Which helps to build good relations between nations. Interethnic relations. Homework check

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Block of extracurricular activities "Behind the pages of the textbook"

Teacher activities in block of extracurricular, extracurricular work "Behind the pages of a 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 consider in more detail 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 according to the textbooks "The World Around" in particular created conditions for the spiritual and moral development of children, instilling in them a love of nature, a sense of patriotism, and civic consciousness. 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 study in the program involves the generalization of familiar material, its development at a higher level, as well as expanding the range of already accumulated natural science and humanitarian knowledge, moral ideas in the classroom "Behind the Pages of the Textbook."
Starting from the everyday problems that worry the children, during these classes, one should strive, if possible, to transfer their attention to patriotic themes about the heroes - defenders of the Motherland, their courage, perseverance and loyalty to duty, about the fact that the warriors 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 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 contemporary needs 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 a 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 problem situations and explain the good and bad in life. Moral truths, rules of behavior are easier for children to learn when they are communicated in a playful way and on behalf of their favorite heroes.
Vast and deepest in its spiritual meaning material of historical genres of folklore of each nation, traditions, legends, legends; the beauty and diversity of local singing, choreographic, artistic and craft traditions, folk craft experience, 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 richest cultural heritage, it is possible to convincingly, visually show how the historical formation and development of the national character and self-consciousness of the peoples of Russia took place and is happening; as in the images of beautiful temples, epics, historical and lyrical songs, in the peculiarities of crafts, everyday life, each stage of the great life path of our country, the development of the culture of all its peoples, always mutually enriching each other, was reflected. The use of 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 in-depth development of regional, local specifics in extracurricular activities programs for each region, city, village, school. There are inexhaustible opportunities for the specific work of teachers, for the realization of their most diverse artistic abilities, inclinations, predilections for one or another type of folk art; here are laid the prospects for a real revival and development of old folk artistic traditions, and in the future - and the creation of new artistic trends on their life-giving springs. Having passed such a school of personal comprehension of the historical and cultural heritage of the Fatherland, a junior schoolchild will not only acquire abstract knowledge about rare and fragmentary monuments of the long past. He will actively for himself personally solve the problems of civil-patriotic ethics, realize his personal connection with history, with the present and future of Russia and the world, which is extremely important at the modern turn of the world historical spiral.
The 4th grade program, deployed "Behind the Pages of a Textbook", makes it possible to offer full-time and correspondence trips to the holy places of our Motherland: again to the Moscow Kremlin, to the Trinity-Sergius Lavra, to Valaam Island, to the Solovetsky Islands - all these shrines occupy an important place in history and culture of the country. Distance 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 travel "Through native spaces" in extracurricular activities makes it possible to carry out the most 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 activities and a continuation of the content that is studied in the classroom. It is obvious that many natural science topics contain a moral charge, especially since a person is increasingly becoming aware of his connection with nature, his 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 acquire the meaning of the interconnectedness of all life on the planet.
Again, you can discuss some issues of etiquette: how to behave on the road, in someone else's house, in public places. And also to master more deeply the topics offered in the Workbook on Life Safety. After all, the subject of study in them is a person's life, full of surprises and sometimes dangerous situations. As a result, children understand that the way out of this situation depends, as a rule, on the ability to make the right moral choice.
The theme of the year focuses on acquaintance with rather complex phenomena, with people who have made a significant contribution to national and world culture and history. Children learn with interest about artists, scientists, travelers, thinkers who, with their lives and work, have shown an example of high, truly moral service to people who are famous for their military and spiritual exploits, their creativity, and scientific discoveries. Their courage and kindness, fortitude and wisdom resist evil and cruelty. The images of these people help everyone - children and adults - to become better. Getting acquainted with their lives and at the same time focusing on those moral qualities that the heroes possessed, on the strength of their spirit, on the ability to sacrifice oneself in the name 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 those problems that often arise. Thematic framework only helps to choose a certain direction of work, but does not constrain it. The program allows you to achieve a certain consistency and consistency in extracurricular activities, makes it possible to lead children from relatively simple - to more complex issues of spiritual and moral life. In order, finally, to lead to the direct question that each of us can and must 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 to 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, the assimilation and awareness of the educational content of the course behind the pages of the tutorial should occur by expanding it in the course of reading, reasoning, as well as additional observations of the child around the world. The range of works on extracurricular reading can be expanded at the expense of the works of writers belonging in the spiritual sense to the confessions traditional for Russia - Orthodoxy, Islam, Judaism, Buddhism (optional).
When working with children, the methods of museum pedagogy should be used, which allow the child's memory and emotions to be included through various objects that have one or another historical significance or imitate them. Holding in hands an object that has its own "life", the child can easily imagine the person to whom he belonged. He will reflect on the connection between times and generations, realize the need to respect the past, value and cherish its material evidence - old books, family photographs, letters. These affordable historical relics will be the reason for an interesting and serious conversation. In addition, such techniques are useful for the development of qualities that are important for educational activities: they train memory, attention, and contribute to internal liberation. At the same time, all channels of information are activated - visual, auditory, muscular, motor - and, as a result, the scope of the world vision, associative connections expands, intuition develops, the emotional sphere becomes richer. Such techniques help in concentration, awakening imagination, creating a creative atmosphere. With their help, conditions are more efficiently created that stimulate the cognitive and creative activity of children.
The examples given show how in extracurricular activities behind the pages of the tutorial the 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:

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

Section II:

Why do we call Russia a great country?
How do the features of the earth's surface in different regions of Russia affect the life and work of people, customs and traditions of the peoples inhabiting it?
What rivers and lakes in Russia are considered sacred?
Which natural area of Russia would I like to explore and why?

IIIchapter

What can we do now to preserve the memory of the past of our city (village)?
What ideas serve as the basis for moral choice for our compatriots and for us? What does it mean to do good in secret?
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 idea?
Do the words "Mercy, mercy and charity" differ? Which of my compatriots and my loved ones can serve as an example of a merciful attitude towards people?
Death and immortality: what deeds and events in the history of our country have the right to be called immortal and why?

ISection V

Why is it important to develop agriculture in Russia?
Why is the commonwealth of science and industrial production necessary in our country?
Why preserve the traditional crafts of the peoples of Russia?
What is my project for the future of Russia?

Specific tips for the job behind the pages of the tutorial are given under the heading “Recommendations for Family Activities” in the lesson descriptions of classroom activities. This is the general content of the work behind the pages of the textbook in grade 4. Now let us concretize it in accordance with the sections of the textbook "The World Around".

Behind the pages of the tutorial (section "We are citizens of a single Fatherland")

Continue to make imaginary journeys 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 game culture of the peoples of Russia. Together with comrades from the 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 the tutorial (section "Along native spaces")

Try to get to know the nature of your native land better, understand its environmental problems, take part in environmental projects that are interesting to you. Hold a conference in the classroom 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, in nature reserves and national parks, in open-air museums that introduce you to the traditional economic activities and household life of the peoples of this or that region. Take pictures of what you see and compose your "Travel Album". Organize an exhibition of these albums in the classroom. Conduct quizzes on the topics "The Red Book of Russia", "Reserves and National Parks of Russia", "Open Air Museums".
Read books about the nature and culture of different parts of Russia. Spend a holiday "With a book - into nature." 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 to know the ancient songs and legends of the peoples of your region, where there are descriptions of the work that has long been the basis of their life.

Behind the pages of the tutorial(section "Traveling on the River of Time")

Find out what are the folk legends about the origin of the city, village, village, street, microdistrict where you live, what do 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 were its founders and first inhabitants, if 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 in memory of what events in Russian history the temples of your region were erected. Organize face-to-face or part-time excursions to the cities of the Golden Ring of Russia. Prepare photo stories or art exhibitions from your travels.
As you become familiar with Russian history, compile a "Calendar of memorable dates of our Fatherland", including pages dedicated to the events of the history of your region and your fellow countrymen.
For Victory Day, arrange the exhibition "My fellow countrymen during the Great Patriotic War." From family memories, compose a "Book of Memory" about the life of relatives and friends of the family during the Great Patriotic War. Include fragments of front-line letters and wartime documents there.

Behind the pages of the tutorial(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 the old secrets and modern advanced methods of growing, storing and harvesting the healthiest agricultural products in your area.
Organize an excursion to an industrial enterprise in your region. Try to find out what new scientific developments are used for its development, what is being done to improve working conditions and the life of its employees, 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 their families. Invite representatives of the local authorities of the city (district, village) to the organizing committee of the competition.

How is a person's nationality determined?
Are the words "nation" and "nationality" synonymous?
Why do interethnic conflicts arise?
How can you prevent them?

Relations between nations... In the structure of human society, an important place is occupied by large groups (communities) that unite people on a national basis. A person's nationality is his or her belonging to a particular nation or nationality.

There are now about 2 thousand nations, nationalities, tribes on Earth. Among them there are numerous and small ones, the latter are called ethnic minorities. All of them are part of almost 200 states. It is easy to understand that there are many more nations and nationalities than states in the world, therefore, there are many among these states that are multinational.

From the course of history, you know that in primitive society, people were united by a tribe. After the emergence of states (during the period of slave-owning and feudal society), nationalities are formed: on the basis of strengthening inter-tribal ties and mixing of tribes, a single language for a given nationality is formed, a territorial and cultural community arises.

The development of economic ties within the nationality and between nationalities led to their transformation into nations. Nations arose from both related and unrelated tribes and nationalities as a result of their union, "mixing". People belonging to one nation are united by a common economic ties, territory, culture. They speak the same language. They share common features of a national character.

The history of relations between tribes, nationalities, nations is complex and dramatic. Quite often, feuds, bloody conflicts arose between them. And in the modern world, national conflicts continue. In the Middle East, armed clashes have been taking place between Arabs and Israelis for many years. National conflicts often arise in other countries of Asia and Africa. National contradictions at times intensify in the USA, Belgium, Canada. A protracted conflict unfolded between the peoples of the former Yugoslavia. Sharp conflicts arose on the territory of the former USSR.

The dream of the best people of all times and peoples was the creation of a state of friendship and brotherhood, a society of harmony between nations, “when peoples, having forgotten strife, will unite into a great family,” as A. Pushkin wrote.

Attitude to the history and traditions of the people... The fate of an individual cannot be divorced from the fate of his people. When the German fascists planned to destroy entire nations or a significant part of them - Slavs (Russians, Ukrainians, Belarusians, Poles, etc.), Jews, Gypsies - their criminal actions broke the fate of millions of families, brought misfortune to countless people. Therefore, a person cannot be indifferent to the successes or troubles of his people. A sense of national pride is inherent in the people of any nation. But they understand national pride in different ways. For example, the best representatives of the Russian people have always been proud of the creations of the hands of Russian craftsmen, the outstanding achievements of Russian culture, the exploits of their soldiers on the battlefields. The national pride of the best Russian people included respect for the national feelings of other peoples, the recognition that other peoples also have the right to national pride.

This position is opposed by another: "Everything that is own is good, everything that is foreign (ie, characteristic of another nation) is bad." People who share this position are ready, without hesitation, to justify everything that was in the history of their people - both good and bad, and at the same time vilify everything that was in the history of another people. Such limitedness leads to national strife, and therefore to new troubles not only for other peoples, but also for our own.

There were glorious pages in the historical past of different peoples. The achievements of the material and spiritual culture of the people evoke admiration not only among people belonging to this nation, but also among representatives of other nations. But if there are dark pages in history, then they should be perceived accordingly with pain or indignation - not to hide the "inconvenient" facts of the historical past, but to evaluate them as they deserve.

But there are other traditions, such as blood feud.

The younger generation cannot blindly perceive any national traditions and customs. It must independently determine what in historical experience is worthy of admiration and what is condemnation.

The German fascists, having attacked the Soviet Union in 1941, counted on national disunity in the USSR, the emergence of national clashes. They miscalculated. All the peoples of the country courageously defended their common homeland, fought shoulder to shoulder at the front, helped each other in the rear. Among the 11 thousand Heroes of the Soviet Union, thousands of Russians and Ukrainians, hundreds of Belarusians, Tatars, Jews, dozens of Kazakhs, Georgians, Armenians, Uzbeks, Mordvins, Chuvashes, Azerbaijanis, Bashkirs, Ossetians, Mari, Turkmens, Tajiks, Latvians, Kyrgyz, and many soldiers other nationalities.

Cooperation and mutual understanding between nations, achieved in any multinational country, is a great achievement of peoples, which must be protected and strengthened in every possible way.

Interethnic relations in modern society... In the second half of the 80s. XX century in some republics of the USSR there was an aggravation of interethnic relations. Intolerance, friction, conflicts on an interethnic basis have arisen in a number of regions. Among them are the events in Alma-Ata - 1986, Sumgait - 1987, Abkhazia - 1988, Fergana - 1989, since 1988 Nagorno-Karabakh has become a zone of the Armenian-Azerbaijani conflict, etc. These numerous conflicts knocked people out of their normal rut, and in some cases turned into numerous human casualties. People suffered, including the elderly, women, children. Instigators have appeared who would like to use interethnic tensions for criminal purposes. Such actions can lead to universal disaster.

What are the causes of these conflicts? One of the main reasons is territorial disputes. Historically, these disputes have often been referenced. From the course of history, you know that in its different periods there was a movement of some peoples, conquests, resettlements, in which the territory occupied by one or another people changed repeatedly. If a territorial dispute arises, a "profitable" historical period is often arbitrarily chosen as an argument: "We once lived on this territory." Since territorial boundaries were not always clearly defined and changed repeatedly, it is difficult to prove anything, and attempts to solve this problem by force entail unthinkable disasters.

The reason for the conflict is also the inequality of the socio-economic conditions in which these or those peoples live. Differences in the standard of living, different representation in highly paid professions, in government bodies - all this could become a source of dissatisfaction, give rise to a conflict situation.

Among the causes of conflicts, a special place is occupied by contradictions associated with the use of the language of the people who are a minority. If the state imposes restrictions on the use of this language, prohibitions to teach children in their native language, national movements arise in defense of their language and culture, relations in society become tense.

Any infringement of rights based on ethnicity, oppression and arbitrariness in relation to this or that people cause public discontent, the desire to restore justice. Some conflicts arise at the household level.

Some people believe that there are “bad” and “good” nationalities, they are annoyed by people who are unlike them in language, religion, way of life. Prejudices, which are the result of ignorance of the history, traditions, culture of other peoples, and often the result of malicious lies, give rise to offensive statements against people of a different nationality, and sometimes actions that result in interethnic clashes. Such words and actions are, as a rule, a reflection of low culture, increased aggressiveness of individuals. Domestic conflicts arise in the markets, among neighbors at home, in transport. They are fraught with the threat of increasing interethnic strife.

The peace and well-being of people, the fate of the country largely depend on the solution of the problems of interethnic relations. It is important to understand well the danger of exacerbating relations between people of different nationalities, the danger to society, for every family, for every person. It is necessary to take measures to normalize interethnic relations, to solve the problems that have accumulated in this area.

Much depends on each person. No one should put up with manifestations of ethnic hatred in any form, with artificial opposition of nations, with the aim of ousting some nations by others. These manifestations are humiliating from the point of view of human dignity.

We must be guided by the fundamental criterion: every person, no matter what nation he belongs to, must feel like an equal citizen in any part of our country, be able to enjoy all the rights guaranteed by law.

The equality of nations and peoples is inextricably linked with the equality of people regardless of their nationality. This is the highest principle of humanism.

The experience of human civilization shows that national conflicts can be eliminated or mitigated by combining the principles of territorial, national-territorial and personal autonomy. The latter means a guarantee of human rights: the rights of national self-determination, cultural autonomy, freedom of movement, economic and political protection regardless of where one lives. These rights are reflected in the legislation of the Russian Federation. First of all, it says that everyone has the right to freely determine their nationality. No one should be forced to determine and indicate his nationality. National self-determination means that a person himself determines his nationality not by the nationality of his parents, but by self-awareness, by the language in which he always speaks and thinks and which is therefore native to him, according to the traditions and customs that he observes, according to the culture that closest to him.

Russian laws proclaim that everyone has the right to use their native language, including education and upbringing in their native language. For this purpose, schools with teaching in their mother tongue are being set up for children from ethnic minorities.

People who consider themselves to be one nation and live among people of other nationalities can unite to preserve and develop their culture, communicate in their native language, create schools, clubs, theaters, publish books and magazines. International law contains the following rule: in those countries where there are ethnic, religious and linguistic minorities, persons belonging to these minorities cannot be denied the right, together with other members of the same group, to use their culture, profess their religion and perform rituals, and also use your native language.

And one more important norm of international law: any speech aimed at inciting national, racial or religious hatred, constituting incitement to discrimination, that is, infringement of rights, hostility or violence, must be prohibited by law. The laws of our country provide for criminal liability for actions aimed at inciting national, racial or religious hatred, humiliation of national dignity. Any propaganda of exclusivity, superiority or inferiority of citizens on the basis of their attitude to religion, nationality or racial affiliation also entails criminal punishment.

Basic concepts

Ethnicity, nation, nationality, culture of interethnic relations.

Terms

Terms: Tribe, nationality.

Self-test questions

What is a nation? What is the relationship between the concepts of "nation" and "ethnos"?
What are the different concepts of national pride?
What is the significance of national traditions?
Why are all peoples interested in cooperation?
What is the danger of interethnic conflicts?
How can national conflicts be prevented?
What norms on the development of nations and national relations are contained in the laws of Russia?

Tasks

Find in a history textbook a description of the process of the folding of nationalities. What nationalities that existed in the period of ancient history and the history of the Middle Ages do you know? Name the nations and nationalities known to you that live in different countries in our time.
Give examples of conflicts between peoples, oppression of some peoples by others in different periods of history.
In a parable of ancient times, it tells about two warring tribes living on opposite banks of the river. It happened that the wizard met a man from the same tribe and said to him: "I will give you whatever you want, provided that the representative of the tribe living on the other side receives twice as much." And the man replied: "Poke out one eye for me." He wanted the one from the hostile tribe to lose both.
Think about what this parable is talking about. Explain how you would rate the person's response to the wizard.
Illustrate, using newspaper material, the topic of national contradictions in different countries of the world at the present time.
The French writer V. Hugo wrote: “There are no small nations in the world. The greatness of a people is not at all measured by its number, just as the greatness of a person is not measured by its growth. "
Do you agree with the writer? Show by examples that the greatness of a people does not depend on its size.
In Russia, in addition to Russians, there are 24 million representatives of other nationalities, and 24 million Russians live in other CIS states. In Ukraine, in addition to Ukrainians, 13 million people of other nationalities live, and almost 6 million Ukrainians live outside Ukraine.
Draw a conclusion using this data.
There are many families in our country where the father is of one nationality and the mother is of another. Explain what this fact demonstrates.
Imagine how you would define the ethnicity of their children.
Some people think that people of different nations cannot get along with each other. What do you think? Give reasons for your point of view.
When relations between Armenians and Azerbaijanis in the Nagorno-Karabakh Autonomous Region worsened in 1988, industrial enterprises stopped here. The consequence of their stopping was the disruption of the rhythm of the work of hundreds of enterprises in other republics, in different regions of the country. This affected the incomes of many families, harmed them.
Think about what this fact suggests. Is this the only danger of local ethnic conflicts?
Try to formulate the rules to be followed in relations between people of different nations.

Detailed solution Paragraph § 15 on social studies for students of grade 8, authors Bogolyubov L.N., Gorodetskaya N.I., Ivanova L.F. 2016

Question 1. What in the text of the Constitution of our country mean the words "multinational people of Russia"?

A multinational state or a polyethnic state is a state on whose territory various ethnic groups live - nations, nationalities, national and ethnographic groups. Historically, multinational states were formed where the state rallying of more or less vast territories took place before the formation of nations began and national movements developed (a number of countries of Eastern Europe, including Russia, and Asia), as well as during colonial expansion (countries of Africa where many ethnic groups were divided by borders between states); and as a result of intense migrations (eg USA). A plurinational state consists of more than one ethnic group, as opposed to ethnically homogeneous societies.

Question 2. How is a person's nationality determined? Are the words "nation" and "nationality" synonymous? Why do interethnic conflicts arise? How can you prevent them?

Nationality is a term in modern Russian that denotes a person's belonging to a particular ethnic community.

The immediate reason for the emergence of interethnic conflicts is the divergence and collision of interests of the subjects of interethnic relations (national-state formations, nations, nationalities, ethnic groups). A conflict arises with an inconsistent and untimely resolution of such contradictions. A powerful catalyst for the development of the conflict is the politicization of national interests, the intersection of national and state. Provoked by the interweaving of political interests into national conflicts, the conflict reaches the highest stage of aggravation and turns into national antagonism.

Question 3. What is a nation? What is the relationship between the concepts of "nation" and "ethnos"?

A nation is a socio-economic, cultural-political and spiritual community of the industrial era. There are two main approaches to understanding a nation: as a political community of citizens of a certain state and as an ethnic community (a form of existence of one or several ethnic groups living together) with a single language and identity.

The word "nation" is also often used to denote an ethnic group (in this case, the term "ethno-nation" can be used). However, it is more correct to use the word "nation" (civil nation) to denote all citizens of a certain country, regardless of their ethnic differences. Many countries are home to people belonging to different ethnic groups.

Question 4. What are the different concepts of national pride?

National pride is the patriotic feelings of love for one's homeland and people, the awareness of one's belonging to a particular nation, expressed in the understanding of the community of interests, national culture, language and religion.

National pride is a feeling underlying a complex socio-psychological phenomenon, in which the entire spectrum of such moral and psychological traits as national dignity, awareness of the historical contribution of one's nation, in particular, N. g. Presupposes a high assessment of their national cultural values.

National pride is the fulfillment of a person with the consciousness of belonging to his nation, an indissoluble connection with it, coupled with a feeling of love for his native country and an understanding of the holy, vital responsibility for his fate.

Question 5. What is the significance of national traditions?

National traditions are the rules, norms and stereotypes of behavior, forms of communication between people that have developed on the basis of a long experience of the life of a nation and are firmly rooted in the everyday consciousness.

A sense of national pride is inherent in the people of any nation. But they understand national pride in different ways. For example, the best representatives of the Russian people have always been proud of the creations of the hands of Russian craftsmen, the outstanding achievements of Russian culture, the exploits of their soldiers on the battlefields. The national pride of the best Russian people included respect for the national feelings of other peoples, the recognition that other peoples also have the right to national pride.

There were glorious pages in the historical past of different peoples. The achievements of the material and spiritual culture of the people evoke admiration not only among people belonging to this nation, but also among representatives of other nations. But if there are dark pages in history, then they must be perceived accordingly - with pain or indignation, not to hide the "inconvenient" facts of the historical past, but to evaluate them as they deserve.

The historical path of each nation explains the emergence of national traditions and customs. Many nations have a tradition of hospitality. A tradition has developed to help other peoples in trouble.

Question 6. Why are all peoples interested in cooperation?

If peoples cooperate, this guarantees the unlikely likelihood of conflicts between them. and where there are no conflicts, there are no wars. Moreover, there is an economic side of the issue. Interaction between peoples creates a stable economic situation and mutual support in case of emergency.

Question 7. What is the danger of interethnic conflicts?

The parties to the conflict have a complex structure. A nation or ethnic group is not always an aggregate entity. It can be an individual person, a specific organization or movement that takes on the representation of a nation or ethnic group. People not only fail to pursue their national interests, but lose much of what they had, including human and civil rights.

An interethnic conflict has its own stages, stages, mechanisms of development and solutions. Armed conflicts pose the greatest danger to society.

In a multiethnic society, conflicts are inevitable. The danger is not in themselves, but in the way they are resolved. Each interethnic conflict has its own time frame. In the modern world, countries and peoples are so interconnected that even minor conflicts in one country can serve as an incendiary mixture for the entire world community, especially in those countries like the Russian Federation that have nuclear weapons.

Question 8. How can ethnic conflicts be prevented?

The peace and well-being of people, the fate of the country largely depend on the solution of the problems of interethnic relations. It is important to understand well that the aggravation of relations between people of different nationalities is dangerous for society, for every family, for every person. It is necessary to take measures to normalize interethnic relations, to solve the problems that have accumulated in this area.

We must be guided by the fundamental criterion: every person, no matter what ethnic group he belongs to, must feel himself an equal citizen in any part of our country, be able to enjoy all the rights guaranteed by law.

The experience of human civilization shows that national conflicts can be eliminated or mitigated by combining the principles of national-territorial and national-cultural autonomy. The guarantees of human rights are of great importance: the rights to national self-determination, cultural autonomy, freedom of movement, economic and political protection regardless of the place of residence. These rights are reflected in the legislation of the Russian Federation.

Question 9. What norms on the development of nations and national relations are contained in the laws of Russia?

The Constitution of the Russian Federation says: “Everyone has the right to determine and indicate his nationality. No one can be forced to determine and indicate their nationality ”(Art. 26). National self-determination means that a person himself can determine his nationality not by the nationality of his parents, but by self-awareness, by the language in which he always speaks and thinks and which is therefore his native language; according to the traditions and customs that he observes; according to the culture that is closest to him.

Russian laws proclaim that everyone has the right to use their native language, to freely choose the language of communication, education, training and creativity. For this purpose, schools are being created for children from ethnic minorities - with teaching in their native language.

Question 10. Find in a history textbook a description of the process of folding nationalities. What nationalities that existed in the Ancient World, in the Middle Ages, do you know? Name the nations and nationalities living in different countries in our time.

This time was filled with stormy events: the birth and death of empires, campaigns of conquerors and popular uprisings, the birth of new religions and teachings.

As for the peoples who inhabited different lands in the Middle Ages, then there were many of them, for example:

1. Rus (Rus, Rusyns) - the people who gave their name to the first state of the Eastern Slavs - Kievan Rus.

2. The Normans who inhabited Western Europe.

3. Balts (or Baltic peoples) are peoples of Indo-European origin, speakers of the Baltic languages, who in the past inhabited the territories of the modern Baltic states.

4. Tribes of pygmies, Bushmen and others lived in the tropical forests of Central Africa. They were engaged in hunting and gathering.

Peoples of Australia and Oceania

Australians, Kiribati, Maori, Micronesians, Nauru, New Zealanders, Norfolk, Papuans, Polynesians, Tahitians, Tokelau, Tuvalu, Fijians, Futuna, Yap

Peoples of Asia

Arabs, Armenians, Vietnamese, Georgians, Chinese, Koreans, Lebanese, Malays, Mongols, Persians, Saudis, Tatars, Uzbeks, Filipinos, Japanese

Peoples of africa

Bantu, Berbers, Wolof, Egyptians, Zulu, Caboverians, Libyans, Moroccans, Masai, Pygmies, Rundi, Sudanese, Tuaregs, Tunisians, South Africans

Peoples of Europe

Englishmen, Belarusians, Dutchmen, Greeks, Danes, Spaniards, Italians, Lithuanians, Moldavians, Poles, Portuguese, Russians, Finns, Frenchmen, Swedes

Peoples of North America

Americans, Aztecs, Haitians, Hondurans, Canadians, Comanches, Cubans, Mayans, Mexicans, Mikmaki, Navajo, Panamanians, Salvadorans, Cherokees, Jamaicans

Peoples of South America

Argentines, Bolivians, Brazilians, Venezuelans, Guyanese, Guyans, Guarani, Indians, Caribbean, Colombians, Peruvians, Surinamese, Tucuna, Chileans, Ecuadorians

Question 11. Give examples of conflicts between peoples, oppression of some peoples by others in different periods of history.

Conflicts: Greco-Persian Wars; The Punic Wars between Rome and Carthage.

Oppression: Tatar-Mongol yoke; the conquest of Asia Minor by the Persians; Spanish conquest of Mexico: Japanese occupation of the territories of China and Korea.

Question 12. A parable from ancient times tells about two warring tribes living on opposite banks of the river. It happened that the wizard met a man from one tribe and said to him: "I will give you whatever you want, provided that the representative of the tribe living on the other side receives twice as much." And the man replied: "Poke out one eye for me." He wanted the one from the hostile tribe to lose both eyes.

Think about what this parable is talking about. Explain how you rate the person's response to the wizard.

Let it be bad for me, then my enemy will be even worse - this is a brief description of this person. He hates a hostile tribe so much that he is ready to suffer so that the enemy suffers doubly. This means that the enmity and anger of this person is higher than his own happiness and health. This is what this parable is talking about, and this parable also testifies to the enmity between nations from time immemorial.

Question 13. The French writer V. Hugo said: “There are no small nations in the world. The greatness of a people is not at all measured by its number, just as the greatness of a person is not measured by its growth. " Do you agree with the writer? Show by examples that the greatness of a people does not depend on its size.

Victor Hugo drew attention to the equality of all people regardless of their nationality, I agree with this, but mathematically small peoples and stunted people exist.

Question 14. There are many families in our country where the father is of one nationality and the mother is of another. Explain what this fact testifies. Suppose how the children in these families determined the nationality.

The fact that our country is multinational, mixed marriages bring many different changes to our culture, make it brighter and more interesting, and mixing blood renews it.

Control and measuring materials
on the subject "The World Around"
to UMK "Perspektiva" A.A. Pleshakov, M.Yu. Novitskaya
Explanatory note
The program for the surrounding world is developed on the basis of the requirements of the Federal State Educational Standard of Primary General Education. Working on the teaching and learning method "Perspektiva", teachers faced the problem of checking students' knowledge of the world around them.
Systematic work with control and measuring materials, consisting of thematic tests for lessons, as well as final tests for a quarter and an academic year, which are contained in this collection, will help prepare students for state certification.
Verification is a constituent element of control, the main didactic function of which is to provide feedback between the teacher and the student, the teacher receives objective information about the degree of mastering the educational material, the timely detection of shortcomings and gaps in knowledge.
Purpose: To create a collection of tests aimed at identifying subject and metasubject knowledge and skills of grade 4 students.
The use of test items allows you to:
- to measure the level of mastering of key concepts, to check the totality of subject and metasubject skills and abilities; - to check, compared to the usual forms of testing, a much larger amount of acquired knowledge; - to give a more objective assessment of the knowledge of students; - to check the work performed much faster than in conventional forms ; - evaluate each student.
The collection contains tests for the course "World around" for grade 4. All tasks correspond to the curriculum of educational institutions and the requirements of the Federal State Educational Standard for primary school. Systematic work with the materials of the collection will allow teaching students how to work with tests, which will help in the future to successfully complete the tasks of the final certification.
Test structure
All tests have three parts. Part A - tasks No. 1-5 (No. 1-12), provide for the choice of one correct answer from the proposed ones. These assignments test the basic knowledge of the topic of the lesson or section.
Part B - the assignment consists of questions that require recording the answer in one sentence or correlating concepts and definitions. These tasks help to check how the students learned to process the information received: to compare and group facts and phenomena; determine the causes of phenomena, events; transform information from one form to another; work according to plan, check your actions against the goal and, if necessary, correct mistakes.
Part C contains one question to which you need to give a coherent answer from 2-5 sentences. The teacher monitors the ability of students to process the information received: to draw conclusions based on the generalization of knowledge; transform information from one form to another: present information in the form of text; communicate your position to others: formalize your thoughts in writing, taking into account your educational and life situations, express your point of view and try to justify it. The main sections of the course:
- We are citizens of a united Fatherland
- Through native spaces
- Travel on 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 surrounding world, 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; to show a sense of pride in national achievements, discoveries, victories;
- the most important events and great people of Russian history;
- an idea of the peculiarities of the nature of their 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
- to notice and explain what actions of people are contrary to human conscience, rules of conduct (morality and law), human rights and the rights of the child;
- to have an initial idea of the uniqueness of Russia as a single indivisible state, of the historical role of the multinational people of Russia as a creator people, guardian of Russian statehood;
- to give examples of patriotism, valor, nobility based on the material of national history;
- to identify cause-and-effect relationships between various historical events, phenomena of social reality;
- to show respect for Russia, native land, family, history, culture, nature of our country, its modern life;
- be able to assess the activities of people in educational and real situations in an accessible form;
- independently find information in a textbook and additional sources on a specific topic of natural history and social science, present them in the form of a message, a story.
Assessment of work
For each correct answer of block A, one point is given, in block B, the assessment goes from 1 to 2 points, block C is estimated at 1-4 points.
Test grading table
Evaluations
"2" "3" "4" "5"
Tests on the topics of the lessons 0 - 5 points 6 points 7-10 points 11 - 13 points
Tests in sections 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
It is very important when conducting testing to indicate the time required for students to work. Time is a factor that determines the quality of the results obtained during the testing process. Increasing time leads to student fatigue, which in turn will affect test results. A certain time is allotted for the execution of tests: for a test on the topic of the lesson - 15 minutes; 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 items are as follows:
identification of knowledge and skills of each student;
timely detection of knowledge gaps;
speed of carrying out;
ease of verification.
And for the student the following:
this type of work does not tire children;
interest in educational material is shown; motivation for educational and cognitive activities;
the ability to perform a self-test.
But we must not forget that for primary school students, the development of speech in all lessons, including the world around, is important. And test items don't do that. Therefore, they should not be the only form of verification, but skillfully used in the learning process together with conversation, independent work, test work, and practical work.
Instructions for students
In Part A, read the question carefully and choose one of the suggested answers.
In part B, you must answer with one sentence (word, phrase) or correlate the left and right parts of the assignment.
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
the Russian Federation
Russian country
A2. What is a constitution?
the basic law of our country
another name of our country
device of our country

A3. How to translate the word "constitution" from Latin?
union, 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 concerns human rights and freedoms?
education
work
taking care of children
homeland defense
IN 1. Why is the Constitution called the basic law of our country?

IN 2. Combine the rights and responsibilities enshrined in the Constitution with fairy tales that illustrate these moral rules.
Right / duty Fairytale
1. Everyone has the right to life.
2. Everyone has the right to liberty and security of person.
3. Everyone has the right to housing.
4. Taking care of 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 "The rights of the child"

Convention on the rights of the child

A2. Until what age is a citizen of a country considered a child?
up to 1 year
under 18 years old
up to 14 years old
under 21
A3. How is the word "convention" translated from Latin?
an association
decree
agreement
device
A4. Who takes care of the child if he is left without parents?
relatives
neighbours
teachers
state
A5. When was the UN Convention on the Rights of the Child adopted?
in 1989
in 1948
in 1945
in 2004
IN 1. What right do educational institutions give you?
______________________________________________
IN 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 "State structure of Russia"
A1. Who has the highest power in resolving state issues in Russia?
President 3. Prime Minister
People 4 State Duma deputies
A2. Who elects the President of Russia?
Deputies of the State Duma 3. Government
People 4. Chairman of the Government
A3. Which government body has legislative power?
To the Government of Russia 3. Administration of the President
Supreme Court 4 Federal Assembly
A4. Which state body does the executive power belong to?
To the Russian government 3. to the people
Federation Council 4 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 Insert the missing words into the sentences.
The supreme power in Russia belongs to ………………… ... The executive power belongs to …………………………. Legislative power belongs to …………………………….
IN 2. What are the powers of the President of the Russian Federation?

S. Why is it necessary to take a responsible attitude 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 in the north?
Norway
Azerbaijan
Georgia
DPRK
A5. Which country has the shortest border with Russia?
Poland
Belarus
Mongolia
DPRK
IN 1. Which countries are in Europe?
________________________________________________________
IN 2. Which countries are in Asia?
_________________________________________________________
S. What country would you like to visit? Explain why.
Test 5 - Verification work on the section "We are citizens of a single Fatherland."
Option 1.
A1. What relates to the characteristic of society "family"?
joint farm
your language
boundaries
State symbols
A2. Who is the head of state in our country?
emperor
King
the president
sultan
A3. What is the name of the basic 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
at 14 years old
A5. What is the name of the document that protects the rights of the 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?
__
IN 2. What does the double-headed eagle on the coat of arms of Russia symbolize?
__

Test 5 - Option 2.
A1. What relates to the characteristic of society "people"?
territory
National dress
joint farm
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 old
from 14 years old
A4. What is a constitution?
the basic law of our country
another name of our country
device of our country
unification of the peoples of our country
A5. What are the rights of a citizen?
protection of honor and good name
conservation of nature
execution of state laws
taking care of your child
IN 1. What are the symbols of the state?
_______________________________________________________
IN 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 storerooms"
A1. What is the most durable mineral?
limestone
granite
coal
peat
A2. What kind of mineral can be melted?
clay
sand
oil
iron ore
A3. What mineral is liquid fuel obtained from?
clay
from iron ore
from oil
from peat
A4. What mineral is plastic?
clay
sand
limestone
granite
A5. What mineral is called "black gold"?
oil
natural gas
coal
peat
IN 1. What are the fossil fuels?
_________________________________________________________
IN 2. What minerals are used in construction?
_________________________________________________________
C. Why do people extract minerals?
Test 7 on the topic "Across the sea"
A1. Which of these seas is the Atlantic Ocean?
White
Okhotsk
Baltic
Karskoe
A2. Which sea is the warmest?
Black
Baltic
Beringovo
Barents
A3. What is the deepest lake in the world?
Baikal
Seliger
Ladoga
Onega
A4. Which river flows through the East European Plain?
Amur
Volga
Lena
Yenise A5. What lake is called the sea?
Baikal
Ladoga
Onega
Caspian
IN 1. The seas of which oceans wash the shores of Russia?
_________________________________________________________
IN 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 Old Finnish, means "smoking lake". The people love the lake called "father". One river flows out of 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 belt
A2. What is the temperature in the Arctic in summer?
above + 20оС
slightly above 0оС
below -10 oC below -40 oCA3. What group of plants prevails in the arctic deserts?
flowering
lichens
conifers
ferns
A4. What do birds eat in arctic deserts?
crustaceans
plants
fish
insects
A5. What does a person do in the Arctic?
nature exploration
animal husbandry
mining
hunting
IN 1. What environmental problem exists in the Arctic?
_
IN 2. What diagrams of the food chain can be made from these living creatures: crustaceans, Arctic cod, guillemot, polar bear, seal, algae?

S. How did the flora and fauna adapt to the conditions of the harsh Arctic?
Test 9 on the topic "In the cold tundra"
A1. What are the weather conditions of the tundra?
cold winter, warm summer
severe winter, hot summer
harsh winter, cold summer
harsh winter, there is 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 forage crops
growing grain crops
poultry
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
on their belly and paws they have thick, long feathers
fly south for the winter
A5. What harm does human activity do to the tundra?
the soil surface is disturbed due to oil production
air is polluted
forests are being cut down
a lot of fish caught
IN 1. Read the text. Determine if this could be.
We rode at night on a sleigh through a dense birch forest. Suddenly we see: above the birches, in the distance, mushroom caps stick out. We stopped and started looking for more. Move two or three birches apart and you will find a good fungus. We gathered a whole basket of mushrooms. We look at the clock, it's past midnight, it's time to go to bed. And the sun does not even think to set. We put our sleeping bags on the birches and fell fast asleep.
_
IN 2. Why are the plants in the tundra undersized?
_________________________________________________________________
C. Write at least one ecological problem of the Tundra and suggest ways to solve it.
Test 10 on the topic "Among the forests"
A1. What is the difference between the weather conditions of the forest zone?
warm winter
warm summer
little moisture
the sun rises low above the horizon
A2. Which tree is not coniferous?
cedar pine
larch
ash
fir
A3. Which tree is small-leaved?
oak
Birch
maple
Linden
A4. Which bird promotes the spread of cedar seeds?
capercaillie
grouse
nutcracker
merlin falcon A5. What animal is "superfluous"?
chipmunk
deer
Lynx
Hare
IN 1. Briefly describe the forest zone?
__________________________________________________________________
IN 2. What kind of forest bird are we talking about?
This bird belongs to the order of chickens. Males are larger and brighter than females. In the spring, males gather for the current. The birds that walk make special sounds, and sometimes fight fiercely. During the current "singing" they lose their hearing, which is why these birds received such a name.
___________________________________________________________.
C. How do you understand the expression: "forest is a resting place"?
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 prevails in the steppes?
broadleaf forests
trees and shrubs
variety of 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 included in the Red Book?
demoiselle crane 2. hamster
3.Poster 4. Gopher
IN 1. What natural phenomenon in the steppes are we talking about?
It occurs in the steppes during drought, especially where the land is plowed up. With this phenomenon, visibility is sharply reduced. Wind-blown dust gets everywhere, damaging machinery and making breathing difficult. As a result, the soil is destroyed, often already with seeds. They can fall to the ground thousands of kilometers away.
__________________________________________________________
IN 2. Why do many birds die in the steppes?
_________________________________________________________
C. Write how the plants have adapted to the long dry summer?
Test 12 on the topic "In a hot desert"
A1. What are the weather conditions in the desert?
hot summer, little precipitation
hot summer, severe winter
warm rainy summer
short hot summer
A2. What thorny plant do camels willingly eat?

cacti

saiga
camel
corsac
scarab
A4. What are dunes?
animals
plants
sand shafts
dust storms
A5. What animal with the help of long strong legs jumps up to 3 m in height?
saiga
corsac
lizard fast
jerboa
IN 1. How did animals adapt to desert conditions?
_____________________________________________________________-
Q2. What environmental problem exists in deserts?
_________________________________________________________________
S. Think about what would happen in the desert if the camels disappeared altogether?
Test13 on the topic "Through the pages of the Red Book"
A1. What animals are taken under protection in the Taimyr nature reserve?
red-breasted goose
lemming
deer
peregrine falcon
A2. What steppe animal is listed in the Red Book?
Viper 2. hamster
3.steppe dybok 4. filly
A3. What animals are taken under protection in the reserve on Wrangel Island?
dead end
walrus
polar bear
musk ox
A4. What forest animal is listed in the Red Book?
Elk
owl
bear
stag beetle
A5. What mammal is listed in the Red Book?
black sea bottlenose dolphin
roe
hare
vole
IN 1. Connect the environmental issue to the area to which it belongs.
Environmental problem Natural area
1. Destruction of the soil by heavy equipment.
2.Pollution of seas and coasts by oil.
3. Deforestation.
4. Formation of mobile sands.
5. Poaching. A. Arctic deserts
B. Steppes
V. Tundra
G. Black Sea coast
Deserts
E. Forest area
__________________________________________________________________
IN 2. Why is Lake Baikal included in the World Natural Heritage List?
______________________________________________________________
C. Read the poem.
Tree, grass and bird
They do not always know how to defend themselves.
If they are destroyed,
We will be alone on the planet.
What actions should be taken so that a person is not left alone on the planet?
Test 14 - Verification work on the section "On native spaces"
Option 1.
A1. How does the forest protect the soil?
prevents the sun from drying out the soil
it is difficult to plow and sow in the forest
does not allow the wind and water flows to wash away the soil, keeps it
in the forest, animals do not trample the soil?
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

slopes of high mountains
mountains in rows
A5. What is inflow?
the beginning of the river
the place where the river flows into the sea

right bank of the river
A6. What mineral is plastic?
clay
sand
limestone
granite
A7. What is the most fertile soil type?
tundra
meadow
podzolic
black earth
A8. What bird lives and builds nests in the meadow?
quail
woodpecker
oriole
thrush
A9. What forests grow on the slopes of the Black Sea coast?
broadleaf
conifers
mixed
shrubs
A10. What animal with the help of long strong legs jumps up to 3 m in height?
saiga
corsac
lizard fast
jerboa
IN 1. Why is it necessary to start mowing the grass in the meadow from the center, moving in a circle?
______________________________________________________________
IN 2. What attracts the steppe farmers?
_____________________________________________________________
AT 3. Which 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. What animal of the steppe are predators?
gray partridge
bustard
filly
steppe viper
A3. What are ravines?
depressions with steep slopes
depression between the mountains
ruts in the hillside
high hills
A4. What is the source?
the beginning of the river
where the river flows into the sea
river flowing into another river
sandbank on the shore
A5. What mineral is fusible?
clay
sand
oil
iron ore
A6. What kind of soil is common in the steppes?
gray forest soil
meadow soil
podzolic soil
black earth
A7. What plain stretches from the western borders of Russia to the Ural Mountains?
Eastern European
Privolzhskaya
Central Siberian plateau
West Siberian A8. What is the characteristic of the tundra?
the sun never rises high above the horizon, lichens are found from vegetation on rocks, animals feed on fish
short summer. The ground thaws 1.5 m deep, water is not absorbed, so there are many swamps, plants creep along the ground
the summers are warm, but the winters are harsh, conifers predominate, since they are less demanding on heat; the animal world is diverse
warm-loving broad-leaved plants grow in the forests; flora and fauna are rich and varied

the belt always faces the Sun
there are many volcanoes

A10. What are the highest mountains in Russia?
Caucasian
mountains of Kamchatka
Sayan
Ural
IN 1. Why is Lake Baikal included in the World Natural Heritage List?
______________________________________________________________
IN 2. How did the plants adapt to the long dry summers?
_____________________________________________________________
AT 3. What harm is caused to the ecology of the tundra by human activities?
________________________________________________________________
C. What places in Russia would you like to visit? Why?
Test 15 on the topic "Moscow - Vladimir's successor"
A1. Which prince challenged the Golden Horde?
Ivan Kalita Yuri 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. What city was the capital of Russia in the 13th century?
Kiev
Vladimir
Moscow
Velikiy Novgorod
A5. What monks were sent by Sergius of Radonezh with Prince Dmitry?
Ilya Muromets
Nikitich
Vladimir Peresvet
IN 1. Why did Dmitry Donskoy ask for a blessing in the Trinity Monastery before the battle?
_______________________________________________________________-
IN 2. What are the three troubles came to Russia?
_________________________________________________________________.
S. Think, why Prince Daniel of Moscow over time was called by the people the owner of the Russian land?
Test 16 on the topic "The beginning of the Moscow kingdom"
A1. Where did the Russian army meet with Akhmat's army?
on the river Nepryadvena river Don
on the Ugra river
on the Neva river
A2. Which Mongol Khan led his troops to the Ugra River?
Mamay
Batu
Akhmat
Kasym A3. Which Kremlin was built under Ivan III?
white stone
oak
from iron bars
red brick
A4. What symbol appeared on the seal of Ivan III?
George the Victorious
two-headed eagle
bear
shield and sword
A5. Which of the rulers became the first tsar in Russia?
Ivan III
Ivan groznyj
Ivan Kalita, Dmitry Donskoy
IN 1. Why did Ivan III decide to rebuff the Golden Horde?
__________________________________________________________________
IN 2. Connect the concept with its definition.
Concept Definition
A. Cossacks
B. Mosque
V. Zemsky Sobor 1. A cult building for people of the Islamic faith.
2. Free people who fled from the Tatars to the uninhabited steppes.
3. The governing body in Russia, an assembly of loyal and reasonable people.
S. What do you notice in common in the policy of the Kiev princes and the Moscow sovereigns?
Test 17 on the topic "Ascetics of Russia and explorers"
A1. Which king ordered the founding of a printing house in Moscow?
Ivan III
Ivan Kalita Yaroslav 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 for teaching literacy did Ivan Fedorov create?
"The Tale of Bygone Years"
"A word about Igor's regiment"
"Apostle"
the first Russian primer
A4. Where is the monument to Ivan Fedorov erected?
in Kiev
in Moscow
in Yaroslavl
in Vladimir
A5. In what year was the first printed book published in Russia?
in 1480
in 1564
in 1612
in 1500
IN 1. What cities were built in Siberia in the 16th - 17th centuries?
_________________________________________________________________
IN 2. Give the definitions of the concept.
A person discovering the world, blazing a new path - ……………………………… ...
A person serving good, justice, caring for a person - ………………………………… .People who mastered a new business set the world around them in motion - ………………………….
S. How does the proverb: "As you live, so you will be known", characterizes the worldview of Metropolitan Philip?
Test 18 on the topic "On the way to unity"
A1. When did the Polish invaders turn against Russia?
in the XI century.
in the XIV century.
in the XVI century.
in the 17th century.
A2. Where did the Polish invaders take refuge?
in Novgorod
in Kiev
in Moscow
in Ryazan
A3. Which of the Russian people called on the people to resist the 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 the poem by K. Ryleev?
The forest is becoming wilder and wilder!
And suddenly the path disappears before them;
And pines and spruce, thick branches
Leaning gloomily to the very ground,
A scabrous wall of twigs was woven.
Here is the alarming ear on the alert:
Everything in that backwater is both dead and deaf ...
"Where did you take us?" - the old one cried out.
“There, where you need it!” Susanin said.
Kill! torture! - my grave is here!
But know and strive: I saved Mikhail! "
_____________________________________________________________.
IN 2. Connect a person with his role in the liberation of Russia during the Time of Troubles.
Agent Role in history
1.Kozma Minin
2.Dmitry Pozharsky
3.Patriarch Hermogenes. A. made the first contribution to the creation of the army, urged citizens to "spare no good" for the defense of the Fatherland.
B. Refused to sign the charter for the reign of the Polish prince.
V. became the head of the people's militia troops.
S. Why was the victory in Russia with turmoil and foreign invasion possible?
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 fond of in childhood?
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 the age of 26
at 20
at 10
At 18 years old
IN 1. Why was it important for Russia to create a fleet?
__________________________________________________________
IN 2. What sciences did Peter I know well?
___________________________________________________________
C. Why was the modern nuclear-powered missile cruiser given the name of Peter I? Test 20 on the topic "Life to the Fatherland, honor to anyone"
A1. What was founded by Mikhail Lomonosov upon his return to St. Petersburg from Germany?
Academy of Sciences 2. observatory
3. chemical laboratory 4. 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 was famous for his victory over the fortress of Ishmael?
A.V. Suvorov
F.F. Ushakov
M.I. Kutuzov
Dmitry Pozharsky
A4. What naval commander stormed a naval fortress on the island of Corfu?
A.V. Suvorov
F.F. Ushakov
M.I. Kutuzov
Peter I
A5. What difficulties did Lomonosov face while studying in Moscow?
the sciences were difficult 2. did not have enough money to live
3. he was from the common people 4. there were no books
IN 1. Why was a monument to soldiers erected in Switzerland under the leadership of A.V. Suvorov?
_________________________________________________________________
IN 2. Combine the name and deed of our compatriot.
Agent Role in history
1.M. V. Lomonosov
2. A. V. Suvorov
3.F.F. Ushakov A. He took by storm the sea fortress on the island of Corfu.
B. He wrote a textbook of military skill "Science Wins".
V. Developed a project for Moscow University.
S. How do you understand the expression: "The honor of a scientist, a soldier, a citizen"?
Test 21 on the topic "The 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 Borodin
by the river Nepryadvyu Poltava
on the Kulakovskoe field
A4. Who is M.I. Platov?
Russian commander
ataman of the Cossacks
partisan commander
adjutant M.I. Kutuzov
A5. What commander was M.I. Kutuzov in military affairs?
A.V. Suvorov 2. F.F. Ushakov
3. Napoleon Bonaparte 4. Peter the Great
IN 1. Why did the war of 1812 remain in history under the name "Patriotic"?
________________________________________________________________
IN 2. Insert the missing words into the text.
Napoleon started a 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 is the definition of the word "revolution"?

a group of people that puts forward their program for the development of society
military action against invaders

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

_________________________________________________________________
IN 2. Who fought during the Civil War?
_________________________________________________________________
C. Do you think it was possible to prevent the revolution and civil war?
Test 23 on the topic "Age of troubles and victories"
A1. What was the name of our country in 1922?

Russian empire
Russian republic
A2. How many republics were included in the USSR?
fifteen
sixteen
two
six
A3. Which city became the capital of our country in 1918?
Kiev
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 Kolkhoz Woman"
The icebreaker "Krasin"
coat of arms of Russia
A5. Who ruled our country since the 1920s. XX century?
parliament
Tsar
the president
Advice
IN 1. Why did the farmers not want to unite in collective farms?
_________________________________________________________________
IN 2. How was illiteracy eliminated in the Soviet country?
__________________________________________________________________
S. How can you imagine why our compatriots, after the revolution, first of all built factories, factories and schools?
Test 24 on the topic "Get up, the country is huge!"
A1. When did the Great Patriotic War start?
in 1939
in 1941
in 1945
in 1922
A2. Which country attacked ours in 1941?
Germany
France
Japan
Mongolia
A3. Which city was blockaded for 9000 days?
Moscow
Stalingrad
Kursk
Leningrad
A4. When do we celebrate Victory Day?
June, 22
May 9
February 23
12 June
A5. Who led the storming of Berlin?
Marshal Konev
Marshal Rokossovsky
Marshal Zhukov
General Panfilov
IN 1. Why did our army fail at first?
_______________________________________________________________
IN 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 of the fascist troops was sudden, our people were able to withstand and drive out the enemy?
Test 25 - Verification work on the section "Traveling 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 start?
in 1939
in 1941
in 1945
in 1922
A5. Which city became the capital of Ancient Russia?
Constantinople
Kiev
Moscow
Novgorod
A6. Who created the Slavic alphabet?
Yaroslav the Wise
Vladimir Krasnoe Solnyshko
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 turn against Russia?
in the XI century.
in the XIV century.
in the XVI century.
in the 17th century.
A10. When did the first Soviet citizen visit space?
in 1957
in 1961
in 1991
in 1945
IN 1. Why did Peter I receive the nickname the Great?
________________________________________________________________
IN 2. What achievements relate to the post-war history of our country?
_________________________________________________________________
AT 3. Why did Ivan III decide to rebuff the Golden Horde?
__________________________________________________________________

Option 2.
A1. Where did the decisive battle with Napoleon's army take place in 1812?
near the village of Borodin
by the river Nepryadvyu Poltava
on the Kulakovskoe field
A2. Who led the storming of Berlin?
Marshal Konev
Marshal Rokossovsky
Marshal Zhukov
General Panfilov
A3. What name refers to our legendary military equipment of the 1941-1945 war?
"Moment"
"Shark"
"Buran"
"Katyusha"
A4. In which Russian city is 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 Russia?
Prince Vladimir
Yaroslav the Wise
Alexander Nevskiy
Peter the Great
A6. Which city during the Great Patriotic War was in the blockade for 900 days?
Moscow
Stalingrad
Kursk
Leningrad
A7. What was the name of the spacecraft on which Yuri Gagarin flew into space?
"Vostok-1"
"Buran"
"Peace"
Challenger
A8. When is Victory Day celebrated in our country?
June, 22
May 9
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 were included in the USSR?
fifteen
sixteen
two
six
IN 1. Why is the war of 1914 called world war?
_________________________________________________________________
IN 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 wars?

Option 1.
A1. What is the name of the basic 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
last millennium
before the birth of Christ
after the birth of Christ
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. What mineral is fusible?
clay
sand
oil
iron ore
A7. What is the most fertile soil?
tundra soil
meadow soil
podzolic soil
black earth
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
slopes of high mountains
mountains in rows
A10. Who went down in history as the Baptist of Russia?
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?
____________________________________________________________
IN 2. What is Civil War?
________________________________________________________________
AT 3. Which statement relates to the food security of the country?
_______________________________________________________________
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 the 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 state, according to the Constitution of the Russian Federation, is our country?
democratic republic
monarchy
presidential republic
socialist republic
A3. What chronology is accepted in Russia in our time?
from the day of the birth of Christ
since the founding of Rome
since the reign of pharaoh
since the presidency
A4. What are the highest mountains in Russia?
Caucasian
mountains of Kamchatka
Sayan
Ural
A5. What thorny plant do camels willingly eat?
juzgunkolosnyak camel thorn
cacti
A6. What is the source?
the beginning of the river
where the river flows into the sea
river flowing into another river
sandbank on the shore
A7. What kind of soil was called the "black diamond" at the World Exhibition in Paris?
gray forest soil
meadow soil
podzolic soil
black earth
A8. What mineral is plastic?
clay
sand
limestone
granite
A9. Why is it warmer in the subtropics than in the temperate zones?
the sun's rays fall vertically there
the belt always faces the Sun
there are many volcanoes
due to the rotation of the earth around the sun
A10. Which city became the capital of Ancient Russia?
Constantinople
Kiev
Moscow
Novgorod
A11. Who created the Slavic alphabet?
Yaroslav the Wise
Vladimir Krasnoe Solnyshko
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?
______________________________________________________________
IN 2. What a phenomenon in the public life of the country in the 1980s. called perestroika?
________________________________________________________________
AT 3. When does the new law go into effect?
____________________________________________________________
AT 4. What problems arose in the economy of our country in the 1980s?
_______________________________________________________________
S. What kind of Russia do you want to see in the future?
Answers to tests.
№ А1А2А3 А4А5 В1В21 3 1 4 4 1-2 All other laws should not contradict it 1Г, 2в, 3А, 4Б, 5Д
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, North, Pacific About Onega
8 4 2 2 3 1 Predatory catching of fish or seals Crustaceans-guillemot-seal
Crustaceans-Polar Bear-Polar
9 3 4 4 3 1 It can only be in the tundra At the surface of the earth it is warmer
10 2 3 2 3 3 Zone with a lot of vegetation wood grouse
11 1 3 3 4 1 About dust storm Due to field work
12 1 3 2 3 4 Burrow into the sand during the day. Moisture is taken from plants. Soil contamination. Reducing the number of saigas.
13 1 4 4 4 1 A1, B5, B1, G2, D4, E3 The purest. Some plants and animals only exist 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 got stronger or Russian lands united A2, B1, c3
17 4 3 4 2 2 Tyumen, Tobolsk, Tomsk Pathfinder, righteous man, devotees
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 Moved the army across the Alps (pass) 1B, 2B, 3A
21 3 3 1 2 1 The people stood up to fight (the people defended the Fatherland 1812, partisans, Borodino, Moscow
22 3 2 1 2 1 Many states entered the war Red and white (Russian people, who were divided into red and white)
23 2 1 3 2 4 Disrupted the way of life Schools opened
24 2 1 4 2 3 Surprise attack (not ready for war) Many people died (devastation)
Final test answers by section:
Tes no.
and А1А2А3 А4А5 А6А7А8 А9А10 В1В2В3
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 Destruction of the soil, improper grazing
25th century 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 Russia has grown stronger, Russian lands have united
25-century 2 1 3 4 4 1 4 1 2 2 1 The whole world is involved in the war The people stood up to fight for the Fatherland The Russian army took 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 itself produces food
A4 - 1A12 - 4B4 - the new faith rallied people (ties with other countries strengthened)
A5 - 2
A6 - 4
A7 - 4
A8 - 3
Option 2
A1 - 3A9 - 2B1 - many states fought (the 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
А4 - 1А12 - 2В4 - low quality goods (agriculture is in decline)
A5 - 3
A6 - 1
A7 - 4
A8 - 1

Human? Are the words "nation" and "nationality" synonymous? Why do interethnic conflicts arise? How can you prevent them?

There are now about 2 thousand nations, nationalities, tribes on Earth. Among them there are numerous and sparsely populated, the latter are called ethnic minorities. All of them are part of almost 200 states. It is easy to understand that there are many more nations and nationalities than states in the world, therefore, there are many among these states that are multinational.

Facts... It is generally accepted that the Russian Federation is one of the world's largest multinational states, home to more than a hundred peoples, each of which has unique features of material and spiritual culture. Over the centuries, the overwhelming majority of the peoples of the country have developed as ethnic communities on the territory of Russia, and in this sense they are indigenous peoples who have played a historical role in the formation of Russian statehood. Thanks to the unifying role of the Russian people on the territory of the country, a unique unity and diversity have been preserved, spiritual community and the union of different peoples.

You have probably heard the word "nationality" more than once. It means a person's awareness of his belonging to a particular ethnic (from the Greek ethnos - people) community. Actually, the most important sign of such a community is precisely the consciousness of its members of a common cultural identity (the word "identical" comes from the Latin word meaning "identical, identical"). In other words, an ethnic group is a community whose cultural traditions unite the members of a given group and distinguish it from other groups; they have a common language, religion, common features of material and spiritual culture, ideas about a common origin and historical fate, common features of a psychological make-up. Scientists of our country, as a rule, understand the main types of ethnic communities as a tribe, nationality, nation. Many scholars use the word "nation" in a different sense: a nation is all citizens of a particular country, regardless of their ethnic differences.

Relations between nations... From the course of history, you know that in primitive society, people were united by a tribe. After the emergence of states (during the period of slave-owning and feudal societies), nationalities were formed; on the basis of strengthening inter-tribal ties and mixing of tribes, a single language for a given nationality is formed, a territorial and cultural community arises.

The development of economic ties within the nationality and between nationalities led to their transformation into nations. People belonging to one nation are united by a common economic ties, territory, culture. They speak the same language. They share common features of a national character.

The history of relations between tribes, nationalities, nations is complex and dramatic. Bloody feuds often waved between them. And in the modern world, national conflicts continue. In the Middle East, armed clashes have been taking place between Arabs and Israelis for many years. There are frequent national conflicts in other countries of Asia and Africa. National contradictions at times intensify in the USA, Belgium, Canada. A protracted conflict took place between the peoples of the former Yugoslavia. Sharp conflicts arose on the territory of the former USSR.

This position is opposed by another; “Everything that is ours is good, everything that is foreign (characteristic of another nation) is bad. People who share this position are ready, without hesitation, to justify everything that was in the history of their people, both good and bad, and at the same time vilify everything that was in the history of another people. Such limitedness leads to national strife, and therefore to new troubles not only for other peoples, but also for our own.

There were glorious pages in the historical past of different peoples. The achievements of the material and spiritual culture of the people evoke admiration not only among people belonging to this nation, but also among representatives of other nations. But if there are dark pages in history, then they must be perceived accordingly - with pain or indignation - not to hide the "inconvenient" facts of the historical past, but to evaluate them as they deserve.

The historical path of each nation explains the emergence of national traditions and customs. Many nations have a tradition of hospitality. A tradition has developed to help other peoples in trouble. So, after the terrible earthquake in 1088 in Armenia, representatives of other peoples of our country and foreign countries donated blood, sent medicines and clothes, helped to disassemble rubble and restore cities and villages. But there are other traditions, such as blood feud. The younger generation cannot blindly perceive any national traditions and customs. It must independently determine what in historical experience is worthy of admiration and what is condemnation.

The German fascists, having attacked the Soviet Union in 1941, counted on national disunity in the USSR, the emergence of national clashes. They miscalculated. All the peoples of the country courageously defended their common homeland, fought shoulder to shoulder at the Front, helped each other in the rear. Among the 11 thousand heroes of the Soviet Union, there are thousands of Russians and Ukrainians, hundreds of Belarusians, Tatars, Jews, dozens of Kazakhs, Georgians, Armenians, Uzbeks, Mordvinians, Chuvashes, Azerbaijanis, Bashkirs, Ossetians, Mari, Turkmens, Tajiks, Latvians, Kyrgyz, and many others. nationalities.

Document... A fragment from the work of the Russian scientist V.L. Tishkov:

“Until we start to affirm the concept of“ Russian people ”along with the concept of“ peoples of Russia ”, nothing good will come of it. This is not about transforming Tatars or Buryats into Russians, and even more so into Russians. The task of responsible experts, scientists and educators is to patiently and persistently explain that “Russianness” as an identity and the Russian people is not a result of internal unification, but a natural imposition of a broader historical, cultural and socio-political identity on the many internal ethnocultural differences that exist among population of the country ".

Cooperation and mutual understanding between nations, achieved in any multinational country, is a great achievement of peoples, which must be protected and strengthened in every possible way.

Interethnic relations in modern society. In the second half of the 80s. XX century In some republics of the USSR, there was an aggravation of interethnic relations. Intolerance, friction, conflicts on an interethnic basis have arisen in a number of regions. Among them are events in Alma-Ata, Sumgaiti, Abkhazia, Fergana, Nagorno-Karabakh, etc. These numerous conflicts knocked people out of their normal life stakes, and in some cases resulted in numerous human casualties. People suffered, including the elderly, women, children. Instigators have appeared who would like to use interethnic tensions for criminal purposes. Such actions can lead to universal disaster.

What are the reasons for these conflicts? One of the main reasons is territorial disputes. History is often referenced in these disputes. From the course of history, you know that in its different periods there was a movement of peoples, conquests, resettlements, in which the territory occupied by one or another people changed repeatedly. If a territorial dispute arises, a "profitable" historical period is often arbitrarily chosen as an argument: "We once lived on this territory." Since territorial boundaries were not always clearly defined and changed repeatedly, it is difficult to prove anything, and attempts to solve this problem by force entail unthinkable disasters.

The reason for conflicts is also the inequality of socio-economic conditions in which certain peoples live. Differences in the standard of living, different representation in highly paid professions, in government bodies - all this can become a source of dissatisfaction, generate a conflict situation.

Among the causes of conflicts, a special place is occupied by contradictions associated with the use of the language of the people who are a minority. If the state imposes restrictions on the use of this language, bans on teaching children in their native language, and as a result, national movements in defense of their language and culture arise, then relations in society become tense.

Any infringement of rights based on ethnicity, oppression and arbitrariness in relation to this or that people cause public discontent, the desire to restore justice. Sometimes conflicts arise at the household level.

Some people believe that there are “bad” and “good” nationalities, they are annoyed by people who are unlike them in language, religion, way of life. Prejudices, which are the result of ignorance of the history, traditions, culture of other peoples, and often the result of malicious lies, give rise to offensive statements against people of a different nationality, and sometimes actions that result in interethnic clashes. Such words and actions are, as a rule, a reflection of low culture, increased aggressiveness of individuals, everyday conflicts arise in the markets, among neighbors at home, in transport. They are fraught with the threat of increasing interethnic strife.

The equality of nations and peoples is inextricably linked with the equality of people regardless of their nationality. This is the highest principle of humanism.

The experience of human civilization shows that national conflicts can be eliminated or mitigated by combining the principles of national-territorial and national-cultural autonomy; guarantees of human rights are of great importance: the rights to national self-determination, cultural autonomy, freedom of movement, economic and political protection regardless of the place of residence. ... These rights are reflected in the legislation of the Russian Federation.

First of all, it says that everyone has the right to freely determine their nationality. No one should be forced to determine and indicate his nationality. National self-determination means that a person himself determines his nationality not by the nationality of his parents, but by self-awareness, but by the language in which he always speaks and thinks and which is therefore native to him according to the traditions and customs that he observes, according to the culture that he the closest.

Opinions... Sociologists in 2001-2002 conducted a study of how students in grades 7, 9, 11 relate to people of a different nationality. Among the questions asked was the following: "Do you consider it possible for yourself to marry a representative of another nationality?" Opinions were divided. 10.3% answered: "No, because I want my children to be of the same nationality as me." 7.4% answered: “No, this will inevitably cause conflicts in the family. Meanwhile, 61.4% of the respondents took the opposite position: "For me, nationality, spouse will not matter." Moreover, it was found that among high school students the number of those who do not attach special importance to the nationality of the future / future spouse / wife is greater than among students in grade 7.

What is your attitude to this issue?

People who consider themselves to be one nation and live among people of other nationalities can unite to preserve and develop their culture, communicate in their native language, create schools, clubs, theaters, publish books and magazines. International law contains the following rule: in those countries where there are ethnic, linguistic minorities, persons belonging to these minorities cannot be denied the right, together with other members of the same group, to use their culture, profess their religion and perform rituals, as well as use your native language.

Situation. In recent years, in a number of Western European countries and in Russia, large groups of immigrants, newcomers from other countries, who have a different language, different culture, and other customs, have appeared. Members of the public of the countries that have accepted immigrants believe that they must respect the culture and traditions of the country they have come to, strictly observe its laws.

To another important norm of international law: any speech incited to incite national, racial or religious hatred, constituting incitement to discrimination, that is, infringement of rights, hostility or violence, must be prohibited by law. The laws of our country provide for criminal liability for actions aimed at inciting national, racial or religious hatred, destruction of national dignity. Any propaganda of exclusivity, superiority or inferiority of citizens on the basis of their attitude to religion, nationality or racial affiliation also entails criminal punishment.

test yourself

1. What is a nation? What is the ratio of the concepts "nation" and even "?

2. What are the different concepts of national pride?

3. What is the significance of national traditions?

4. Why are all peoples interested in cooperation?

5. What is the danger of interethnic conflicts?

6. How can national conflicts be prevented?

7. What norms on the development of nations and national relations are contained in the laws of Russia?

"" In the classroom and at home

1. Find in a history textbook a description of the process of folding nationalities. What nationalities that existed in the Ancient World, in the Middle Ages, do you know? Name the nations and nationalities living in different countries in our time.

2. Give examples of conflicts between peoples, oppression of some peoples by others in different periods of history.

3.A parable of ancient times tells of two warring tribes living on opposite banks of the river. It happened that the wizard met a man from one tribe and said to him: "I will give you whatever you want, provided that the representative of the tribe living on the other side will learn twice as much," And the man replied: "Gouge out one eye." He wanted "the one from the hostile tribe to lose both eyes.

Think about what this parable is talking about. Explain how you rate the person's response to the wizard.

4. Illustrate the topic of interethnic contradictions in different countries of the world at the present time using material from newspapers.

5. The French writer V. Hugo said: “There are no small nations in the world. The greatness of a people is not at all measured by its number, just as the greatness of a person is not measured by its growth. " Do you agree with the writer? Show by examples that the greatness of a people does not depend on its size.

6. There are many families in our country where the father is of one nationality and the mother is of another. Explain what this fact indicates. Suppose how you would define the ethnicity of the children in these families.

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