Generalization on the topic we are citizens of a single fatherland. Test for the section: We are citizens of a single Fatherland methodological development on the world around (grade 4) on the topic. Nature reserves and national parks of Russia
Verification work under the section "WE ARE CITIZENS OF A UNITED MOTHERLAND" Grade 4
Place of work: MOAU Secondary School No. 1, Raichikhinsk
Final test for the section "WE ARE CITIZENS OF A UNITED FATHERLAND"
Goals: to consolidate the concept of society and its features; generalize knowledge of the concept of people, the idea of state structure our country, the idea of the Convention on the Rights of the Child; test knowledge state symbols.Option I
A1. What relates to the characteristic of society "family"?
1) joint household
2) your language
3) boundaries
4) state symbols
A2. Who is the head of state in our country?
1) the emperor
2) king
3) president
4) sultan
A3. What is the name of the basic law of our country?
1) federal law
2) constitution
3) declaration
4) convention
A4. At what age does a Russian citizen receive a passport?
1) at the age of 18
2) at the age of 21
3) at the age of 16
4) at the age of 14
IN 1. What are the responsibilities of a citizen?
1) personal integrity
2) free labor and education
3) concern for the preservation of nature
4) rest
IN 2. What is the name of the document that protects the rights of the young inhabitants of the planet?
1) Universal Declaration of Human Rights
2) Constitution Russian Federation
3) Convention on the Rights of the Child
4) decree of the President of the Russian Federation
AT 3. What does the State Duma do?
1) complies with laws
2) pass laws
3) approves or rejects laws
4) signs laws
C1. What does the double-headed eagle on the coat of arms of Russia symbolize?
1) dominion over the world
2) power, power, wisdom
3) liberation from the Horde dominion
4) the location of Russia in two parts of the world
C2. What holidays relate to the days of Russian military glory?
1) Day of lifting the blockade of Leningrad
2) Defender of the Fatherland Day
3) Day of victory of the Russian army in the Battle of Poltava
4) National Unity Day
Option II
____ CLASS _______________________________________________ SURNAME, NAME
A1. What relates to the characteristic of society "people"?
1) territory
2) national costume
3) joint farming
4) capital
A2. What state, according to the Constitution of the Russian Federation, is our country?
1) democratic republic
2) monarchy
3) presidential republic
4) socialist republic
A3. At what age does a citizen have the right to participate in government?
1) from the age of 18
2) from the age of 21
3) from the age of 25
4) from the age of 14
A4. What is a constitution?
1) the basic law of our country
2) another name for our country
3) the device of our country
4) the unification of the peoples of our country
IN 1. What are the rights of a citizen?
1) protection of honor and good name
2) nature conservation
3) execution of the laws of the state
4) taking care of your child
IN 2. Where is the residence of the President of Russia?
1) in the White House
2) in the Moscow Kremlin
3) at Buckingham Palace
4) in the Hermitage
AT 3. When new law Russia enters into force?
1) when it was approved Federal Assembly
2) when it was adopted by the State Duma
3) when it was drawn up
4) when the president signed it
C1. What are the symbols of the state?
1) state dance
2) state emblem
3) state language
4) state flag
C2. What relates to the characterization of the people?
1) your coat of arms
2) your national costume
3) your fairy tales
4) own territory Topic 1. We are citizens united fatherland
Lesson 1. Society is us!
Subject results:
give examples of different types of communities and social groups, name common goals and the interests of their members;
to determine which communities, in order to achieve what result, a person enters during his life.
Metasubject results:
classify communities according to the selected criterion, listing the general goals and interests of community members;
to identify the common and the different, comparing the distribution of responsibilities and the division of labor in the life of our ancestors and in modern life (based on the material of grades 2 and 3);
to analyze the concepts of "father" - "father", "family" - "native" and other words of the same root;
to compare the concepts of "citizen" and "compatriot", to find in them what is common and different.
Personal results:
realize the value of friendship, unity, mutual assistance;
feel a sense of pride in your country when analyzing the words "Fatherland" and "Motherland";
use participation in the life of socio-ethnic communities for their spiritual and moral development.
Equipment: dolls Boy and Girl in national costumes; photographs of dolls "during the holidays", a map of Russia or the world, sheets for completing the assignment by the number of students.
Preliminary work: prepare photographs of dolls - assistants "on vacation".
During the classes
Together, of course!
What can't you tell?
I want to tell you, but he gets in the way! No, she's bothering me! ..
Goal setting. Teacher: “Enough, enough. So it’s not far from the quarrel. All clear. You just lost the word you need to tell the story and everything collapses from it. Guys, what do you need to replace the word "I" in the story to make it work smoothly? (The pronoun "we") Well, let's try again! Which one of you will start? " The puppets begin the story, explaining the situations depicted in the pictures, speaking in turn.
Analytical stage. Teacher: “Thank you, now everything is clear. So we will devote our today's lesson to the word "we". We are always several people. Each of us can classify ourselves as some kind of "we". For example, we are all now - this is the 4th ... grade of our school. Our class can be divided into several groups, each of which will be called "we". For example: boys and girls; sports lovers; ice cream; students, etc. And there is “we”, which is larger than our class - all the students of our school, all ... (children continue: residents of the street, city). What do you think becomes the first "we" for a child who has just come into the world? A family. Let's remember: what unites us in the family? What unites you with your classmates, with the students of your school? In what ways can you demonstrate your abilities for the general benefit of the class? What is equally close and dear to you and our fellow countrymen in our city (village)? What old calendar and family holidays of the peoples of our region do you know? "
Generalization of the material.“Guys, every time the name was pronounced new group, uniting people, as if a kaleidoscope was turning and the picture of the world was split into many new ones. For each of the groups we named, an opposition was presented: our school is another school, our family is another family, our city is another city. What community do you think unites all our families, classes, schools, streets, cities? I’ll tell you with a question: what feeling do the words “Fatherland” and “Motherland” evoke in you? " The teacher writes down these words on the blackboard, draws attention to the fact that they are written with a capital letter. Introduces concepts compatriot, compatriots- citizens of the same Fatherland, having common goals and interests necessary for the good of all. Invites children to show Russia on the map. Introduces the concept civil society- an association of citizens who are ready to jointly defend common goals and interests, and work for the benefit of all. Asks in the Appendix to get acquainted in more detail with the life and work of V.I. Dahl as a true citizen who worked for the good of the Fatherland, to preserve the common cultural wealth.
Training exercises.“And now we’ll listen to what the textbook tells us together. Listen carefully and note to yourself or on a piece of paper which associations of people we have not named and how many communities each of you can count yourself to. You can count with lines on paper - like notches on a tree. " To complete the assignment, the teacher divides the class into two subgroups and instructs each to carry out its part of the assignment.
The teacher reads the text of the textbook. For the perception of its meaning, it is easier for children to listen to an adult's correctly intoned reading. Reading is interrupted to discuss with the children the photos on p. 5. After reading the entire text, the children answer (in accordance with the preliminary division of the task in subgroups) to how many communities each of them refers to; which of the communities they belong to by birth and place of residence, and which they chose for themselves on their own. Explain why these communities were chosen (questions of the "Let's Think!" Rubric); which communities were named in the textbook in addition to those named in oral conversation with students.
Then the children answer the questions of the headings "Let's discuss" and "Check ourselves".
Teacher: “Already a very long time ago the truth was revealed to people that only in unity, friendship - real strength and invincibility. Many peoples have a tale about how a father teaches his sons to cohesion. First, he takes a twig and easily breaks it. Then another. And then he collects the twigs into a bunch and invites his sons to break them. Tell me: is it easy for the sons to do this and what do the young men understand from their father's lesson? " Children answer. “Now let's listen to the conclusion of the lesson. It says in other words the same thing that the old tale teaches. " The teacher reads out the conclusion.
Consolidation of the passed in the process of joint activities. It is good if after this lesson an event common for the whole class (excursion, holiday) will be held with the setting of goals, tasks, roles, the distribution of their performers; a collective panel, drawing, collage were made; the plot and their composition are discussed together, tasks are distributed, for the solution of which everyone bears his share of responsibility.
Regional component: to pick up proverbs about the strength of people united in certain communities in the creativity of the peoples of their region. Visit the local history museum with children to get acquainted with the division of labor in the life of the ancient inhabitants of your region. Tell about your fellow countryman, who can be called a true citizen of the Fatherland. Give examples of activity civil society in their region - the real activity of caring people who have united to protect their rights and interests.
Reflection stage.
Homework: complete tasks 1 and 3 in workbook(p. 3 and 5).
Recommendations for family activities: remember what fairy tales of the peoples of the world talk about friendship, mutual assistance, unity. Visit with your child the museum of your fellow countryman, who can be called a true citizen of his Fatherland.
Glossary
Compatriot, compatriots - citizens of the same Fatherland who have common goals and interests necessary for the good of all.
Compatriots - 1) persons born in one state, residing or residing in it and possessing signs of a common language, religion, cultural heritage, traditions and customs, as well as the descendants of these persons in a straight descending line; 2) persons born in one state, residing or residing in it, as well as descendants of these persons in a direct descending line, regardless of nationality, language, religion, cultural heritage, traditions and customs.
Civil society - an association of citizens who are ready to work together to defend common goals and interests, to work for the benefit of all.
Citizen
- a person belonging to a particular state. Citizen-nin is endowed with rights, freedoms and burdened with responsibilities.
Lesson 2. The Russian people
Lesson objectives (planned student achievement)
Subject results:
name the factors that unite the citizens of Russia into one Russian people;
give examples of these factors from real life;
name state symbols (flag, coat of arms, anthem).
Metasubject results:
compare the concepts of "citizen" and "compatriot", find common and different;
compose a story based on pictures and photographs in accordance with the goals of communication;
predict their activities for the implementation of projects for the benefit of the Fatherland;
to draw up a Calendar of memorable dates.
Personal results:
determine the actions in which love for the Motherland will be manifested;
show respect for the attributes of state symbols - the anthem, flag, coat of arms - through adherence to socially accepted norms of behavior.
Equipment: assistant dolls, a cardboard TV screen, state symbols of Russia, sound recording of the national anthem of Russia; anniversaries calendar - can be a regular wall calendar in which it is convenient to mark important dates.
Preliminary work: prepare a cardboard screen, samples of the state symbols of Russia.
During the classes
Updating knowledge and skills. Goal setting. The teacher greets the class and says, "I suggest you watch a short segment of the TV show and give your opinion on what you saw." The teacher puts a cardboard screen on the teacher's table, turns it on - assistant dolls appear. The teacher explains that the show was filmed in another country and these are its inhabitants. Addressing dolls: “Hello. We are journalists from Russia. Do you know such a country? We would like to know what appears to you at the word "Russia". The dolls list: "Matryoshka, snow, accordion, dumplings, hero." - "Thanks!" The broadcast is over and the teacher is talking to the class. "Guys, do you agree that these words and phenomena are the most important thing in our life, uniting us into one country and one people?" Students express their opinions. The teacher adds: “Of course, everything mentioned is connected with Russia, and therefore with us - its citizens. But is this the most important thing? Does this unite us as one people? Snow is a frequent phenomenon in Russia, but not in all regions of our country. Matryoshka appeared in our culture quite recently, when craftsmen learned to make dolls that are inserted into one another, using the example of Japanese traditional toys. The accordion is a primordially European instrument. Pelmeni is a dish of the eastern peoples. Bogatyrs are glorified in Russian epics, but the word “bogatyr” itself goes back to the Turkic languages. It seems that the most important thing, the most common thing for all of us, is hidden in something else. Let's remember: what peoples of Russia did we meet on the pages of textbooks in grades 1, 2 and 3? What peoples of Russia live in our region? And how are they all invisibly united into one community of Russian citizens? How can we use a prefix to turn the word “citizens” into a word for the inhabitants of one country? (Fellow citizens.) In the last lesson we talked about the Motherland and Fatherland. What is the name of those who live in the same Fatherland? (Compatriots.) How do you think, in what sense do the words "citizen" and "compatriot" differ? Which one more emphasizes the warm, almost kinship bond between people? Why? But in the word "citizen" I personally feel a high solemnity, maybe this is because it has its roots in the hoary antiquity of the Old Church Slavonic language. "
Analytical stage.“Let's try to reason further. Our Motherland has united many peoples. What contributes to mutual understanding of different peoples of Russia? "
The teacher invites the children to look at the illustrations on p. 9. "Guys, how are the people depicted here connected with us, with our life, what do we have in common with them?" The discussion is held with the help of questions from the sections "Let's discuss" and "Let's think!".
Conclusions and generalizations of students. After discussion, the teacher reads the paragraph on p. 8-9. Children highlight and pronounce the factors named in the text of uniting all citizens of the country into one Russian people. Answers the questions of the section "Check yourself".
Teacher: “Starting today, we will start filling out our class Calendar of anniversaries. In it we will celebrate important days in the history of the Fatherland and in our life today. Our first souvenir bundle will be dedicated to the Battle of Borodino as evidence of the common fate of many peoples of Russia that were part of Russian people and who took part in the fight against the invasion of the Napoleonic army in 1812 ”. The teacher with the children reads the text on p. 10-11. Marks the calendar.
The lesson ends with reading the output. Children complement it, revealing their understanding of the material covered. If possible, the teacher turns on the recording of the national anthem, having previously reminded the students that it is customary to get up when it sounds.
Regional component: visit the local history museum with children to get acquainted with the events in the life of the peoples of your region, which are their common heritage. Tell about your fellow countryman, the whole creative team, who are currently proposing or already implementing a project for the future prosperity of Russia. Based on the visit to the museum, create a page for the wall Calendar of anniversaries in the classroom.
Reflection stage.
Homework: complete task 3 in the workbook (p. 8-9).
Subject results:
give specific examples of the freedoms guaranteed to the citizens of Russia by its Constitution;
give specific examples of the rights and obligations of citizens;
distinguish between the rights and obligations of a citizen of Russia;
use the special vocabulary of the Constitution (in the amount of the text of the textbook).
Metasubject results:
establish the correspondence of articles of the Constitution of the Russian Federation and the moral rules of the culture of the peoples of Russia;
classify the rights and obligations of citizens.
Personal results:
realize the value of work, health, family, motherhood, fatherhood, childhood, education, creative development, cultural property in the process of getting to know the Constitution;
show respect for the attributes of state symbols, including the anthem, through adherence to socially approved norms of behavior.
Equipment: dolls Boy and Girl, sound recording of the National Anthem of the Russian Federation.
Preliminary work: prepare, according to the number of students, sets of green, yellow and red circles for self-assessment by each level of their work or the work of a classmate (high, medium, low).
During the classes
Section test - We are citizens of a single Fatherland
(4th grade)
1. Who is the head of state in our country?
A) emperor
B) king
C) the president
D) check
2. What is the name of the basic law of our country?
A) federal law
B) constitution
B) declaration
D) convention
3. What concerns duties of a citizen?
A) personal integrity
B) free labor and education
C) concern for the preservation of nature
D) rest
4. What is the name of the document that protects the rights of the young inhabitants of the planet?
A) Universal Declaration of Human Rights
B) Constitution of the Russian Federation
C) Convention on the Rights of the Child
D) decree of the President of the Russian Federation
5. What are the symbols of the state?
A) state dance
B) state emblem
C) the state language
D) state flag
6. What rights does everyone have? Circle the letters of the correct answers.
a) the right to freedom;
b) the right to education;
c) the right to free travel on public transport;
d) the right to a dignified life;
e) the right to work.
7.What government agency approves or rejects laws passed by the State Duma?
a) the Federation Council;
b) the President;
c) Council of Citizens.
8. What is superfluous in the row? Cross out. Add your sentence.
Coat of arms, flag, president, anthem are
9. What is the order (from top to bottom) of the colored stripes on the Russian flag? Circle the letter you want. Color it in.
10. Find the coat of arms of Moscow:
11. Who is the head of the Russian Federation now?
A) Dmitry Anatolyevich Medvedev
B) Vladimir Vladimirovich Putin
C) Sergei Semyonovich Sobyanin
12. What is depicted on State emblem Russia? Circle the letter you want.
a) eagle;
b) two-headed lion;
c) two-headed eagle.
13. When is the National Anthem of Russia played? Circle the letters of the correct answers.
a) at state celebrations;
b) at receptions of foreign delegations;
c) at birthdays;
d) at international competitions with the victory of Russian athletes.
14. What does the two-headed eagle depicted on the State Emblem of Russia hold in its paws? Circle the letter you want.
a) silver spear;
b) scepter and orb;
c) bow and arrows.
15. What is the name of our country and its capital?
Test on the subject: We are citizens of a united Fatherland. 4th grade.
Option 1.
A1. What unites believers?
1) joint household 3) common religion
2) your language 4) state symbols
______________________________________________________________________________
A3. Add the sentences:
The association of natives of the same locality or country living outside of it for mutual assistance is _____________________________.
A person who has a common homeland with someone is __________________________
A4. What is the name of the basic law of our country?
2) constitution 4) convention
A5. At what age does a Russian citizen receive a passport?
1) at age 18 3) at age 16
2) at 21 years 4) at 14 years
A6. Continue the sentence.
The highest power in Russia is ______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
A8. Identify and emphasize: the right of the Hare, which was violated by the Fox in the fairy tale "Zayushkina's hut":
The right to live;
- the right to inviolability of the home;
Right to work.
A9. Give a definition.
State border- this is ___________________________________________________
_____________________________________________________________________________.
Increased level.
IN 1. What are the responsibilities of a citizen?
1) personal inviolability 3) concern for the preservation of nature
2) free labor and education 4) rest
IN 2.
Uncle Fedor and the law.
Test work on the topic: We are citizens of a single Fatherland. 4th grade.
Option 2.
A1. What supports the feeling of national unity in the citizens of Russia?
1) territory 3) Russian language
2) memory of the past of the Fatherland 4) the capital
A 2. Name the types of societies that you can enter.
______________________________________________________________________________
______________________________________________________________________________
A3 Add the sentences:
The document that each person receives upon reaching the age of 14 is _____________
The basic law of the state is _______________________________________________
A4. What is the name of the law that guarantees the rights of the child in Russia.
2) the constitution 4) The law "On basic guarantees of the rights of the child in the Russian Federation"
A5. At what age does a Russian citizen have the right to participate in government?
1) from 18 years old 3) from 25 years old
2) from 21years 4) from14years
A6. Continue the sentence.
The Federal Assembly is ________________________________ power.
A7. Name the three branches of government in Russia.
______________________________________________________________________________
______________________________________________________________________________
A8. Identify and emphasize: the right that the witch violated in the fairy tale "Sister Alyonushka and brother Ivanushka":
- the right to receive education;
The right to live;
- the right to own property;
A9. Give a definition.
Zaseka - ______________________________________________________________________
_____________________________________________________________________________
Increased level.
IN 1. What are the rights of a citizen?
1) protection of honor and good name 3) execution of the laws of the state
2) preserving nature 4) taking care of your child
IN 2. Determine by the content of the text "Uncle Fyodor and the Law" the rights and obligations of the child and write in the text the numbers of articles of the Constitution of the Russian Federation that guarantee the observance of his rights and freedoms. To do this, use the content of the proposed articles of the Constitution of the Russian Federation:
Art. 27. Everyone has the right to move freely, choose a place of stay and residence.
Art. 29, item 4. Everyone has the right to receive information.
Art. 37. Everyone has the right to work freely. Everyone has the right to rest.
Art. 38. Motherhood and childhood, the family are under the protection of the state. Taking care of children, their upbringing - equal right and the responsibility of the parents.
Art. 40. Everyone has the right to housing.
Art. 41. Everyone has the right to health care and medical assistance.
Art. 43. Everyone has the right to education.
Art. 58. Everyone is obliged to preserve nature and environment, take good care of natural resources.
Art. 60. A citizen of the Russian Federation may independently carry out in full their rights and obligations from the age of 18.
Uncle Fedor and the law.
Uncle Fyodor at the age of six violated the article ... when he packed his things and left for the village, but did not violate the article ... because he had to go to school only a year later.
In the village of Prostokvashino, a boy, a cat and a dog, observing the article ... settled in an empty house. Uncle Fyodor, observing the article ..., subscribed to the magazine "Murzilka". The locals fell in love with him because he didn’t mess around, he was busy all the time or played (article ...). And when people learned that Uncle Fyodor loves animals, fiddles with them, heals them and releases them, they began to bring him different animals (article ...).
Mom and Dad were very sad that Uncle Fyodor had disappeared, they were looking for the boy (article ...).
Once Uncle Fyodor had to go out into the street and feed the tits. He did not dress, jumped out for a while and caught a cold. The cat Matroskin and the dog Sharik, observing the article ..., began to give him tea with jam and hot milk.
Soon mom and dad arrived. Observing the article ..., they took the boy to the city, but agreed that in accordance with the article ... they would come to Prostokvashino on Sundays to ski. And when Uncle Fyodor goes to school, he will spend winter and summer holidays in the village near Matroskin and Sharik.