>>History: The peoples of the USSR in the fight against German fascism
Peoples of the USSR in the fight against German fascism
1. Multinational Soviet people on the fronts of the war.
2. The economy of the Union republics during the war.
3. National movements during the war years.
4.National policy.
Multinational Soviet people on the fronts of the war.
3. Tell us about the attempts of the Nazi leadership to use national movements in the USSR. What are the results of these attempts? Why did they generally fail?
4. Determine your attitude towards collaborationism during the war years. Can the actions of collaborators be justified by the idea of fighting the Stalinist regime?
Expanding vocabulary:
History of Russia, XX - beginning of the XXI century: Proc. for 9 cells. general education institutions / A. A. Danilov, L. G. Kosulina, A. V. Pyzhikov. - 10th ed. - M.: Enlightenment, 2003
State educational institution
Tula region
"May Day Cadet School"
LESSON SUMMARY
on the topic: "The peoples of the USSR in the fight against German fascism"
Golikov Alexander Alexandrovich
history teacher
Grade 9
2015
Certified teacher (full name):Golikov Alexander Alexandrovich.
City, district: Tula region, Shchekinsky district, Pervomaisky village.
Educational institution:GOU TO "May Day Cadet School".
Subject (or position): story.
Class: 9 (general education).
Lesson topic: The peoples of the USSR in the fight against German fascism.
Lesson type: combined.
Class characteristic:There are 14 students in the class (all boys). Grade 9 - general education with the study of history at a basic level. All students in the class are able-bodied, but the level of learning, learning and the degree of development of learning skills differ. Three students can be called leaders in the educational process, they have well-formed learning skills, developed analytical thinking, and have a solid knowledge of history. The performance of the other 4 students can be described as above average. One of them has a pronounced interest in the study of history, has solid knowledge, but learning skills are somewhat less developed. The rest of the students in the class show average results. In the classroom, almost all students in the class are active, express their points of view on various controversial issues.
Means that provide the educational process in the classroom:
- textbook Danilov A.A., Kosulina L.G., Brandt M.Yu. History of Russia, XX-XXI centuries. Grade 9 M., Education, 2012;
- Handout;
- a computer,
- projector,
- interactive board,
- presentation.
The purpose of the lesson:
- educational:to form in students an idea of the multinational feat of the Soviet people, to reveal specific examples of self-sacrifice in the name of the Motherland, to characterize the phenomenon of collaborationism;
- educational: continue the formation of patriotism among students;
- developing to continue the formation of skills in working with historical sources and statistical information.
Tasks:
- To reveal what place the national question occupied in Hitler's plans.
- Describe the feat of the multinational Soviet people.
- Define what collaborationism is and what are its specific manifestations.
- Analyze the national policy of the Soviet authorities during the war years.
Basic concepts:collaborationism, deportation.
During the classes.
I. Organizational moment. (2 minutes)
The purpose of the organizational stage of the lesson:psychologically set up students to study the subject, to make the transition from rest to the beginning of work.
Tasks of the organizational stage of the lesson:
- check attendance;
- check the readiness of students for the lesson;
- establish psychological contact with the class.
II. Checking homework. (10 minutes)
Purpose of checking homework:to establish the correctness and awareness of the completion of homework by all students.
Homework check tasks:
- find out the degree of assimilation of the material given at home;
- identify typical shortcomings in knowledge and their causes;
- eliminate the detected shortcomings (due to the chosen form of checking homework, this task will be completed until the end only in the next lesson).
Methods used to check homework:
- test work with tasks of different levels of complexity. (Appendix 1)
III. Transition to the study of new material. (4 minutes)
The purpose of the transition to the study of new material:motivate students to study a new topic, create a connection between the material studied and the new topic.
Tasks of the transition to the study of new material:
- to attract the attention of students by activating directly motivating motives (to show students that the existing knowledge about the history of the Great Patriotic War is insufficient);
- updating knowledge;
- setting goals and objectives for students in the classroom.
Methods used to move on to learning new material:
- teacher's story.
Teacher activity | Student activities |
Teacher: Guys, over the course of several lessons, we are studying one of the most tragic and at the same time heroic pages in the history of our Motherland - the Great Patriotic War. You already know about the bitter, difficult months of the first year of the war, when the Red Army, under the blows of superior enemy forces, rolled back to the east. You and I saw how in 1942-1943. at the cost of enormous efforts, the Soviet people managed to turn the tide of the war, and in 1944 almost completely liberate their native land. The teacher sets the learning goal for the students:However, in our lessons we mainly talked about fronts, armies, major military leaders, practically did not pay attention to ordinary people with their strengths and weaknesses. Today in the lesson we have to look at this innermost side of the Great Patriotic War.So, write down the topic of our lesson:"PEOPLES OF THE USSR IN THE FIGHT AGAINST GERMAN FASCISM". (Slide 1) The teacher formulates learning tasks: Write down our lesson plan in your notebooks. Its points reflect the tasks that we have to solve today.(Slide 2): 1. Multinational Soviet people on the fronts of the war. 2. National movements during the war years. 3. National policy. | The students listen to the teacher. Write down the topic and lesson plan in your notebook. |
IV. Learning new material. (23 minutes)
The purpose of learning new material:to form a holistic view of students that the rallying of the peoples of the USSR in the face of a common enemy has become one of the most important factors in the Great Victory.
Tasks of studying new material:
- lead students to a correct assessment of Hitler's plans for the national disunity of the Soviet people;
- prove with specific examples that heroism does not depend on nationality;
- reveal the meaning of the concept of "collaborationism";
- organize the work of students on the characteristics and evaluation of collaborationism;
- characterize the essence of the Soviet national policy during the war years.
Forms and methods of work used to study new material:
- teacher's story
- conversation (reporting and heuristic);
- work with a historical source;
- presentation demonstration;
- watching the training video.
Teacher activity | Student activities |
Question 1 (10 minutes) Teacher: Let's remember with you the composition of the USSR, what kind of state was it? Teacher: Good. Before you are the materials we need for today's lesson. Please refer to the text applications 2 and answer the question: How did Hitler want to use this feature of the Soviet people? Teacher: Correct the student's answer. As a result of the joint discussion, conclusion: Hitler hoped that after the first failures of the Red Army, the Soviet Union would begin to disintegrate due to the aggravation of national contradictions.. (Slide 3) Teacher: Now you will work with statistical information in applications 3-4 and try to answer the question: Was Hitler's prediction justified? Teacher: Correct the student's answer.(Slides 3-4) Teacher: However, not only this dry statistical information, but also the real exploits of the Soviet people confirm that in the face of a common danger, people rallied:
Thus, we can conclude that Hitler's plans for the national division of the Soviet people did not materialize. Question 2 (12 minutes) Teacher: Despite the general rallying of the forces of the entire multinational Soviet people, national movements became more active in the outskirts during the war years, which sought to realize their ambitions through cooperation with the enemy. We have come close to the conceptcollaborationism- knowingly, voluntarily and intentionallycooperation with the enemy, in his interests and to the detriment of his state(under the record). (Slide 9) (Slide 10) Teacher: Characterizes Bendera.(Slide 12) Watch a video about Khatyn. Teacher: General A. Vlasov became a symbol of betrayal during the war years. The derivative from his name has become a household name - Vlasovites. General Vlasov was captured in 1942 and agreed to cooperate with the enemy; with the consent of the Nazis, he created the ROA. Talk to applications 5 - 6 and evaluate his performance. Teacher: Correct the student's answer.(Slide 13) Teacher: Vlasov A. was not the only Soviet general who was captured. History has preserved for us the names of real heroes who behaved differently in similar situations: D.M. Karbyshev, M.G. Efremov, M.F. Lukin.(Slide 14) No less interesting is the example of the White Guard emigrant A.I. Denikin, who refused to cooperate with the Nazis. Teacher: However, despite the existence of all these movements, the enemy did not manage to create a serious force out of them. Question 3 (3 minutes) Teacher: Cooperation with the enemy did not go unnoticed. After the liberation of the occupied territories, many people were severely punished - deportations. At various times during the war years were mass deportations of Volga Germans were carried out,Kalmyks , Ingush , Chechens , Karachays , Balkars , Crimean Tatars , Nogais , Meskhetian Turks , Pontic Greeks , Bulgarians , Crimean gypsies , Kurds . (Slides 15-16) Teacher: So, it's time to take stock. What conclusions can we draw?(Slide 17) | Question 1 (10 minutes) Students: Multinational. Students: Students: Work individually with the document. At the request of the teacher, one student gives an answer, others, if necessary, supplement. Question 2 (12 minutes) Students: Write notes in notebooks. Draw a diagram. Students: Watching the training video. Students: Work individually with the document. At the request of the teacher, one student gives an answer, others, if necessary, supplement. Question 3 (3 minutes) Students: They make notes in notebooks (deportation). Students: They offer their options. |
V. Fixing. (4 minutes)
Purpose of the consolidation stage:to consolidate in students the knowledge and skills that are necessary for independent work on the studied material.
Consolidation phase tasks:
- identify the degree of assimilation of educational material;
- summarize the studied material;
- to focus students' attention on the main points of the studied material.
Methods used for pinning:conversation (generalizing and reproducing).
VI. Homework. (2 minutes)
The purpose of the stage of informing about homework:inform students about homework, explain the methodology for its implementation and summarize the work.
Tasks of the stage of informing about homework:
- informing students about homework;
- homework instruction.
Preview:
Annex 2
From Goering's "Green Folder" (Oldenburg Plan)
"Treatment with the population in certain areas
1. Baltic countries, Leningrad and Northern regions.
In the Baltic countries, it is most expedient for the German authorities to rely on the Germans who remained there, as well as on the Lithuanians, Letts and Estonians. Tensions between these national groups and the remaining Russians should be used in the interests of Germany.
3. South.
The possible presence of contradictions between Ukrainians and Great Russians must be used in our interests.
4. Caucasus.
Good relations should be maintained with the population, especially with the workers in the oil industry. The contradictions between the natives (Georgians, Armenians, Tatars, etc.) and Russians should be used in our interests. At the same time, one should take into account the fact that the Georgians and Tatars, in contrast to the Armenians, are friendly towards the Germans.”
Appendix 3
Losses of the Red Army
Nationality of the victims | Number of casualties | % of total | Nationality of the victims | Number of casualties | % of total |
Russians | 5756,0 | 66,402 | Buryats | 13,0 | 0,150 |
Ukrainians | 1377,4 | 15,890 | Komi | 11,6 | 0,134 |
Belarusians | 252,9 | 2,917 | Latvians | 11,6 | 0,134 |
Tatars | 187,7 | 2,165 | Lithuanians | 11,6 | 0,134 |
Jews | 142,5 | 1,644 | Peoples of Dagestan | 11,1 | 0,128 |
Kazakhs | 125,5 | 1,448 | Ossetians | 10,7 | 0,123 |
Uzbeks | 117,9 | 1,360 | Poles | 10,1 | 0,117 |
Armenians | 83,7 | 0,966 | Karely | 0,110 |
|
Georgians | 79,5 | 0,917 | Kalmyks | 0,046 |
|
Mordovians | 63,3 | 0,730 | Kabardians and Balkars | 0,039 |
|
Chuvash | 63,3 | 0,730 | Greeks | 0,028 |
|
Azerbaijanis | 58,4 | 0,673 | Chechens and Ingush | 0,026 |
|
Moldovans | 53,9 | 0,621 | Finns | 0,018 |
|
Bashkirs | 31,7 | 0,366 | Bulgarians | 0,013 |
|
Kyrgyz | 26,6 | 0,307 | Czechs, Slovaks | 0,005 |
|
Udmurts | 23,2 | 0,268 | Chinese | 0,005 |
|
Tajiks | 22,9 | 0.264 | Yugoslavs | 0,001 |
|
Turkmens | 21,3 | 0,246 | Other nationalities | 33,7 | 0,389 |
Estonians | 21,2 | 0,245 | Total | Belarusians | |
Tatars | |||||
Jews | |||||
Kazakhs | |||||
Georgians | |||||
Uzbeks | |||||
Mordvins | |||||
Chuvash | |||||
Azerbaijanis | |||||
Bashkirs | |||||
Ossetians | |||||
Mari |
Appendix 5
Memorandum from Hilger, a former adviser to the German embassy in Moscow, to the German Foreign Minister about a conversation with captured Soviet officers, among whom was A.A. Vlasov (August 1942).
“I clearly told the Soviet officers that I did not share their convictions. Russia has been a constant threat to Germany for a hundred years, regardless of whether it was under the tsarist or the Bolshevik regime. Germany is not at all interested in the revival of the Russian state on a Great Russian base.
Appendix 6
From an article by Vlasov A. “Why did I embark on the path of struggle against Bolshevism?”
“Calling on all Russian people to rise up to fight against Stalin and his clique, for the construction of a New Russia without Bolsheviks and capitalists, I consider it my duty to explain my actions ... I call him to the path of brotherhood and unity with the peoples of Europe and, first of all, to the path of cooperation and eternal friendship with the Great German people... In this struggle for our future, I openly and honestly take the path of an alliance with Germany. This alliance, equally beneficial to both great nations, will lead us to victory over the dark forces of Bolshevism, will deliver us from the bondage of Anglo-American capital."
Tula region
"May Day Cadet School"
LESSON SUMMARY
on the topic: "The peoples of the USSR in the fight against German fascism"
Golikov Alexander Alexandrovich
history teacher
2015
Certified teacher (full name): Golikov Alexander Alexandrovich.
City, district: Tula region, Shchekinsky district, Pervomaisky village.
Educational institution: GOU TO "May Day Cadet School".
Subject (or position): story.
Class: 9 (general education).
Lesson topic: The peoples of the USSR in the fight against German fascism.
Lesson type:combined.
Class characteristic: There are 14 students in the class (all boys). Grade 9 - general education with the study of history at a basic level. All students in the class are able-bodied, but the level of learning, learning and the degree of development of learning skills differ. Three students can be called leaders in the educational process, they have well-formed learning skills, developed analytical thinking, and have a solid knowledge of history. The performance of the other 4 students can be described as above average. One of them has a pronounced interest in the study of history, has solid knowledge, but learning skills are somewhat less developed. The rest of the students in the class show average results. In the classroom, almost all students in the class are active, express their points of view on various controversial issues.
Means that provide the educational process in the classroom:
textbook Danilov A.A., Kosulina L.G., Brandt M.Yu. History of Russia, XX-XXI centuries. Grade 9 M., Education, 2012;
Handout;
a computer,
projector,
interactive board,
presentation.
The purpose of the lesson:
educational: to form in students an idea of the multinational feat of the Soviet people, to reveal specific examples of self-sacrifice in the name of the Motherland, to characterize the phenomenon of collaborationism;
educational: continue the formation of patriotism among students;
developing to continue the formation of skills in working with historical sources and statistical information.
Tasks:
To reveal what place the national question occupied in Hitler's plans.
Describe the feat of the multinational Soviet people.
Define what collaborationism is and what are its specific manifestations.
Analyze the national policy of the Soviet authorities during the war years.
Basic concepts: collaborationism, deportation.
During the classes.
I . Organizing time. (2 minutes)
The purpose of the organizational stage of the lesson: psychologically set up students to study the subject, to make the transition from rest to the beginning of work.
Tasks of the organizational stage of the lesson:
check attendance;
check the readiness of students for the lesson;
establish psychological contact with the class.
II . Checking homework. (10 minutes)
Purpose of checking homework: to establish the correctness and awareness of the completion of homework by all students.
Homework check tasks:
find out the degree of assimilation of the material given at home;
identify typical shortcomings in knowledge and their causes;
eliminate the detected shortcomings (due to the chosen form of checking homework, this task will be completed until the end only in the next lesson).
test work with tasks of different levels of complexity. (Appendix 1)
III . Transition to the study of new material. (4 minutes)
The purpose of the transition to the study of new material: motivate students to study a new topic, create a connection between the material studied and the new topic.
Tasks of the transition to the study of new material:
to attract the attention of students by activating directly motivating motives (to show students that the existing knowledge about the history of the Great Patriotic War is insufficient);
updating knowledge;
setting goals and objectives for students in the classroom.
teacher's story.
| Teacher activity | Student activities |
| Teacher: Guys, over the course of several lessons, we are studying one of the most tragic and at the same time heroic pages in the history of our Motherland - the Great Patriotic War. You already know about the bitter, difficult months of the first year of the war, when the Red Army, under the blows of superior enemy forces, rolled back to the east. You and I saw how in 1942-1943. at the cost of enormous efforts, the Soviet people managed to turn the tide of the war, and in 1944 almost completely liberate their native land. The teacher sets the learning goal for the students: However, in our lessons we mainly talked about fronts, armies, major military leaders, practically did not pay attention to ordinary people with their strengths and weaknesses. Today in the lesson we have to look at this innermost side of the Great Patriotic War. So, write down the topic of our lesson: "PEOPLES OF THE USSR IN THE FIGHT AGAINST GERMAN FASCISM". (Slide 1) The teacher formulates learning tasks: Write down our lesson plan in your notebooks. Its points reflect the tasks that we have to solve today. (Slide 2): 1. Multinational Soviet people on the fronts of the war. 2. National movements during the war years. 3. National policy. | The students listen to the teacher. Write down the topic and lesson plan in your notebook. |
IV . Learning new material. (23 minutes)
The purpose of learning new material: to form a holistic view of students that the rallying of the peoples of the USSR in the face of a common enemy has become one of the most important factors in the Great Victory.
Tasks of studying new material:
lead students to a correct assessment of Hitler's plans for the national disunity of the Soviet people;
prove with specific examples that heroism does not depend on nationality;
reveal the meaning of the concept of "collaborationism";
organize the work of students on the characteristics and evaluation of collaborationism;
characterize the essence of the Soviet national policy during the war years.
teacher's story
conversation (reporting and heuristic);
work with a historical source;
presentation demonstration;
watching the training video.
| Teacher activity | Student activities |
| Question 1 (10 minutes) Teacher: Let's remember with you the composition of the USSR, what kind of state was it? Teacher: Good. Before you are the materials we need for today's lesson. Please refer to the text applications 2 and answer the question: How did Hitler want to use this feature of the Soviet people? Teacher: Correct the student's answer. As a result of the joint discussion, conclusion: Hitler hoped that after the first failures of the Red Army, the Soviet Union would begin to disintegrate due to the aggravation of national contradictions.. (Slide 3) Teacher: Now you will work with statistical information in applications 3-4 and try to answer the question: Was Hitler's prediction justified? Teacher: Correct the student's answer. (Slides 3-4) Teacher: However, not only this dry statistical information, but also the real exploits of the Soviet people confirm that in the face of a common danger, people rallied:
Question 2 (12 minutes) Teacher:
Despite the general rallying of the forces of the entire multinational Soviet people, national movements became more active in the outskirts during the war years, which sought to realize their ambitions through cooperation with the enemy. We have come close to the concept collaborationism
- knowingly, voluntarily and intentionallycooperationwith the enemy, in his interests and to the detriment of his state(under the record). (Slide 9) Oriental Wehrmacht (A. Vlasov) (S. Bandera, R. Shukhevych) (Slide 10) Watch a video about Khatyn. Teacher:
Correct the student's answer. (Slide 13) No less interesting is the example of the White Guard emigrant A.I. Denikin, who refused to cooperate with the Nazis. Teacher:
Cooperation with the enemy did not go unnoticed. After the liberation of the occupied territories, many people were severely punished - deportations. At various times during the war years, mass deportations of Volga Germans, Kalmyks, Ingush, Chechens, Karachays, Balkars, Crimean Tatars, Nogais, Meskhetian Turks, Pontic Greeks, Bulgarians , Crimean Gypsies , Kurds . (Slides 15-16) | Question 1 (10 minutes) Students: Multinational. Students: Students: Work individually with the document. At the request of the teacher, one student gives an answer, others, if necessary, supplement. Question 2 (12 minutes) Students: Write notes in notebooks. Draw a diagram. Students: Watching the training video. Students: Work individually with the document. At the request of the teacher, one student gives an answer, others, if necessary, supplement. Question 3 (3 minutes) Students: They make notes in notebooks (deportation). Students:
They offer their options. |
V . Fixing. (4 minutes)
Purpose of the consolidation stage: to consolidate in students the knowledge and skills that are necessary for independent work on the studied material.
Consolidation phase tasks:
identify the degree of assimilation of educational material;
summarize the studied material;
to focus students' attention on the main points of the studied material.
VI . Homework. (2 minutes)
The purpose of the stage of informing about homework: inform students about homework, explain the methodology for its implementation and summarize the work.
Tasks of the stage of informing about homework:
informing students about homework;
homework instruction.
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Lesson plan.
1.Soviet people on the fronts
war.
2. Economy of the republics in years
war.
3. National movements.
4.National policy.
Rate the position
people who fought in
side of the fascist
Germany and
who fought against
Soviet power?
Battle for Mozdok.
September 1942
Starting the war Hitler races
thought that the USSR
falls like a card
house ", but the Soviet peoples, on the contrary, only
rallied.
In the ranks of the Red Army
the messengers of all
peoples of the USSR. Dozens of national divisions and brigades were created.
Among the defenders of the Brest Fortress, the first
who took the blow of the enemy,
were representatives of 30
nationalities. 1.Soviet people on the fronts of the war.
Partisan detachment
in Transnistria.
April 1943
Friendship of people of different nationalities helped with
protection of Moscow, Leningrad, Sevastopol, etc.
di 11 thousand heroes of the USSR (during the war), were representatives of almost all the peoples of our country.
On the territory of Ukraine and Belarus, people of 70 nationalities fought in partisan detachments.
The friendship of peoples has become one of the sources of our
Victory.
Uzbekistan. Collection
cotton. 1942
With the outbreak of war, the severity of economic development
fell on the Eastern regions of the country. were here
1000 enterprises and several million people were evacuated
Human. Children of Russians, Ukrainians, Belarusians
lived in the families of Kazakhs, Uzbeks, Turkmens, Kyrgyz, Azerbaijanis, etc. Enterprises evacuated to the East often remained there after the war. 2. The economy of the republics during the war.
Rolled products production
in Mariupol. 1944
A huge role in the economic life of the country was played by socialist competition, which was initiated by Russians and Georgians, Ukrainians and Tatars, etc. In all republics, with the outbreak of war, fundraising began for the Defense Fund
ny. 2500 aircraft were built with this money,
5400 tanks, 8 submarines, etc. Since 1943, the allied republics began to take patronage over the liberated areas, helping in their restoration. 3. National movements.
Westerners
Ukraine is welcomed
German soldiers.
The war revived national movements in those regions where the oppression of the center was most strongly felt. On the
Ukraine was actively operating created back in the 20s
gg.Organization of Ukrainian nationalists,
seeking national independence. Similar, but not numerous organizations appeared in Z. Belorussia, the Baltic states, the Crimea, Checheno-Ingushetia. 3. National movements.
General Vlasov
at the teachings of the Wehrmacht.
1943
Armed struggle against the Soviet power was carried out
Ukrainian Insurgent Army, Crimean Muslim Committee and Special Party of Caucasian
brothers. In 1943, the Russian Liberation Army of Gen. Vlasov, formed from the military
prisoners. The Germans sought to put national movements under their control and put their former white generals at the head. But these populations
organizations were not supported. 4.National policy.
Camp ruins
Volga Germans
in Chita
areas.
The intensification of nationalist movements led to retaliatory measures on the part of the authorities. Not specific representatives were accused of betrayal.
bodies of one or another people, but the whole people as a whole.
In the summer of 1941, the entire German population of the country was declared "spies". The Germans were deported to Siberia and Kazakhstan. They were sent there after them.
50,000 Lithuanians, Latvians and Estonians. 4.National policy.
Expedition of the NKVD
in Karachayevo.1944
In 1943, 70,000 Karachais were deported,
93,000 Kalmyks, 40,000 Balkars.
On February 23, 1944, the most massive deportation began - 516,000 Chechens and Ingush were sent
to the East. The Chechen-Ingush ASSR was abolished. In the spring of 1944, from the Crimea to Uzbekistan it was
194 thousand Crimean Tatars were sent. As a result of the deportation alone, 144,000 people died.
