masonry, known in Antiquity. The procedure involved laying stones, interspersed with layers of plinth for leveling. This distinctive feature of the masonry is noticeable in the texture of the walls.

The Golden Gate was intended to be a component of the defensive building, the central gate of Kyiv. They were a voluminous arch, above which was the Church of the Annunciation, and below was a battle platform. Every visitor saw that Kyiv is a city of Christians. This work of architectural art amazed the inhabitants of the city and wanderers, and was supposed to instill horror and fear in its enemies with its majesty. They were also similar to the Arc de Triomphe - through them princes with their squads returning from a military campaign also entered the city.

Restoration work on the Golden Gate began in 1832. Now they no longer perform a defensive function, but become a national historical monument, a monument of ancient architecture and military art. Further research by archaeologists and restoration of the historical monument continued at the beginning of the 20th century. In 1970, it was decided to build a pavilion over the gate, which would protect it from further natural destruction.

Today, the Golden Gate in Kyiv is a cultural and historical museum. Those who visit this museum will be shown the internal structure of the Golden Gate, introduced to historical monuments and exhibits of Ancient Rus', told about the city of Kyiv, its history, and about the structure itself in a historical context.

Also from the guides you will definitely hear a legend related to the events in Kyiv in 1240. This year, Batu Khan gathered a huge horde and attacked Rus'. Kyiv did not give up longer than any other city. According to legend, the most skilled of the Kyiv archers, 18-year-old Mikhailik, saw Batu taking lunch with his entourage on Vyshgorod Mountain during the siege of Kiev, and shot him in the hand with a note tied to it demanding that the siege on the city be lifted immediately. Frightened and angry, Batu demanded that the besieged hand over the young man to him, and the frightened residents of the city, in turn, submitted. Mikhailik addressed the residents with a speech in which he said that if he had stayed in the city, the Tatars would not have taken it forever.

The guides will invite you to go up to the entrance platform in front of the Annunciation Church. From there it offers a magnificent view of the surrounding area - the historical part of the city of Kyiv.

Introductory course of history and social studies “My Fatherland”.

Lesson 8. “Golden Gate” to Ancient Rus'.

Goals:

to form in the student an image of the culture of Ancient Rus' as many great monuments of writing, literature, art, with the help of which we can plunge into the world of thoughts and feelings of our distant ancestors;

create an image of the life of monks of medieval Rus' and monasteries as centers of culture, creative activity, and moral behavior;

develop the ability to meaningfully use concepts and terms in your speech when solving creative tasks;

foster a sense of pride in the culture of your homeland.

During the classes.

1. Org. moment

Let this lesson, carried out together, allow you to discover many new things.

2. Updating knowledge.

History is a process of development; it can be compared to an unstoppable movement forward. Over the course of several lessons, we talked about Ancient Rus'. And what exactly we will talk about today, you will find out if you continue the sentence:

Ancient Rus' was famous for its rich cities, in which a unique ... (culture).

What is culture? (All the achievements of mankind, everything useful or beautiful that was made by man.)

Give examples.

In the last lesson you understood what culture and cultural monuments are. And today we will try to determine. What cultural monuments help us tell about the times of Ancient Rus'.

In what centuries was our state called Ancient Russia? Open the textbook on p. 22 and tell me. (9th-13th centuries)

Open the textbook on p. 30, look at the map and name which cities were part of Ancient Rus'. (Kyiv, Galich, Pinsk, Turov, Chernigov, Smolensk, Vladimir, Suzdal, Ryazan, Kursk, etc.)

Have you come across names of cities that currently exist that are familiar to you?

Would you like to travel around Ancient Rus' to get even better acquainted with the preserved cultural monuments?

Why do you need this?

We will visit the city of Vladimir today. Look at the map and find where Vladimir is.

Look back at our ancestors,
To the heroes of days past,
Remember them with kind words.
Glory to them stern fighters!
Glory to Russian antiquity!
And about this old thing
I'll start telling you
So that people can know
About the affairs of our native land...3. Creation of a problematic situation.

Before you set out on your journey, I challenge you to identify which concepts we already know and which ones we don’t.

On the board are concepts: culture, cultural monuments, frescoes, altar, icon, Cyrillic alphabet, monk, monastery, chronicle.

(Distribute all concepts into 2 columns)

Which of these concepts is the broadest? (culture)

Can all other concepts be attributed to culture? Why?

Let's see if our knowledge will be replenished by the end of the lesson.

4. Joint discovery of new knowledge.

We will go traveling not alone, but with the heroes of our textbook.

The parents of Anyuta and Ilyusha decided to extend their journey. When they arrived at the Vladimir station, they went for a walk around the city. On one of the squares, Anyuta and Ilyusha’s attention was attracted by an ancient building. (Show illustration)

The artist stood next to the guys. He sketched this structure in his album. Suddenly he turned to the children and said: “Before us is the Golden Gate of the fortress wall of Ancient Vladimir. They were built in the 12th century."

(A rare monument of ancient Russian culture. The building was built of white stone in 1158–1164 by the Vladimir prince Andrei Bogolyubsky, as the main battle and passage tower of the fortress he newly created. Of the five external gates of the fortress, only one survived - the Golden.
The building is a high, powerful tower, cut through by a 14-meter vault with an arched lintel in the middle. Oak doors bound with gilded copper were attached under the lintel.)

The children asked: “Why do you draw them?” To which the artist replied: “I want to paint our city as it was during the times of Ancient Rus'. To do this, I must thoroughly study all the ancient Russian buildings, things, and books that survived the whirlpool of time. In a word - all...(cultural monuments) that have survived to this day.

So, what cultural monuments will help tell us about the times of Ancient Rus'?

Let's compare our conclusion with the conclusion in the textbook, p.46.

This is the main idea of our lesson and this is what we will talk about today.

Are you interested in being in Ancient Rus'?

Well, well, you can try.

Close your eyes and listen to the modern city noise. Now imagine that we approached the Golden Gate, walked through the gate opening, and were enveloped in twilight. The city was noisy behind me, cars were honking, and the smell of gasoline could be heard. Ahead we also hear the city noise, but it’s different, and it smells different: freshly planed wood and fragrant honey (light a candle for the smell). We walked forward and the city of Vladimir of the 12th century appeared before us. We look in fascination at the revived ancient city. At this time the bells rang (recording of the sound of the bells). All the townspeople left their work and headed to the upper fortress, where the white stone temple shone with golden domes. Open your eyes and look: this is the main temple of Vladimir - the Assumption Cathedral.

Listen to the poem and say which words of the poet prove that the cathedral or temple is a cultural monument.

...But look up - over the gray hills
You will see a dream come true.
Like the smoke of a fire in the calm, like a flame,
Like a song, the temple flows to heights;
He rushes to the heights, solemn and slender,
The stone is inspired by the singing power, -
He's built for God or not built for God
But it was erected by man.(Shefner. B.)

So, what words of the poet prove that a cathedral or temple is a cultural monument?

Choose the words that suit the description of the Assumption Cathedral:

majestic

white stone

solemn

unsightly

wretched

slim

expressive

golden-headed

And we find out what was inside the temple by reading from the textbook, p. 47.

Reading a text, working with concepts and moving them from the unknown to the known on the board.

Frescoes

What shorter word can replace the word clergyman? (priest)

Continued from 48.

altar

icon

Looking at illustrations.

The children saw intricate letters on one of the icons, but could not read them. The letters seemed to be familiar, but did not form words. Why do you think?

Look at the Old Church Slavonic alphabet, which is called Cyrillic . How is it similar to the modern one? What is the difference?

From the history of the Cyrillic alphabet

This alphabet was invented especially for the Slavs by two brothers, Cyril and Methodius. Why do you think the alphabet is called Cyrillic? Us. 49th

In the illustration on the left you see these brothers. What do you think this image is? (icon)

Now let's look at the illustrations on p. 50 and determine what they wrote on in such intricate letters?

Review and discussion.

In the 12th century in Rus' they did not yet know how to make paper and did not even know that such a material existed in the world. But many were literate and used birch bark (birch bark) for everyday writing. The letters on it were pressed with a pointed stick. But books were written on parchment - specially treated animal skin. The book was very difficult. The covers were made of thin boards and covered with leather. The cover was decorated with gold and silver plates and precious stones. They were written by hand. Looking at the illustration on p. 49 and 53. And who wrote them, we find out from the textbook, p. 51, last paragraph.

Who wrote books in Ancient Rus'?

Who copied them by hand?

Reading and looking at illustrations.

Who are they monks ?

Where they lived? ( in the monastery )

Reading text on p52

What very important work did the monks do?

Looking at the illustration.

What did the monks do in the monastery?

After the illustration on p. 52 read the text yourself and find the answer to the question “what is chronicles? ».

Reading the text on pages 52-53

What's happened chronicles?

While talking with the artist, Anyuta and Ilyusha, and together with them we again walked under the arches of the Golden Gate.

5. Generalization.

On the desk: The Golden Gate of the Vladimir Fortress is the gateway to Ancient Rus'. Why can we say this?

Let's repeat once again which cultural monuments help us learn about the times of Ancient Rus' (houses, temples, books)

6. Application of knowledge in practice.

All concepts during the lesson from the ignorance column were transferred to the knowledge column. Now we will check how you have mastered these concepts.?

Open the workbooks on p. 12 and complete task No. 21 yourself.

Examination.

7. Lesson summary.

Evaluate student work.

Let's summarize the lesson. Start with any words.

I found out…

I was surprised...

I thought...

8. Home task.

P.46-53 (school). p.12№22 (tet.)

Municipal budgetary educational institution

Secondary school No. 36 in Murmansk

Lesson about the world around us in 3rd grade

according to the educational system "School 2100"

Subject :

"Golden Gate" to Ancient Rus'

Primary school teacher: Ilchenko L.V.

2017

Lesson environment in 3rd grade according to the educational system “School 2100”, authors D.D. Danilov, S.V. Tyrin “My Fatherland”

Subject : ,Golden Gate, to Ancient Rus'

Target : - form an idea of ancient Russian cultural monuments.

Give a basic idea of such terms as icon, Cyrillic, monk, monastery.

Development of imagination, memory, speech

Fostering a sense of pride in the history of our Motherland

During the classes

1. Organizational moment.

Game for attention

Now we will see who is the most attentive?

Slide 2

-What words were hidden?

AKIEVRONOVTOWNVIMUROMZO

What do these words have in common? (cities of Ancient Rus')

2 Frontal survey

What other cities of Ancient Rus' do you know?

What do you know about the cities of Ancient Rus'? Where did they arise? For what purpose was it built?

(they built a trading area on the high bank in the center, the main place around which the city grew. They surrounded their settlement with an earthen rampart, on which they erected a strong fence of sharpened oak logs. From the side of the unprotected river, they dug a deep ditch, which they filled with water? A bridge was thrown over it. In case of danger, the bridge was raised. It was not easy for the enemy to take the fortress.)

Why is there no Moscow city? (1147)

Who was the founder? (Yuri Dolgoruky)

Why was Moscow called white stone?

By cards WELL ON

Underline the correct answer.

1.Who bargained in the Old Russian city?

A) artisan

B) vigilante

2.What is the reason for the emergence of cities?

A) with trade

B) with fishing

3. Around what were cities built?

3 Check D/Z Slide3,4

Notebook with 13 No. 23, 24

Peer review and assessments.

4.Communicate the topic and purpose of the lesson

Slide card 5

What card is in front of you?

Our journey continues, through the cities of the Old Russian state?

Remember the mushroom picker advised the heroes to visit the city of Vladimir, because there are many cultural monuments

Slide Vladimir 6

Will we visit the city of Vladimir?

Topic: ,Golden Gate, to Ancient Rus'

Slide 7, Golden Gate, Sound

And here are our heroes, let's listen carefully to what they are talking about

(recording on Slide )

Artist:- Before us is the Golden Gate of the fortress wall of ancient Vladimir. It was built in the 12th century.

Anyuta: Why do you draw them?

Artist: I want to paint our city as it was during the times of Ancient Rus'. And for this I must study well all the surviving ancient Russian buildings, things, books

Ilyusha: It would be interesting to be in that time.

Artist: Well, you can try.

Who can tell us about the times of Ancient Rus'?

What does the artist want to study?

5 New material

Teacher: And they went to the Golden Gate. When the travelers entered the gateway, they were enveloped in twilight.

Slide universe 8 Sound

Vladimir of the 12th century appeared before the travelers.

Slide 9 (Assumption Cathedral) Sound

We see the main Temple of Vladimir,

This is a multi-domed cathedral, that is, it has several domes

This is a powerful structure erected from thin bricks interspersed with natural stone.

,Assumption Cathedral,

Each temple collects all the cultural wealth Ancient Rus'.

And what kind of wealth are we going to see now?

Let's go in there! Sound 10 Slide service and church hymns

Teacher: There is a service going on here, the clergyman says a prayer, and you hear church chants

Slide11 Fresco

Let's look at the walls of the temple. What do we see? (drawings)

The walls of the temple are covered with frescoes

Exercise

Read what frescoes are and what is depicted on them from 47 last paragraph

Slide 12 Mosaics

In churches there are mosaics - a picture pressed into damp plaster, glassy stones.

Slide 13Altar Iconostasis.

We approached the main part of the temple. What is the name of the main part of the temple?

(page 48 1 paragraph)

Altar-The main part of the temple is separated by a barrier on which the iconostasis is located.

Iconostasis- row of icons

5 rows. 1 row of local icons

Row 2 - main (depicting Jesus Christ and his life)

The rest are saints

What are icons?

Sacred icons, images of Jesus Christ, sacred.

Student message

Icons are paintings on boards. This work was difficult. The carpenter was the first to start. Linden was preferred for making icons. The board was dried for several years. The carpenter carefully smoothed it with an ax. Then the carpenter handed the board to the icon painter. He applied a primer - made from fish glue mixed with crushed chalk. This mass was polished with pumice; bear tooth. The paints were prepared separately using egg yolk. When everything was ready, the crucial moment of painting came. The painting of icons was considered a godly deed.

C 48 looking at the icons in the drawing

Slide 14 Our Lady of Vladimir

The main icon in the Assumption Cathedral is Our Lady of Vladimir

Do you want to know why the main one?

Student message

Yuri Dolgoruky was an active prince. The city of Vladimir especially grew during his reign.

Yuri Dolgoruky sent his son Andrei to reign in southern Vyshgorod. In this city there was an icon with which a miracle happened; it got away from the wall of the Temple as if it wanted to leave. Andrei went back to Vladimir and took this icon with him. Along the way, his horses stopped dead in their tracks. Nothing could make them move, and then they spent the night, and in a dream the Mother of God commanded him to place the icon in the city of Vladimir. Andrei began to be called Bogolyubov, and the settlement of Bogolyubovo was built on this site.

After the death of Yuri Dolgoruky's father, Andrei became a prince and moved the capital from Kyiv to Vladimir. Andrei Bogolyubov took care of strengthening the new capital

Slide 15 Fizminutka

Teacher: At that time the alphabet was different from the modern one and was called Cyrillic

What letters are similar to modern ones?

Slide 16 Cyrillic

Why was it called that, we’ll read it now?

Slide 17 Cyril and Methodius . Sound

Slide 18 How much was written in Rus'?

Exercise

Let's look at illustration c50: who is shown? What did you write on?

Slide 19 Birch bark letter Sound

In the 12th century in Rus' they did not yet know how to make paper and did not know about this material.

600 birch bark letters were found in Novgorod. And he wrote in 40 Old Russian cities.

-Let's try to write on birch bark

Slide20 Parchment

Slide 21 Book Sound

Books were written by hand, capital letters were written in paint, and pictures were drawn in the margins. Writing was considered a great thing.

Each letter was carefully written out according to a strict rule of the Charter.

Miniature drawings. When all the pages of the book had been copied, they were bound together. Well-dried and processed boards served as its main material. The boards were covered with leather and metal corners were attached, which decorated and protected the leather. It took more than years to write one book.

Were there many books at that time?

Who rewrote them?

Slide22 Monk .

Chronicle - records of events in Russian history by year.

Who are monks? C 51

What else were you doing?

Work with illustration from 52 A. Vasnetsov, Monastery in Muscovite Rus',

The monks not only prayed, wrote chronicles, icons, worked, and stood up to defend their Motherland.

Where do the monks live?

Slide23 Monastery

The monks preserved the memory of the history of the Russian land.

Slide24 illustrations of monasteries

What did you notice? (monasteries are built near rivers, surrounded by walls, with a temple in the center)

The journey is coming to an end, it's time for us to return.

6. Summary

What objects, things, structures told us about the life of the people of Ancient Rus'?

What do we call it? (cultural monuments)

What is the Cyrillic alphabet, and who invented it?

What did you learn about the monastery?

How did ancient Russian monks help us learn about the past of our country?

7. Checking the memory

Check yourself. Slide25

Imagine that you are a learned historian and have to write down what cultural monuments these are. On the right are numbers and names, on the left will be an image of objects, buildings, you write under what number this is the name.

Children complete the task in the notebook T. S 12 No. 22

c) frescoes

2. b) altar

3. a) Cyrillic

4. c) parchment

5. b) monks

6. b) chronicles

Slide26 Universe Sound

Book exhibition

If someone wants to continue the journey, books will help you with this; you will make the journey yourself and learn more about cities, icons, books.

Game HISTORICAL DOMINO

D/Z notebook with 12 No. 21

Methodological literature:

2. E.V. Sizova N.V. Kharitonova Independent and testing work

3. D.D. Danilov, G.E. Belitskaya, N.V. Ivanova “Lesson plans” part 2.

additional literature:

Encyclopedia of a young historian.

Encyclopedia “I know the world” (History).

During the classes.

1. Org. moment

2. Updating knowledge.

... (culture).

Give examples.

Why do you need this?

(A rare monument of ancient Russian culture. The building was built of white stone in 1158-1164 by the Vladimir prince Andrei Bogolyubsky, as the main battle and passage tower of the fortress he newly created. Of the five external gates of the fortress, only one survived - the Golden.
The building is a high, powerful tower, cut through by a 14-meter vault with an arched lintel in the middle. Oak doors bound with gilded copper were attached under the lintel.)

You will see a dream come true.
Like the smoke of a fire in the calm, like a flame,
Like a song, the temple flows to heights;
He rushes to the heights, solemn and slender,
The stone is inspired by the singing power, -
He's built for God or not built for God
But it was erected by man.

(Shefner. B.)

majestic

white stone

solemn

unsightly

slim

expressive

golden-headed

Frescoes

Continued from 48.

altar

icon

Looking at illustrations.

Cyrillic

From the history of the Cyrillic alphabet

E.M.Vereshchagin

Review and discussion.

Who are they monks ?

Where they lived? ( in the monastery )

Reading text on p52

Looking at the illustration.

chronicles? ».

Reading the text on pages 52-53

What's happened chronicles?

5. Generalization.

On the desk: The Golden Gate of the Vladimir Fortress is the gateway to Ancient Rus'. Why can we say this?

Examination.

7. Lesson summary.

Evaluate student work.

I found out…

I was surprised...

I thought...

8. Home task.

P.46-53 (school). p.12№22 (tet.)

View document contents
"Golden Gate to Ancient Rus'"

Introductory course of history and social studies “My Fatherland”.

Lesson 8. “Golden Gate” to Ancient Rus'.

Goals:

create an image of the life of monks of medieval Rus' and monasteries as centers of culture, creative activity, and moral behavior;

develop the ability to meaningfully use concepts and terms in your speech when solving creative tasks;

foster a sense of pride in the culture of your homeland.

During the classes.

1. Org. moment

Let this lesson, carried out together, allow you to discover many new things.

2. Updating knowledge.

Ancient Rus' was famous for its rich cities, in which a unique ... (culture).

What is culture? (All the achievements of mankind, everything useful or beautiful that was made by man.)

Give examples.

In the last lesson you understood what culture and cultural monuments are. And today we will try to determine. What cultural monuments help us tell about the times of Ancient Rus'.

In what centuries was our state called Ancient Russia? Open the textbook on p. 22 and tell me. (9th-13th centuries)

Open the textbook on p. 30, look at the map and name which cities were part of Ancient Rus'. (Kyiv, Galich, Pinsk, Turov, Chernigov, Smolensk, Vladimir, Suzdal, Ryazan, Kursk, etc.)

Have you come across names of cities that currently exist that are familiar to you?

Would you like to travel around Ancient Rus' to get even better acquainted with the preserved cultural monuments?

Why do you need this?

We will visit the city of Vladimir today. Look at the map and find where Vladimir is.

3. Creation of a problematic situation.

Before you set out on your journey, I challenge you to identify which concepts we already know and which ones we don’t.

On the board are concepts: culture, cultural monuments, frescoes, altar, icon, Cyrillic alphabet, monk, monastery, chronicle.

(Distribute all concepts into 2 columns)

Which of these concepts is the broadest? (culture)

Can all other concepts be attributed to culture? Why?

Let's see if our knowledge will be replenished by the end of the lesson.

4. Joint discovery of new knowledge.

We will go traveling not alone, but with the heroes of our textbook.

So, what cultural monuments will help tell us about the times of Ancient Rus'?

Let's compare our conclusion with the conclusion in the textbook, p.46.

This is the main idea of our lesson and this is what we will talk about today.

Are you interested in being in Ancient Rus'?

Well, well, you can try.

Listen to the poem and say which words of the poet prove that the cathedral or temple is a cultural monument.

But look up - over the gray hills
You will see a dream come true.
Like the smoke of a fire in the calm, like a flame,
Like a song, the temple flows to heights;
He rushes to the heights, solemn and slender,
The stone is inspired by the singing power, -
He's built for God or not built for God
But it was erected by man.

(Shefner. B.)

So, what words of the poet prove that a cathedral or temple is a cultural monument?

Choose the words that suit the description of the Assumption Cathedral:

majestic

white stone

solemn

unsightly

slim

expressive

golden-headed

And we find out what was inside the temple by reading from the textbook, p. 47.

Reading a text, working with concepts and moving them from the unknown to the known on the board.

Frescoes

What shorter word can replace the word clergyman? (priest)

Continued from 48.

altar

icon

Looking at illustrations.

The children saw intricate letters on one of the icons, but could not read them. The letters seemed to be familiar, but did not form words. Why do you think?

Look at the Old Church Slavonic alphabet, which is called Cyrillic . How is it similar to the modern one? What is the difference?

This alphabet was invented especially for the Slavs by two brothers, Cyril and Methodius. Why do you think the alphabet is called Cyrillic? Us. 49th

In the illustration on the left you see these brothers. What do you think this image is? (icon)

Now let's look at the illustrations on p. 50 and determine what they wrote on in such intricate letters?

Review and discussion.

Who wrote books in Ancient Rus'?

Who copied them by hand?

Reading and looking at illustrations.

Who are they monks ?

Where they lived? ( in the monastery )

Reading text on p52

What very important work did the monks do?

Looking at the illustration.

What did the monks do in the monastery?

After the illustration on p. 52 read the text yourself and find the answer to the question “what is chronicles? ».

Reading the text on pages 52-53

What's happened chronicles?

While talking with the artist, Anyuta and Ilyusha, and together with them we again walked under the arches of the Golden Gate.

5. Generalization.

On the desk: The Golden Gate of the Vladimir Fortress is the gateway to Ancient Rus'. Why can we say this?

Let's repeat once again which cultural monuments help us learn about the times of Ancient Rus' (houses, temples, books)

6. Application of knowledge in practice.

All concepts during the lesson from the ignorance column were transferred to the knowledge column. Now we will check how you have mastered these concepts.?

Open the workbooks on p. 12 and complete task No. 21 yourself.

Examination.

7. Lesson summary.

Evaluate student work.

Let's summarize the lesson. Start with any words.

I found out…

I was surprised...

I thought...

8. Home task.

P.46-53 (school). p.12№22 (tet.)

"Golden Gate" to ancient Rus'. “golden gate” to ancient Rus' Circle what is an object of culture

View document contents "Golden Gate to Ancient Rus'"

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"Golden Gate to Ancient Rus'"