Development of a lesson on suffrage, outline of a lesson in social studies (grade 10) on the topic. Technological map of the lesson on the topic “Swimming conditions of bodies” Students’ assessment of the knowledge gained in the lesson

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Lesson development prepared by: Orus Tamara Ivanovna, teacher of history and social studies, MBOU secondary school in the village of Key of Life, Eletsky district, Lipetsk region, email: [email protected]

The historical events of the human race are full of examples of expressions of will. The general direction of movement in this area is from standard semi-conscious actions to meaningful and organized political acts. A democratic state is unthinkable without elections. And only in a democracy is the right to vote real and valid. Elections are the most democratic form of citizen participation in the exercise of state and local power, their control over the activities of state and municipal bodies

Class: 9th grade, general education, working from the textbook “Social Studies” for 9th grade / A.I. Kravchenko, E.A. Pevtsova.

Number of hours: 90 minutes.

Place of this topic in the curriculum: This lesson topic is discussed in the section: “Political sphere”.

Key concepts: elections; universal, equal, direct, suffrage (active and passive), absenteeism.

Training and development goals. Students must:

• know the basic provisions of the Constitution of the Russian Federation on the right of every citizen to elect and be elected;
• gain an understanding of the stages and content of participation in the electoral process;
• develop further ability to work with the text of the Constitution of the Russian Federation; compare, analyze, synthesize acquired knowledge.

Expected educational effect from this lesson: formation of a sense of personal responsibility for one’s civic position and one’s political choice.

Equipment: Constitution of the Russian Federation; textbook “Social Studies”; technological lesson map (which will need to be filled out for each student during the lesson), legal dictionary; handouts, computer technology.

Techniques used in the lesson: The lesson uses the technology of “critical thinking”. The basic lesson model in this technology includes three stages: challenge - comprehension - reflection. Each stage of the lesson uses its own methodological techniques.

1) Reception “Bank of Ideas”.

This technique allows you to find out everything that students know or think about the topic under discussion. You can draw a small icon of a basket on the board, in which everything that all students know together about the topic being studied will be collected.

• A direct question is asked about what students know about a particular problem.
• First, each student remembers and writes down everything he knows about a particular problem (strictly individual work, 1-2 minutes).
• Exchange of information in a group. Students share known knowledge with each other (3 min).
• Next, each group in a circle names one piece of information or fact, while the teacher makes a note on the board (in the “idea bank”) without comment. You can “dump” facts, opinions, names, problems, concepts into the “bank”. Further during the lesson, disparate facts and opinions can be connected into logical chains.

2) Technique of “Creating a cluster”.

Meaning: in an attempt to systematize existing knowledge.

A cluster is a graphical organization of material. The student writes down the key concept (or places a symbol) in the center of the sheet, and draws arrows-rays from it.

3) Technique “Writing a syncwine.”

Translated from French, “cinquain” means a poem consisting of five lines. Compiling a syncwine requires the student to briefly summarize the educational material and information, which allows him to reflect on any occasion. Rules for writing syncwine.

2. On the second line there are two adjectives that reveal the theme of syncwine.

3.On the third line there are three verbs describing actions related to the theme of syncwine.

4. On the fourth, there is a whole phrase, a sentence of several words, with the help of which the student expresses his attitude to the topic. This could be a catchphrase, a quote, or a phrase composed by the student in the context of the topic.

5. On the fifth line is a summary word that allows you to express your personal attitude to the topic.

4) Technique “Insert” or “marks in the margins”.

This technique allows the student to track his understanding of the text he has read. As you read paragraphs or sentences, make marks in the margins with a pencil. “Z” - I know; “U” - learned something new; “X” - I want to know more. This makes reading more meaningful.

DURING THE CLASSES

1.Call

A) Addressing the epigraph and posing the problem by the teacher.

We choose, we are chosen,

How often this does not coincide.

It is human (and human) nature to choose.

What is choice? (The “idea bank” method is used. See technological map, task No. 1)

B) Teacher's explanation.

Teacher. We choose a profession, a book, music, a chosen one, etc. (comment on the “bank of ideas”). Choice is the refusal of something, the preference of one thing over another. We are studying the section “Citizen and State”.

What type of choice do you think will be discussed in today's lesson? (About the political).

What are political elections? (Election of the head of the local administration, deputies, president, participation in the referendum).

Today we will talk about the right to vote and be elected. (Lesson objectives are indicated).

Modern history knows many examples when not only the future life of the voter, but also the fate of the people of an entire state depended on the results of political elections.

2.Comprehension

1)Work with the concept.

Elections are the central institution of a democratic state governed by the rule of law. The Constitution of the Russian Federation states that Russia is a democratic state governed by the rule of law, therefore elections are mandatory here. Let's turn to the dictionary. “Elections” (read aloud, write on a map)

Teacher: Who in Russia has the right to participate in elections?

2) Creating a cluster.

(Work in pairs, discuss and fill out the technological map, see map task No. 2)

• Read articles 3 (1-3), 32 (1-3), 60 of the Constitution of the Russian Federation.
• Discuss and choose the main provisions of voter status.
• Based on the results of the work, a cluster is compiled by the whole class, which students transfer to the technological map.

The teacher displays the cluster on the board (the teacher prepares tablets in advance or writes on the board) as the discussion proceeds.

3) Working with a legal dictionary: reading, commenting, writing notes.

Voter - on the slides of the diagram

Active suffrage - on the diagram slides

Passive suffrage - on the diagram slides

Absenteeism - on the diagram slides

Electorate - on the diagram slides

4) Statement of the problem. Working with the technological map: task No. 3.

Are all elections democratic? Can we answer this question right away? (Students' answers).

Teacher: To answer this question we need to look at the principles of democratic elections. Now we have to work in groups (each group works with only one of the principles; see task No. 3 of the technological map).

During the general discussion, the teacher posts the main provisions of the election principles on the board, and students fill out the table in the technological map during the discussion.

Democratic elections

Group No. 1. Freedom of elections. Participation is free and voluntary. No one can force or create obstacles to express their will during voting.

Group No. 2. Universal suffrage. Active - choose from 18 years of age. Passive - to be elected (State Duma - from 21 years old, President - from 35 years old). Do not participate: incompetent persons, deprived of liberty by a court verdict.

Group No. 3. Equal suffrage. All citizens are equal (no one has advantages). Each person has only one vote.

Group No. 4. Direct suffrage. Personal participation in elections. Vote only for yourself.

5) Teacher's lecture. Conversation with students. How are elections conducted?

The teacher says:

• on calling elections (who calls them, when);
• on the creation of electoral districts and precincts;
• about the system of election commissions (using the diagram on the slides)

1 gr. “Compilation and clarification of voter lists.”

Why do you think it is necessary to compile voter lists in advance?

2 gr. “Nomination and registration of candidates.”

Who nominates candidates for elected office?

3 gr. "Pre-election campaigning".

Explain the need for election campaigning.

When are elections considered valid?

The teacher gives tasks for all groups. On the students’ desks are the cut-out stages of a conventional diagram of the procedure for holding elections. The task: to put the stages in their places. The teacher checks with each group, then compares it with the diagram on the board. The result should be the following entry:

• Appointment of elections.
• Creation of electoral districts.
• Formation of election commissions.
• Compilation and clarification of lists.
• Nomination and registration of candidates.
• Election campaign.
• Voting and vote counting.
• Publication of elections.

3.Reflection

Much will depend on our choice, which is why it is so important to use our right to vote. Will you exercise your right to vote? Why? (Conversation). Let's make a syncwine (see task No. 5 of the card).

Topics to choose from:

1. Elections.
2. Voter.
3. Candidate.
4. Absenteeism

Summarizing and evaluating student responses.

Homework: § 7

Differentiated tasks:

1. Tasks No. 1-3 on page 60.
2. on page 60.
3. Complete workshop No. 1-3 on page 60.

Bibliography.

1. Constitution of the Russian Federation
2. Social science. A.I. Kravchenko, E.A. Pevtsova.
3. Methodological manual on interactive methods of teaching law at school. - M., 2002.
4. My choice. Educational and methodological manual for secondary school teachers. - M, 2002.
5. Suvorova N.G. Methodical manual for the course “Fundamentals of Legal Knowledge”. - M., 2002.
6. Nikitin A.F. Suffrage. - M., 1996.
7. Legal Dictionary. - M., 2000.
8. Computer techologies.

Technological map of the lesson on the topic “The right to elect and be elected.”

Task No. 3.

Working with a dictionary. Concepts: elections, voter, active suffrage, electorate, absenteeism.

Task 4. “Democratic elections”

Table "Democratic elections"

Development of a lesson on the topic: “The right to elect and be elected”

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I can always choose

but I must know that even if

if I don't choose anything,

Thus, I still choose.

Jean-Paul Sartre

Lesson type:lesson of obtaining new knowledge, applying the acquired knowledge.

Form:a lesson of mutual learning based on student presentations with elements of an intellectual game.

This lesson can be taught in the following classes:

I.In 8th grade, in a law lesson, while studying the topic: “The right to elect and be elected”

II.In 9th grade while studying the topic: “Political rights and freedoms”

III.In 10th grade (basic level) when studying the topic “Citizen participation in political life”

IV.In 11th grade (profile level) “Man in political life.” 1 hour is allotted for the lesson.

Equipment:multimedia projector with screen, PC, textbook by P.S. Gurevich, E.Z. Nikolaeva. Social science. 10th grade, textbook E.N. Salygin, Yu.G. Salygina. Social studies 10th grade, a complete reference book for preparing for the Unified State Exam in social studies P.A. Baranov, A.V. Vorontsov, S.V. Shevchenko. Political science: textbook, ed. V.A. Achkasova, V.A. Gutorova, S.I. Volodina, A.M. Polievktova. Social science. Fundamentals of legal knowledge. Part 1, topic 25. Social studies: law in human life, society and the state. Textbook for 8th grade generaleducational institutions / O.B. Soboleva, V. N. Chaika, under the general editorship of G.A. Bordovsky, M. “Ventana – Count”, 2012

Target:during the period of social maturation of a person, develop a moral and legal culture, the ability for self-determination and self-realization.

Tasks:

Foster all-Russian identity, civic responsibility, commitment to democratic values ​​enshrined in the Constitution of the Russian Federation;

Form a negative attitude towards absenteeism – that is, non-participation in the socio-political life of the country; with the help of respondents, draw up an approximate map-diagram of processes associated with absenteeism in modern Russian society;

To help students develop a desire to test their knowledge in practice: first in a game, and then with their parents at the polling station.

As a result, students should learn/understand:

How did suffrage develop in Russia?

What is the difference between majoritarian and proportional electoral systems;

What are the stages of the electoral process?

Basic principles of electoral law.

Be able to:

Highlight the essential features of the legal institution “suffrage”;

Give examples, model social situations related to the election process;

Make responsible decisions, express a civic position.

Scenario lesson plan

I. Based on the advanced task, expert students prepare short presentations on the following topics:

1. From the history of electoral law in Russia.

2. Principles of electoral law and types of electoral systems.

3. Electoral process and recognition of elections as invalid.

II. A group of expert students prepares questions for the game. Students make diagrams based on a survey conducted among two categories of the population:

1. Teachers of the Law Department of the Faculty of History of Smolensk State University.

2. Parents of students of MBOU Secondary School No. 34.

(Any group of respondents is possible).

III. The teacher offers a problematic situation in his introductory speech. The class formulates the problem during the dialogue. (7 minutes)

IV. Experts present their presentations and work with the class based on puzzles (15 minutes: 5 minutes for each presentation).

V. The class is divided by the teacher into three teams, in which experts are present (each team has one student in addition to the main playing staff). An intellectual game is held on questions prepared by experts (15 minutes).

VI. Reflection. Each group receives a card - a target for self-assessment of work in the lesson (4 minutes).

VII. As homework, you are asked to express your thoughts in writing about the following statements (optional) (4 minutes):

1. John Kennedy.

2. “Democracy is when people govern people for the sake of the people.” A.Lincoln.

3. « I can always choose, but I must know that even if I don’t choose anything, I still choose.” Jean-Paul Sartre.

Lesson summary

Teacher's opening speech.

The Constitution of the Russian Federation says:

Art.3. The people exercise their power directly, as well as through state authorities and local governments. The highest direct expression of people's power is a referendum and free elections.

Art. 32. Citizens of the Russian Federation have the right to elect and be elected to government bodies, local government bodies, and also to participate in a referendum.

Listen to a short story.

Mom, can I become the most important thing in our city? – first-grader Misha asked Tatyana Nikolaevna.

Do you mean - to become the head of the city? Misha nodded his head.

Can.

Can I do it for deputies? – Misha did not let up.

And you can become a deputy,” my mother reassured.

Can I do it with Putin? - the son asked.

No, you can’t be Putin, but you can be the President of Russia, please,” my mother answered, smiling.

Who hires deputies and presidents?

“Dad and I,” Mom explained.

A satisfied smile spread across Misha’s face with delight that his parents were such important people.

How are you and dad? – he nevertheless decided to clarify.

Well, to be more precise, not only my dad and I, but also my grandparents, our neighbors, all citizens of Russia. We elect the President of the country and deputies. And when you grow up, you will also take part in elections. And if you study well now, then maybe later you will be elected president of Russia.

What contradiction arises between the articles of the Constitution and the mother’s answers?

Problem: who has active and passive voting rights, absenteeism of Russians - is this a problem?

Let's take a tour of history.

Presentation on the history of the development of electoral law in Russia (see attached file - presentation “History of electoral law in Russia”). The presentation is presented in full, expanded form. Students prepared a project for both class and extracurricular activities in the subject. During the lesson it is used in abbreviated form.

After the presentation, students solve puzzles prepared by experts. For each correct answer, the teacher gives a bonus point.

Another presentation (see attached file - presentation “The Concept and Sources of Electoral Law”) spoke about the sources of electoral law.

The teacher divides the class into three groups (in advance) so that each one contains an expert on suffrage. At this stage of the lesson, the teacher only coordinates the work of the experts who have prepared their questions. Respondents were asked the following questions in advance:

1. What problems do you think exist in the electoral process today?

2. What might motivate you to vote?

It is advisable to select 2-3 students for work. They take turns presenting questions in presentation form. Teams answer in a specific order. The team that chose the question number answers first within 1 minute; if the correct answer is not given, then the right to answer passes to the neighboring team in a clockwise direction. The team that answers correctly gets 1 point

These questions are presented in full in the presentation “Questions for the game, compiled by students,” but questions No. 2, 3, 7, 13, 14, 15 were used during the lesson.

Questions and answers to the intellectual game

Question No. 2

What problems do you think exist in the electoral process today? (survey question asked to teachers and parents).

1. More than half of those surveyed believe that the biggest problem today is the issue of gubernatorial elections in the regions.

2. A larger number of respondents believe that the main problem is distrust in the authorities.

3. At the same level in the country there are problems of abuse of power by officials and the passivity of voters.

4. The last place was taken by the opinion that the main problem is the passivity of voters.

ANSWER:2; 3.

Question №3. What might motivate you to vote? (questionnaire question).

Choose the correct statements:

1. Based on the results of the survey, it was found that most people go to the polls because they themselves want to change the political situation in the country through protest voting.

2. Economic insecurity motivates the fewest people to vote.

3. The desire to express one's civic position is the main motive for participating in elections.

4. The majority of Russian citizens participate in elections in general to demonstrate their civic position and express their political beliefs.

ANSWER: 1; 4.

Question №7 . The presenters show the elements of the election stage - voting, and make three mistakes. Teams should take a minute to list these errors.

ANSWER: an observer does not have the right to advise a voter on whom to vote for; the observer cannot enter the voting booth together with the voter; During registration, the voter himself puts his signature.

Question №13 . The question is asked by Andrei Removich Belousov, Minister of Economic Development of the Russian Federation: “Dear experts, in a minute, name those categories of Russian citizens who, by law, do not have the right to participate in elections.”

ANSWER: The right to vote (active suffrage) belongs to all citizens of the Russian Federation who have reached the age of 18, with the exception of persons declared incompetent by a court or serving a sentence of imprisonment by a court verdict that has entered into legal force.

Question №14 . The question is asked by Alexey Vladimirovich Ostrovsky, governor of the Smolensk region: “The Constitution of Russia states that citizens have the right to ____________ (1) and to be _______________ (2) in government bodies and local governments, as well as to participate in ______________ (3). Dear experts, fill in the blanks.

ANSWER: THE RIGHT TO ELECT, TO BE ELECTED, IN A REFERENDUM.

Question №15. The question is asked by the Chairman of the Russian Government, Dmitry Anatolyevich Medvedev: “Dear experts, in a minute, list all the necessary conditions to become the president of our country.”

ANSWER: In accordance with Article 81 of the Constitution, a citizen who is at least 35 years old and has permanently resided in the Russian Federation for at least 10 years can be elected President of the Russian Federation.

At the end of the game, the team with the most points wins.

At the next stage, students in groups put pluses on the map - targets in accordance with their assessment.

1 - activities of my group ; 2 – content of the material, new knowledge; 3 – activities of the teacher; 4 – form and methods of work in the lesson.

A target is drawn on a sheet of paper, which is divided into 4 parts, and the parameters are recorded in each sector. Everyone in the group “shoots” at the target 4 times with a marker, making a mark (putting a plus). The mark corresponds to his assessment of the results. If the results are rated very high, the mark is placed in the bull's eye - in the target field "5", the further from the center, the lower the score.

For homework, the teacher suggests essay topics:

1) “The ignorance of one voter in a democracy is detrimental to the safety of all.” John Kennedy.

2) “Democracy is when people govern people for the sake of the people.” A.Lincoln.

3) « I can always choose, but I must know that even if I don’t choose anything, I still choose.” Jean-Paul Sartre.

Victoria Litovchenko , history and social studies teacher at secondary school No. 34 in Smolensk

In the attached files, in addition to the mentioned presentations, materials for work, a technological map of the lesson.

State budgetary professional educational institution

Novosibirsk region "Berdsky Polytechnic College"

Reviewed by MO

"___"___02__2018

___________________

Technological map of an open lesson in the discipline OUD.10 Social studies (including economics and law)

Group U23tp “Technology of public catering products”

Lesson topic: “Electoral system. Elections" 1 hour

Lesson type: Study and initial consolidation of new knowledge.

Teacher: Cheremnykh Natalya Viktorovna

ELECTORAL SYSTEM. ELECTIONS.

Studying and primary consolidation of new knowledge

Planned
results
(subject)

Possession of the basic conceptual apparatus of political science, the ability to identify cause-and-effect, functional, hierarchical and other connections between objects and processes; apply the acquired knowledge in everyday life, predict the consequences of decisions made; the formation of skills for assessing social information, the ability to search for information in sources of various types to reconstruct missing links in order to explain and evaluate various phenomena and processes of social development

Personal
results

The formation of the teacher’s civic position as a conscious, active and responsible member of Russian society

Key
competencies

Value-semantic (formulation of one’s own value guidelines in relation to the subject and areas of activity), educational-cognitive (planning, analysis, reflection, self-assessment of one’s educational and cognitive activities, sociocultural (determining one’s place and role in the state); communicative (possession of different types of speech activity; methods of joint activity in a group, the ability to seek and find compromises); informational (possession of skills in working with various sources of information; independent search, extraction, systematization, analysis and selection of information necessary to solve educational problems; transformation, preservation and transmission of it); communicative (proficiency in different types of speech activity (monologue, dialogue, reading, writing); methods of action in communication situations; the ability to seek and find compromises); sociocultural (possession of knowledge and experience in fulfilling typical social roles: citizen, voter)

Metasubject
results

Willingness and ability for independent information and cognitive activities, including the ability to navigate various sources of information, critically evaluate and interpret informationtion

obtained from educational literature; the ability to navigate socio-political events and assess their consequences; possession of cognitive reflection skills as awareness of the actions and thought processes performed, their results and reasons, the boundaries of one’s knowledge and ignorance, new cognitive tasks and means of achieving them

Main content of the topic, concepts
and terms

Electoral system of the Russian Federation.Classification of elections. Voting process. Elections, electoral procedure, electoral law,qualification

Educational
resources

Video tutorial "Electoral systemRF" [Electronic resource]. Textbook: “Social studies” for professions and specialties in technical, natural science, and humanities: a textbook for students of secondary vocational education/A. G. Vazhenin. - M.: Publishing Center "Academy", 2016.

Lesson script

control

carried out
actions

formed UUD

I. Organizational moment

Frontal. Verbal. Teacher's word

Greeting students.

Checking readiness for the lesson

Greet the teacher. Organize your workplace

Quick integration into the business rhythm

II. Setting a learning task

Frontal. Verbal, problematic.

Introduces the epigraph:

You don't have to study

politics, politics everything

is equally concerned with you.

Charles Forbe de Montalembert

Offers to formulate the topic of the lesson and learning objectives

Get acquainted with the epigraph and explain its meaning.

Cognitive: analyze the epigraph; express their opinion.

Regulatory: accept the learning task formulated jointly with the teachersubmitter.

Conversation

III. Assimilation of new knowledge and methods of action.

Individual.

Explanatory -

illustrative, exploratoryth

Organizes viewing of video material “Electoral system of the Russian Federation”

Offers independently

work through § 5.4(p.373-379) , using the active reading method (Appendix 2 );

Watching video material

make entries in the table (Appendix 1)

Work independently with educational text using the active method reading, answering

Regulatory: evaluate their actions (individually and in a group),distribute responsibility

Working with text and tables, conversation
on questions

IV. Primary consolidation of knowledge and methods of action

Conversation, work with text,insert method , fill out the table

(textbook, p. 373- 379 )

Asking questions students must find the answers on their own :

– Which role playelections in the life of the country?

– Whymodern
Russian societycan notdo without the voting process in elections?

– INWhat is the difference between an election procedure and an election campaign?

to questions, discuss them; structure educational material, fill out the table ;

(p. 3 73-379 ).

Complete the task

Cognitive: navigate modern social problems (identify these problems, analyze situations and events), perform the necessary actions to search for material; structurehis.

Communicative: formulate their opinion
listen to the opinions of others

V. Control and self-test of knowledge

Frontal. Verbal. Conversation, message

Offers to demonstrate the work performed and discuss its results

Some students introduce you to your options

Communicative: construct statements that are understandable to listeners; know how to ask questions

Messages (results of learning activities)

VI. Reflection

Frontal. Verbal. Conversation

Answer the questions:

– Were you able to achieve them?

–

- What material was difficult or incomprehensible?

– What was perceived

easily?

– Try to rate the lesson

Answer questions

Regulatory: show openness in understanding their actions
and self-esteem; predict ways of self-regulation and cooperation

Conversation on issues

VI I . Information
about homework

Frontal. Verbal.

“Elections are the most important channel of feedback between citizens
and power"

Discuss this at home with your parents and write down your opinion and impressions from 10-15 proposals.

Perceive the task and clarify it

Regulatory: accept a learning task for independent completion

Annex 1

New information

Application 2

INSERT (INSERT) - a method of active reading, makes it possible to maintain interest in the topic and text of the textbook.

Text markings: “v”, “+”, “–”, “?”.

This technique broadens the horizons of students, teaches them to navigate modern social problems (identify these problems, analyze situations and events), perform the necessary actions to search for materials, formulate their opinions, evaluate their individual actions and in a group - reflection, distribution of responsibility, identification of errors , success.

Asks questions that students must find answers to on their own:

– What role do elections play in the life of the country?

– Why can’t modern Russian society do without the process of voting in elections?

– What is the difference between an election procedure and an election campaign?

Answer the questions:

– What goal and tasks were set before us at the beginning of the lesson?

– Were you able to achieve them?

– What skills and abilities did you acquire in the lesson?

What material was difficult or incomprehensible?

– What was easy?

– Try to rate the lesson

Municipal budgetary educational institution

"Kuliginskaya secondary school"

Kezsky district of the Udmurt Republic

Methodological development of an open lesson

on the topic: “Democratic elections. Suffrage"

Lesson type: combined

Lesson type: learning new material.

Form of conduct: lesson with elements of ICT and group work

Class for which the lesson is intended: 10

With. Kuliga

Goals and objectives of the lesson

The purpose of the lesson:

To consolidate and expand students’ knowledge of electoral law, to create an understanding of democratic elections and the principles of citizen participation in elections at various levels.

Lesson objectives:

Educational:

continue to familiarize students with the basics of electoral law and the process in the Russian Federation, the principles of citizen participation in elections;

Educational:

Continue to develop the skills of independent work, work in groups, skills of obtaining new knowledge from various sources (documents, diagrams, primary sources);

Continue teaching students to conduct a discussion, argue their own point of view, generalize, analyze, systematize and creatively process the acquired knowledge.

Educational:

To form an active life position in students, to convey to their consciousness the need for every citizen to participate in the elections of government bodies.

To promote respect for the rights of others;

To promote responsibility, law-abidingness and a patriotic attitude towards the fate of one’s country.

Goals for the development of the educational process

Diagnostic: during the lesson, see what the children have learned well, where knowledge has already become abilities and skills, and where it still remains just knowledge.

Cognitive: to understand and reveal the role of legal norms in organizing elections in the Russian Federation.

Research : The goals of the development of the educational process are achieved at the stage of children working with text.

Methodology for conducting the lesson

Forms of work: group

When explaining new material, the following methods are used:

Explanatory and illustrative

Problem

Partial search

Research method

Cover letter for the lesson

“Democratic elections. Suffrage".

The municipal budgetary educational institution "Kulinga Secondary School" of the Kezsky district of the Udmurt Republic sends the work of history and social studies teacher Nadezhda Petrovna Selukova to participate in the competition on suffrage.

The lesson is designed for the target audience of 10th grade, contains a presentation, a video clip from the lesson, interesting teaching techniques, and a questionnaire.

This lesson was successfully implemented within the walls of our school and is aimed at developing an active citizenship position for children.

LESSON PLAN

I. Motivational-target stage

1) Organizational moment

II. Meeting the problem

1) updating experience

2) creating a problematic situation

3) awareness and formulation of the problem

4) goal setting

IIIKnowledge Construction

1) choice of research methods

2) collection of information

3) organization of information

4) construction of an explanation

5) comparison with a cultural analogue

6) drawing conclusions

7) application of new knowledge

IV. Reflective-evaluative block

V. Homework

Suffrage".(slide 1)

Equipment:

textbook L.N. Bogolyubova, Yu.I. Averyanova, N.I. Gorodetskaya “Social studies grade 10” M. “Enlightenment” 2011;

textbook by Dmitriev Yu.A., Israelyan V.B. “Suffrage” M. “Enlightenment”, 2009;

presentation on the topic of the lesson;

video clips on the topic;

interactive board;

Handout.

Basic Concepts: electoral system, electoral law, electoral process, active electoral law, passive electoral law, majoritarian electoral system, proportional electoral system, electorate, image.

Advance homework:

During the classes

Motivational-target stage

I Organizational moment: students enter the classroom, take their seats, the teacher greets the students: “Good afternoon. Please sit down, let's begin our lesson. The students greet the teacher and sit down.

Teacher: you look great today, I think you will work today too.

It's not very clear outside

And everything is so beautiful in my soul.

Things often overshadow everything

The emotional level is lowered

But as soon as I see you

Extraordinary, smart class -

And I want to smile right away

And that means doing science

Meeting the problem

1. Updating experience

Teacher: We are all well aware of such concepts as candidates, deputies, the State Council, the State Duma, the president, voting. Tell me, please, what unites all these concepts?

Student: All these concepts are related to the election process.

Teacher: What right can elections be associated with?

Student: Suffrage.

Teacher: So, guys, what do you think? What is the topic of our lesson today?

Student: Elections

Teacher: Of course, you guessed correctly. The topic of today's lesson is “Suffrage. Democratic elections,” let’s write it down in a notebook.

2. Creating a problematic situation

Teacher: In life, a person always has to choose something: friends, profession, life partner, actions, etc. It is always very difficult to make a choice, but it is even more difficult to choose when it comes to your future destiny, the future of your parents, children, the whole state. Today we will talk about voting rights and the electoral system, about democratic elections. Our task is to find out how elections should be held in a democratic state, according to what principles, what stages of elections exist.

The relevance of this topic is proven by life itself: in Russia, the activity of citizens in elections is steadily declining, less and less of the population is “burning with desire” to go to the polls and exercise their right to vote. Why is this happening? Do I need to go to the polls? Let's try to understand these issues.

A group of students in our class were given the task to conduct a study in the form of a sociological survey, the subject of which was the solution of problematic situations in the field of citizen participation in elections, let's hear what they did.

Students present their work and explain the results.

Students: We conducted a small study; parents and adults took part in the survey we organized; life situations were proposed in which we had to make our own decisions.

Students: As a result of the answers to the questions, it was concluded that all respondents were well aware of the election process and procedure. Everyone understands perfectly well the role and importance of everyone’s participation in elections. The parties existing in the Russian Federation are treated differently; most of the respondents are not party members. In addition, not all respondents believe in the fairness of the electoral process.

We reflected all the data obtained in a diagram (it is posted on the board for reference (Appendix No. 1).

Teacher: Thank you for your valuable work. Have a seat.

3. Awareness and formulation of the problem

The teacher asks the class a question: Do you think all citizens take the right position regarding elections? (Students make assumptions and guesses). Do you know in what cases and to which authority you can apply to receive an absentee certificate? In what cases can you vote at home? What information do you need to have for this? Students answer that they do not know, for this it is necessary to know the procedure of the electoral process, the principles of participation in elections, thereby formulating the purpose of the lesson. A situation of difficulty arises in interpreting a known fact. The question is written on the board as the main problem of the lesson.

4. Goal setting:

Teacher: Well done guys! Having formulated the problem, the question that we will try to answer in class, you yourself have formulated a goal.

The teacher voices the goal of the lesson: we really have to expand our knowledge about electoral law, create an understanding of democratic elections and the principles of citizen participation in elections at various levels.

Knowledge Construction

1. Selection of research methods

The teacher asks the children: how can you get answers to the questions that interest you?

Students talk about the need to turn to the textbook and documents to collect facts, then analyze, summarize these facts and answer the question independently. The teacher agrees with the proposed plan.

2. Collection of information

Teacher: in order to collect the necessary information, let's form three groups, each group will be given a task related to independent study of the material, your task is to study the text of the textbook and sources, and answer the questions posed on the cards. Then we will listen to the performance of each group and consolidate the material.

3. Organization of information

During group work, students exchange information, read the text of the textbook and documents, answer questions contained in the cards

4. Construction of an explanation

The teacher invites each group to present their work and explain the material on their topic. While one group is defending itself, others are listening very carefully to the new material.

After each group's presentation, all students answer questions to consolidate the information they have received.

First group performance

TASK: Read the textbook material and excerpts from documents, answer the following questions:

1) What components does the electoral system include, reveal their contents (The electoral system includes 2 components: electoral law and the electoral process. Electoral right is the right of a person to elect and be elected to government bodies and local self-government bodies. The electoral process is defined procedure for exercising the right to vote)

2) What is active and passive suffrage (Active - a person’s right to be elected to state authorities and local self-government bodies, passive - a person’s right to elect to state authorities and local self-government bodies)

3) Tell us about the history of the development of the institution of elections in our country from the document offered to you.

Primary tribal democracy.

In general, it is human nature to choose. How early and actively did people use elections to organize their most important affairs? Elements of primary tribal democracy are usually called “primitive democracy.” In those days, clan leaders were chosen at a council of adult relatives. Consequently, this gathering of adult relatives is the first body of “government,” although in those days managers were not yet allocated to a special detachment. However, in many cases the power of these gatherings was duplicated by a closed circle of old people headed by a tribal elder.

Elections in the Russian state.

They also chose in Rus'. Suffice it to recall the Novgorod Veche - a body of direct democracy that grew up against the backdrop of national tribal communities, which were distinguished by developed self-government. The Russian family-tribal system was characterized by the principles expressed in the sayings: “The world is a great man”, “Where the world goes, so do we”, “We are not the mark of the world”, “Death is beautiful in the world” and others.

During the period of the Moscow Kingdom, the Boyar Duma arose under the state to participate in resolving important issues, but in extreme cases it was strengthened by new members and turned into the Zemsky Sobor. The Council included all ranks of the Moscow state: clergy, boyars, nobles, clerks, elected from cities, archery heads, guests, elders of living hundreds, centurions of black hundreds, Cossacks, as well as “county people”, i.e. free peasants. To participate in the Council, deputies arrived partly by virtue of their positions, but often by choice. The competence of the Councils included issues of war and peace, annexation of new lands, collection of financial resources, etc. Councils of 1598 and 1613 elected Tsars Boris Godunov and Mikhail Fedorovich.

Intending to carry out legal reform in Russia, Catherine II planned the convening of a commission designed to develop new legislation, many of whose members were elected members. In the “Nakaz” (1766), written for this commission, the empress proclaimed the ideas of the general freedom of citizens and the equal responsibility of everyone in the face of state power.

In conclusion, it is necessary to mention the predecessor of the current lower house of the Federal Assembly - the State Duma. The manifesto on its creation was signed by Nicholas II in August 1905. Initially it was a legislative institution, but soon acquired legislative functions. The law on elections to the Duma has been changed several times.

During the Soviet period in Russia, elections as such were preserved, but they were an outright farce, since candidates were appointed in advance by party committees on an uncontested basis and none of the ordinary citizens had the idea of ​​nominating a candidate of their own free will.

Soon after the adoption of the “Stalinist” Constitution of 1936, elections to the Supreme Soviet of the RSFSR took place. Writer M Prishvin wrote on June 26, 1938 in his diary: “The voting was like some kind of solemn funeral: silently people approached the ballot boxes and left. And it was truly the funeral of the Russian intelligentsia.”

Even the founder of perestroika, M. Gorbachev, who strongly emphasized his democracy, did not allow the nomination of an alternative candidate for this post in the elections of the first (and last) president of the USSR.

With the fall of the communist regime, significant changes occurred in the country's electoral system. It began to more and more correspond to the civilized principles of democracy.

4) creative task (slide 2)

A. Choose a candidate for class president from your group from the Democratic Party “Movement”

b. Prepare a presentation of your candidate in any form: commercial, presentation in the form of drawings, skits + print advertising of your candidate

e. After each presidential candidate speaks, voters ask questions regarding the programs presented. (Slide 3).

After the first group speaks, all students consider the following situations:

1) Can elections be called an element of democracy? (Yes, because through elections the suffrage of citizens is realized; elections are alternative)

2) How does active suffrage differ from passive suffrage? (active - to elect, and passive - to be chosen)

3) Who created the first State Duma in Russia? (Nicholas 2)

Second group performance

TASK: read the textbook material and excerpts from the Law of the Russian Federation “On the Basic Guarantees of the Electoral Rights of Citizens of the Russian Federation”, answer the following questions:

1. What is the age limit for participation in elections.

2. Fill out the table (Appendix 2)

3. In what cases can I get an absentee ballot and vote at home? What information is contained in an absentee ballot? (Appendix 3)

4. Creative task

A. Selects a candidate for class president from his group from the Young Russia party

V. The group presents its candidate

d. The candidate participates in a debate on the question: “Imagine that direct Internet democracy operates in Russia, i.e. voting is carried out via the Internet. Do you think this will increase the number of voters?

e. After each presidential candidate speaks, voters ask questions regarding the programs presented. (slide 4.5)

After the performance of the second group, all students consider the situation:

2. What are the requirements for a presidential candidate? (age, citizenship, residence)

3. What is an absentee ballot (a document giving the right to vote at another polling station in another city)

The teacher organizes a physical education lesson. Our work has been going on for quite a long time and you are probably already tired.

Airplane.
Let's fly, fly,
They twirled their hands forward.
And then vice versa -
The plane rushed back. (Rotate with straight arms forward and backward.)

Third group performance

TASK: Read the textbook material and excerpts from the Law of the Russian Federation “On the Basic Guarantees of the Electoral Rights of Citizens of the Russian Federation”, answer the following questions:

1. What is a majoritarian electoral system?

2. What is a proportional electoral system?

3. What is a mixed electoral system?

4. Reveal the significance of elections in our country.

PROPORTIONAL

The electoral threshold is usually 5%.

MIXED

Some deputies are elected according to the proportional system,

part - by majority vote.

Principles of citizen participation in elections:

1). Universal suffrage - everyone can vote, except those specified in the Law. There should be no restrictions on participation in elections, with the exception of persons who have not reached the required age, are incompetent, or have committed crimes.

2). Equal suffrage - one person - one vote.

3). Direct suffrage - the voter votes for or against candidates directly and personally.

3. Who can be deprived of the right to vote?

4. Creative task

A. Selects a candidate for class president from his group from the liberal party “His People”.

b. Prepares a presentation of his candidate in any form: advertising video, presentation in the form of drawings, skits + print advertising of his candidate

V. The group presents its candidate

d. The candidate participates in a debate on the question: “Imagine that direct Internet democracy operates in Russia, i.e. voting is carried out via the Internet. Do you think this will increase the number of voters?

e. After each presidential candidate speaks, voters ask questions regarding the programs presented. (slide 6)

After the performance of the third group, bulletins are distributed to all students (Appendix 4). Students vote for their favorite candidate, the voting results are summed up. (slide 7)

5. Comparison with a cultural analogue

Teacher: Well done, you did a good job, but do you now understand where to go in certain cases? (Yes). Did the textbook and documents help you figure this out?

6. Formulation of conclusions

Students come to the conclusion that elections serve important functions in society.

The teacher returns to the problematic question posed at the beginning of the lesson: Do you think that all citizens take the right position regarding elections? (No). Do you know in what cases and to which authority you can apply to receive an absentee certificate? (Yes, to the territorial election commission). In what cases can you vote at home? (Possible in cases provided for by law)

7. Application of new knowledge

Let's look at certain situations to reinforce the material we've learned, write the answers in your notebook, and then we'll check.

Students working with the test. Use the "+" sign to mark the correct statement and the "-" sign to mark the incorrect statement:

1). Citizens of the Russian Federation who have reached the age of 18 have the right to vote. (+)

3). Elections of the President of the Russian Federation are held by open voting (-)

4). A voter can fill out a ballot at home and bring it to the polling station on Election Day. (-)

5). Only representatives of Russian nationality can take part in parliamentary elections. (-)

6). Citizens participating in elections can vote at the polling station, casting their vote for all the candidates they like.(-)

7). Citizen R., having voted in the morning at the polling station, appeared again in the evening and, pretending that he was here for the first time, once again took the ballot and voted; and members of the election commission, because they don’t know all the voters by sight, they allowed him to do this (-)

8). Citizen V. and his wife came to the polling station, and, taking the ballots, went into the voting booth together (-)

The teacher organizes peer review. I propose to exchange notebooks with each other and check the work and give grades based on Appendix 5. Let’s find out how we understood the material, raise your hands, who wrote “2”, “3”, “4”, “5” - emoticons are posted on the board quantitatively corresponding to each assessment. What conclusion can be drawn? (Appendix 5).

Reflective-evaluative stage

The teacher offers to evaluate the achievement of the lesson goal.

1. Have you become familiar with the institution of elections and the electoral system, the principles and features of electoral law? The students answer - yes.

2. Have you now learned that elections serve important functions? Which?

3. Was it easy for you to work in class? The students answer.

3. Have all the questions of the jointly drawn up plan been answered?

At the beginning of the lesson, each student receives three tokens with their last names, which they must place in the column with the selected statement. For example, I became familiar with the basics of suffrage, which means I place my token opposite this statement. So you need to place three tokens. (Appendix No. 6)

The teacher organizes comments on students’ work during the lesson and evaluation.

Homework

The teacher organizes the recording of homework

Finish filling out the table.

Learn the terms.

Thank you everyone for your work in class. The lesson is over.

Used Books:

Bogolyubov L.N., Gorodetskaya N.I. Social studies 10th grade.

Constitution of the Russian Federation, Chapter II.

Federal Law “On the Election of the President of the Russian Federation”.

Federal Law “On the Election of Deputies of the State Duma of the Federal Assembly of the Russian Federation.”

Federal Law “On Basic Guarantees of Electoral Rights and the Right to Participate in a Referendum of Citizens of the Russian Federation.”

Kravchenko A.I., Pevtsova E.A. Social science. Textbook for grade 9 M., “Russian Word”, 2008.

Nikitin A.F. Law and politics, workbook. M., “Enlightenment”, 2002

Pevtsova E.A. Lesson methodological developments for the textbook by A.I. Kravchenko, E.A. Pevtsova “Social studies. 9th grade." M., “Russian Word”, 2008

Annex 1

Questioning of parents, teachers, adults on the problems of the institution of elections

1) Why are you participating in the elections (out of 32 respondents: 15 - because it is necessary, 7 - I am exercising my right to participate in the political life of the country, 10 - because the future of the country and children depends on me)

2) Are you satisfied with the way elections are conducted in the Russian Federation? (out of 32 respondents: 17 - yes, 15 - no)

3) Who cannot participate in elections (out of 32 respondents: 30 are minors, 2 are convicted)

4) Have you ever used an absentee ballot (out of 32 respondents: 4 yes, 28 no)

5) Are you a member of any party? In which? (out of 32 respondents: 21 - no, 11 - yes, 3 - Communist Party of the Russian Federation, 8 - United Russia)

6) Have you ever missed an election? (out of 32 respondents: 3-Yes, 29-no)

7) Do you think the elections are fair in our country? (out of 32 respondents: 17 yes, 15 no).

1. Why am I running in elections?

Are you satisfied with the way elections are conducted in the Russian Federation?

4. Have you ever used an absentee ballot?

5. Are you a member of any party?

6. Have you ever missed an election?

7. Do you think the elections are fair in our country?

Appendix 2

Appendix 3

Art. 63 of the Law of the Russian Federation on elections and referendums

A voter who will not be able to arrive on voting day at the polling station of the polling station where he is included in the voter list has the right to obtain information from the relevant territorial election commission (45-20 days before voting day) or from the precinct election commission (before voting day). 19 days or less before voting day) absentee ballot and take part in voting at the polling station where he will be on voting day.

6. An absentee certificate is issued by the relevant election commission based on a written application from the voter indicating the reason why he requires an absentee certificate. An absentee certificate is issued personally to the voter or his representative on the basis of a notarized power of attorney. The power of attorney can also be certified by the administration of an inpatient medical institution (if the voter is in this institution for treatment), by the administration of the institution where suspects or accused of committing crimes are detained (if the voter is detained in this institution as a suspect or accused).

7. The chairman, deputy chairman, secretary or other voting member of the election commission issuing an absentee certificate shall include in it the surname, first name and patronymic of the voter, the series and number of his passport or a document replacing a citizen’s passport, the number of the polling station, where the voter is included in the voter list, the address of the precinct election commission, the name of the municipality and subject of the Russian Federation on the territory of which the polling station is formed, the name of the election commission that issued the absentee certificate, and also indicates his surname and initials, the date of issue of the absentee certificate, signs and puts seal of the relevant election commission.

8. The territorial election commission issues an absentee certificate to the voter or his representative on the basis of information about voters submitted to the territorial election commission in accordance with Part 8 of Article 15 of this Federal Law. The territorial election commission compiles a register for the issuance of absentee certificates, which indicates the last name, first name and patronymic, year of birth (at the age of 18 - additionally the day and month of birth), address of the voter’s place of residence. The chairman, deputy chairman, secretary or other voting member of the territorial election commission, who issued an absentee certificate to the voter, indicates the number of the issued absentee certificate in the appropriate columns of the register for issuing absentee certificates and signs.

9. The territorial election commission, 20 days before voting day, sends to the precinct election commissions, along with the first copy of the voter list, certified extracts from the register for issuing absentee certificates, which indicate information about the voters who received absentee certificates and registered in the territories of the corresponding polling stations. Based on the corresponding extract, the member of the precinct election commission in the column “Special notes” of the voter list makes a note: “Received absentee certificate N from the territorial election commission” indicating the number of the issued absentee certificate and signs.

11. When receiving an absentee certificate, the voter indicates the series and number of his passport or a document replacing a citizen’s passport in the appropriate columns of the register for issuing absentee certificates (in the territorial election commission) or the list of voters (in the precinct election commission) and signs.

12. A voter who has been issued an absentee certificate (including through his representative on the basis of a power of attorney) is excluded by the precinct election commission from the list of voters at the corresponding polling station for these elections of deputies of the State Duma and is not taken into account when calculating the number of registered voters when drawing up the protocol of the precinct election commission on the voting results.

13. Repeated issuance of an absentee certificate is not allowed. If an absentee ballot is lost, a duplicate will not be issued.

Appendix 4

BALLOT

CLASS PRESIDENT 2014/2015

Explanation of the procedure for filling out a ballot

If you have made your choice, place a sign (check mark, cross) in the empty square opposite your chosen candidate.

Saburov Ivan

Saburova Anna

Konkov Roman

Against all

Appendix 5

Evaluating work on applying new knowledge

9-10 correct out of 10 - “5”

less than 5 - “2”

Appendix 6

Students' assessment of acquired knowledge in class

Appendix 7

Help for students

1 step

Before the elections, the most important thing is to familiarize yourself with the candidates. Study each of them, weigh all the pros and cons. Check out the history of each of them. Find out their plans and promises. All this will allow you not to make a mistake in choosing a candidate and vote for exactly the one who suits you.

Step 2

Surely everyone has friends who are not interested in politics or have no time to study the election race. They have not decided on a candidate, and therefore this is your chance to increase the percentage of votes for the one you will vote for. Tell him about your choice, describe your candidate to him, and if your friend likes it, he will definitely vote for him, and perhaps tell his friends, which will increase the chance of choosing your candidate!

Step 3

Next, we need to find out your voting location. A few days before voting, an invitation to the elections will be sent to your mailbox. It will indicate the location and date of voting. If the invitation has not arrived, then you can find out information from the neighbors from your entrance; usually the voting place is the same for one house. Or go to the website of the Central Election Commission and at the top of the site there will be a button FIND OUT YOUR POLLING SITE, by clicking on which you will find your voting place.

ATTENTION: You must vote at the registration address indicated in your passport! If you are in the hospital or are a military member and are located far from your polling station, you can vote at specially designated temporary polling places. To find out where they are, ask local staff.

Step 4

On the appointed day, go to the polling station. You only need to have your passport with you.

Step 5

Go to the election commission table and present your passport. Once you are found on the lists, you will be required to sign, after which you will be given one or more ballot papers.

Step 6

ATTENTION: If there are no writing instruments in the booth or they make you suspicious (for example, a pen that can be erased), then approach the observers and ask for a new pen. Don't be shy, it's their responsibility.

Step 8

Step 9

FOR THOSE WHO ARE ON A BUSINESS TRIP or leaving for another city, you must obtain an absentee certificate

Step 10

Voting outside the voting premises is carried out only on voting day and only on the basis of a written application or oral request (including those conveyed with the assistance of other persons) of a voter, referendum participant to be given the opportunity to vote outside the voting premises. The district commission registers all submitted applications (oral appeals) in a special register

The application (oral appeal) for the opportunity to vote outside the voting premises must indicate the reason why the voter or referendum participant cannot arrive at the voting premises. The application must contain the last name, first name and patronymic of the voter, referendum participant, and address of his place of residence.

A voter (referendum participant) has the right to vote outside the voting premises under the following circumstances:

a) if data about the voter is included in the list at the corresponding polling station, referendum precinct.

c) a voter who received an absentee certificate, but for good reason cannot arrive at the voting premises.

History and Social Studies Teacher
MBOU secondary school in the village of Talitsa, Eletsk district, Lipetsk region
Kolpakova Olga Vyacheslavovna

Technological map of the lesson “Mechanisms of citizen participation in the political life of the country”
Subject: social studies
Level of education: general education class
Topic: Mechanisms for citizen participation in the political life of the country
Lesson type: lesson on the initial presentation of new knowledge with elements of a business game
Lesson format: individual, group, collective
Lesson time: November
Participants: 9th grade students
Goal: to form in students an understanding of the mechanisms of participation of citizens of the Russian Federation in the political life of society: elections, referendums
Planned learning outcomes, including the formation of UUD:
know: concepts of elections, electoral law, electoral process, electoral systems, principles of the electoral process in a democratic state, distinctive features of elections in a democratic society, the difference between a referendum and elections.
be able to: determine your role as a citizen of the Russian Federation; fulfill your rights and obligations in accordance with the Constitution of the Russian Federation, express a conscious civic position and competently, guided by the rules of law, actively participate in the political life of the country
personal UUD: students’ mastery of the social role of a voter, formation of readiness for self-development, social adaptation, determination of their own attitude to the modern political process, formulation of a civic position;
regulatory UUD: organizing one’s activities, applying existing knowledge to solve a given problem, determining the purpose and objectives of the lesson, the ability to remember and retain a rule, instructions in time, choosing means for organizing one’s behavior, the ability to plan, control and perform an action according to a given pattern (algorithm ), rule, using norms, self-regulation, putting forward versions.
communicative UUD: formulating and arguing your point of view,
constructing speech statements, the ability to construct a monologue, public speaking, the ability to listen and hear, the ability to express one’s thoughts, improve group work skills, and show tolerance.
cognitive UUD: classification of material, logical actions - analysis of an object, the ability to draw a conclusion based on a comparative analysis, putting forward hypotheses, searching and highlighting the necessary information, assumptions, extracting information in accordance with the purpose, the ability to make generalizations and conclusions, proficiency in semantic reading - independent reading conceptual information, reflection of the main material in the table.
Basic concepts: active suffrage, passive suffrage, proportional electoral system, majoritarian electoral system, democratic elections, electorate.
Interdisciplinary connections: sociology, political science, history
Resources: Constitution of the Russian Federation, excerpts from the Federal Law “On Basic Guarantees of Electoral Rights of Citizens of the Russian Federation”, ballot box, ballots

Lesson steps
Contents of educational material, teacher activities
Activities of students, FOUD
Formation of UUD

1st stage Organizational.

Organizing time
Greets students, checks their readiness for the lesson, organizes children's attention.

Greet the teachers and check their readiness for the lesson.

Regulatory: the ability to organize one’s activities.

2nd stage information and activity

1.Motivation for educational activities,
inclusion in educational activities
The teacher introduces the saying of Sophocles.
Epigraph: “People don’t want to be controlled.
They want to be led forward."
Sophocles
What is Sophocles talking about?
What have people strived for at all times?
Which human right is considered fundamental?
Showing interest in the material being studied.
Making your own assumptions based on existing knowledge.

Regulatory:
-application of existing knowledge to solve a given problem. Communicative:
- ability to formulate and argue your point of view,
- construct speech statements.

2. Setting the goals and objectives of the lesson
-What do you think we will do with you in class? What are we going to talk about? – What else do we have to find out today? -What is the topic, the purpose of our lesson?
The teacher summarizes the students’ answers and finally formulates the topic of the lesson: “Voting, elections, referendum”; as well as the purpose and objectives of the lesson - familiarization with the concept of “suffrage”; familiarity with the principles of electoral law; familiarization with the concepts of “elections” and “referendum”, with the voting procedure, with the forms of citizen participation in elections.
Students' assumptions and answers to questions.
They put forward options for formulating the purpose of the lesson, participate in their discussion. Analyze. Formulate the topic and purpose of the lesson.
Regulatory:
determine the topic, purpose and objectives of the lesson, put forward versions.

3. Statement of the problem

Regulatory:
-application of existing knowledge to solve a given problem.
Cognitive:
making assumptions, argumentation.

4. Learning new things by organizing independent study of the material
Organization of collective work with textbook material and handouts
Commented reading,
drawing up diagrams and tables on the basic concepts of the lesson.
(See Appendix 1)
Working with textbook material and handouts. Commented reading
FOUD - collective.
Drawing up diagrams and tables on the basic concepts of the lesson.

Cognitive: - search and selection of necessary information, master semantic reading - independently read the necessary information,
-reflection of the main material in tables and diagrams.
Personal: the ability to organize oneself to complete a given task.
Regulatory: plan, control and perform an action according to a given pattern (algorithm), rule, using norms, self-regulation.

5. Consolidation of acquired knowledge. Control of material assimilation.
The teacher offers a number of practical tasks to apply the acquired knowledge:
"Resolve the situation"
"Find the mistake."
“Match the concept”
(See Appendix 2)
Work in groups to solve practical problems.
FOUD - group.
Students present the results of their work
Cognitive:
apply the acquired knowledge to solve practical problems.
- ability to define a concept;
-analyze, summarize, specify the available data, relate them to your own experience and knowledge.
Communicative:

6. Application of acquired knowledge to solve creative tasks.
Organization of a business game “Electing a candidate for the School Council”
(some materials are prepared by students in advance)

Personal:
- acceptance by the student of a certain social role,
- formation of readiness for self-development
- social adaptation.
- determination of one’s own attitude to the phenomena of modern life.
Communicative:
- development of cooperation skills with the teacher and peers
Cognitive:
application of acquired knowledge to solve creative tasks and simulate situations.

3rd stage reflection

Reflection
Let's look at the screen and summarize the lesson by finishing the sentence:
Today in class I
It was the most useful and interesting for me.
I encountered difficulty with
I did well...
I need this for
Lines to yourself..
Give a compliment to the new topic..
Analyzes activities to achieve the goal;
self-assessment of the results of your activities and the entire class
Personal:
-self-assessment of knowledge and skills.
Regulatory: assessment - awareness of the level and quality of assimilation.

Homework.
1.§ 6, questions.
2. Variable part
a) Write an essay on one of the proposed topics (students’ choice):
Why is citizen participation in elections so important?
Why are elections needed?
Why do you think voter turnout in elections is falling?
b) complete workshop No. 1,2,3
Students write down their homework and analyze the variable part.
Personal: personal self-determination

Attached files