(profile level)
Yurgamysh 2009
Collection of practical works on social science for grade 10 (profile level). Yurgamysh: YUSOSH Media Center, 2009. - 18s.
Reviewer: , head of the RMO of teachers of history and social science in the Yurgamysh district, a teacher of the highest category.
Editor: , head of the media center of the MOU Yurgamysh secondary school.
The collection includes assignments for practical work, designed to organize the activities of students in the advanced course of social science in classes and groups of a socio-humanitarian or socio-economic profile, involved in the program, etc. 2006.
Explanatory note.
The organization of specialized training and the study of a course of social science in classes and groups of a socio-humanitarian and socio-economic profile require a teacher to work systematically and purposefully to implement a competency-based approach. This approach implies the formation of both general and special skills and abilities, the creation of conditions for the development of students' creative abilities. Among the main general educational skills, skills and methods of activity formed in the course of social science, we include:
Understanding the essence of the text read;
The ability to highlight the main, main idea;
Ability to summarize its content, answer questions on the text;
The ability to transform information, translate it from one sign system to another;
Ability to express own point of view and argue it;
The ability to find the right information;
Identify the general properties of objects and phenomena, divide them into groups, classify them in a certain way;
reason logically;
Plan your own activities, determine the sequence of your actions;
Evaluate your performance based on comparison with the sample;
Find mistakes and correct them.
Among the special skills and abilities formed in the process of teaching social science, we can distinguish the following:
The ability to critically perceive information based on a comprehensive analysis of its sources;
Understanding the specific features of social and humanitarian knowledge, its differences from natural science;
Ability to operate with special scientific concepts;
Ability to analyze social phenomena and processes, determine their causes and consequences;
Ability to understand complexity and diversity modern world, navigate in a social setting;
The ability to evaluate one's own behavior and the behavior of other people on the basis of its correlation with social norms and a value attitude towards people;
Ability to regulate own behavior based on knowledge social norms and acceptable ways of social activity;
The ability to perceive society as a system, identify its essential elements and components, connections and relationships between them;
The ability to determine their social affiliation;
The ability to think critically and objectively evaluate social objects, actions, behavior;
The ability to communicate effectively with other people.
The formation of these skills and abilities is possible in the process of teaching a subject in a traditional lesson. However, in our opinion, a system of specially organized classes is needed for independent understanding of knowledge, the formation on this basis and the consolidation of educational skills and abilities. The author has developed a similar system of practical exercises, which was tested in the class of social and humanitarian profile in the academic year. Tasks for practical work are based on the textbook:
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The ancient Chinese sage Confucius and his teachings.
· "Ancient Greek scientist Plato and his model of an ideal state".
1. Read the text on pages 25 - 26 of the textbook
What are the features of mythological consciousness? How is myth different from fairy tales and legends?
2. What are the foundations of the philosophy of Buddhism: Complete task 2 page 25 of the textbook
3. What are the foundations of the teachings of Confucius? Read texts 2-4 on pages 77-78 of the didactic materials. Write down the main thoughts of Confucius. Are they relevant today? Write your answer in the form of a table:
4. Read text 6 on p.79 - 80 didactic materials Which state is ideal? Would you like to live in it? Why?
4. Read text 5 on pages 78-79. didactic materials. What forms of the state Aristotle considers correct, and what are wrong, deviating? Do you agree with Aristotle's opinion?
Explanation: This practical work is designed to consolidate the knowledge gained in the lesson. Individual reports of four students expand the materials of the textbook. Philosophical texts contribute to a detailed understanding of the content of the topic. Each task from 1 to 4 is performed by students after listening to a classmate's message and reading a certain text. Therefore, the teacher needs to correctly allocate time in the classroom. Practice shows that one lesson is enough to complete the work.
Practical work No. 2
"Views of Society and Man in the Industrial Age".
Target:
1. know the main directions of philosophical thought in modern times;
work with the text of the source, highlight the main thing in the educational material;
· independently characterize the views of thinkers on the state, society;
express their own opinion on the problems set forth by the authors of the texts, substantiate it with reason;
· on the basis of historical knowledge to recognize social classes by their characteristics.
Equipment and literature:
Didactic materials for the course "Man and Society": grades 10-11. : teacher's guide / ed. , . - 3rd ed. - M .: Education, 2007.
Tasks for practical work :
1. Read text 1 on p. 80 of the didactic materials. How does the author explain the reasons for the origin of power and the state? Do you agree with his opinion? Justify the answer.
2. Read the text 2. What are the three classes of society referred to in the document? Specify their signs. Record the results in a table.
Class names | |||
Source of income | |||
Social group interests |
What position of this table diverges from the well-known statement of A. Smith that labor is the main source of wealth.
3. Read the text 3. Prove with examples the validity of the author's thoughts that:
a) the family is the main unit of society
b) personal and public interests in civil society are interrelated.
Explanation: Practical work No. 2 is a continuation of Practical work No. 1. Its main difference lies in the independent reading and understanding of the philosophical text. Since such activities are difficult for students, it is important for the teacher to clearly instruct the children and act as a consultant throughout the work. expedient this work carry out to consolidate the material within one hour after a two-hour study of the topic in lecture form.
Practical work No. 3
“The main professions of social and humanitarian profile. Professional educational institutions».
Target:
Target:
2. generalize the previously acquired knowledge about the social sciences and humanities and their features;
search for the necessary information in electronic dictionaries and Internet search engines;
Choose the main thing in the information material;
determine the problems of social and human sciences;
· to use the program MS Word, local area network;
to speak publicly, convey processed information to the audience.
Equipment and literature:
Computer class with Internet access
Social science. Grade 10: textbook. for general education institutions: profile level / ed. and others - 2nd ed. - M .: Education, 2008.
Tasks for practical work:
Tasks for the first subgroup | Tasks for the second subgroup |
1.Using search engines, find out the content contemporary problems social and humanitarian sciences. Select from several sources the most important material of no more than one page in Times New Roman font, size 14, line spacing 1. Save it in MS Word, name the file with your last name. Copy the file to the network folder "Social Studies Grade 10". 2. Complete tasks 4, 6, 7 in writing on pages 267-268 of the textbook. What features of social and humanitarian knowledge do these tasks demonstrate? | 1. Make a diagram: “The relationship and differences between ordinary and scientific social and humanitarian knowledge. 2. Based on the text of the textbook on pages 260-261, list the difficulties of social and humanitarian knowledge. 3.Using search engines, find material about the features of the social sciences - the humanities, expanding the textbook presented in § 25. Select from several sources the most important material of no more than one page in Times New Roman font, size 14, line spacing 1. Save it in MS Word, name the file with your last name. Copy the file to the network folder "Social Studies Grade 10". |
Explanation: The search for additional information on the topic of the lesson is quite relevant, since the content of the textbook material is narrower than the requirements of the program. The class is divided into subgroups. It is reasonable to include more successful students in the first subgroup, since the proposed tasks provide for the comprehension of new material. Tasks for students of the second subgroup are aimed at repeating and consolidating previously studied material. The first task of the first subgroup and the third task of the second subgroup are given 20 minutes, which meets the requirements of SanPiN. Practice shows that the allotted time is quite enough. The function of the teacher is to control the activities of students, to help those who experience difficulties in working with computer technology. Checking the completed task is carried out by the teacher from the host machine, on the desktop of which there is a network folder. All students' work is evaluated, the best students are invited to speak at the next lesson.
Practical work No. 7
"Self-awareness and personal development".
Target:
· the role of self-awareness in the process of personal development;
Stages of the process of self-awareness and personality development.
highlight the main thing in the educational material and, on this basis, draw up a systematized table;
determine the features of the process of self-knowledge;
Develop your own "I-concept";
Write a short essay based on the given statement.
Equipment and literature:
Social science. Grade 10: textbook. for general education institutions: profile level / ed. and others - 2nd ed. - M .: Education, 2008.
Tasks for practical work:
1. Make a systematic table "Stages of the process of self-knowledge of the individual and their features"
Stage name | The essence of the process of self-knowledge | Difficulties at this stage | |
2. How do you understand the saying “Man is like a fraction. Its numerator is what he really is, and the denominator is what he thinks of himself ... The larger the denominator, the smaller the fraction.
3. Complete task 1.p.286. textbook. Write down the features of the process of self-knowledge.
4. Make up your own "I - concept" based on one of the classifications presented on page 284 of the textbook. Reflect your differences from other people
Explanation: Practical work is organized after studying the topic in the lesson in the form of a heuristic conversation. Before conducting the work, it is important for the teacher to determine how much the students understood the content of the topic. Particular attention should be paid to issues related to the main stages and emerging difficulties of the process of self-knowledge. In the content of the essay, students should indicate that the proposed statement reflects the formula for defining self-esteem: self-esteem == success: claims. Both success and claims are components of a holistic personality. To form an adequate self-esteem, a person needs to lower the bar of his claims and be more actively engaged in effective, purposeful activities in order to increase his authority in the eyes of other people. One hour is allotted for this work.
Practical work No. 8
“Personality. The structure of personality.
Target:
1. know the essence of the concept of personality;
2. understand the differences between the concepts of an emerging personality, a mature personality.
make a description of one's own personality on the basis of one of the variants of its structure;
Express your own point of view, argue it to defend.
Equipment and literature:
Social science. Grade 10: textbook. for general education institutions: profile level / ed. and others - 2nd ed. - M .: Education, 2008.
Tasks for practical work:
1. Complete task number 1 on page 299 of the textbook. To argue your answer, use the materials of paragraph "Who can be considered a person."
2. Complete task No. 2. In a notebook, draw a diagram of the personality structure proposed by the authors of the textbook. Include in the scheme the qualities and properties of the self (both individual and typical). To complete this task, follow the description of the levels of personality structure presented in the text of the task.
3. Complete task number 3. Express your opinion and argue it. Indicate what could be the core of the hero of the story.
4. Complete task number 4, using the results of the rating table compiled in the classroom lesson. Why do you think these people were included in your list?
Explanation: This practical work can be offered to students as homework after studying the topic: "Individual, individuality, personality."
Practical work No. 9
"Communication and Its Features".
Target:
transfer information from one sign system to another, draw up a diagram, table, pie chart based on the analysis of source texts;
draw conclusions about the importance of communication in human activity;
logical reasoning, using the studied material;
characterize the mechanisms of perception, give examples.
Express your own point of view.
Equipment and literature:
Social science. Grade 10: textbook. for general education institutions: profile level / ed. and others - 2nd ed. - M .: Education, 2008.
Didactic materials for the course "Man and Society": grades 10-11. : teacher's guide / ed. , . - 3rd ed. - M .: Education, 2007.
1. 
Make a diagram:
2. Read the text No. 2 p. 328 of the textbook. What are the communication barriers? Read text No. 2 p. 20 didactic materials. What communication barriers does the author indicate? What complexes are they associated with? Based on the two texts you read, make a classification of communication barriers in the form of a diagram or table.
3. Read text No. 3 on page 20 of the collection of didactic materials. What types of communication does the author of the text distinguish? Which one do you think is more preferable? Present the results of the research of the author of the text in the form of a pie chart, highlight the preferred type? Why only a small number of people own this type of communication?
4. Read the text on page 349 of the textbook, complete the task for it (make a comparative table, indicating the mechanisms of social perception).
5. Draw a conclusion about the meaning of communication. In the content of the conclusion, include the conditions necessary, in your opinion, for effective communication. To determine these conditions, remember what we talked about when studying the topic: “Communication”.
Explanation: The presented practical work can be used to generalize and consolidate the knowledge of students
1. Here is a list of various social communities. They can be divided into 3 groups. One of these groups is indicated in the table. Define two groups of communities and write them down in the columns of the first line of the table. Put down the serial numbers of all social communities in the corresponding columns of the table.
1. Nobles. 2. Brahmins. 3. Qualified specialists. 4. Peasants. 5. Vaishyas. 6. State managers. 7. Cossacks. 8. Kshatriyas. 9. Philistines.
strata | ||
Answer: Strata - 3, 6. Castes - 2, 5, 8. Estates - 1, 4, 7, 9
2. Fill in the gap in the row.
A) Purpose - subject - object - means - _________________________.
B) __________________ - legislature; Government of the Russian Federation executive branch; constitutional Court RF, Supreme Court RF, Higher court of Arbitration The Russian Federation is the judiciary.
Answer: A) result B) Federal Assembly RF
3. What is extra in a row? Underline the extra element of the series and explain why you decided so.
A) 1. Payment of unemployment benefits, a subsidy to farmers.
2. Raising the discount rate of interest.
3. Regulation of government spending and revenue.
4. Tax cuts.
B) 1. Warning.
2. Deprivation of a special right granted to an individual.
3. Compensation for non-pecuniary damage.
4. Disqualification.
Answer: A) An extra point "2", since this is an element of the state's monetary policy, and the rest are elements of fiscal policy.
B) Extra item "3", since this is an element civil liability and the rest are elements of administrative responsibility.
4. Insert instead of gaps the serial numbers of the corresponding words from the proposed list. Words are given in the list in the singular, adjectives in the masculine form. The same words can be omitted in the text more than once. Pay attention: in the list of words there are those that should not occur in the text!
“Just as _____ needs virtue, and _____ the monarchy, so _____ government needs ______. It does not need virtue, and ______ would be dangerous for it. The unlimited power of ______ here passes entirely to those to whom he entrusts it. People with great respect could start _____ in such a state, therefore, all courage in people must be crushed and the slightest spark of ambition must be extinguished in them. The government of _____ can, at will and without danger to itself, loosen the reins of government: it is held by its own strength and the strength of ______. But if in a _______ state the ruler lowers his threatening hand even for a moment, if he cannot destroy the persons occupying the first places in the state without delay, then everything is lost, since ______ - the only driving principle of this image of ______ - has disappeared, and the people have no more than a protector. (C. Montesquieu, French philosopher.)
Answer:“Just as 1 needs virtue, and 12 for a monarchy, so 15 needs a government for 7. It does not need virtue, and 12 would be dangerous for it. The unlimited power 17 here passes entirely to those to whom he entrusts it. People with great respect could start in such a state, 11 therefore it is necessary to crush all courage in people and extinguish in them the slightest spark of ambition. The government 3 can, at will and without danger to itself, weaken the reins of government: it holds on to its own strength and strength 19. But if in the 15 state the ruler lowers his threatening hand even for a moment, if he cannot immediately destroy the persons occupying the first places in the state , then everything is lost, since 7 - the only driving principle of this image 14 - has disappeared, and the people no longer have a protector.
5. Which of the steps below federal budget, in accordance with the Constitution of the Russian Federation, fall within the competence of the Government of the Russian Federation:
a) development of the federal budget;
b) representation in State Duma federal budget;
c) approval of the federal budget;
d) adoption of the federal budget;
e) publication of the federal budget;
f) ensuring the execution of the federal budget;
g) control over the execution of the federal budget;
h) a report on the execution of the federal budget.
Answer: A, B, E, Z.
6. In the sciences of society, there are terms and concepts formed from the names and surnames of figures who, according to various principles, entered world history, or literary characters who personified a particular social phenomenon. Here are three such terms.
Specify:
1) Brief definition of the term.
2) The surname of a historical figure or literary character, who he was and for what reasons the term is derived from this surname.
1. Voltairianism.
2. Blanquism.
1)___________________________________________________________________________________
2)___________________________________________________________________________________
3. Khlestakovism.
1)___________________________________________________________________________________
2)___________________________________________________________________________________
Answer: 1) 1. Political and religious freethinking.
2. Voltaire is one of the largest French enlighteners of the 18th century. His name has become a symbol of the fight against prejudices, superstitions and cruel customs of his age. Defended respect for the dignity of man, broad education. He is considered the first herald of the ideas of his era: freedom of thought and humanity.
2) 1. A political movement whose supporters advocated conspiratorial tactics in the revolutionary struggle.
2. Auguste Blanqui - French socialist, revolutionary of the mid-19th century. The success of the revolution was associated with a well-prepared conspiracy of a cohesive organization of revolutionaries.
3) 1. Model of behavior, which is based on shameless, frivolous boasting, successful adventurism.
2. I.A. Khlestakov - the hero of the comedy N.V. Gogol's "Inspector".
7. "Yes or no"? If you agree with the statement, write “yes”, if you disagree, write “no”. Record your answers in the table.
7.1. The set of goods and services necessary for the normal reproduction of the worker and his family is living wage.
7.2. The cognitive function of science is most fully reflected in the fundamental sciences.
7.3. Innovative proposals can be manifestations of deviant behavior.
7.4. Commercial unions cannot be civil society organizations.
7.5. Knowledge of the history of social development is a reflection of the social needs of man.
7.6. Personal freedom is a legislatively fixed opportunity to receive material, spiritual and other benefits.
7.7. The emergence and existence of stable social groups is explained primarily by the social division of labor.
7.8. Social partnership is a mechanism for coordinating the interests of participants production process: workers and employers.
Answer:
No | Yes | Yes | No | No | No | Yes | Yes |
8. Match the names of thinkers and statements belonging to them. Please note: there are more names of thinkers than statements.
Answer:
9. Analyze the following situations from a legal point of view:
Igor was prosecuted under an article providing for the possibility of confiscation of property. In this regard, Igor's property was seized. Igor lives with his mother, therefore, when compiling an inventory of the seized property, things belonging to his mother were also included in it.
1) What right of Igor's mother was violated in this case? ____________________________
2) What actions can she take to protect her right?__________________
Answer: 1) the right of ownership has been violated;
2) she may file a claim for recognition of her ownership of the illegally seized property.
10. Fill in the gaps in the diagram.
State forms.
Answer:
11. Determine what concept each row of images illustrates and give its interpretation.
Answer: A) Global problems of mankind - problems that cover many countries, affect the entire population of the Earth and cannot be solved by the forces of one country.
B) A social institution is a relatively stable form of organization of social life, ensuring the stability of ties and relationships within society.
12. Fill in the correct letter(s) instead of the gaps:
1. Str ... t ... f ... cation - the location of social strata on the social ladder
2. L…g…timity – legitimacy.
3. With ... p ... r ... tizm - the desire for separation, isolation.
4. Gl…b…l…zation is one of the processes taking place in the modern world.
Answer: 1. Stratification - the location of social strata on the social ladder.
2. Legitimacy - legitimacy.
3. Separatism - the desire for separation, isolation.
4. Globalization is one of the processes taking place in the modern world.
13. Replace the italicized passage with a social science term.
1. “With the end of World War II, assuming the role of hegemon of the Western “free world”, the United States abandoned the economic policy of the state aimed at protecting against foreign competition, and pledged to promote the development of free international trade».____________________________________
2. "Mutual misunderstanding," a conversation between two deaf people "is one of the the most important reasons constant active collisions conflicting interests, attitudes, aspirations and general dissatisfaction family life».____________________________________
3. "People with a low perception of themselves, their capabilities, qualities and place among other people" get stuck "on any, even minor, criticism and pass positive opinions about themselves past their ears." ___________________________________________
Answer: 1. Protectionism. 2. Conflict. 3. Self-esteem.
14. Solve the crossword. In the selected cells you will get a word. Write down its definition.
1. A degenerate form of democracy based on the changing whims of the crowd, constantly falling under the influence of demagogues.
2. Representatives of various groups who influence parliamentarians in the course of adopting laws that are beneficial to these groups.
3. Exile, persecution of people who did not break the law, but represent public danger, according to the majority.
4. Doctrine and activity from the standpoint of "paternal care" in relation to the layers and groups that are less protected in social and economic terms.
5. Positive attitude of the population of the country, its large groups, public opinion towards the existing institutions state power.
6. Forced deportation foreign citizen from the country in case of loss or termination legal grounds for his continued stay.
7. Social exclusion, which is the result of discrimination in the position and rights of individuals, communities and peoples, most often on a racial, class or religious basis.
8. Approval international treaty the supreme authority of the state as the highest result and goal of social development.
9. The direction of political thought, considering the state as the highest result and goal of social development.
10. Activities aimed at ensuring popularity among the masses at the cost of unfounded promises, demagogic slogans.
Answer: 1. Ochlocracy. 2. Lobby. 3. Ostracism. 4. Paternalism. 5. Legitimacy. 6. Deportation. 7. Segregation. 8. Ratification. 9. Statism. 10. Populism.
15. Insert in place of gaps.
The Organization of the Petroleum Exporting Countries (OPEC) is ________, i.e. an association of producers who regulate oil production in order to maintain high ______. Oil shock of the 1970s was that, in response to Israeli aggression against Arab countries OPEC has sharply raised the price of crude oil. As a result, ________ decreased while ______ remained unchanged. AT developed countries this led to _______ i.e. to a decrease in real internal _________.
Answer: Cartel, prices, supply, demand, recession, national product.
16. Read the text and do the task for it.
“The nobility seeks to separate from other estates (1) not only by gender and occupation, legal and social position, but also purely external differences - clothing, language, mores. The French language, introduced first at the court, then in the entire noble society becomes the main means of noble communication. Language is another difference between a representative of the noble class. Estates educational establishments became the social institution (2) that formed the nobleman as a person. Instilled personal qualities and stereotypes (3) of behavior were then subjectively realized in the process of bearing public service. The result of education was the "inclusion" of the nobility in the pan-European culture.
Together with the rules of good manners, a system of patronage and patronage enters the life of the court, and favoritism becomes the norm of court life. By the manner of communication, behavior and style of clothing, the Elizabethan nobleman is a European. At the same time, the internal family and everyday life of the nobility adhered to completely different, different from Europe, foundations - the ancient Russian tradition (4), autocracy and Orthodoxy, serfdom. Behind the European façade hid oriental despotism (5) and a semi-Asiatic way of life.
The mixture of two cultural traditions gave the Russian nobility a unique identity. And if in the Elizabethan era Russian and European traditions were in a delicate balance, then already under Catherine II the nobility looks completely European. The gap between consciousness and reality, self-esteem and life realities turned out to be disastrous for the noble culture and became the cause of its deep crisis and decline.
(T. A. Kovalenko, Russian culturologist)
1. Define the italicized and numbered terms.
2. Open the channels of socialization of the Russian nobility of the XVIII century.
3. Formulate briefly on the basis of the text three sociocultural gaps that arose in Russian society in different periods of the 18th century. Write down and number them.
Answer: 1.1) Estate - a social group that has rights and obligations enshrined in custom or law and inherited.
2) Social institution - a form of organization of social life, ensuring the stability of ties and relationships within society.
3) Stereotype - a habitual attitude towards a certain object, formed under the influence of living conditions, social environment and previous experience.
4) Traditions are elements of social and cultural heritage that are passed down from generation to generation and preserved in certain societies, classes and social groups.
5) Despotism - autocracy and arbitrariness, suppressing any manifestation of someone else's free will.
2. The following channels of socialization are named in the text:
- familiarization with the French language culture;
- the assimilation of certain behavioral models, manners of dress;
- class system of education;
- public service;
- a family, family traditions and orders.
3. 1) The gap between the values of the nobility and the values of the rest of society, formed by the middle of the 18th century.
2) The gap between the public behavior of a nobleman of the middle of the XVIII century. and his family and household life.
3) The gap between the consciousness of the nobility of the late 18th century, oriented towards European socio-cultural values, and the realities of Russian reality.
17. Analyze the diagram presented and evaluate the statements made. You can agree with each conclusion or refute it. Your opinion must be supported by the diagram data.
- Russia's GDP is made up of industrial production and agricultural products.
- During 1992 - 1998. there was a steady decline in total industrial production.
Answer: 1. No. GDP growth does not consist of the volume of industrial and agricultural production. So, for example, in 2002-2003. it outpaces the growth of industrial and agricultural output, and in 1999 GDP growth lags far behind industrial production and slightly lags agricultural production. 2. Yes. Since the index of the volume of industrial production in% of the previous year for a given period is less than 100 each time.
In contact with
TOOLKIT
on the use of a set of digital educational resources
to textbooks
Salygin E.N., Salygina Yu.G. "SOCIAL SCIENCE. 10–11 CL.”
Introduction
A set of digital educational resources for textbooks Salygin E.N., Salygina Yu.G. "Social science grades 10–11." (hereinafter referred to as the set of DER) was created as part of the competition "Formation of sets of digital educational resources that expand textbooks (educational kits) recommended (approved) for use in the educational process", organized within the framework of the project "Informatization of the education system".
The DER set is a complex of educational and informational and educational materials for the senior classes of a general education school. Its introduction into teaching practice is designed to provide information and resource support for the course "Social Science" in grades 10–11; to expand the opportunities for students to study the material on a variant basis; to strengthen the motivation for independent and creative forms of educational and cognitive activity; to focus the educational process on the formation of information and communication competence - mastering the skills and abilities of working with various sources and types of social science information, using the data obtained to solve educational problems, combining individual and group forms of cognitive activity.
One of the main tasks in this case is the integration of modern forms of education based on information technologies into the system of social science education with traditional forms of educational and cognitive activity.
The study of social science (including economics and law) in high school at the basic level is aimed at achieving the following goals:
· development personality in the period of early youth, its spiritual, moral, political and legal culture, economic way of thinking, social behavior based on respect for law and order, the ability for personal self-determination and self-realization; the development of critical thinking, which allows one to objectively perceive heterogeneous social information (including economic and legal), interest in the study of social and humanitarian disciplines;
· upbringing civic responsibility, legal self-awareness, national identity, tolerance, commitment to humanistic and democratic values enshrined in the Constitution of the Russian Federation;
· mastering the knowledge system about economic and other types of human activities, about society, its spheres, legal regulation public relations necessary to interact with the social environment and perform typical social roles of a person and a citizen, for the subsequent study of socio-economic and humanitarian disciplines in institutions of the secondary and higher education system professional education or for self-education;
· mastery of skills receive and critically comprehend social (including economic and legal) information, analyze, systematize the data received; mastering the methods of cognitive, communicative, practical activities necessary for participation in the life of civil society and the state;
· experience formation applying the acquired knowledge and skills to solve typical problems in the field of social (including economic) relations; civil and social activities, interpersonal relations, relations between people of different nationalities and religions, in the family and household sphere; to correlate their actions and the actions of other people with the norms of behavior established by law, to promote legal means and means of protecting the rule of law in society.
Man as a creator and creation of culture
sociocultural evolution. activity and thinking. The concept of culture. Diversity of cultures. needs and interests. Freedom and Necessity in Human Action. Types and levels of human knowledge. Worldview. Philosophy. The problem of the cognition of the world. The concept of truth, its criteria. The science. The main features of scientific thinking. Natural and social-humanitarian sciences. Religion. Art. Morality and law.
Society as a complex dynamic system
System structure of society: elements and subsystems. Social interaction and public relations. The main institutions of society.
Many options for social development. Evolution and revolution as forms of social change. The concept of social progress. Globalization processes. Threats and challenges of the 19th century.
Economyand economic science. Supply and demand. market structures. Competition policy and antitrust law.
Factors of production and factor income. Economic and accounting costs and profits. Fixed and variable costs, sunk costs. The main sources of business financing. Shares, bonds and other securities. Stock market. Basic principles of management. Fundamentals of Marketing.
Labor market. Unemployment and state policy in the field of employment.
The state budget. State debt. The concept of GDP. Economic growth and development. Economic cycles. Fundamentals of the monetary and budgetary policy of the state.
World economy. State policy in the field of international trade. Global economic problems. Features of the modern Russian economy. Economic policy Russian Federation.
social relations . social groups. social stratification . social conflict. Types of social norms. social control. social mobility. Youth as a social group, features of youth subculture.
ethnic communities. Interethnic relations, ethno-social conflicts, ways of their resolution. Constitutional principles of national policy in the Russian Federation.
Family and marriage. The problem of incomplete families. Modern demographic situation in the Russian Federation.
Religious associations in the Russian Federation. The role of the church in the life of modern society.
Politics as a social phenomenon . The concept of power. State, its functions. Politic system. Typology of political regimes. Democracy, its main values and features. Civil society and the state.
Political elite, features of its formation in modern Russia. Political parties and movements. The role of funds mass media in the political life of society. political ideology.
Man in the system public relations
Public and individual consciousness. The socialization of the individual. social role. Social roles at adolescence. spiritual life of man. the self-consciousness of the individual and social behavior. Values and norms. motives and preferences. Freedom and responsibility. Deviant behavior.
Knowledge and skills.Social significance and personal meaning of education in the information society.
Rational economic behavior of the consumer, family man, worker and citizen.
Man in political life. Political psychology and political behavior. political participation. political leadership. political culture. The influence of the media on the behavior of the voter.
Legal regulation public relations
Law in the system of social norms. The system of Russian law. Legislative
process in the Russian Federation.
Citizenship in the Russian Federation. Electoral system and electoral process. Military duty, alternative civil service. Rights and obligations of taxpayers.
Subjects civil law. Organizational and legal forms and legal regime entrepreneurial activity. Property rights. Right to intellectual property . Inheritance. Non-property rights: honor, dignity, name. Ways to protect property and non-property rights.
Employment and employment . The procedure for hiring, conclusion and termination employment contract. Legal basis social protection and social security.
Experience of cognitive and practical activities
· experience in working with sources of social (including economic and legal) information, using modern means of communication (including Internet resources);
· experience of critical comprehension of social (including economic and legal) information coming from different sources, formulating own conclusions and value judgments on this basis;
experience in the analysis of social phenomena and events;
experience in solving cognitive problems that reveal typical social situations;
· Experience in mastering typical social roles through participation in educational games and trainings that simulate situations from real life, through independent formulation of rules and norms of behavior (at school, public places, etc.);
· experience in applying the acquired knowledge to determine an economically rational and legal way of behavior and procedures in specific situations;
experience of a reasoned defense of one's position (including based on legal norms), opposing a different opinion through participation in discussions, disputes, debates;
Experience in writing creative papers in social disciplines.
· As a result of studying social science (including economics and law), at a basic level, the student should
· know:
the most important philosophical, economic, sociological, political science, legal theoretical provisions and concepts that reflect the nature of man, his place in the system of social relations, the functioning and development of society as a form of joint life of people, the main social institutions, including the state;
legal norms and mechanisms regulating public relations;
Features of social and humanitarian knowledge;
· be able to
· to reveal by examples the most important theoretical provisions and concepts of socio-economic and human sciences;
characterize (describe) the main social, economic and legal objects(facts, phenomena, institutions, norms, processes), highlighting their essential features; the biosocial nature of man, the complex and contradictory world of spiritual culture;
explain the internal and external relationships (causal and functional) of the studied social objects (including the interaction of man and society, society and nature, society and culture, the relationship of spheres public life);
compare similar social objects, highlighting them common features and differences; establish correspondence between essential features and signs of social phenomena; distinguish between facts and opinions in social information;
search for social information presented in various sign systems (text, diagram, table, diagram, audiovisual series); extract from unadapted original texts (philosophical, scientific, popular science, journalistic, artistic) knowledge on given topics; analyze and summarize social information;
· to formulate on the basis of the acquired social science knowledge their own value judgments and arguments on certain issues; prepare oral presentations, conduct micro-research on social issues;
solve cognitive and practical problems on topical social problems;
· use the acquired knowledge and skills in practical activities and everyday life:
in the process of performing typical social roles;
in the process of solving practical problems related to life situations,
· for orientation in actual public events and processes, development of a personal civic position;
To improve their own cognitive activity;
· in the process of realization and protection of human and civil rights;
To assess current events and people's behavior from the point of view of morality and law;
· to carry out independent search, analysis and use of the collected social (including economic and legal) information.
When lining up individual educational trajectory should be considered:
The age of the student (a 15-year-old student will have significantly less social experience than 18 years old or even older);
A different level of its development (it is necessary to identify periodically with the help of diagnostic tasks);
The topographical affiliation of the student (this is not only an urban, but also a rural resident.Therefore, it is necessary to take into account the life experience of a schoolchild living both in urban and in countryside. It is advisable to select material that takes into account not only what a rural student is deprived of compared to an urban one, but also the advantages that life in the countryside provides: a holistic image of the world, folk traditions and family life, a high degree of social control, etc. .);
Different levels of proficiency in Russian (this is not always a student whose only language of communication is Russian);
Success in performing tasks of various types and types (for the purpose of alternation and complication);
The roles he plays in the group (for the purpose of alternating positions, providing conditions for the manifestation of both the qualities of the performer, and the organizer and initiator).
Course Features
Salygin E.N., Salygina Yu.G. "Social science 10 -11 cells."
Represented training course claims to be generalizing, combining various special courses and modules of social science and uniting them in such a combination that ensures the assimilation of the basic components of the content of education. It can help overcome the fragmentation, lack of system of humanitarian knowledge of schoolchildren, establish interdisciplinary links with history, geography and other related disciplines.
The aim of the course is to stimulate the activity of students in the knowledge of society. As a result, high school students get the opportunity to learn about themselves, their place and role in public life; about their personal achievements and responsibilities; develop life goals and value worldview; learn how to solve problems that arise on the way and make competent decisions. The course is designed to solve the problems of spiritual, moral and civic education of schoolchildren, to promote the socialization of the individual, the formation of the ideals of democracy, human rights, and the rule of law. The main principle in teaching the course "Social Studies" is a dialogue with students, during which a deep understanding of the topics under consideration is achieved and prospects for further creative research of issues of interest are opened.
The course does not impose on students any one worldview, putting all the dots over the “and”, but illuminates individual problems from various positions, contributing to the free, conscious self-determination of students. It contains topics of problematic content, which contributes to the understanding of the complexity and inconsistency of social development by students, stimulates the formation of their critical thinking skills, and teaches them to engage in independent analytical activity. Problematic topics should be presented in the form of problem-search situations that develop the creative thinking of students, initiating the argumentation of their reasoning. These topics can become the basis of project activities.
The course is also focused on the practical applicability of knowledge. Questions are selected and analyzed taking into account the life realities of students in order to teach them to think and act, choosing the right decisions. The comprehensiveness of the analysis of topics allows the use of a variety of methods for conducting classes with students: role-playing games, debates, seminars, lectures, projects, writing essays.
Chur with "Social Science" is closely related to the courses for the main school: "Introduction to Social Science" (L.N. Bogolyubova), "Fundamentals of Jurisprudence" (V.O. Mushinsky), "Law and Politics" (A.F. Nikitina), " civics”(Y.V. Sokolova) and others. He develops and expands the problems of these courses.
The presented course "Social Studies" for high school accumulates modern ideas about society, nature and personality. It includes topics of problematic content, which helps students understand the complexity and inconsistency of social development, stimulates the formation of their critical thinking skills and teaches them to engage in independent analytical activity. Such topics, in particular, include: ethnocentrism and cultural relativism, consumer society, alienation, personality theories, modern family, globalization, co-evolution and others. The study of topics of problematic content is a condition for the development of students' creative thinking and the ability to argue reasonedly.
A feature of the methodological construction of the course "Social Science" is its complexity, which involves the use of cultural, philosophical, anthropological, sociological, political science, legal knowledge. Particular attention is paid to the methods of cultural studies, which allow us to consider group, social and universal values through the prism of culture.
Teaching according to the proposed program provides for the study of the issues covered in the basic school (human activity, worldview, man and personality, the interaction of nature and society, etc.) at a higher cognitive level, taking into account different points of view. This is facilitated by the appropriate formulation of questions. For example, it speaks not just about truth, but about the criteria of truth and indicates the theories that substantiate them (classical, Marxist, positivist, neo-positivist theories, the theory of pragmatism); not about personality, but about personality theories - psychoanalytic, ego-concepts, behavioral, I-concept , humanistic; not just about the family, but about the modern family and one-career and two-career family models; not just about society, but about the diversity of views on the concept of "society", etc.
Of particular note is the focus on the practical applicability of knowledge: the topics and questions of the program are selected taking into account the life realities of students, which encourages them to think and choose the right solutions. The transition from the socio-philosophical problems of the first part to the political and legal problems of the second part is not accidental. At the last stage of schooling, political and legal issues are of particular relevance. They contribute to the transition of theoretical ideas about society into the plane of real situations, where law acts as a universal criterion for evaluating ongoing events in social life and the main regulator of social relations. This approach seems appropriate from a didactic point of view, since social science and legal knowledge mutually enrich each other, which ultimately helps to better understand the subject being studied.
The authors provide a list of literature recommended for teachers to obtain more detailed information and in-depth knowledge on the topics of the course. This literature can be used by the students themselves to prepare abstracts, reports, essays.
The course "Social Science" is designed for 130 hours of study (112 hours of lectures, 18 hours of seminars). Additional 10 hours provided by the basic curriculum can be used at the discretion of the teacher: for final control, excursions, conferences, business games, etc. The course topics are grouped into two parts: "Man in Society" - 10th grade, "Citizen in the state" - 11th grade. The first reflects the features of nature and the way of life of a person, such phenomena as culture, society, civilization, noosphere, economy. The second reveals issues related to political, legal and spiritual culture.
The provisions of the mandatory minimum content of secondary (complete) education in social science are disclosed consistently in all parts of this course, although individual didactic units "move" from one semantic block to another or are revealed from different angles in several topics of the course.
Block "Society as a complex dynamic system".
System structure of society: elements and subsystems. Social interaction and public relations. The main institutions of society.
Many options for social development. Evolution and revolution as forms of social change. The concept of social progress. Globalization processes. Society and man in the face of threats and challenges of the XXI century.
Economics and economic science. Factors of production and factor income. Supply and demand. market structures. Competition policy and antitrust law.
Economic and accounting costs and profits. Fixed and variable costs. The main sources of business financing. Shares, bonds and other securities. Stock market. Basic principles of management. Fundamentals of Marketing.
Banking system. financial institutions. Types, causes and consequences of inflation.
Labor market. Unemployment and state employment policy.
The role of the state in the economy. public goods. external effects. Taxes paid by businesses.
The state budget. State debt. The concept of GDP. Economic growth and development. Economic cycles. Fundamentals of the monetary and budgetary policy of the state.
World economy. State policy in the field of international trade. Global economic problems. Features of the modern Russian economy. Economic policy of the Russian Federation.
Social relations. social groups. social stratification. social conflict. Types of social norms. social control. social mobility. Youth as a social group, features of youth subculture.
ethnic communities. Interethnic relations, ethno-social conflicts, ways of their resolution. Constitutional principles of national policy in the Russian Federation.
Family and marriage. The problem of incomplete families. Modern demographic situation in the Russian Federation.
Religious associations and organizations in the Russian Federation.
Politics as a social phenomenon. The concept of power. State, its functions. Politic system. Typology of political regimes. Democracy, its main values and features. Civil society and the state.
Political elite, features of its formation in modern Russia. Political parties and movements. Mass media in the political system of society. political ideology.
Political process, its features in the Russian Federation. Election campaign in the Russian Federation.
It is given in its entirety in topics 3-7.
Block "Man as a Creator and Creation of Culture".
Man as a result of biological and sociocultural evolution. Thinking and activity. The concept of culture. Diversity of cultures. needs and interests. Freedom and necessity in human activity. Types of human knowledge. Worldview. Philosophy. The problem of the cognition of the world. The concept of truth, its criteria. The science. The main features of scientific thinking. Natural and social-humanitarian sciences. Religion. Art. Morality. Right.
It is revealed in themes 1 and 9.
Block "Man in the system of social relations".
Public and individual consciousness. The socialization of the individual. social role. Social roles in adolescence. spiritual life of man. Self-consciousness of the individual and social behavior. Values and norms. motives and preferences. Freedom and responsibility. Deviant behavior and its types.
Social significance and personal meaning of education. Knowledge, skills and abilities of people in the information society.
Rational economic behavior of the owner, employee, consumer, family man, citizen.
Man in political life. Political psychology and political behavior. political participation. political leadership.
It is revealed in themes 2, 5 and 7.
Block "Legal regulation of public relations".
Law in the system of social norms. The system of Russian law. Legislative process in the Russian Federation.
Citizenship in the Russian Federation. Legislation of the Russian Federation on elections. Military duty, alternative civilian service. Rights and obligations of taxpayers.
right to favorable environment and ways to protect it. Environmental offenses.
Subjects of civil law. Organizational and legal forms and legal regime of entrepreneurial activity. Property rights. The right to intellectual property. Inheritance. Non-property rights: honor, dignity, name. Ways to protect property and non-property rights.
The procedure and conditions for the conclusion and dissolution of marriage. Legal regulation of relations between spouses.
Rules for admission to educational institutions of vocational education. The procedure for the provision of paid educational services.
Employment and employment. The procedure for hiring, concluding and terminating an employment contract. Legal bases of social protection and social security.
Disputes, the order of their consideration. Basic rules and principles of civil procedure. Features of administrative jurisdiction. Features of the criminal process. Constitutional jurisprudence.
International protection of human rights in peacetime and wartime.
It is covered in topic 8.
The scheduling below also reproduces the mandatory minimum provisions covered in the relevant course topics.
Problematic and key issues in the course of Social Studies
In order to organize a full-fledged activity for the conscious assimilation of educational content, on the material of each topic it is necessary to formulate for students problematic issues .
It is necessary to distinguish between key and problematic issues. Their differences are as follows:
|
Key question: A definite answer; reproductive activity; The answer is always in the text of the lesson; Are a subset of goals |
Problem question: Might be an ambiguous answer Productive activity; Additional sources of information may be needed to answer; - broader than the objectives of a particular lesson |
|
What does sociology study?
|
In what cases is sociological knowledge applicable? |
Here are some typical wording of problematic questions:
1. Is it true thatwhen changing (saving) a phenomenon (parameter) .... Is the result changed (saved)?
2. Does
3. Does it have a solution this problem provided that…?
4. Is it true thatIs this property (condition…) essential (not essential) for solving this problem (answering this question, obtaining a negative/positive result)?
5. Select (formulate) the criteria, allowing to compare (order, build a classification, evaluate the results ...).
6. Select (formulate) the conditions, under which (positive (negative) influence of the factor on the result) ...?
7. Is it always possible getting a result with ...?
8. is itthe result obtained by the consequence ....?
9. How doeschange (save, increase, decrease, ...) of a phenomenon (parameter) to a result?
10. Compareobjects based on criteria.
11. Match between two events.
12. Determine the factors influencing...
13. Why :
· can (cannot) conclude ...?
· when changing ….. does … change?
It is possible (impossible) to assert that ...?
· the condition is met (not met) ...?
1. It is known that two objects that have the same characteristics in the field of facts known to us fell into different groups. On what basis conclusion about their difference?
2. Is it enoughdata in order to draw a conclusion (get a result) ...?
3. Set the analogy …
4. Etc.
Project and research activities in the course of social science
Of particular importance at the profile level of studying the discipline of social science is acquiring research and project activity.
Organization plays an important role in professional education research activities student, which requires the provision of topics, methodological support for the implementation of the study, elements of motivation for independent choice of topics, initiation of problems by the student himself.
Of particular importance is project activity. The project involves:
· the presence of a significant problem (research, information, practical), the solution of which involves the implementation of various types of activities: the study of additional literature, the collection of data from various sources of information, the conduct of sociological surveys (questionnaires, interviews), consultations with experts (expert interviews), the creation of educational films and etc.;
· the use of scientific, research methods: posing a problem, defining the subject of research, formulating goals and objectives, putting forward hypotheses, choosing research methods, summing up intermediate results, designing a product;
· practical, theoretical, cognitive significance of the expected results (for example, a report to the relevant services on the demographic state of the region, the factors influencing this state, the trend that can be traced in the development of this problem; jointly with the project partners issuing a newspaper, an almanac with reports from the scene ; action plan, etc.).
The project "requires" registration results (product) to present it to others. The "product" of the project activity can be:
scenario of a business game, debate, research article, essay, reportage, presentation, educational film, dictionary;
"library catalog" on the topic, course;
analysis of sociological survey data; atlas; business plan;
Web site; video film;
video clip;
electronic newspaper;
electronic journal;
bill; map;
collection;
design - layout;
model;
musical composition;
multimedia product;
letter in ...;
forecast;
guide;
a series of illustrations;
story;
directory;
dictionary;
comparative analysis;
virtual tour;
collection of essays;
travel diary;
chapters from a non-existent textbook, etc.
In the process of implementing project activities, teacher assistance to students is focused primarily in the following areas:
Ø orientation in a variety of sources;
Ø joint discussion with students of various ways to overcome difficulties through indirect, leading questions;
Ø psychological support, approval or disapproval of various phases of the working procedure;
Ø learning to record (record) the results of their project activities;
Ø suggestion of directions for systematization, analysis of the results of the project.
There are the following classifications of projects and their types:
1) By tasks:
Ø research project: includes substantiation of the relevance of the chosen topic, designation of research objectives, mandatory hypotheses with its subsequent verification, discussion of the results. At the same time, methods of modern science are used: laboratory experiment, modeling, sociological survey and others;
Ø information project: aimed at collecting information about some object, phenomenon for the purpose of its analysis, generalization and presentation for a wide audience;
Ø creative project: involves the most free and unconventional approach to the design of the results. These can be almanacs, theatricals, works of fine or decorative art, video films, etc.;
Ø role/game/project: participating in it, the designers take on the roles of literary or historical characters, fictional characters, etc. The result of the project remains open until the very end. What will end judicial sitting? Will the conflict be resolved and an agreement concluded?
Ø practice-oriented project: aimed at social interests the project participants themselves or an external customer. The product is predetermined and can be used in the life of a class, school, neighborhood, city, state.
2) According to the subject area, the types of projects are distinguished:
intrasubject , within one area of knowledge;
interdisciplinary thproject, at the junction of different areas;
metasubject .
3) By the nature of coordination:
vdirect (hard, flexible);
v hidden (implicit, simulating a project participant, typical for telecommunications projects).
4) By the number of participants:
· individual;
· steam room;
· group;
· collective;
· mass.
5) By duration:
· mini-project (for 1 lesson);
· short (4-6 lessons);
· long (month, quarter, academic year, etc.).
Evaluation of the "product" project activity involves answering a number of questions:
What did the student learn new?
How did the student learn something new?
Can this be used in the future?
Is the self-assessment of project participants expected to be included in the overall assessment of the project?
Are places (I, II, III) or nominations (for the best research, for the best presentation, etc.) expected?
Evaluation criteria should be selected based on the principles of optimality in number (no more than 7-10) and accessibility for students. They should be known to all designers long before the defense.
Possible lists of criteria for evaluating design work are as follows:
|
Option 1 |
Option 2 |
|
1) independence of work on the project; 2) relevance and significance of the topic; 3) completeness of the disclosure of the topic; 4) originality of the problem solution; 5) presentation of the content of the project; 6) use of visual aids, technical means; 7) answers to questions. |
1) the importance of the project topic; 2) depth of study of the problem; 3) originality of the proposed solutions; 4) the quality of the product; 5) persuasiveness of the presentation. |
Let us clarify the features of design in specialized social science education. These should include:
· The main attention is focused on the relationship of various spheres of society, the place of an individual in the social space.
· Quite high requirements are set for the level of preparedness of students, their knowledge in the field of philosophy, sociology, and in the 11th grade - political science, social psychology.
· More stringent requirements are imposed on the elaboration of details, their concretization, the level of clarity and scientific character in determining the relationship, dependencies of various factors that determine social phenomena and processes, since they are always multifaceted and ambiguous. The latter requires the demonstration of various approaches to their understanding.
· Creative activity in determining the directions for the development of social objects is quite high, since social development always involves multiple alternatives. Even if there is a choice, it requires deep justification and following social patterns (forecasting, foresight).
· A social science project involves taking into account the socio-economic, socio-political, legal, historical, psychological and other aspects of the phenomena being studied.
In the process of project implementation, understanding is expanded, defined, concretized, deepened knowledge social phenomena and processes.
Develop skills:
situation analysis
Search and selection of necessary information
Situation simulation
Consideration of strategies and options for action
Decision making
Choosing a behavior strategy
Communication skills
Separating Facts from Judgments and Opinions
Conducting sociological research
Ability to work with sources.
Relationship is formed with values:
· responsible acceptance decisions
tolerance
compromise
Active participation in public life
conscious attitude to the processes taking place in society
Striving for education and self-education in the subject area
readiness to improve social life
Italics in the text highlight material that is subject to study, but is not included in the Requirements for the level of training of graduates.
The specifics of the methodology for using electronic resources in teaching social science at the profile level in classes of various profiles
At the stage of secondary (full) general education the course "Social Science" is built with a focus on an expanding range of social ties and relationships, independence and responsibility of the student in solving life problems. In this regard, the basis of the content of social science education at this stage becomes spiritual (moral and ethical, meaningful components) and civic culture (the relationship of a citizen with the state and institutions of civil society). In addition, social studies are designed to ensure that the student is prepared for the study of social disciplines in professional educational institutions of any profile.
At the profile level, in addition to solving general educational problems, the course of Social Science should give an idea about the basic social sciences (philosophy, sociology, political science, social psychology), their categorical apparatus, actual problems, methods of scientific knowledge, about typical professions of social-humanitarian and socio-economic profiles, as well as about the main types of educational and teaching-research activities necessary to continue studies in universities of social, humanitarian and socio-economic areas.
Comparing goals education at the basic and profile levels of teaching social science, at the profile level, attention is focused on the development of students' cognitive interest in the study of social and humanitarian (socio-economic) disciplines and the development of a knowledge system that forms the basis of philosophy, sociology, political science, social psychology, the formation of critical thinking, education of social responsibility and development of ways of activity in characteristic social roles. The importance of the student's self-determination in further educational (first of all, preparation for a university) activity, the formation of an independent socially oriented subject of society is emphasized. This, in turn, determines the specifics of providing and organizing remote educational process at the profile level, focusing on activity, practice-oriented, communicative components.
When comparing content educational programs of the basic and specialized levels, it is not possible to single out a number of differences in the studied didactic units, since they are due to the very principles underlying the construction of programs. So, if at the basic level the “object approach” is implemented, when the relevant knowledge is grouped around the studied social objects, then at the profile level the content is organized according to the main branches of social science (social sciences) – philosophy, sociology, political science, social Psychology. This determines a different logic for presenting the course content, close to the logic of the corresponding basic sciences, which implies a deeper disclosure of their key concepts. Also, at the basic level, the subject of social science includes economics and law, while at the profile level, these sections constitute independent academic subjects. Thus, the identified features are taken into account when building a distance course in social science, determine the selection and presentation of the material, sustained in the spirit of the peculiarities of thinking - philosophical, sociological, political science, psychological.
From point of view general requirements to the level of training of graduates, at the profile level, the orientation of training towards the formation of a comprehensive and systemic vision, analysis of social phenomena, processes and the student's assessment of his place and role in the system of social relations, taking into account the knowledge of scientific approaches of the social sciences and humanities, the ability to establish multifactorial dependencies and implement them effectively acting in practice.The necessity of acquiring experience in participation in discussions on topical social problems, the implementation of individual and group research activities. This, in turn, is reflected in this set of DERs.
At the profile level, when studying social science, a base is created for the subsequent professional training of students. Graduates of a higher educational institution are waiting for fundamental courses on training programs for future philosophers and historians, economists and lawyers, sociologists and political scientists, etc. They will face the choice of special courses and special seminars. In addition to the actual training, they will have to carry out educational and research, and in many cases, research work.
In this regard, at the profile level:
The range of basic concepts of social sciences is expanding, the development of which is necessary for mastering fundamental knowledge;
The social problems of a person and society are revealed more deeply (in contrast to the basic level);
An idea is formed about the basic social sciences, the most important milestones in their development, current problems, research methods;
Orientation is given in professions and fields of activity in which specialists in the field of social, humanitarian and economic sciences work;
The experience of educational and educational-research activities is being improved (work with primary sources, development of projects, etc.).
Thus, the content necessary for familiarization with civic culture and spiritual culture, for the development of basic social competencies, at the profile level acquires such a meaningful “shell” that is adequate to the tasks and specific conditions of the profile level of education. It is focused on broad social science training, which creates conditions for graduates to independently choose any of those universities (or faculties) that provide social and humanitarian or socio-economic training (faculties of history, law, sociology, philosophy, as well as the faculties of journalism, management, economics). , pedagogy and psychology, etc.).
At the basic level, 140 (2/2 - per week) hours are allocated for the study of social science for two years of study, at the profile level - 210 (3/3) hours.
At the profile level, the subject of Social Science is studied in socio-economic and social and humanitarian profiles . In both profiles, 210 (3/3 - per week) hours are allocated for the study of Social Studies for two years of study.
In the social and humanitarian profile at the profile level, along with Social Studies, a significant place is given to the study of such subjects as History (280 (4/4 hours per week) hours for two years of study) and Law (140 (2/2 hours per week) hours for two years of study). Note that this profile provides for the study of Economics as a basic subject. In this regard, this profile involves a broad historical and social science training, which creates conditions for the graduate to independently choose one of the areas of social and humanitarian university training - philosophical, sociological, political science, pedagogical, psychological, as well as historical and legal, which allows concretizing this profile as historical and legal.
In the socio-economic profile, in addition to social science, an important place in the structure subjects occupies Economics - 140 (2∕2 - per week) hours for two years of study; 70 (1∕1 - per week) hours are allotted for the study of Law for two years of study. Education within the framework of this profile can orient students towards admission to the economic and management faculties.
Thus, the areas of professional orientation provided for within the framework of the social and humanitarian profile imply an approximately equal distribution of hours and attention to all social and human sciences, the knowledge of which is the content of the profile course of social science. This applies to training within the socio-economic profile. However, one should take into account the individual educational needs of the student, contribute to the realization of his educational needs, for example, by recommending additional sources for acquaintance, developing a project, and implementing research activities. Given the historical and legal emphasis in teaching within the framework of the social and humanitarian profile, the political and legal aspect can be highlighted.
Independent, laboratory and practical work,
performed students
At least 40% of the study time is devoted to independent work of students, allowing them to gain experience in cognitive and practical activities. The minimum set of work performed by students includes:
Work with various pedagogically unadapted sources of social information, including modern means of communication (including Internet resources);
Critical perception and comprehension of heterogeneous social information, reflecting different approaches, interpretations of social phenomena; formulating on this basis their own conclusions and value judgments;
Analysis of phenomena and events taking place in modern social life, using the methods of social cognition;
Solving problematic, logical, creative tasks that reflect the actual problems of social and humanitarian knowledge;
Participation in educational games (role-playing, situational, business), trainings simulating situations from real life;
Participation in discussions, disputes, debates on topical social problems, defending and arguing one's position; opposition to a different opinion;
Implementation of educational research work on social issues, the development of individual and group student projects;
Preparation of abstracts, mastering methods of processing the results of research on topical social problems;
Understanding the experience of interaction with other people, social institutions, participation in civil initiatives and various forms of self-government.
Features of this DER set
The developed set of DER aims to introduce information technologies into the educational process and combines both new and traditional forms of the lesson within the class-lesson system.
· AT illustrative material In addition to traditional static materials (texts, images), the lessons include interactive reference books, diagrams, illustrations, tables and diagrams, video clips, both new didactic material and didactic material developed by the authors of printing aids. Possibilities of DER recruitment enhance the visibility of learning.
Each lesson includes materials that can be printed and used as a handout with traditional teaching methods, and materials that can be used if it is possible to use a computer class with a local network. This helps each student to build an individual educational trajectory and increase motivation for learning.
· The materials are presented in two versions: directly linked to the paragraphs of the textbook and grouped according to thematic and alphabetical principles.
Linking materials to each paragraph of the textbook simplifies their use by a teacher who teaches lessons using a textbook according to the traditional method, and he can use it exactly at the moment when he has the technical ability to use a multimedia projector and a computer. A different organization of the material allows the teacher to vary the materials of the resource in accordance with his own vision of the picture of the lesson. The subject teacher can compose your own lessons based on the materials presented in it, create their own didactic materials using information technology, Internet resources, teach students to use this technique to prepare their own research papers (abstracts and reports), projects and public speaking.
An important feature is connection of the DER set with the worldwide Internet which allows the teacher conduct an independent search the additional materials he needs, and also teaches students the basics of working on the network using the collection of links to thematic Internet resources included in the DER set.
The basis of this set of DERs are materials for explanation, training and control, which can be used in an office equipped with only one computer and a multimedia projector. This configuration of equipment is the most realistic for use within the existing classroom-lesson system with the teaching of a subject tied to a specific specially equipped classroom. At the stage of consolidating and controlling the material, it is effective to use the materials of the DER set in a network version in a computer class or print out handouts on a printer.
The structure of the DER set allows use it like in school while working in class, so at home(both by the teacher, in the process of preparing for the lesson, searching and structuring the information he needs, and by the students (in self-preparation and conducting independent research work on the instructions of the teacher).The ability to work using the Internet allows, in the presence of computers connected to the network both at school and at home with students, to organize distance learning.
Forms and methods of organization learning activities and evaluation of learning outcomes using a set of DERs
In class:
· Presentation of new material. This component is supported multimedia demonstrations from the teacher's working computer, which will provide greater clarity and clarity of the teacher's explanation. The “Methodological support” section provides the main recommendations for the teacher on how to use this function of the DER set to most effectively stimulate the active participation of the class in a dialogue with the teacher.
· Working with sources contained in the DER set (search, analysis, etc.). It can be carried out both individually at the student's workplace, and collectively under the guidance of a teacher.
· Intermediate and final certification of students. After passing through each paragraph and each topic of the textbook, the teacher has the opportunity to certify students using the tasks presented in the DER set, both in electronic and in traditional form.
· Self-preparation and correction of knowledge. A set of control and test tasks of the DER set allows organizing extracurricular work of students (for example, as part of individual work with underachievers).
Houses:
Performing independent research and design work. DER set will allow students to work not only under the guidance of a teacher, but also independently, using the database of sources at their disposal and relying on methodological recommendations and tips that guide the search on the Internet.
· Performing tasks for self-control. Students can prepare for lessons and assessment activities. See paragraph "Self-preparation and correction of knowledge".
The materials of the DER set can be used in preparation of speeches in the form of presentations and poster messages.
· Provided you have an internet connection, you can fulfillment of the teacher's assignments issued remotely. This can be used both when working with sick students and for organizing distance (home, family) education.
This set of DER can be used at home not only by the student, but also by the teacher to prepare your own lessons - presentations, search for the necessary material, incl. on the Internet using the collection of links contained in the DER set, etc.
Qualification requirements for teaching staff
· basic knowledge of working with a PC;
· ability to connect devices (printer, scanner, multimedia projector, speakers);
· knowledge of the basics of computer terminology in Russian and English;
· knowledge of the technical parameters of the computer used and the possibility of combining the DER set with it.
Necessary equipment
Houses: PC, speakers; desirable: printer, scanner, Internet connection, digital camera and camcorder.
In class: Teacher's workstation (PC, printer, scanner, multimedia projector, speakers, headphones - in the absence of a student's workstation for individual work), student's workstation (students' PCs connected to a local network, preferably with the ability to access the Internet, headphones).
The structure of the DER set
The structure of the DER set basically corresponds to the breakdown of the polygraphic textbook by topics and paragraphs. The smallest structural unit of the division of the material is a paragraph. Materials for each paragraph usually contain:
1) lesson plan in the form of a multimedia presentation;
2) tasks and problematic tasks with the possibility of printing on a printer;
3) additional objects (interactive diagrams, tables, illustrations, sources, audio and video files) located on the disk and Internet resources on the topic of the paragraph;
Topics, being larger structural units, contain links to materials on their constituent paragraphs, as well as:
1) assignments and problematic tasks generalizing nature with the possibility of printing on a printer;
2) control and test materials in electronic format for conducting classes in the local network of a computer class or in text, with the possibility of printing on a printer;
3) links to additional objects (interactive diagrams, tables, illustrations, sources, audio and video files) located on the disk and Internet resources on this topic;
Also in the structure of the DER set there are the following auxiliary sections:
Additional Information containing:
1) fragments of sources on the topics of the course of social science;
2) glossary of terms
3) biographical directory
4) interactive circuits
5) audio and video materials
Methodological support, which contains the texts of methodological recommendations for conducting lessons, using presentations and handouts;
Object types
Presentations(sequentially arranged diagrams) are a compact presentation of material on a topic. They can be used frame by frame and in general for work in the lesson, as well as when consolidating new material by asking questions at the beginning of the presentation of the topic.
In the upper right corner of the presentation there is a help button that opens a window with a description of the possibilities of working with the presentation.
In combination with computer technology, the use of a presentation brings the learning process to a qualitatively new level: this is the ability to pause, copy a frame, enlarge frame fragments, accompany it with text, callouts, create your own objects based on the frame - all this, on the one hand, makes work easier, and, on the other hand, makes it possible to use them in many ways. For individual work with a presentation in a computer class, students can be offered different forms work: invite students to answer questions about the animation formulated by the teacher before viewing, or compose own questions to the presentation being viewed, explain the content of the proposed economic concept or phenomenon.
Tables and diagramsform the basis for the presentation of the material of the lesson. All lesson material is structured in such a way that during the lesson you can gradually use diagrams and tables for work. Graphic images of the main economic processes allow a more complete representation of certain economic phenomena.
Text materials designed for self-reading and answering the teacher's questions during the lesson. Questions can be formulated before the lesson by the teacher or you can use the suggested questions.
Test tasks are presented in two versions and are intended for systematic control by topic. Assignments are collected in collections that can be used for lesson control both in the classroom and when doing homework.
This allows for thematic verification of the material and the final semi-annual and annual work.
Tests presented in a form similar to the USE, i.e. contain tasks of the following types:
1. a question with the choice of the correct answer from several presented options.
2. a question that requires a short answer in the form of one or two words or a combination of numbers.
3. a question requiring correlation or grouping.
4. a question that requires a detailed answer in a free form (checked by the teacher).
Where possible and appropriate, interactive objects (schemes) are inserted into the text of the questions. Test tasks are equipped with a system for generating options. Differentiation in complexity is provided by the test setup apparatus: setting the number of attempts, time limit, providing the opportunity to work on errors.
AT lesson part In addition to traditional static texts and images, the DER set included interactive reference books, diagrams, illustrations, tables and diagrams, video clips, both new didactic material and material developed by the authors of the printing manual were used. In addition, the DER set included multimedia resources - animated illustrations, voiced fragments of texts, video clips. multimedia The DER set is also provided with many functional features of information resources, including within the framework of a multi-level navigation system (the "Search" function, hyperlinks, various menus of information resources), a system of notes and bookmarks.
AT thematic part DER set includes interactive trainings (educational laboratory complexes and interactive learning games ) ; tasks and problematic tasks of a generalizing nature with the possibility of printing on a printer; control and test materials in electronic format for conducting classes in a local network of a computer class or in text, with the possibility of printing on a printer; links to additional objects (diagrams, tables, illustrations, sources, audio and video files) located on the disk and Internet resources of the given topic; links to the methodological support section.
The amount of resources of the DER set is significantly larger than what is required for the traditional class-lesson system. Therefore, the DER set can be used to organize educational work both within the framework of the basic course of social science and for specialized in-depth study, independent work students on creative assignments and projects. A fundamentally important task when working with a set of DERs is not only mastering educational material, but, above all, the formation of a broad information and communication competence of students - a set of exercises and skills related to the search, systematization and analysis of information, as well as the formation of a stable, positive motivation for this kind of cognitive activity.
Thus, the teacher can use the materials of the DER set both for resource provision of lessons and for the formation of an information base for project and other research activities of students, and test tasks for the system of final verification of the level of students' preparation.
When determining the content structure of the DER set and the criteria for selecting information resources, the requirements of the new state standard of general education were taken into account. Thus, the set of digital educational resources, complete with a printing manual, is meaningfully and methodically focused on the tasks and specifics of the content of multilevel social science education at the basic and profile levels of a complete secondary school.
To ensure the possibility of level differentiation of learning and its individualization, the DER set offers not only topics for essays and sources on the basis of which students can create such essays, but also a block of interactive trainings based on the use of laboratories for collecting and analyzing data on social processes; role playing, in during which students make individual and collective informed choices using model and real information (primarily from reference sources): which allows you to visualize the results of certain decisions and actions: problem book, which represents the possibilities of automatic decision parsing and the "hint" mode.
Active and interactive teaching methods, on which the very pedagogical ideology of the set of digital educational resources is built, also cannot but affect the activation of students' cognitive activity.
Interactive are such methods of organizing work with material that are based on interaction (from the English. interactive- "between" and "action"). The teacher in this case organizes the work of students with an electronic publication, creates conditions for the manifestation of activity and initiative of students. Unlike the traditional lesson, in which the student "follows" the logic and forms of work organized by the teacher, when using the student's DER kit, new opportunities for independent and active learning activities appear. The task of the teacher is qualitatively changing. Now he is not the only and main source of information, but he organizes the work of students, provides advice if necessary, receives and analyzes information about the results. Changing the teacher's pedagogical position opens up opportunities for genuine collaboration in the learning process.
The information resources of the DER set - fragments of sources and scientific literature, biographical notes and interpretation of terms and concepts in the dictionary, animations and video clips, can be used both when studying new material and during homework. Taking into account this specificity, curriculum vitae and dictionary materials are written in an informational style acceptable to various groups of students. It should be noted that most of the dictionary definitions are supplemented with audio files, focusing students' attention on the competent use of the newly introduced conceptual apparatus.
It is fundamentally important to take into account that the differentiation of the resource materials of the DER set by the level of complexity should be based not only on the specifics of the conceptual series or the linear build-up of the information base of the social science course. A deeper mastering of the material means not so much a "greater" knowledge of the social science event picture, but the mastery of a wider range of skills and abilities. This is especially important in terms of the difference between the basic and profile levels of education in the upper grades. Unlike printing textbooks, this DER set provides great opportunities for such an "activity" form of differentiation of the educational process.
In the context of age characteristics, considerable attention is paid to the CERs that assist in the development of a tolerant attitude: Interactive game "Peoples of the World", Interactive role-playing game "Resolution of interethnic conflicts" and Interactive simulator "Culture of the peoples of the world" and a number of others. Objectively, working with these DERs will help the teacher "tie up" a whole range of auxiliary materials and motivations; use the proposed algorithms to create (together with students) a tax DER on other topics of the course.
Work with information resources Recruitment of the DER of students of the basic secondary school should be focused on mastering the skills and abilities of working with various sources of social science information, using the information received to solve specific educational problems, as well as on a combination of individual and group forms of cognitive activity. Of key importance here is the ability to distinguish the very typology of information sources, to correlate the type of source with the level of its reliability. Taking into account the psychological and age characteristics of students in the basic secondary school, it is very important to combine the study of text materials with the use of the full range of multimedia opportunities, including role-playing games, animations, and illustrations.
In high school, the main role is played by the formation of skills and abilities of various work with the information itself. Moreover, for the basic level of education, this is, first of all, the possession of the skills of searching and systematizing social science information, working with material presented in various sign systems (text, map, table, diagram, audiovisual series), the ability to purposefully select necessary information to argue their position in the course of a polemical discussion of certain problems. With specialized training in high school we are talking already about the need for confident possession of the skills and abilities of searching and systematizing social science information, its electronic processing, translation source material from one sign system to another, the ability to purposefully select arguments and adequate forms of their presentation for public presentation of the results of their work.
When determining the methodology for working with a particular source, it is also important to take into account the specific requirements for the level of preparation of students in a complete secondary school. If a student of a basic school, working with a source, should be able to answer questions and solve the assigned educational tasks, based on the text of the document; use the facts contained in the sources and compare evidence from different sources, it is more important for high school students to learn how to search for information in sources different type; compare information obtained from textual sources with materials presented in other sign systems (map, table, diagram, audiovisual series), critically analyze sources of information (characterize the authorship of the source, time, circumstances and purpose of its creation).
In this sense, it is of particular importance Library. It is of fundamental importance that Library includes not only fragments of texts from educational and scientific literature that are built around controversial social science problems, but also an exhaustive selection of the full texts of the main regulatory documents (primarily the Codes) that form the legal and civil competence.
The subject of the tests reflects all the main content lines of the social science course, but does not cover all the didactic units required for study. The tests are designed in such a way as to reveal exactly the level of preparation of students, and not those blocks of material that are not mastered well enough. Most of the tests used a structure similar to the typical structure test items USE levels A and B. (Level A. Tests focused on checking knowledge of basic facts, terms, concepts. Level B. Tests focused on identifying essential features, the ability to group events and phenomena according to a certain attribute, identify commonality and differences in compared objects, determine causes and consequences of events.As a rule, tests of this level are built on the tasks of establishing correspondence, the location of information units in certain order, multiple choice). Preparation for level C tasks is implemented through the complex essay topics, also presented in the DER set.
Various lesson options
Lesson - creative workshop
We note the potential of creative workshops related to the performance of both individual tasks and analysis, solving situations - cases. Their relevance is great due to the strengthening of the practical orientation of the courses in accordance with the objectives of specialized education.
As part of the workshops, based on the application of the theoretical knowledge gained by students, an analysis of situations encountered in social practice is organized. The basis for the analysis of situations can be inserts in the materials of social studies lessons containing a description of events and facts, as well as questions and assignments for them, materials under the heading "Information for reflection", Internet resources, for example, information from news sites related to the issues under study. The teacher checks the results of the practical tasks related to the course content.
The solution of cognitive tasks allows mobilizing the student's social experience, may involve small student research, mini-projects.
For specialized social science education, tasks such as:
a) tasks, the performance of which contributes to the development of various skills;
b) tasks related to the development of decisions and the definition of a program of action, the choice of methods of influencing the subjects and objects of social processes;
c) tasks involving the study of processes and their results;
d) assignments for the assessment of information, events, facts, etc.
Any of the tasks requires a detailed response from the student, the argumentation of the chosen solution. It should be noted the particular importance of substantiation in the absence of an unequivocal answer, which is very typical for social knowledge in general.
Note!
Creative workshops (search, research, analytical, etc.) offer solutions to such problems as:
Describe a specific social situation that serves as an analogue of the studied theoretical model, identify and describe its causes, give a forecast of the consequences, formulate your recommendations;
Offer an "ideal model of the future" (a social phenomenon, process) according to certain criteria, depict the model using diagrams, drawings, collages using computer technology.
It is possible to propose written works on the instructions of the teacher: reviewing literature on the topic, analyzing a specific ongoing social process (for example, social reform, project, etc.), developing directions for solving certain problems, developing criteria and selecting facts that can help describe a real social process or situation.
Lesson - discussion (individual or group)
Discussion - individual or group - should be considered as a form of conducting a lesson, which can be aimed at consolidating theoretical knowledge, ideas obtained during the study of lesson materials, and also act as an element of other types of lesson, problematic and suggesting ambiguity in the answers to the questions under study.
Conducting such lessons in social science can be frequent due to the specifics of the subject being studied and, in accordance with the task, contribute to the development of communicative competence, taking into account the potential of the discipline, the ability to conduct a discussion, answer questions, and defend one's position.
Basically, conducting such lessons is advisable in cases where the material allows you to get new conclusions, show the ambiguity of answers on the issues under consideration.
This lesson is about discussing a problem or problem situation, or problematic issue, or a situation involving the construction of conclusions. The outcome of the discussion may be:
Problem solving algorithm;
Problem solving method;
Classification;
situation model.
Lesson - laboratory work
Lesson - laboratory work involves the student's activity in the study of documentary sources.
The documents are the texts of the works of social thinkers - philosophers, sociologists, culturologists, religious scholars, political scientists, psychologists; statements, comments of practitioners - politicians, sociologists, psychologists, etc.; fragments of monographs, science articles; articles of electronic magazines, newspapers; regulations, legal documents organizations; analytical reviews; statistical data; results of sociological research (reports);information provided on the official websites of organizations (for example, the State Federal Statistical Service), political parties, social movements, sociological services, etc., as well as educational video and audio materials, fragments of documentaries and feature films.
The effectiveness of a laboratory lesson largely depends on detailed instructions, a well-organized system of questions and tasks for mastering the content of documents that regulate the process of studying and comprehending the content of texts.
The significance of this kind of training is also determined by the ability to contribute to the formation of the skills of meaningful work, in-depth analysis of the materials being studied, the development of skills in the study of texts, statistics, and graphs.
The scheme of the lesson is close to the logic used in the study of new material. However, the specificity lies in the fact that when studying new material, the main task is to focus on the knowledge component and, to a large extent, the student's reproductive activity when performing tasks offered by the teacher. While when conducting laboratory work, it is important, by establishing the ratio of the material being studied to the content of the lesson, to concretize, illustrate, deepen understanding of the topic and, most importantly, to promote the formation of the skills of analysis, generalization, internal reasoning, problem statement.
Lesson conference
It is advisable to hold a student conference based on the results of studying a major section of the course (“Introduction to Philosophy”, “Introduction to Sociology”) or as a final lesson. Lesson-conference, as a rule, acts as a significant element of the student's educational and research, project activities, involving the preparation of abstracts for presentations, discussion of the problem at the forum. It is possible to envisage the positions of "official opponents" from among students preparing on the same topic as the "speaker". The conference can become a platform for demonstrating the results of project and research activities.
Example:
Topics of the final student conference:
1. Prospects for social and humanitarian knowledge in the third millennium.
2. The problem of scientific criteria for social and humanitarian knowledge.
3. What does it mean to think like a philosopher... a sociologist... a political scientist... a psychologist?
Attachment 1. Requirements for the preparation of abstracts (brief presentation of the results of the work)
Surname, name of the student
Theme of the research (project): “…”.
Abstracts
1. Determining the relevance of the topic (problem), which may be significant for the social orientation, professional or personal development of the student.
2. Formulation of the purpose and objectives of the study (project).
3. Description of the resulting product of the project activity or the main provisions defended in the work, and the results (conclusions) of the research activity.
4. Indication of the practical significance of the work (who and where can use its results), personal achievements.
Appendix 2. Requirements for writing a review by a reviewer
Reviewer's review
surname, name of the student (reviewer)
d) Signs of law:
b) Branches of law:
4. Answer "yes", "no":
1. Comment on the following definitions of law:
a) law is the will of the ruling class elevated to law;
b) law is a set of norms established by the state, generally binding and secured by the power of state coercion;
c) law is a measure of freedom and justice; d) right is power.
2. Fill in the gaps, write down the material in a notebook:
a) ... - these are generally binding, formally defined rules of conduct established by the state and protected by it, which are regulators of social relations.
b) ... establishes the legal basis for the relationship between the state and citizens, excluding arbitrariness
c) ... appears along with the state
d) Signs of law:
e) _______________ is internal structure law, expressed in the unity and consistency of its constituent parts (elements)
3. Fill in the diagrams: a) The structure of the legal system:
b) Branches of law:
1)_________2) ________3)_________4) ________5)________6) _______7) ________8)_______ 9) _________
4. Answer "yes", "no":
a) Such a sign of law as universally binding means that the implementation legal regulations secured in necessary cases coercive power of the state.
b) Law acts as a kind of measure of human freedom in society, setting the boundaries of behavior ...
c) There are three levels in the system of law: 1) - rules of law, 2) - institutions and sub-sectors, 3) - branches of law.
d) A branch of law is an internal structure of law, expressed in the unity and consistency of its constituent norms and their simultaneous differentiation into branches and institutions
e) The norms of law determine the system of the state apparatus, the principles and main directions of its activity, the competence of individual links of the state mechanism.