Golden Gate to Ancient Rus'. Golden Gate in Kyiv - from Ancient Rus' to our days

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

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

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

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

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

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

During the classes.

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

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

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

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

Give examples.

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

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

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

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

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

Why do you need this?

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

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

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

(Distribute all concepts into 2 columns)

Which of these concepts is the broadest? (culture)

Can all other concepts be attributed to culture? Why?

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

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

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

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

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

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

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

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

Are you interested in being in Ancient Rus'?

Well, well, you can try.

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

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

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

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

majestic

white stone

solemn

unsightly

wretched

slim

expressive

golden-headed

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

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

Frescoes

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

Continued from 48.

altar

icon

Looking at illustrations.

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

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

From the history of the Cyrillic alphabet

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

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

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

Review and discussion.

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

Who wrote books in Ancient Rus'?

Who copied them by hand?

Reading and looking at illustrations.

Who are they monks ?

Where they lived? ( in the monastery )

Reading text on p52

What very important work did the monks do?

Looking at the illustration.

What did the monks do in the monastery?

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

Reading the text on pages 52-53

What's happened chronicles?

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

5. Generalization.

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

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

6. Application of knowledge in practice.

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

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

Examination.

7. Lesson summary.

Evaluate student work.

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

I found out…

I was surprised...

I thought...

8. Home task.

P.46-53 (school). p.12№22 (tet.)

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

konsp_okr_ist_3kl_ur8.doc

Pictures

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

DEFINING THE PROBLEM Read the text of the lesson problem on page 32.
What did travelers call
Ancient Rus'?
"Land of Cities"
Where did most of the inhabitants of Ancient Rus' live?
Golden Gate
in Vladimir.
In the village.
What contradiction did you notice?
There were few cities, but Rus' was called the “country of cities.”
What is the question?

DISCOVERING NEW KNOWLEDGE

DISCOVERING NEW KNOWLEDGE

DISCOVERING NEW KNOWLEDGE

DISCOVERING NEW KNOWLEDGE

APPLYING NEW KNOWLEDGE

APPLYING NEW KNOWLEDGE

APPLYING NEW KNOWLEDGE

Information sources:

Teacher: - What’s your mood?

Children: - Wow! (show who is in what mood)

There are red leaves in front of you. Write: what are you afraid of, what worries you. Attach these leaves to the board.

And in yellow - what do you expect from the lesson.

Now hold hands, close your eyes and feel each other. You are together, you are a team! Open your eyes, smile, wish each other good luck, get into a working mood and... good luck!

Teacher: - What’s your mood?

Preparation for work at the main stage.

You and I continue to travel through Ancient Rus'.

What is the topic of our lesson today? Read.(slide 1)

Do you understand the topic? What questions do you want to ask the author? (Why were gates needed in Ancient Rus'? Did they exist? Were they really golden?)

Let's try to answer the first question:

What do you know about Ancient Rus'? When did the state emerge? (This is a state. Formed in 882 as a result of the unification of cities?).

What was the territory of the ancient Russian state? Was a gate necessary?

Why are the gates called “golden”? (children's answers)

In the city of Vladimir (This city is named after its founder Vladimir Monomakh.)the main gates were also called “golden”, but no one still knows for sure whether they were actually made of gold.

Contradiction:“The gates are called “golden”, but what material they were made of is unknown.”

Are all objects that we call gold made of gold? Explain the expressions: “golden hands”, “golden heart”.

So why were the gates called “golden”? (special, main, important) (In the old days, gates led to the city. The most solemn ones were called Golden. Many legends are associated with them, the most honored guests entered through them, the enemy sought to enter the city through them to demonstrate their victory.The Golden Gate simultaneously served the city as both a defense center and a ceremonial entrance. Their powerful white stone cube, cut through by a huge arch and a highly crowned golden-domed church, is a remarkable structure of fortress architecture.(slide 2)

Your guesses.

So, what do they want to tell us about? (about something special, very important and important)

What is the goal of our lesson? (Find out: what’s behind the gate?)slide 3

To find answers to the questions that interest us, let's work in groups. (Each group receives a piece of paper with an assignment):

Task 1 group:

Task 2 group: Read the text and answer the questions:

Task 4 group :

Who are monks?

Task 5 group :

Initial check of understanding of what has been learned (demonstration of group work) slide 4

Teacher: Look back at our ancestors,

To the heroes of days past.

Remember them with a kind word -

Glory to them, the stern fighters!

Glory to our side!

Glory to Russian antiquity!

And about this old thing

I'll start telling you

So that people can know

About the affairs of our native land...

Performance of 1 group. (slide 5)

In the table: traders, artisans, peasants

- Craftsmen - craftsmen who forged tools and weapons from iron, sculpted beautiful dishes from clay, sewed clothes, built houses and churches.
Craftsmen they were engaged in blacksmithing, others sculpted pots from clay, others were carpenters, others made gold and silver dishes, and various decorations.Merchants Hot pies with hare and mushrooms and pancakes with honey were sold directly from the stalls.
Visiting peasants wax in bags, honey in tubs, furs (animal skins used for fur), leather, fish, and vegetables were sold directly from the carts.

Performance of 2 groups. (slide 6)

In the table: merchants

Merchant - traded various goods, traveled to distant countries and brought strange things.

Foreign merchants sold amber, bright fabrics, shiny helmets, expensive clothes, colorful carpets, silver and gold vessels, wines, and fragrant herbs.
Russian merchants offered customers grain, swords with patterns on the blade and jewelry trim on the handle, ingenious locks with springs, chain mail shirts woven from small but durable rings, and fur.

Teacher: There are many Orthodox churches in Russia. They reveal the soul of the Russian people, their love for their land. They were built in the most beautiful places and amazed with their enormous size, severity and exceptional beauty of interior decoration.

Slide 7 -10 Mosaic

The walls are paintedfrescoes

Teacher. altar, icons (iconostasis). Royal Gates.

Read the textbook text on p.34 (starting from the last paragraph) and on p. 35 (until the section “Learning to read and write is always useful”). Answer the questions:
1.What did the temples look like inside? What was on the walls?
2. How do frescoes differ from icons?
3. Why do people go to church?

What do you think an icon is?

Icon - (translated from Greek - image, image) a sacred image of Jesus Christ, the Mother of God, saints or angels, as well as events of Sacred history. The icon, being the main shrine, is designed to attract the gaze of those praying to itself. In ancient manuscripts it is said about the icon: “Its beauty is unspeakable, and it is wonderfully painted.”The painting of icons was considered a godly deed.

In ancient Rus', icon painters painted icons on wooden boards. To paint icons, one had to have talent, to know the secret of making paints, because they were painted for centuries. Many people believed and still believe that icons can work miracles.

A real icon painter had to be a righteous man, an extraordinary person: he had the talent of an artist and the knowledge of a theologian. A woman, as well as a person of a different faith, could not become an icon painter. In Rus', icon painters were treated with great respect. Before starting work on the icon, the artist fasted, went to the bathhouse the day before, and put on a clean shirt. When starting work, the icon painter offered a prayer to God, asking him for grace for his labors.

Student. - The most revered icon in Rus' was the image of the Mother of God with a baby in her arms. This icon was calledOur Lady of Vladimir and became a kind of symbol of Rus' - the greatest Russian shrine (it is currently kept in the Tretyakov Gallery). Our Lady of Vladimir is one of the most perfect works of world art.

The subject of the icon is eternal, like life itself, and touching, like love. The Child Christ hugged the Mother of God by the neck and tenderly pressed his cheek to her face. The face of the Mother of God is amazing and unique. The deepest grief and sadness of the mother, foreseeing the cruel fate of her son, was imprinted in the eyes. Love and sadness - two feelings conveyed by the brilliant Byzantine master. A mother feels the fate of her child.

There is a story connected with her. In 1395, a new danger loomed over Russia. The invincible commander of Asia, Tamerlane, moved his countless hordes to Russian lands. The son of Dmitry Donskoy, Vasily, ordered the icon to be brought from Vladimir to Moscow. And the incredible happened: Tamerlane’s army turned and went home.

What cultural values ​​were considered? . - Icons, frescoes, mosaics.

. - How to call it in one word? . - Painting.

Cyril and Methodius

Student.

Teaches. The creators of the Cyrillic alphabet, Cyril and Methodius, were canonized as saints for their ascetic activities. The letters of the Cyrillic alphabet did not quite resemble modern ones in their style. The letter A was called "az", the letter B - "buki". The word “alphabet” comes from their name.

Most of the ancient written sources that have reached us are written in Cyrillic with these letters.

What written sources are you familiar with?

Chronicle - a record of events in Russian history, arranged by year. It was the chronicles that preserved for us the memory of the times of Ancient Rus' - a strong state in which a rich and vibrant culture was created.

Why were they called that?

. - The year was then called “summer”, so the yearly record began to be called a chronicle.

. -Who wrote the chronicles?

. - But chronicles were most often written by monks, i.e. people who have dedicated their entire lives to serving God.

. - When did chronicle writing begin in Rus'?

. - This type of literature was widespread in the 11th - 17th centuries.

All the books were handwritten: they did not yet know how to print them. In the 12th century. In Rus' they did not yet know how to make paper. Most books were written on parchment - specially treated calf or lamb skin. Parchment is a very expensive material.

Parchment - processed calf skins that were used for writing.

Teacher. - What is the name of the most famous chronicle?

Slide 20. Student. - One of the ancient Russian chronicles, “The Tale of Bygone Years,” was compiled in the Kiev-Pechersk Monastery by monk Nestor, telling about the birth of the Old Russian state. Chronicles tell about our ancient history.

Teacher. - What else did the Slavs use to record everyday decrees, letters, expenses?

Student. - Birch bark - birch bark.

What do we consider cultural values? Chronicles, ancient Russian books.

. - How to call it in one word? - Writing.

Physical exercise.

Imagine that we went to the forest to get birch bark for writing.

We came across a river. The movements are fluid and soft. We swim across it.

And now there is a thick thicket on the way. We must go through it. The movements are strong, chopping.

We are looking for a birch tree. We move our eyes in different directions.

We found a birch tree. We cut the bark. Making a sharp writing stick.

5. Generalization of acquired knowledge. Expressing a solution to a problem.

So what's behind the gate? (cities, people, occupations, products, temples, i.e.culture)

What do you mean by the word “culture”? (children's answers)

Check your guesses using the dictionary in the textbook on p. 141. Find out there what “cultural monuments” are. What can be attributed to them?

What are cultural monuments for us? (historical springs, sources)Why is it necessary to treat cultural monuments with care?

How could the topic of our lesson be formulated differently? (“Cultural Monuments”)

Ancient Rus' was called the country of cities. Consult in groups and offer your own answers (Cities are the centers of the entire life of the state. They were beautiful, unusual, many people had the impression that the entire population lived in cities)

6. Control and self-control of knowledge.

Solving a crossword puzzle (in groups)

Horizontally:

2. Main part of the temple

3. Kirill's brother

4. Old Church Slavonic alphabet

Vertically:

7. Reflection.

Our lesson is coming to an end.

"I found out…",

"I was surprised..."

"I remembered…",

"I wanna know …".

8. Homework information:

P.32-37, vol. No. 1.2, 3 p.12-13

Task No. 3 on p. 37 textbooks

Horizontally:

2. Main part of the temple

3. Kirill's brother

4. Old Church Slavonic alphabet

6. Image made with paints

7. A man who dedicated his life to God

8. What they wrote on in Ancient Rus'

Vertically:

1. The city where the Golden Gate is located

5. Recording the events of Russian history by year

Horizontally:

2. Main part of the temple

3. Kirill's brother

4. Old Church Slavonic alphabet

6. Image made with paints

7. A man who dedicated his life to God

8. What they wrote on in Ancient Rus'

Vertically:

1. The city where the Golden Gate is located

5. Recording the events of Russian history by year

Horizontally:

2. Main part of the temple

3. Kirill's brother

4. Old Church Slavonic alphabet

6. Image made with paints

7. A man who dedicated his life to God

8. What they wrote on in Ancient Rus'

Vertically:

1. The city where the Golden Gate is located

5. Recording the events of Russian history by year

Horizontally:

2. Main part of the temple

3. Kirill's brother

4. Old Church Slavonic alphabet

6. Image made with paints

7. A man who dedicated his life to God

8. What they wrote on in Ancient Rus'

Vertically:

1. The city where the Golden Gate is located

5. Recording the events of Russian history by year

Horizontally:

2. Main part of the temple

3. Kirill's brother

4. Old Church Slavonic alphabet

6. Image made with paints

7. A man who dedicated his life to God

8. What they wrote on in Ancient Rus'

Vertically:

1. The city where the Golden Gate is located

5. Recording the events of Russian history by year

Task 1 group: Read the text and answer the questions:
1. Who are artisans? (check your guess in the dictionary p. 142)
2. What products did the artisans sell? (list)
3. Who are the peasants? What did they trade?
Kyiv was then divided into two districts. The part that stretched along the river valley was called Podol. And along the high bank of the Dnieper stretched the Upper City. Traders and artisans lived on Podol.
Craftsmen were engaged in blacksmithing, others sculpted pots from clay, still others carpentered, and still others made gold and silver dishes and various jewelry. Merchants sold hot hare and mushroom pies and pancakes with honey directly from their stalls.
Visiting peasants sold wax in bags, honey in tubs, furs (animal skins used for fur), leather, fish, and vegetables directly from the carts.

Task 2 group: Read the text and answer the questions:
1. Who are merchants? (check your guess in the dictionary p. 140)
2. What did foreign merchants trade?
3. What goods did Russian merchants offer?
Early morning. Fog is still spreading over the Dnieper. You can hear the splash of oars on the water and people talking. The rowers work harmoniously with their oars. On one of the boats the benches are covered with carpets. People in beautiful clothes and with expensive weapons sit on them. These are foreign trade guests (merchants).
Opposite the Novgorod Kremlin was the main shopping area of ​​the city. Foreign merchants sold amber, bright fabrics, shiny helmets, expensive clothes, colorful carpets, silver and gold vessels, wines, and fragrant herbs.
Russian merchants offered customers grain, swords with patterns on the blade and jewelry trim on the handle, ingenious locks with springs, chain mail shirts woven from small but durable rings, and fur.

Task 4 group : Read the text of the textbook “Works and Prayers” pp. 36-37 and answer the questions:

Who are monks?

Why did they wear black clothes?

What were they doing? Where did you live?

Task 5 group : Read the text of the textbook on pp. 35-36 “Learning to read and write is always useful” and answer the questions:

What was the name of the Old Russian alphabet?

In honor of whom did he get this name? What was the second brother's name?

What were the books of Ancient Rus' like?

Performance of 4 groups. (slide 11-12)

Our ancestors did not know how to read books or write letters. Two enlighteners appeared in Rus', wise brothersCyril and Methodius . In 862 they created the Slavic alphabet.

Student. - They lived on the border of the Byzantine state and the Slavic lands in the city of Thessaloniki. At home, the two brothers spoke Slavic, but at school, education was conducted only in Greek. The younger Kirill dreamed of writing books that were understandable to the Slavs, and for this it was necessary to come up with Slavic letters. Years have passed. The brothers grew up and learned. But the dream of creating a Slavic alphabet abandoned his younger brother. He worked hard. And now the alphabet was ready. But coming up with ideas is half the battle. It is necessary to translate books from Greek into Slavic so that the Slavs have something to read. This turned out to be a very difficult task, and Kirill alone could not cope with it. His elder brother Methodius began to help him. Cyril and Methodius accomplished a great work! This event occurred in 863. More recently, our country began to celebrate the holiday of Slavic literature and culture.

Slide 7 -10 Assumption Cathedral. The walls of the cathedral are richly decorated inside: mosaics, frescoes and icons. The floors are laid with colored tiles. The walls and dome of the temple were decoratedMosaic - an image or pattern made from pieces of stone, marble, ceramics, smalt.

The walls are paintedfrescoes (painting with water paints applied on wet plaster). These images told about the life of Jesus Christ and the saints. It was a very difficult artistic work - it required precision and great speed, because... the plaster dried quickly.

Teacher. - The main part of all Orthodox churches isaltar, where sacred objects are located and where only priests are allowed entry. It is separated from the rest by a wall withicons , placed in a certain order(iconostasis). The doors in the center of the iconostasis are calledRoyal Gates.