Branch of a municipal educational institution
"Chulkovskaya secondary school"
"Sekirinskaya basic secondary school"
PROGRAM
ON CIVIC-PATRIOTIC EDUCATION
FOR STUDENTSI - IVCLASSES
“I AM A CITIZEN OF RUSSIA”
(Implementation period – 4 years)
primary school teacher
Kosyreva Elena Viktorovna
family members are ready to help their elders by working to forgivefor changes in society, to defend our human rights.e
PROGRAM “I AM A CITIZEN OF RUSSIA”
on educational work in primary school.
Justification for choosing civic-patriotic education as a priority area
Civic-patriotic education in modern conditions is a purposeful, morally determined process of preparing the younger generation for functioning and interaction in a democratic society, for proactive work, participation in the management of socially valuable affairs, for the implementation of rights and responsibilities, as well as strengthening responsibility for their political , moral and legal choice, for the maximum development of one’s abilities in order to achieve success in life.
The formation of civil society and the rule of law in our country largely depends on the level of civic education and patriotic education. Today, the relationship of a Russian citizen with the state and society is radically changing. The citizen received greater opportunities to realize himself as an independent person in various areas of life, and at the same time, responsibility for his own destiny and the destiny of other people increased. In these conditions, the patriotic education of students is an extremely important part of the education of the younger generation.
The patriotic education of the younger generation has always been one of the most important tasks of the modern school, because childhood and adolescence are the most fertile time for instilling a sacred feeling of love for the Motherland.
Patriotic education means the gradual and steady formation in students of love for their Motherland.
As schoolchildren grow older, as researchers note, the so-called “fontanelle of heroism” begins to form, which requires implementation, but, sad as it may be to say, it most often remains unclaimed. But the awakening forces of the growing organism can find their application in joining anti-social organizations, the flow of which is growing from year to year.
Patriotic education is aimed at organizing the assimilation of the values of citizenship and love for the Motherland, the cultural and historical values of our society and state, the formation of national identity; developing a sense of love for the Fatherland and pride in belonging to one’s people, respect for national symbols and shrines, readiness for worthy service to society and the state.
The federal state educational standard of the second generation reflects program of spiritual and moral development, education of students at the level of primary general education(hereinafter referred to as the Program) should be aimed at ensuring the spiritual and moral development of students in the unity of classroom, extracurricular and extracurricular activities, in the joint pedagogical work of the educational institution, family and other institutions of society.
This Program should be based on key educational objectives and the basic national values of Russian society.
The program should provide for the familiarization of students with the cultural values of their ethnic or sociocultural group, the basic national values of Russian society, universal values in the context of the formation of their civic identity and ensure:
creating a system of educational activities that allow the student to master and put into practice the acquired knowledge;
the formation of a holistic educational environment, including classroom, extracurricular and extracurricular activities and taking into account historical, cultural, ethnic and regional specifics;
formation of an active activity position in the student.
The program should contain a list of planned educational results - formed value orientations, social competencies, behavior patterns of younger schoolchildren, recommendations for the organization and ongoing pedagogical control of the results of classroom and extracurricular activities, aimed at broadening their horizons and developing a general culture; to familiarize yourself with the universal human values of world culture, the spiritual values of national culture, the moral and ethical values of the multinational people of Russia and the peoples of other countries; on the formation of value orientations of universal human content, an active life position, and the need for self-realization in educational and other creative activities among students at the stage of primary general education; on the development of communication skills, self-organization skills; on the formation and expansion of the experience of positive interaction with the outside world, education of the foundations of legal, aesthetic, physical and environmental culture.
Thus, based on the program of spiritual and moral development, education of students at the level of primary general education of the Federal State Educational Standard of Education No. 373 dated October 6, 2009 and the State program “Patriotic education of citizens of the Russian Federation for 2011–2015” dated October 5, 2010. No. 795, in order to increase the effectiveness of civic-patriotic education of the younger generation, there is an obvious need to develop an appropriate educational program.
The methodological basis of our program is the works of Gennady Nikandrovich Volkov - professor, doctor of pedagogical sciences, academician, founder of ethnopedagogy, academician of the Academy of Creative Pedagogy of the Russian Federation.
To implement this direction, a model of civic-patriotic education was chosen and the program “I am a citizen of Russia” was developed.
The program is implemented through classroom hours; the educational capabilities of educational subjects will be used: the world around us, literary reading, and the Russian language.
Goals of civic-patriotic education:
1. Creating conditions for the formation of the personality of a citizen and patriot of Russia with his inherent values, views, orientations, attitudes, motives for activity and behavior.
2. Formation of civil and legal orientation of personality development.
3. Raising an active life position in the younger generation.
This goal covers the entire pedagogical process, permeates all structures, integrating educational activities and extracurricular life of students, various types of activities. Its achievement becomes possible through solving certain problems.
The objectives of civic-patriotic education of junior schoolchildren are:
1. Formation in children of a system of knowledge about their homeland, which can be presented as follows:
Natural history and geographical information (geographical features of the native land, climate, nature of the country);
Information about the life of your people (features of life, work, culture, traditions);
Social information (knowledge about the sights of your hometown, capital, country, knowledge of the name of the country, its capital, other cities, state symbols);
Some historical information (about the life of the people in different historical periods, about the exploits of people during the Great Patriotic War, knowledge of the historical monuments of the city, streets).
2. Cultivating in younger schoolchildren an interest in the world around them and emotional responsiveness to events in public life.
It involves the activation of the emotional sphere of the individual, the education of such feelings as:
Love for family and friends;
Love for your hometown;
Love for nature;
Respect for the history of the people;
Admiration for works of folk art;
Hatred towards enemies.
3. Involving children in practical activities to apply the acquired knowledge. It involves the formation of certain skills and abilities in younger schoolchildren:
The ability to reflect accumulated knowledge in play, artistic and work activities;
Ability to take part in socially oriented work;
The ability to take care of nature and the results of the work of others;
The ability to reflect knowledge in speech and communication with adults and peers.
When solving the problems of patriotic education, each teacher must build his work in accordance with local conditions and the characteristics of children, taking into account the following principles:
- “positive centrism” (selection of knowledge that is most relevant for a child of a given age);
Continuity and continuity of the pedagogical process;
A differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;
A rational combination of different types of activities, an age-appropriate balance of intellectual, emotional and motor stress;
Activity approach;
Developmental nature of learning based on children's activity.
Planned results of the program implementation
Younger schoolchildren should develop a sense of pride in their Motherland and their people, respect for their great achievements and worthy pages of the past.
As a result of the program implementation it is expected:
in the cognitive sphere: development of creative abilities;
in the social sphere: the ability for self-realization; the formation of an active life position; knowledge and compliance with society norms;
in the historical and local history sphere: awareness of responsibility for the fate of the country, the formation of pride in involvement in the actions of previous generations;
in the spiritual and moral sphere: children’s awareness of the highest values, ideals, guidelines, the ability to be guided by them in practical activities.
However, one should not expect children to show “adult forms” of love for the Motherland. But, if, as a result of pedagogical work, the child has knowledge about the name of the country, its geography, nature, symbolism, if he knows the names of some of those who glorified our Motherland, if he shows interest in the acquired knowledge, reads poetry, sing songs, then we can assume that the task has been completed within the limits accessible to a junior schoolchild.
Assessing the effectiveness of program implementation.
The assessment of the effectiveness of the Program implementation is carried out based on the use of a system of objective criteria represented by moral, spiritual and quantitative parameters.
Moral and spiritual parameters:
1. Formation of civic skills:
ability to work and act individually and in a team;
knowledge of your rights and responsibilities and the ability to use them;
the ability to make and defend your decisions;
willingness to participate in public affairs;
readiness for education.
2. Formation of a conscious attitude towards basic values:
patriotism and love for the Motherland;
rights and freedom of man and citizen;
symbols of the Russian Federation;
national identity;
respect for the honor and dignity of other citizens;
citizenship.
Quantitative parameters:
the involvement of each pupil in educational situations;
quality of relationships (children’s attitude to the realities of life in the institution, to the institution, to the teacher, association, joint affairs);
absence of children with deviant behavior;
participation in competitions on civil-patriotic topics;
hosting an event.
The program reflects the social order necessary for society and the state to educate a citizen of his homeland, a patriot with an active life position. The end result of the implementation of the Program should be an active civic position and patriotic consciousness of students, as the basis of the personality of a Russian citizen.
Forms of program implementation
The form of organization of work under the program is mainly collective, and group and individual forms of work are also used.
| Forms of program organization |
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| Individual, group, collective |
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| Theoretical | Practical |
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| Conversations Messages Meetings with interesting people Excursions Viewing visual aids, videos, presentations | Competitions Exhibitions Competitions Holidays Quizzes |
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The program includes the following areas and is divided into classes
1 class
Subject: I am the successor of the family
Target: development of a sense of responsibility for the past, present and future of the family, awareness of oneself as part of a microsociety.
Tasks:
knowing the meaning of your name;
my parents;
I am a member of my family, the creation of a pedigree;
traditions of my family, creation of a family archive.
2nd grade
Subject: Me and my village, my country.
Target: developing a sense of ownership and responsibility for the development of the future village.
Tasks:
identifying oneself as a resident of the village;
studying the history of the village;
studying the life and activities of famous people of the village;
taking care of the cleanliness and order of your street.
3rd grade
Subject : I come from Russia, the village of Sekirino.
Target: nurturing active citizenship and love for the small homeland , feelings of pride for your country.
Tasks:
identifying oneself as a resident of the village of Sekirino;
getting to know the country and the peoples living in it;
acquaintance with games, riddles, proverbs of the peoples living in the Russian Federation.
4th grade
Subject: I am a citizen of Russia
Target: awareness of the individual’s involvement in the fate of the Fatherland , instilling a sense of pride in one’s homeland, education of active citizenship.
Tasks:
acquaintance with the history of Russia;
awareness of the multinationality of Russia and friendship between peoples;
studying the life and work of great people of Russia;
awareness of oneself as part of Russia.
Approximate lesson topics (subject to change)
To master each topic, 1 hour of theory and 1 hour of practical activity are allocated.
1 class
Topic: I am the successor of the family
| Subject | Teacher activities | Student activities |
|
| What does a person's name mean? How do parents choose a name for their child? | Make a story about the meaning of your name, find out from your parents why they were named that. |
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| Protection of design work |
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| My parents | What are your parents' names? Your last name. What do parents do? | Make a photo story about your parents. |
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| Protection of design work |
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| My family | Your grandparents and other relatives. | Make a pedigree for your family. |
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| Protection of design work |
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| My family traditions | What are family traditions? How to make a family archive? | Talk about family traditions, start making a family archive. |
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| Protection of design work |
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2nd grade
Topic: Me and my village Sekirino
| Subject | Teacher activities | Student activities |
|
| My village Sekirino | The story is that Moscow is the capital of our Motherland. | Compiling a photo story “I live in the village of Sekirino.” |
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| Protection of design work |
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| Studying the history of the founding of the village of Sekirino | History of the village of Sekirino | Interesting facts from the history of the village |
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| Protection of design work |
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| Famous people of our village | The history of the village is made by every resident. | Compiling the album “Professions of my parents.” |
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| Protection of design work |
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| Caring for our village | The well-being and dawn of our village depends on each of us. | Drawing up “Clean Village” projects. |
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| Protection of design work |
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3rd grade
Topic: I come from Russia, the village of Sekirino
| Subject | Teacher activities | Student activities |
|
| My country is Russia | Russian history. Climatic conditions, natural resources, country development. | Project “Russia in the 21st century and my role in it.” |
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| Protection of design work |
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| Peoples living in Russia | Getting to know the peoples living in our country. | Compiling an album about your people. |
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| Protection of design work |
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| Russian national holiday | Acquaintance with the customs of the people of Russia. | A story about the holidays of your people. |
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| Protection of design work |
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| Folk games | Introducing the concept of “Folk games, proverbs, riddles, sayings.” | A story about games, sayings, proverbs of your people. |
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| Protection of design work |
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4th grade
Subject: I am a citizen of Russia
| Subject | Teacher activities | Student activities |
|
| Moscow is the capital of our Motherland | A story about Moscow, its history. | Interesting facts about Moscow. |
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| Protection of design work |
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| Peoples living in Russia | The history of Russia, about the peoples living on its territory. Friendship of peoples, feat of grandfathers. | Project “My grandparents made the history of Russia.” |
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| Protection of design work |
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| Great people of Russia | Meeting famous people of Russia. | Project “Great People of Russia”. |
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| Protection of design work |
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| I am a citizen of Russia | I am part of my Motherland. Awareness of oneself as part of Russia. | “Who do I want to become”, “What can I do to make Russia prosper.” |
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| Protection of design work |
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Monitoring:
Activities are monitored annually; quantitative and qualitative indicators are monitored.
Quantitative indicators:
participation in the life of the class, school;
participation in school, district, and regional events for students;
production and presentation of various projects (on paper and electronic media).
Qualitative indicators:
mastering new technologies and forms of work on patriotic education;
satisfaction of students and parents with the work being carried out (its organization, content, methods, involvement of students);
changes in the civic activity of students and parents in the life of the classroom, school, and village;
raising the status of the class at school.
Diagnostics of students of primary general education on patriotic education “I am a citizen of Russia”
| Main indicators of education of patriotism | Signs and levels of emerging qualities. |
| 1. Formation of the basic concepts of “motherland”, “state”, “small homeland”, “patriot”, “service to the Fatherland”, symbols of Russia, etc. | 3 – knows and can explain all basic concepts; 2 – does not fully explain concepts; 1 – makes mistakes in explaining concepts. |
| 2. Formation of patriotic feelings: love for the homeland, pride in one’s country, etc., empathizes and feels proud of one’s family, class, school, country. | 3 – is interested in and proud of the historical past of the Fatherland, tells others about it, knows heroes and great people, empathizes with historical events; 2 – gets acquainted with the historical past only at the encouragement of elders, shows interest and empathy for historical events and people; 1 – not interested in the history of the country, there is no emotional connection with basic concepts. |
| 3. Formation of a feeling of love for one’s small homeland. | 3 – knows the theory and culture of his native land, speaks of it respectfully and lovingly; loves and protects nature, treats people with respect; 2 – is interested in the history and culture of his native land, loves nature, participates in activities to protect it under the guidance of a teacher, and is friendly with residents; 1 – does not show much interest in the history and culture of his native land, does not protect nature, and sometimes is disrespectful to his peers and adults. |
| 4. Do-it-yourself service. | 3 – participates in activities with the organization and support of the teacher, takes initiative in organizing activities; 2 – participates in activities organized by others; 3 – reluctantly takes part in business. |
| 5. Taking care of your school | 3 – actively participates in the affairs of the class, school, takes initiative, attracts others; 2 – participates in class and school affairs; 1 – participates in class affairs when prompted. |
Decoding indicators
"3"- high level of formation of patriotic consciousness, patriotic feelings, manifestation of civic activity;
"2" - good level;
"1"- low level.
Diagnosis is carried out selectively
When conducting diagnostics, the following forms are used:
mini-essays.
observation by a teacher;
self-assessment sheet of personality traits;
survey;
drawing test;
Sample questionnaire “Motherland in my life”
2-4 grades
1. My big Motherland is...
2. My small homeland is...
3. The most difficult events of my Motherland were...
4. I would like my Motherland to be the most...
5. When I grow up, I want...
6. I don’t want my homeland...
7. In relation to the Motherland, I feel...
8. I am grateful to my Motherland for the fact that...
9. A patriot of his homeland can be called a person who...
10. I strive to be...
11. Famous people of my Fatherland, my small homeland, who can be called patriots of their Motherland, are...
Patriotic and civic education
Method of unfinished sentences
Continue the sentences:
1. The most precious thing for a person is...
2. A patriot of his homeland is...
3. Far from my home, I will remember...
4. Debt for me is...
5. The light in the windows of my house is...
6. I would like the future of my country to be...
7. From my family’s tradition, I would like to take into my future family...
8. Helping the Fatherland means...
9. The meaning of family life for me is...
10. The law for me is...
11. When our country's anthem plays, I feel...
12. Symbols of our state for me...
Treatment: qualitative analysis of the responses received
Structure of the implementation of the program “I am a citizen of Russia”
The program is based on:
2. State program “Patriotic education of citizens of the Russian Federation for 2011–2015” dated October 5, 2010 No. 795
Patriotic education
Civic education
I'm from Russia
I am the successor of the family
Basic goals:
To educate a person with a high patriotic consciousness, a sublime sense of loyalty to his Fatherland.
Creating conditions in the classroom for the active socialization of each student.
Result:
The end result of the implementation of the Program should be an active civic position and patriotic consciousness of students, as the basis of the personality of a Russian citizen.
We build relations on a humane and democratic basis
Russian language
The world
Literary reading
Themed classroom hours
Activity
Team of grades 1-4
Number of students – 20
Girls – 9
Boys - 11
I am a citizen of Russia
Me and my village Sekirino
Polishchuk Irina Aleksandrovna applicant for the Department of Pedagogy and Psychology of Vocational Education at Moscow Pedagogical State University, Deputy Director for Educational Work at Secondary School No. 894 in Moscow
Abstract: This article examines the diagnostic stage of experimental work on civic-patriotic education of schoolchildren, identifies the reasons that influence the level of civic-patriotic education in school and determine the creation of museums of a civil-patriotic orientation in schools.
Key words: civic-patriotic education, school museum, diagnostics, citizenship, students, youth.
As an experimental base for the study, we chose the museum-educational complex of the State Budgetary Educational Institution Secondary School No. 894 in Moscow with a civil-patriotic orientation: the military-patriotic museum of military glory “Fatherland”, the museum of the “Patriotic War of 1812” and the ethno-local history museum of “Russian Life”.
The work carried out a diagnosis of the state of civic-patriotic education of schoolchildren. The purpose of the diagnostic stage of the study was to determine the characteristics of the civil-patriotic qualities of students and the levels of their expression. The following diagnostic methods were used in the study: conversation (with students, parents, teachers), observation method, questionnaire, projective essay, ranking, sociometry.
The survey results showed that such concepts as “patriotism”, “collectivism”, “Motherland”, “fatherland” are not sufficiently developed among school students.
According to the survey results, the following levels of formation of students' ideas about these concepts were found: attitude towards native nature, fatherland: high level - 17%, average level - 24%, low level - 59%; respect for elders, friendliness, mercy, honesty: high level - 16%, average level - 46%, low level - 38%; attitude towards oneself as a citizen: high level - 69%, average level - 18%, low level - 13%.
Analysis of the research results showed that more than half of the respondents do not have a clear idea of how love for the Fatherland, for their small Motherland, is manifested. The concepts of patriotism, collectivism, Motherland and Fatherland are not sufficiently understood by schoolchildren. Many of them noted that they do not feel proud of the school they attend.
The awareness of one’s own “I” among schoolchildren prevails over the concept of “we”; the immediate environment (home, family) is more important to them; the interests of the school and the fatherland are less significant. The survey data showed that many students doubt the presence of civic and patriotic feelings among modern youth.
So, to the question: “What part of young people do you think can be called patriots?” − 27.5% of respondents chose the “minority” option; 8.9% - “no one”. A third of the respondents (33.4%) settled on the answer “half”, and only 4.1% consider all Russians to be patriots, 26.1% consider the majority to be patriots.
Schoolchildren's answers to the question: “What does it mean, in your opinion, to be a patriot?”- were as follows: to love the Motherland - chosen by 19.0% of respondents, to believe in the future of Russia - 13.2%, to defend the interests of the country - 12.1%, to have certain moral and ethical values - 11.6%, to be proud of the glorious past - 11 .2%, know and appreciate the culture of the peoples of Russia - 9.8%, put state and public interests above personal ones - 5.2%, there is no such thing now - 1.2%, readiness for exploits in the name of the interests of the Motherland - 0.3 %.
To the question: “Do you consider yourself a patriot?”− 36.9% of the students surveyed answered positively, 29.6% of respondents do not consider themselves patriots, 33.5% could not answer the question. According to the data obtained during the survey, it was revealed that 37.8% of schoolchildren feel proud of their country; 25.4% - for the place in which they were born; 26.3% - for belonging to the citizenship of the Russian Federation; do not feel proud of any of the above - 5.0%; found it difficult to answer - 18.2%. ‘
Students consider such facts as the main source of pride such as victory in the Great Patriotic War - 67.2%; victories of Russian athletes - 20.5%; nature of Russia - 25.8%; countries - 27.5%; cultural heritage - 25.3%; flight Yu.A. Gagarin into space - 19.4%; mineral resources of the country - 11.8%; belonging to one’s own nationality - 24.0%; domestic science, technology, production - 10.1%
To the question: “Do you think today’s youth need role models?”− 38.8% of students answered “yes”; “more likely yes than no” - 45.6%; “rather no than yes” - 8.8%; “no” - 3.2%; “I find it difficult to answer” - 3.6%
Thus, most schoolchildren recognize the need for information about Russian citizens, whose lives can serve as an example to follow (see tags, - website note), and to determine their own criteria for citizenship and patriotism. Despite the diverse and complex motivation for the manifestation of civic-patriotic feelings, citizenship and patriotism remain socially approved values.
In addition, this concept remains an important tool for assessing other people. The position of schoolchildren regarding the activity component of patriotism is interesting, that is, their understanding of deeds and actions by which a person can be called a patriot and citizen. 40.5% of respondents named an active civic position; devotion to the Motherland and the ability to defend it - 66.4%; life in accordance with moral values, law-abiding - 21.6%; service to the people, specific deeds - 15.3%; willingness to sacrifice one's interests - 10.4%, honest and selfless work - 8.2%. One of the aspects of our research was to determine the place of civic-patriotic qualities in the general value system of schoolchildren.
The leading values among schoolchildren are entertainment (9.2%), freedom (8.6%), lack of responsibilities (8.1%), love for loved ones (7.8%), public recognition (7.7%). ). In second place are independence (7.4%), creativity (7.0%), self-confidence (6.7%), knowledge (6.8%), the opportunity to expand one’s horizons and culture (6.1%), love for the Motherland (5.4%). The least important concepts for respondents are a happy family life (4.9%) and the happiness of others (4.3%). To the question: “Can you say that you regret being born and living in your country?” − 11.2% of schoolchildren answered positively; “Rather yes than no” - 9.6%, “Rather no than yes” - 15.6%, “No” - 58.4%, “Difficult to answer” - 4.8%.
Analysis of the survey data showed that most often those students who “regret being born in their country” name much fewer reasons to be proud of their country than the rest of the respondents. Despite this, the majority of respondents believe that civic-patriotic education is necessary - 62.3%; Only 12.5% deny this need and 25.2% of respondents found it difficult to answer this question.
Having analyzed the opinions of respondents, we ranked the civil-patriotic activities carried out at school in order of importance: 53.2% of students consider the priority to be the creation of civil-patriotic museums at school, on the basis of which cultural, leisure, entertainment and educational programs will be implemented , implement design and research activities that contribute to the education of citizenship and patriotism; 31.4% of schoolchildren positively assess the implementation of civic-patriotic education through museum pedagogy through practical acquaintance with Russian culture and art (excursion trips to historical places, acquaintance with cultural heritage); 12.3% - creation of a military-patriotic club on the basis of the museum; 10.8% - holding conversations on civil and patriotic topics, conferences, round tables, briefings, political information.
Subjective assessment of the level of civic consciousness of students and their readiness to participate in the public life of the school is not high enough.
A high level of civic consciousness and readiness to participate in public life (“I actively participate in the public life of the school”) was demonstrated by 24.4% of students; average level “I do not always take part in social activities held at school” - 41.6%; low level “I don’t go to school events and don’t show my civic activity in any way, it seems to me that no one needs it” - 20.4%; 15.6% of students were unable to assess their civic position. The majority of respondents answered the question in the affirmative: “Is a museum needed at school?” and positively assessed the importance of the pilot site and the corner of military glory. The majority of the surveyed teachers (96%), parents (85%), and students (79%) recognize the need to create a museum at school, and respondents indicate a profile giving priority to the civil-patriotic orientation of the museum.
Among schoolchildren, the idea of civic-patriotic education is quite in demand; students are dissatisfied with the lack of activities on civic-patriotic education and expect certain steps in this direction. In the course of diagnosing the state of civic-patriotic education at school, the following problems were identified: - a decrease in the level of patriotism and civic consciousness of schoolchildren, a lack of a sense of pride, love and attachment to the Motherland; - a decline in interest in the history of their country, people, the cultural riches of Russia, national culture; - the manifestation among schoolchildren of negativism, indifference, selfishness, individualism, cynicism, demonstrative attitude towards adults, cruelty and unmotivated aggressiveness, disrespect for the state and social institutions.
In connection with the emergence of such problems, there is a need to create and open museums of a civic-patriotic orientation with the aim of a qualitatively new approach to the education of youth, which would contribute to understanding the essence of patriotism and citizenship among young people, an active position in relation to the fatherland, as well as the search and implementation of effective means civic-patriotic education of children and adolescents.
Home country:
1. Country name;
2. Name of the city;
3. Home address;
4. Name of city attractions;
5. Name of green areas;
6. Name of streets, squares;
Symbolism:
7. Russian flag;
8. Coat of arms of Russia;
9. City coat of arms;
10. Anthem of Russia;
History of folk culture and traditions:
11. Folk toy;
12. National holidays;
13. Human housing and household items;
Historical, geographical and natural components:
14. Natural resources of our country;
15. Natural and climatic zones of our country;
16. Types of landscape of our country;
Personal component:
17. Attitude to the environment;
18. Caring for loved ones;
19. Showing friendliness;
20. The ability to manage your feelings, come to an agreement;
21. The ability to analyze your actions and the actions of others.
Date___________ Last name, first name ___________class _______________
Monitoring of patriotic education in primary school
1a.What is the name of the country in which you were born?
________________________________________
1b. What is the name of the country you live in now?
________________________________________
2.What is the name of the city (town, village, aul, hamlet) in which you were born?
____________________________________________________________________________
3.Write your home address in detail.
______________________________________________________________________________________________________________________________________________
4a.What attractions are there in your hometown?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4b.What are the attractions in the city where you live now?
5.What parks are there where you live?
______________________________________________________________________________________________________________________________________________________________________________________________________
6a. Remember and write the names of the streets, alleys, squares of the city (town, village) where you were born?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6b.Write the names of the streets, alleys, dead ends of the city where you live now.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7a.Draw the Russian Flag.
7b. Draw the flag of the country where you were born.
8. Circle the coat of arms of Russia with a green pen, and the coat of arms of the state in which you were born with a blue pen.
9. Circle what the coat of arms of the city of Khimki looks like with a blue pen.
10.Write a few lines of the Russian Anthem.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
11a.Write what folk toys of Russia you know.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
11b.Write what folk toys you know of the country where you were born.
______________________________________________________________________________________________________________________________________________________________________________________________________
12a.Which folk Are holidays celebrated in Russia?
______________________________________________________________________________________________________________________________________________________________________________________________________
12b. Which folk Are holidays celebrated in the country where you were born?
______________________________________________________________________________________________________________________________________________________________________________________________________
13. Circle what a village house looks like in Russia with a blue pen.
14a.What is Russia rich in?
minerals_______________________________________________________________________________________________________________________________________________________________________________
animals and plants that participate in human economic life________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
14b. What is rich in the country where you were born?
water resources_____________________________________________________________________________
minerals________________________________________________________________________________________
animals and plants that participate in human economic life_______________________________________________________________________________________________________________________________________________________________________________________________
15a.What is the highest temperature in summer in Russia? _______________
What is the lowest temperature in winter in Russia? _______________
15b. What is the highest temperature in summer in the country where you were born? _______________
What is the lowest temperature in winter in the country where you were born? _______________
16a. In Russia there is taiga, steppe, desert, permafrost zone, lakes, rivers, seas, mountains, swamps (highlight the correct one).
16b. In the country where you were born, there is taiga, steppe, desert, permafrost zone, lakes, rivers, seas, mountains, swamps (highlight the correct one).
17.What to call in one word the science that studies the relationships between humans, flora and fauna, and the environment, including the impact of human activities on the environment and wildlife.
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18.Find a story that talks about caring for loved ones, highlight the title.
Oseeva V.
"Three sons".
The mother had three sons - three pioneers. Years have passed. War broke out. A mother saw off three sons - three fighters - to war. One son beat the enemy in the sky. Another son beat the enemy on the ground. The third son beat the enemy at sea. Three heroes returned to their mother: a pilot, a tanker and a sailor!
"Who punished him?"
I offended my friend. I pushed a passerby. I hit the dog. I was rude to my sister. Everyone left me. I was left alone and cried bitterly.
Who punished him? - asked the neighbor.
“He punished himself,” my mother answered.
"Grandmother and granddaughter"
Mom brought Tanya a new book.
Mom said:
When Tanya was little, her grandmother read to her; Now Tanya is already big, she herself will read this book to her grandmother.
Sit down, grandma! - Tanya said. - I'll read you a story.
Tanya read, grandmother listened, and mother praised both:
That's how smart you are!
19 . Read the story and answer the question:
Which boy would you like to be friends with and why?
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V. Oseeva “Three Comrades”.
Vitya lost his breakfast. During the big break, all the guys were having breakfast, and Vitya stood on the sidelines.
Why do not you eat? - Kolya asked him.
I lost my breakfast...
“It’s bad,” said Kolya, biting off a large piece of white bread. - There’s still a long way to go until lunch!
Where did you lose it? - Misha asked.
I don’t know...” Vitya said quietly and turned away.
You probably carried it in your pocket, but you should put it in your bag,” said Misha. But Volodya didn’t ask anything. He walked up to Vita, broke a piece of bread and butter in half and handed it to his comrade:
Take it, eat it!
20. Read the story and answer the question:
Which help is more pleasant, for something, for money, for gifts or from the heart?
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V. Oseeva “Just like that.”
Kostya made a birdhouse and called Vova:
- Look at the bird house I made.
Vova squatted down.
- Oh, what! Totally real! With a porch! You know what, Kostya,” he said timidly, “make me one too!” And I’ll make you a glider for this.
- Okay,” Kostya agreed. - Just don’t give it for this or that, but just like this: you make me a glider, and I’ll make you a birdhouse.
21. Read the story and answer the question:
What should the boys have done?
____________________________________________________________________________________________________________________________________________________________________________________________________
"Badly".
The dog barked furiously, falling on its front paws. Right in front of her, pressed against the fence, sat a small, disheveled kitten. He opened his mouth wide and meowed pitifully. Two boys stood nearby and waited to see what would happen.
A woman looked out the window and hurriedly ran out onto the porch. She drove the dog away and angrily shouted to the boys: “Shame on you!”
- What's a shame? We didn't do anything! - the boys were surprised
- This is bad! - the woman answered angrily.
MOSCOW, April 5. /TASS/. Annual monitoring of civil-patriotic and spiritual-moral education of children and youth will take place in the regions of the Russian Federation. This was stated today by the head of the Ministry of Education and Science Dmitry Livanov at a meeting of the Russian organizing committee "Victory".
“Annual monitoring and control of the regions’ activities in civil-patriotic and spiritual-moral education of children and youth will be carried out, including analysis of regional programs for patriotic education, as well as an assessment of the effectiveness of the use of facilities intended for military-patriotic education and training of citizens for military service, including educational organizations, sports and sports-technical facilities," Livanov said.
He added that a survey of at least 85 thousand high school students and students from all constituent entities of the Russian Federation will also be conducted annually to determine their involvement in patriotic events, the formation of elements of civic identity in their minds, etc.
The All-Russian youth military-patriotic movement "Yunarmiya" will be created in Russia from September 1 of this year, said Secretary of State - Deputy Minister of Defense of the Russian Federation Nikolai Pankov.
“Organizational issues for the creation of the Youth Army movement, including an all-Russian rally, are planned to be resolved by the summer. In a number of regions, it is planned to launch a pilot project for the creation and development of the Youth Army movement. The Youth Army movement should start in full on September 1 of this year,” the deputy minister said.
According to him, the creation of the all-Russian military-patriotic movement “Youth Army” could be a step in improving the military-patriotic education of young people. “In principle, this idea has already been supported by the President of the Russian Federation,” Pankov noted.
He said that the structure of the Youth Army movement has already been worked out with reference to the deployment of military units, military educational institutions, DOSAAF and CSKA infrastructure. In addition, samples of uniforms and paraphernalia of the Youth Army members have already been prepared and a standard work schedule for the year has been developed.
About the Victory Committee
The Russian organizing committee "Victory" was created by decree of the President of the Russian Federation in 2000. The purpose of the committee is to implement measures aimed at reviving and strengthening patriotism, increasing the international prestige of Russia, solving the problems of veterans of the Great Patriotic War, veterans of military operations on the territory of the USSR, as well as on the territories of other states. The chairman of the committee is Russian President Vladimir Putin.
