Open lesson "Liberals, conservatives and socialists: what society and the state should be like." Liberals, conservatives and socialists: what society should be and Attitude to social issues
Technological map of a lesson implementing a system-activity approach
8th grade
Liberals, conservatives, socialists:
what should society and state be like?
Anufrieva Svetlana Valentinovna,
GBOU secondary school No. 479
Type of lesson Lesson for learning new material (round table) Teaching aids (Teaching tools: textbook 8th grade Yudovskaya, Baranov, Vanyushkina; Popular science literature: Saint-Simon. Selected works, Fourier. Selected works; multimedia projector) Purpose (objectives) : 1-introduce eighth-graders to the ideological and political teachings of the 19th century, 2-identify the connection between socio-political teachings and the changes that took place in society of the 19th century, 3-fill out the table “Basic ideas of socio-political teachings of the 19th century” 20th century. Planned results - Personal: Students present a pre-prepared draft program for socio-political teaching; present it at the round table; analyze the features of conservative and radical teachings in society, the reasons for their emergence. They understand that the new liberalism and the new conservatism were brought to life by changes in society. Students discuss the problem of the relevance of the ideas of liberalism and conservatism in our society and the significance of the information received for themselves personally. Meta-subject: Monitor your activities in a small group; make your additions and corrections during the discussion; highlight and realize what has already been learned and what still needs to be learned; be able to define concepts, create generalizations and establish analogies; be able to analyze and select the information received; speak and in writing. Subject: know what social and political teaching is, what liberalism, neoconservatism, neoliberalism, utopian socialism, Marxism, revisionism, anarchism are. Be able to find and analyze the necessary information, organize the information briefly into a summary table “Basic ideas of socio-political doctrines of the 19th century.” Course of the lesson Contents of pedagogical interaction Planned tasks and results of the student's activities Stages (modules) Goal Cognitive UUD Communicative UUD Regulatory UUD Personal UUD Motivational-target Motivation, setting educational goal, its acceptance Study of socio-political currents Work in a group Orientation Actualization, introduction to the topic; creating a problematic situation, accepting the goal of UPD What is political teaching. Their role in public life. …. Content-operational Solution of an educational task, mastery and internalization of content, methods of activity, primary control, correction Acquaintance with ideological and political teachings. Presentations prepared in advance by small groups presenting the teachings of liberalism, conservatism, utopian socialism, Marxism, social reformism and anarchism. UUD: search for information using various resources. Ability to organize educational collaboration and joint activities with partners. Ability to plan and regulate your activities. The ability to choose the most effective ways solving educational and cognitive problems. The ability to manage your cognitive activity. Developing skills to collaborate with peers. Control and evaluation Control, evaluation, reflection (correlation of result and goal) Filling out the table. Group work...
Technological map of a history lesson on the topic “Liberals, conservatives and socialists: what society and the state should be like” ItemNew history 1800-1913.
Class
Lesson type
A lesson in discovering new knowledge.
Technology
Modular learning technology, scribing technology.
Subject
“Liberals, conservatives and socialists: what society and the state should be.”
Target
1) educational: familiarizing students with the basic ideas of liberals, conservatives, socialists, Marxists;
2) developmental: development of the ability to analyze, compare information contained in the text of the textbook, draw a conclusion;
3) educational: formation of the foundations of humanistic and democratic values, ideas of peace.
Tasks
to figure out interests of which layerssociety defended socio-political trends in Europe in the 19th century;
Identify ways to resolve social contradictions that were proposed by philosophers of the movements being studied;
develop the ability to select the necessary information.
Basic terms, concepts, dates
“conservatism”, “liberalism”, “socialism”, “Marxism”, “anarchism”
Planned result
Be able to apply concepts;
Be able to establish cause-and-effect relationships;
Be able to define and explain (argument) your attitude to events and personalities;
Meta-subject skills
Personal UUD:
Regulatory UUD:
Exercise self-control
Cognitive UUD:
Establish cause-and-effect relationships;
Communication UUD:
Be able to express your thoughts.
Didactic objectives of the lesson stages
Organizational
Preparing students for work in the classroom: developing internal readiness to perform at a personally significant level regulatory requirements educational activities.
Statement of educational problem
Providing motivation for students to accept the goals of educational and cognitive activity.
Creating conditions for formulating the purpose of the lesson and setting educational objectives.
Discovery of new knowledge
Ensuring the perception, comprehension and primary memorization of knowledge, connections and relationships in the object of study.
Analysis and assessment of the success of achieving the goal; identifying the quality and level of knowledge acquisition.
Technology study
Developed skills
Teacher activities
Student activity
Organizational
Metasubject UUD :
regulatory:
Exercise self-control;
communicative:
-
Motivates students, gives an example from real life. in my hands ballot, but I’m at a loss and don’t know who to vote for. And why? Announces the topic of the lesson: “Liberals, conservatives and socialists: what society and the state should be.”
Which controversial issue did they decide?
The purpose of our lesson today :
identify the main ideas of liberalism, conservatism and socialism
To answer this question we need to go back in time, namely toXIX century
Included in educational activities at a personally significant level.
Statement of educational problem
Metasubject UUD :
communicative:
- listen and understand the speech of others
XIX century - the time of formation and development in Europeindustrial society . A century of technological progress.
Asks guiding questions:
1.What changes occurred during the industrial revolution?
2. Does anything surprise you when looking at these paintings?
3.Industrial revolution: did it create new problems or solve the main contradictions in society?
Students make assumptions about the main issues of the topic.
They come to the conclusion: social inequality, lack of human rights.
Answer questions.
Formulating the problem, planning activities
Subject educational results
Be able to establish cause-and-effect relationships
Metasubject UUD :
personal UUD:
Establish a connection between the purpose of an activity and its result;
communicative UUD:
Be able to listen, understand the speech of others and enter into dialogue;
Be able to express your thoughts.
Predict what questions will become the main ones for us as part of the study of this topic?
Key questions related to this topic:
We have to find out what solutions to social problems were proposed by representatives of liberalism, conservatism, socialism
What is preferable, the path of reform or revolution?
To improve the situation of workers or not.
Discovery of new knowledge
Subject educational results
Be able to use conceptual apparatus;
Be able to analyze historical information.
Metasubject UUD:
Regulatory UUD:
Highlight what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation;
Exercise self-control
Cognitive UUD:
Conduct analysis educational material;
Build logical chains of reasoning and evidence.
Communication UUD:
Be able to listen, understand the speech of others and enter into dialogue;
Be able to express your thoughts.
1. Offers consideration of the ideas of liberalism.
Read pp. 70-71 “Everything that is not prohibited by law is permitted” and complete the task.
Asking questions:
How did representatives of liberalism see the path of development of society?
What provisions of their teaching seem relevant to modern society to you?
2. Read page 72, paragraph “Preserve traditional values!”
Analyze the views of conservatives on the development of society, the role of the state and human rights.
Think about what differences there were in the views of liberals and conservatives on the role of the state in society and human rights?
How did representatives of conservatism see the path of development of society?
3. After listening to the students, the teacher introduces them to the ideas of the socialists (video) on this issue:
What segments of the population supported the socialists?
Do you think their teachings are still relevant today?
4. The teacher must lead students to the conclusion:
There is no ideal teaching . To do this, he offers them divide into teams: conservatives, liberals and socialists.
Task: Distribute ideas acceptable toXXI centuries and ideas that must be left in the pastXIX century. Students work on the task
Highlight the positive ideas of liberalism, conservatism and socialism on the white part of the whatman paper and the negative ideas on the dark part of the whatman paper.
Notice what you see? (There is no absolutely correct political doctrine).
Invites them to cut off the dark part of the paper with negative ideas, leaving only positive ones.
What are we seeing now? Ideas of an ideal state - Utopia
1. Students read pp. 70-71 in the textbook and complete the task.
Students formulate the concept
“liberalism”, get acquainted with the ideas of liberals and analyze them.
2. Students express their assumptions, supported by arguments.
3. Students become familiar with the ideas of socialists.
Students use video to analyze the ideas of socialism.
They draw lots. They work as a team.
Students discuss and create the result of teamwork.
They come to the conclusion that there is no absolutely correct political teaching.
Students analyze and come to the conclusion about an ideal social system - utopia.
Consolidation
Personal UUD :
Establish a connection between the purpose of an activity and its result.
Metasubject (UUD ):
regulatory:
-
communicative:
Be able to express your thoughts.
Offers tasks to reinforce the material learned
Our journey into the past has ended.
Have we completed our tasks?
Why does a modern person need to know? young man the main ideas of conservatism, liberalism, socialism?
And yet we have to make a choice and vote. Cast your vote for the political movement that you consider most correct, or against all.
Reflection on learning activities
Personal UUD :
Establish a connection between the purpose of an activity and its result.
Metasubject (UUD ):
regulatory:
- highlight what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation.
communicative:
Be able to express your thoughts.
The teacher asks you to fill out
Students express their opinions.
Fill out the “Reflection” sheets.
At the student's choice.
Date: 09/28/2015
Lesson: story
Class: 8
Subject:“Liberals, conservatives and socialists: what should society and the state be like?”
Goals: introduce students to the basic ideological methods of implementing the ideas of liberals, conservatives, socialists, and Marxists; find out which segments of society’s interests were reflected by these teachings; develop the ability to analyze, compare, draw conclusions, and work with historical sources;
Equipment: computer, presentation, materials for checking homework
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Date: 09/28/2015
Lesson: history
Grade: 8
Subject: “Liberals, conservatives and socialists: what should society and the state be like?”
Goals: introduce students to the basic ideological methods of implementing the ideas of liberals, conservatives, socialists, and Marxists; find out which segments of society’s interests were reflected by these teachings; develop the ability to analyze, compare, draw conclusions, and work with historical sources;
Equipment: computer, presentation, materials for checking homework
During the classes | ||||||||||||||||||||||||||||||||
Organizational start of the lesson. | ||||||||||||||||||||||||||||||||
Checking homework: Testing knowledge on the topic: “Culture of the 19th century” Assignment: based on the description of a painting or a work of art, try to guess what it is about and who its author is? 1. The action in this novel takes place in Paris, engulfed in popular phenomena. The strength of the rebels, their courage and spiritual beauty are revealed in the images of the gentle and dreamy Esmeralda, the kind and noble Quasimodo. What is the name of this novel and who is its author? 2. The ballerinas in this picture are shown in close-up. The professional precision of their movements, grace and ease, and a special musical rhythm create the illusion of rotation. Smooth and precise lines, the finest nuances of blue color envelop the dancers' bodies, giving them a poetic charm. ___________________________________________________________________ 3. A dramatic story about a horseman who rushes with a sick child through an evil fairy-tale forest. This music portrays to the listener a dark, mysterious thicket, a frenzied galloping rhythm, leading to a tragic ending. Name musical composition and its author. ___________________________________________________________________ 4. The political situation sends the hero of this work in search of a new life. Together with the heroes, the author mourns the fate of Greece, which was enslaved by the Turks, and admires the courage of the Spaniards fighting Napoleonic troops. Who is the author of this work and what is it called? ___________________________________________________________________ 5. The youth and beauty of this actress captivated not only the artist who painted her portrait, but also many admirers of her art. Before us is a personality: a talented actress, witty and brilliant conversationalist. What is the name of this painting and who painted it? ___________________________________________________________________ 6. This author’s book is dedicated to stories about distant India, where he lived for many years. Who doesn’t remember the wonderful little hippopotamus, or the exciting story of how a camel got a hump or a baby elephant’s trunk? BUT what amazes the most is the adventure of a human cub, fed by wolves. What book are we talking about and who is its author? ___________________________________________________________________ 7. The basis of this opera is the plot French writer Prospera Merimee. Main character opera - the simple-minded country guy Jose ends up in the city, where he carries military service. Suddenly a frantic gypsy woman bursts into his life, for whose sake he commits crazy acts, becomes a smuggler, and leads a free and dangerous life. What opera are we talking about and who wrote this music? ___________________________________________________________________ 8. The painting by this artist depicts rows of endless benches on which are seated deputies called upon to dispense justice, disgusting monsters - a symbol of the inertia of the July Monarchy. Name the artist and the title of the painting. ___________________________________________________________________ 9. One day, while filming street traffic, this man got distracted for a moment and stopped turning the camera handle. During this time, the place of one object was taken by another. While watching the tape, we saw a miracle: one object “turned” into another. What phenomenon are we talking about and who is the person who made this “discovery”? ___________________________________________________________________ 10. This canvas depicts the doctor who treated our hero. When the artist presented him with this painting as a token of gratitude, the doctor hid it in the attic. Then he covered the yard outside. And only chance helped to appreciate this picture. What picture are we talking about? Who is its author? ___________________________________________________________________ Key to the task:
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Communicate the topic and objectives of the lesson. (slide) Lesson objectives: Consider the specific features of the intellectual life of Europe in the 19th century; Characterize the main directions of European politics in the 19th century. | ||||||||||||||||||||||||||||||||
Learning new material.
(slide) Philosophers and thinkers of the 19th century were concerned with the following questions: 1) How does society develop? 2) What is preferable: reform or revolution? 3) Where is history going? They were also looking for answers to the problems that arose with the birth of industrial society: 1) what should be the relationship between the state and the individual? 2) how to build relationships between the individual and the church? 3) what is the relationship between the new classes - the industrial bourgeoisie and wage workers? Almost until the end of the 19th century, European states did not fight poverty, did not carry out social reforms, and the lower classes did not have their representatives in parliament. (slide) In the 19th century, 3 main socio-political trends took shape in Western Europe: 1) liberalism 2) conservatism 3) socialism When studying new material, you and I will have to fill out this table(slide)
(slide) - consider the basic principles of liberalism. from Latin – liberum - related to freedom. Liberalism received its development in the 19th century, both in theory and practice. Let's take a guess, what principles will they proclaim? Principles:
Considering individual freedom an important value, liberals had to define its boundaries. AND this border was defined by the words:"Everything that is not prohibited by law is permitted" How do you figure out which of the two paths of social development they will choose: reform or revolution? Justify your answer(slide) (slide) The demands put forward by the liberals:
In the last third of the 19th century, a new liberalism appeared, which declared that the state should carry out reforms, protect the least significant strata, prevent revolutionary explosions, destroy hostility between classes, and achieve general welfare. (slide) The new liberals demanded: Introduce unemployment and disability insurance Introduce pensions for the elderly The state must guarantee a minimum salary Destroy monopolies and restore free competition (slide) The English House of Whigs brought forward from its midst the most prominent figure of British liberalism - William Gladstone, who carried out a number of reforms: electoral, school, self-government restrictions, etc. We will talk about them in more detail when we study the history of England. (slide) - But still, conservatism was the more influential ideology. from Latin conservatio - protect, preserve. Conservatism - a doctrine that arose in the 18th century, which sought to justify the need to preserve the old order and traditional values (slide) - Conservatism began to strengthen in society as a counterweight to the spread of the ideas of liberalism. Chief of it principle - preserve traditional values: religion, monarchy, national culture, family and order. Unlike liberals, conservatives admitted:
(slide) - since society had already experienced many revolutionary upheavals that threatened the preservation of the traditional order, conservatives recognized the possibility of carrying out “protective” social reforms only as a last resort. (slide) Fearing the rise of “new liberalism,” conservatives agreed that 1) society should become more democratic, 2) needs to be expanded voting rights, 3) the state should not interfere in the economy (slide) As a result, the leaders of the English (Benjamin Disraeli) and German (Otto von Bismarck) conservative parties became social reformers - they had no other choice in the face of the growing popularity of liberalism. (slide) Along with liberalism and conservatism in the 19th century, socialist ideas about the need to abolish private property and defense of public interests and the idea of egalitarian communism. Social and government system, principles which are: 1) establishment political freedoms; 2) equality in rights; 3) participation of workers in the management of the enterprises where they work. 4) the duty of the state to regulate the economy. (slide) “The Golden Age of humanity is not behind us, but ahead” - these words belong to Count Henri Saint-Simon. In his books, he outlined plans for the reconstruction of society. He believed that society consists of two classes - idle owners and working industrialists. Let's determine who could belong to the first group and who to the second? The first group includes: large landowners, rentier capitalists, military personnel and high-ranking officials. The second group (96% of the population) includes all people engaged in useful activities: peasants, hired workers, artisans, manufacturers, merchants, bankers, scientists, artists. (slide) Charles Fourier proposed transforming society through the unification of workers - phalanxes that would combine industrial and Agriculture. There won't be any wages And hired labor. All income is distributed in accordance with the amount of “talent and labor” invested by each person. Property inequality will remain in the phalanx. Everyone is guaranteed a living minimum. The phalanx provides its members with schools, theaters, libraries, and organizes holidays. (slide) Robert Owen went further in his works, deeming it necessary to replace private property with public property and the abolition of money. | ||||||||||||||||||||||||||||||||
work from the textbook (slide) | ||||||||||||||||||||||||||||||||
teacher's story: (slide) Revisionism - ideological trends that proclaim the need to revise any established theory or doctrine. The man who revised the teachings of K. Marx for compliance with the real life of society in the last third of the 19th century was Eduard Bernstein (slide) Eduard Bernstein saw that 1) the development of the joint-stock form of ownership increases the number of owners, along with monopolistic associations, medium and small owners remain; 2) the class structure of society becomes more complex, new layers appear 3) the heterogeneity of the working class is increasing - there are skilled and unskilled workers with different wages. 4) workers are not yet ready to take on independent management of society. He came to the conclusion: The reconstruction of societies can be achieved through economic and social reforms carried out through popularly and democratically elected authorities. (slide) Anarchism (from the Greek anarcia) – anarchy. Within anarchism there were a variety of left and right movements: rebellious (terrorist acts) and cooperators. What features characterized anarchism? (slide) 1. Belief in the good sides of human nature. 2. Faith in the possibility of communication between people based on love. 3. It is necessary to destroy the power that carries out violence against the individual. (slide) prominent representatives of anarchism | ||||||||||||||||||||||||||||||||
Summing up the lesson: (slide) | ||||||||||||||||||||||||||||||||
(slide) Homework: Paragraph 9-10, records, table, questions 8.10 in writing. |
Application:
When explaining new material, you should get the following table:
Comparison line | Liberalism | Conservatism | Socialism |
Main principles | |||
Government regulation economy |
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Attitude to social issues | |||
Ways to solve social issues |
Annex 1
Liberals, Conservatives, Socialists
1. Radical direction of liberalism.
After the end of the Congress of Vienna, the map of Europe acquired the new kind. The territories of many states were divided into individual areas, principalities and kingdoms, which were then divided among themselves by large and influential powers. The monarchy was restored in most European countries. The Holy Alliance made every effort to maintain order and eradicate any revolutionary movement. However, contrary to the wishes of politicians, capitalist relations continued to develop in Europe, which conflicted with the laws of the old political structure. At the same time, the problems caused economic development, difficulties associated with issues of infringement of national interests in various states were added. All this led to the appearance in the 19th century. in Europe, new political directions, organizations and movements, as well as numerous revolutionary uprisings. In the 1830s, the national liberation and revolutionary movement swept France and England, Belgium and Ireland, Italy and Poland.
In the first half of the 19th century. In Europe, two main socio-political movements emerged: conservatism and liberalism. The word liberalism comes from the Latin “Liberum” (liberum), i.e. related to freedom. The ideas of liberalism were expressed back in the 18th century. in the Age of Enlightenment by Locke, Montesquieu, Voltaire. However, this term became widespread in the 2nd decade of the 19th century, although its meaning at that time was extremely vague. Liberalism began to take shape into a complete system of political views in France during the Restoration period.
Supporters of liberalism believed that humanity would be able to move along the path of progress and achieve social harmony only if the principle of private property was the basis for the life of society. The common good, in their opinion, consists of the successful achievement by citizens of their personal goals. Therefore, it is necessary, with the help of laws, to provide people with freedom of action both in the economic sphere and in other areas of activity. The boundaries of this freedom, as stated in the Declaration of the Rights of Man and Citizen, must also be determined by laws. Those. The motto of the liberals was the phrase that later became famous: “everything that is not prohibited by law is permitted.” At the same time, liberals believed that only those people who are able to be responsible for their actions can be free. They included only educated property owners in the category of people who are capable of being responsible for their actions. State actions must also be limited by laws. Liberals believed that power in the state should be divided into legislative, executive and judicial.
In the economic field, liberalism advocated free markets and free competition among entrepreneurs. At the same time, in their opinion, the state did not have the right to interfere in market relations, but was obliged to play the role of a “guardian” of private property. Only in the last third of the 19th century. the so-called “new liberals” began to say that the state should support the poor, curb the growth of inter-class contradictions and achieve general welfare.
Liberals have always been convinced that transformations in the state should be carried out through reforms, but in no case through revolutions. Unlike many other movements, liberalism assumed that there is a place in the state for those who do not support the existing government, who think and speak differently than the majority of citizens, and even differently than the liberals themselves. Those. supporters of liberal views were convinced that the opposition had the right to legitimate existence and even to express its views. She was categorically forbidden only one thing: revolutionary actions aimed at changing the form of government.
In the 19th century liberalism has become the ideology of many political parties, uniting supporters of the parliamentary system, bourgeois freedoms and freedom of capitalist entrepreneurship. At the same time, there were various forms of liberalism. Moderate liberals considered a constitutional monarchy to be the ideal government system. Radical liberals who sought to establish a republic held a different opinion.
2. Conservatives.
Liberals were opposed by conservatives. The name “conservatism” comes from the Latin word “conservatio”, which means “to guard” or “to preserve.” The more liberal and revolutionary ideas spread in society, the stronger became the need to preserve traditional values: religion, monarchy, national culture, family and order. Conservatives sought to create a state that, on the one hand, would recognize the sacred right of property, and on the other, would be able to protect customary values. At the same time, according to conservatives, the authorities have the right to intervene in the economy and regulate its development, and citizens must obey the instructions state power. Conservatives did not believe in the possibility of universal equality. They said: “All people have equal rights, but not the same goods.” They saw individual freedom in the opportunity to preserve and maintain traditions. Conservatives considered social reforms as a last resort in conditions of revolutionary danger. However, with the development of the popularity of liberalism and the emergence of the threat of losing votes in parliamentary elections, conservatives had to gradually recognize the need for social reforms, as well as accept the principle of state non-interference in the economy. Therefore, as a result, almost everything social legislation in the 19th century was adopted on the initiative of the Conservatives.
3. Socialism.
In addition to conservatism and liberalism in the 19th century. The ideas of socialism are becoming widespread. This term comes from the Latin word “socialis”, i.e. "public". Socialist thinkers saw the full hardship of life for ruined artisans, factory workers and factory workers. They dreamed of a society in which poverty and hostility between citizens would disappear forever, and the life of every person would be protected and inviolable. Representatives of this trend saw private property as the main problem of their contemporary society. The socialist Count Henri Saint-Simon believed that all citizens of the state are divided into “industrialists” engaged in useful creative work and “owners” who appropriate the income of other people’s labor. However, he did not consider it necessary to deprive the latter of private property. He hoped that by appealing to Christian morality, it would be possible to convince owners to voluntarily share their income with their “younger brothers” - the workers. Another supporter of socialist views, Francois Fourier, also believed that in ideal state classes, private property and unearned income must be preserved. All problems must be solved by increasing labor productivity to such a level that wealth will be ensured for all citizens. State revenues will have to be distributed among the residents of the country depending on the contribution made by each of them. The English thinker Robert Owen had a different opinion on the issue of private property. He thought that only public property should exist in the state, and money should be abolished altogether. According to Owen, with the help of machines, society can produce a sufficient amount of material wealth, it only needs to distribute it fairly among all its members. Both Saint-Simon, Fourier, and Owen were convinced that an ideal society awaits humanity in the future. Moreover, the path to it must be exclusively peaceful. Socialists relied on persuasion, development and education of people.
The ideas of socialists were further developed in the works of the German philosopher Karl Marx and his friend and comrade-in-arms Friedrich Engels. The new doctrine they created was called “Marxism.” Unlike their predecessors, Marx and Engels believed that there is no place for private property in an ideal society. Such a society began to be called communist. Revolution must lead humanity to a new system. In their opinion, this should happen in the following way. With the development of capitalism, the impoverishment of the masses will intensify, and the wealth of the bourgeoisie will increase. The class struggle will become more widespread. It will be led by social democratic parties. The result of the struggle will be a revolution, during which the power of the workers or the dictatorship of the proletariat will be established, private property will be abolished, and the resistance of the bourgeoisie will be completely broken. In the new society, political freedoms and equality of rights for all citizens will not only be established, but also respected. Workers will take an active part in the management of enterprises, and the state will have to control the economy and regulate the processes occurring in it in the interests of all citizens. Each person will receive every opportunity for comprehensive and harmonious development. However, later Marx and Engels came to the conclusion that the socialist revolution is not the only way to resolve social and political contradictions.
4. Revisionism.
In the 90s XIX century There have been great changes in the life of states, peoples, political and social movements. The world has entered a new period of development - the era of imperialism. This required theoretical understanding. Students already know about changes in the economic life of society and its social structure. Revolutions were a thing of the past, socialist thought was experiencing a deep crisis, and the socialist movement was in schism.
The German social democrat E. Bernstein criticized classical Marxism. The essence of E. Bernstein’s theory can be reduced to the following provisions:
1. He proved that the growing concentration of production does not lead to a decrease in the number of owners, that the development of the joint-stock form of ownership increases their number, that, along with monopolistic associations, medium and small enterprises are preserved.
2. He pointed out that the class structure of society was becoming more complex: middle strata of the population appeared - employees and officials, the number of which was growing in percentage terms faster than the number of hired workers.
3. He showed the increasing heterogeneity of the working class, the existence in it of highly paid layers of skilled workers and unskilled workers, whose work was paid extremely low.
4. He wrote that at the turn of the XIX-XX centuries. workers did not yet constitute the majority of the population and were not ready to take on independent management of society. From this he concluded that the conditions for a socialist revolution were not yet ripe.
All of the above shook E. Bernstein’s confidence that the development of society can only proceed along a revolutionary path. It became obvious that the reconstruction of society could be achieved through economic and social reforms carried out through popularly and democratically elected authorities. Socialism can win not as a result of revolution, but in conditions of expansion of voting rights. E. Bernstein and his supporters believed that the main thing was not revolution, but the struggle for democracy and the adoption of laws that ensured the rights of workers. This is how the doctrine of reformist socialism arose.
Bernstein did not consider development towards socialism as the only possible one. Whether development will follow this path depends on whether the majority of people want it, and on whether socialists can lead people to the desired goal.
5. Anarchism.
Criticism of Marxism was also published from the other side. Anarchists opposed him. These were followers of anarchism (from the Greek anarchia - anarchy) - a political movement that proclaimed its goal the destruction of the state. The ideas of anarchism were developed in modern times by the English writer W. Godwin, who in his book “An Inquiry into Political Justice” (1793) proclaimed the slogan “Society without a state!” Anarchist teachings included a variety of teachings - both “left” and “right”, a variety of actions - from rebellious and terrorist to the cooperator movement. But all the numerous teachings and speeches of anarchists had one thing in common - the denial of the need for a state.
M.A. Bakunin set before his followers only the task of destruction, “clearing the ground for future construction.” For the sake of this “clearing”, he called on the masses to perform and carry out terrorist acts against representatives of the oppressor class. Bakunin did not know what the future anarchist society would look like and did not work on this problem, believing that the “work of creation” belongs to the future. In the meantime, a revolution was needed, after the victory of which the state should first be destroyed. Bakunin also did not recognize the participation of workers in parliamentary elections or in the work of any representative organizations.
In the last third of the 19th century. The development of the theory of anarchism is associated with the name of the most prominent theorist of this political doctrine, Peter Aleksandrovich Kropotkin (1842-1921). In 1876, he fled from Russia abroad and began publishing the magazine “La Revolte” in Geneva, which became the main printed organ of anarchism. Kropotkin's teachings are called "communist" anarchism. He sought to prove that anarchism is historically inevitable and is a mandatory step in the development of society. Kropotkin believed that state laws interfere with the development of natural human rights, mutual support and equality, and therefore give rise to all sorts of abuses. He formulated the so-called “biosociological law of mutual assistance,” which supposedly determines the desire of people to cooperate rather than fight each other. He considered the ideal of organizing society to be a federation: a federation of clans and tribes, a federation of free cities, villages and communities in the Middle Ages, modern state federations. How should a society in which there is no state mechanism be cemented? It was here that Kropotkin applied his “law of mutual assistance,” pointing out that the role of a unifying force would be played by mutual assistance, justice and morality, feelings inherent in human nature.
Kropotkin explained the creation of the state by the emergence of land ownership. Therefore, in his opinion, it was possible to move to a federation of free communes only through the revolutionary destruction of what separates people - state power and private property.
Kropotkin considered man to be a kind and perfect being, and yet anarchists increasingly used terrorist methods, explosions occurred in Europe and the USA, and people died.
Questions and tasks:
- Fill out the table: “The main ideas of socio-political doctrines of the 19th century.”
Comparison Questions | Liberalism | Conservatism | Socialism (Marxism) | Revisionism | Anarchism |
Role of the state in economic life | |||||
Position on a social issue and ways to solve social problems | |||||
Limits of individual freedom |
- How did representatives of liberalism see the path of development of society? What provisions of their teaching seem relevant to modern society to you?
- How did representatives of conservatism see the path of development of society? Do you think their teachings are still relevant today?
- What caused the emergence of socialist teachings? Are there conditions for the development of socialist teaching in the 21st century?
- Based on the teachings you know, try to create your own project of possible ways for the development of society in our time. What role do you agree to assign to the state? What ways do you see to solve social problems? How do you imagine the limits of individual human freedom?
Liberalism:
the role of the state in economic life: the activities of the state are limited by law. There are three branches of government. The economy has a free market and free competition. The state interferes little in the economy; position on social issues and ways to solve problems: the individual is free. The path of transforming society through reforms. New liberals came to the conclusion that social reforms were necessary
limits of individual freedom: complete personal freedom: “Everything that is not prohibited by law is permitted.” But personal freedom is given to those who are responsible for their decisions.
Conservatism:
the role of the state in economic life: the power of the state is practically unlimited and is aimed at preserving old traditional values. In economics: the state can regulate the economy, but without encroaching on private property
position on social issues and ways to solve problems: they fought for the preservation of the old order. They denied the possibility of equality and brotherhood. But the new conservatives were forced to agree to some democratization of society.
limits of individual freedom: the state subjugates the individual. Individual freedom is expressed in its observance of traditions.
Socialism (Marxism):
the role of the state in economic life: unlimited activity of the state in the form of the dictatorship of the proletariat. In economics: the destruction of private property, free markets and competition. The state completely regulates the economy.
position on a social issue and ways to solve problems: everyone should have equal rights and equal benefits. Solution social problem through social revolution
limits of individual freedom: the state itself decides all social issues. Individual freedom is limited by the state dictatorship of the proletariat. Labor is required. Private enterprise and private property are prohibited.
Comparison line | Liberalism | Conservatism | Socialism |
Main principles | Providing individual rights and freedoms, maintaining private property, development market relations, separation of powers | Preservation of strict order, traditional values, private property and strong government power | Destruction of private property, establishment of property equality, rights and freedoms |
The role of the state in economic life | The state does not interfere in economic sphere | State regulation of the economy | State regulation of the economy |
Attitude to social issues | The state does not interfere in the social sphere | Preservation of estate and class differences | The state ensures the provision social rights to all citizens |
Ways to solve social issues | Denial of revolution, the path of transformation is reform | Denial of revolution, reform as a last resort | The path of transformation is revolution |
Lesson summary on new history in 8th grade on the topic: “Liberals, conservatives and socialists: what should society and the state be like?”
Goals: - introduce students to the basic ideological methods of implementing the ideas of liberals, conservatives, socialists, Marxists;
Find out which segments of society’s interests were reflected by these teachings;
Develop the ability to analyze, compare, draw conclusions, and work with historical sources;
Equipment: computer, presentation, materials for checking homework
During the classes.
1. Org. start of the lesson.
2. Checking homework:
Testing knowledge on the topic: “Culture of the 19th century”
Assignment: based on the description of a painting or a work of art, try to guess what it is about and who its author is?
1. The action in this novel takes place in Paris, engulfed in popular phenomena. The strength of the rebels, their courage and spiritual beauty are revealed in the images of the gentle and dreamy Esmeralda, the kind and noble Quasimodo.
2. The ballerinas in this picture are shown in close-up. The professional precision of their movements, grace and ease, and a special musical rhythm create the illusion of rotation. Smooth and precise lines, the finest nuances of blue color envelop the dancers' bodies, giving them a poetic charm.
3. A dramatic story about a horseman who rushes with a sick child through an evil fairy-tale forest. This music portrays to the listener a dark, mysterious thicket, a frenzied galloping rhythm, leading to a tragic ending. Name the piece of music and its author.
4. The political situation sends the hero of this work in search of a new life. Together with the heroes, the author mourns the fate of Greece, which was enslaved by the Turks, and admires the courage of the Spaniards fighting Napoleonic troops. Who is the author of this work and what is it called?
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5. The youth and beauty of this actress captivated not only the artist who painted her portrait, but also many admirers of her art. Before us is a personality: a talented actress, witty and brilliant conversationalist. What is the name of this painting and who painted it?
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6. This author’s book is dedicated to stories about distant India, where he lived for many years. Who doesn’t remember the wonderful little hippopotamus, or the exciting story of how a camel got a hump or a baby elephant’s trunk? BUT what amazes the most is the adventure of a human cub, fed by wolves. What book are we talking about and who is its author?
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7. The basis of this opera is the plot of the French writer Prosper Merimee. The main character of the opera, a simple-minded country boy named Jose, ends up in the city where he performs military service. Suddenly a frantic gypsy woman bursts into his life, for whose sake he commits crazy acts, becomes a smuggler, and leads a free and dangerous life. What opera are we talking about and who wrote this music?
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8. The painting by this artist depicts rows of endless benches on which are seated deputies called upon to dispense justice, disgusting monsters - a symbol of the inertia of the July Monarchy. Name the artist and the title of the painting.
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9. One day, while filming street traffic, this man got distracted for a moment and stopped turning the camera handle. During this time, the place of one object was taken by another. While watching the tape, we saw a miracle: one object “turned” into another. What phenomenon are we talking about and who is the person who made this “discovery”?
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10. This canvas depicts the doctor who treated our hero. When the artist presented him with this painting as a token of gratitude, the doctor hid it in the attic. Then he covered the yard outside. And only chance helped to appreciate this picture. What picture are we talking about? Who is its author?
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Key to the task:
| "Notre Dame Cathedral" V. Hugo |
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| "Blue Dancers" by E. Degas |
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| “The Forest King” by F. Schubert. |
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| "Childe Harold's Pilgrimage" by D. Byron |
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| "Jean of Samaria" by O. Renoir |
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| "The Jungle Book" by R. Kipling |
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| "Carmen" by J. Bizet |
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| “Legislative Womb” by O. Daumier |
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| The emergence of a cinematic trick. J. Méliès |
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| "Portrait of Doctor Ray" by Vincent Van Gogh. |
3. Communicate the topic and objectives of the lesson.
Lesson plan:
1.What should society be like?
2. Everything that is not prohibited is permitted.
3. Preserve traditional values.
4. Why did socialist teachings appear?
5. “The golden age of humanity is not behind us, but ahead.”
6.Karl Marx and Friedrich Engels.
7. Anarchism.
4. Studying new material.
1) teacher's story:
Philosophers and thinkers of the 19th century were concerned with the following questions:
1) How does society develop?
2) What is preferable: reform or revolution?
3) Where is history going?
They were also looking for answers to the problems that arose with the birth of industrial society:
1) what should be the relationship between the state and the individual?
2) how to build relationships between the individual and the church?
3) what is the relationship between the new classes - the industrial bourgeoisie and wage workers?
Almost until the end of the 19th century, European states did not fight poverty, did not carry out social reforms, and the lower classes did not have their representatives in parliament.
In the 19th century, 3 main socio-political trends took shape in Western Europe:
1) liberalism
2) conservatism
3) socialism
When studying new material, you and I will have to fill out this table.
| Comparison line | Liberalism | Conservatism | Socialism | Socialism |
||
| Main principles | ||||||
| The role of the state in economic life | ||||||
| Attitude to social issues | ||||||
| Ways to solve social issues |
Let's consider the basic principles of liberalism.
from Latin - liberum- related to freedom. Liberalism received its development in the 19th century, both in theory and practice.
Let's take a guess, what principles will they proclaim?
Principles:
The human right to life, liberty, property, equality before the law.
The right to freedom of speech, press and assembly.
The right to participate in public affairs
Considering individual freedom an important value, liberals had to define its boundaries. And this boundary was defined by the words: "Everything that is not prohibited by law is permitted"
How do you figure out which of the two paths of social development they will choose: reform or revolution? Justify your answer .(sl. 8)
The demands put forward by the liberals:
Restriction of government activities by law.
Proclaim the principle of separation of powers.
Freedom of the market, competition, free trade.
Introduce social insurance for unemployment, disability, and pensions for the elderly.
Guarantee a minimum wage, limit the length of the working day
In the last third of the 19th century, a new liberalism appeared, which declared that the state should carry out reforms, protect the least significant strata, prevent revolutionary explosions, destroy hostility between classes, and achieve general welfare.
The new liberals demanded:
Introduce unemployment and disability insurance
Introduce pensions for the elderly
The state must guarantee a minimum salary
Destroy monopolies and restore free competition
The English House of Whigs brought forward from its midst the most prominent figure of British liberalism - William Gladstone, who carried out a number of reforms: electoral, school, self-government restrictions, etc. We will talk about them in more detail when we study the history of England.
But conservatism was still the more influential ideology.
from Latin conservatio- protect, preserve.
Conservatism - a doctrine that arose in the 18th century, which sought to justify the need to preserve the old order and traditional values
Conservatism began to strengthen in society as a counterweight to the spread of the ideas of liberalism. Chief of it principle - preserve traditional values: religion, monarchy, national culture, family and order.
Unlike liberals, conservatives admitted:
The right of the state to strong power.
The right to regulate the economy.
Since society had already experienced many revolutionary upheavals that threatened the preservation of the traditional order, conservatives recognized the possibility of carrying out
“protective” social reforms only as a last resort.
Fearing the rise of “new liberalism,” conservatives agreed that
1) society should become more democratic,
2) it is necessary to expand voting rights,
3) the state should not interfere in the economy
As a result, the leaders of the English (Benjamin Disraeli) and German (Otto von Bismarck) conservative parties became social reformers - they had no other choice in the face of the growing popularity of liberalism.
Along with liberalism and conservatism, socialist ideas about the need to abolish private property and protect public interests and the idea of egalitarian communism became popular in Western Europe in the 19th century.
- social and state system,principles which are:
1) establishment of political freedoms;
2) equality in rights;
3) participation of workers in the management of the enterprises where they work.
4) the duty of the state to regulate the economy.
“The Golden Age of humanity is not behind us, but ahead” - these words belong to Count Henri Saint-Simon. In his books, he outlined plans for the reconstruction of society.
He believed that society consists of two classes - idle owners and working industrialists.
Let's determine who could belong to the first group and who to the second?
The first group includes: large landowners, rentier capitalists, military personnel and high-ranking officials.
The second group (96% of the population) includes all people engaged in useful activities: peasants, hired workers, artisans, manufacturers, merchants, bankers, scientists, artists.
Charles Fourier proposed transforming society through the unification of workers - phalanxes that would combine industrial and agriculture. There will be no wages or hired labor. All income is distributed in accordance with the amount of “talent and labor” invested by each person. Property inequality will remain in the phalanx. Everyone is guaranteed a living minimum. The phalanx provides its members with schools, theaters, libraries, and organizes holidays.
2) work from the textbook
3) teacher's story :
Revisionism - ideological trends that proclaim the need to revise any established theory or doctrine.
The man who revised the teachings of K. Marx for compliance with the real life of society in the last third of the 19th century was Eduard Bernstein
Eduard Bernstein saw that
1) the development of the joint-stock form of ownership increases the number of owners, along with monopolistic associations, medium and small owners remain;
2) the class structure of society becomes more complex, new layers appear
3) the heterogeneity of the working class is increasing - there are skilled and unskilled workers with different wages.
4) workers are not yet ready to take on independent management of society.
He came to the conclusion :
The reconstruction of societies can be achieved through economic and social reforms carried out through popularly and democratically elected authorities.
Anarchism (from the Greek anarcia) – anarchy.
Within anarchism there were a variety of left and right movements: rebellious (terrorist acts) and cooperators.
What features characterized anarchism?
1. Belief in the good sides of human nature.
2. Faith in the possibility of communication between people based on love.
3. It is necessary to destroy the power that carries out violence against the individual.
prominent representatives of anarchism
5. Summing up the lesson:
6. Homework:
Paragraph 9-10, records, table, questions 8.10 in writing.
Application:
When explaining new material, you should get the following table:
| Comparison line | Liberalism | Conservatism | Socialism |
| Main principles | Providing individual rights and freedoms, maintaining private property, developing market relations, separation of powers | Preservation of strict order, traditional values, private property and strong government power | Destruction of private property, establishment of property equality, rights and freedoms |
| The role of the state in economic life | The state does not interfere in the economic sphere | State regulation of the economy |
|
| Attitude to social issues | The state does not interfere in the social sphere | Preservation of estate and class differences | The state ensures the provision of social rights to all citizens |
| Ways to solve social issues | Denial of revolution, the path of transformation is reform | Denial of revolution, reform as a last resort | The path of transformation is revolution |