STATE AUTONOMOUS EDUCATIONAL INSTITUTION
SECONDARY VOCATIONAL EDUCATION
NOVOSIBIRSK REGION
"BARABINSKY MEDICAL COLLEGE"
METHODOLOGICAL DEVELOPMENT
COMBINED LESSON FOR TEACHER
Specialty 060501 Nursing
Discipline "Literature"
Section 2. Literature of the 20th century
Topic 2.23. A.I. Solzhenitsyn. Subject tragic fate person in totalitarian state. "One Day in the Life of Ivan Denisovich"
Approved at a meeting of the cyclic methodological commission of general humanitarian and socio-economic disciplines
Protocol No._____ dated ______20_______.
Chairman___________________________
Methodological sheet……………………………………………………..4
Extract from the work program…………………………………….5
Approximate time map of the lesson………………………………………..6
Source material…………………………………………………….7
Appendix No. 1…………………………………………..…………...14
Appendix No. 2……………………………………………………………..………15
Appendix No. 3………………………………………………………..16
METHODOLOGY SHEET
Type of lesson – combined lesson.
Duration – 90 min.
OBJECTIVES OF THE LESSON
Learning objectives:
To develop the ability to analyze and interpret a work of art, using information on the history and theory of literature (topics, problems, moral pathos, system of images, compositional features, figurative expressive means of language, artistic detail); determine the type and genre of the work; basic facts of the life and work of classical writers of the 19th-20th centuries.
2. Developmental goals:
To promote the development of knowledge of the basic facts of the life and work of classical writers of the 19th-20th centuries; understanding the essence and social significance of one’s future profession, sustainable interest in it;
Build the ability to analyze life situations, draw conclusions, make independent decisions, be organized and disciplined; to form practical creative thinking.
3. Educational goals:
Promote the development of a communicative culture and a sense of responsibility.
Teaching methods– reproductive.
Location of the lesson- college auditorium.
Relevance of studying the topic. A.I. Solzhenitsyn is a world-famous writer, a person with unusual biography, a bright personality who entered into combat with political system of the entire state and has earned the respect and recognition of the whole world. The genuine interest of readers in the figure and work of Solzhenitsyn determines his place and role in the modern world literary process. Study of life and creativity outstanding writer means becoming familiar with the history of one’s homeland, coming closer to understanding the reasons that led society to a political, economic and moral crisis. In this regard, it is necessary for every educated person, including future ones, to expand their knowledge in the field of literature. medical workers.
Literature used
Russian literature of the 20th century, grade 11. Textbook for general education institutions. In 2 parts. Part 2 [Text]/ V.A. Chalmaev, O.N. Mikhailov and others; Comp. E.P. Pronina; Ed. V.P. Zhuravleva. – 5th ed. – M.: Education, 2010. – 384 p.
Solzhenitsyn, A.I. One day of Ivan Denisovich [Text]/ A.I. Solzhenitsyn. – M.: Education, 2013. – 96 p.
Extract from thematic plan discipline "Literature"
| Topic 2.23. A.I. Solzhenitsyn. The theme is the tragic fate of man in a totalitarian state. "One Day in the Life of Ivan Denisovich" | ||
| Basic facts of the writer’s life and work. "One day in the life of Ivan Denisovich." The tragic fate of a person in a totalitarian state. Organic unity of artistic and journalistic. Problems of tradition with innovation. Publicism of a work of art. | ||
| Practical exercises | ||
| Independent work of students: Working with the textbook; Working with lecture notes (reasonably formulate your attitude to the work you read); Reading and analysis of the work (knowledge and reproduction of content literary work). |
SAMPLE CHRONOCARD OF A CLASS
| Stage name | Time | Purpose of the stage | Activity | Equipment |
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| teacher | students |
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| Organizational stage | Organizing the start of classes, preparing the students’ workplace | Marks absent students in the log | The headman calls the absent students. Students adjust their appearance and prepare their workplaces. | Magazine, notebooks |
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| Poetic moment | Repetition of the work of Russian poets | Listens to poems performed by students, evaluates the expressiveness of reading | Reading poetry | Group Grading Journal, Appendix 3 |
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| Motivational stage | Developing interest in a new topic | Explains to students the importance of studying this topic | Listen, ask questions |
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| Lesson objectives | Setting priorities when studying a topic | Voices the objectives of the lesson | Listen, write down a new topic in a notebook | Methodological development classes |
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| Testing knowledge on the previous topic | Determining the degree to which students are prepared for the lesson and the degree to which they have mastered the material on the previous topic |
| Answer questions about the topic covered, retell | Appendix 1. |
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| Presentation of background information | To promote the development of knowledge of the basic facts of the life and work of classical writers of the 19th-20th centuries; understanding the essence and social significance of your future profession, sustainable interest in it | Sets forth new material | Listen, read the material in the textbook, write down | Methodological development of the lesson (source material) |
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| Completing tasks to consolidate knowledge | Consolidation of knowledge, reading text, work in subgroups | Instructs and controls the completion of tasks, discusses the correctness of answers | Complete assignments, work in subgroups on prepared questions | Appendix 2 |
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| Preliminary control of new knowledge | Assessing the effectiveness of the lesson and identifying deficiencies in new knowledge, text analysis | Instructs and supervises | Present completed tasks, read out the text in compliance with the basic rules, listen to other answers, make adjustments | Appendix 2 |
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| Assignment for independent extracurricular work of students | Formation and consolidation of knowledge | Gives assignments for independent extracurricular work of students, instructs them on the correct execution | Write down the task | - Repeated work on educational material (lecture notes); - work according to the textbook; - reading and analysis of the work |
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| Summing up | Systematization, consolidation of material, development of emotional stability, objectivity in assessing one’s actions, ability to work in a group | Evaluates the work of the group as a whole, individually, motivation for evaluation | Listen, ask questions, participate in discussion | Group Journal |
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STARTING MATERIAL
Childhood and youth
Alexander Isaevich (Isaakievich) Solzhenitsyn born December 11, 1918 in Kislovodsk.
Father - Isaac Semyonovich Solzhenitsyn, a Russian Orthodox peasant from the North Caucasus. Mother - Ukrainian Taisiya Zakharovna Shcherbak, daughter of the owner of the richest house in Kuban savings, who with his intelligence and labor rose to this level of a Tauride shepherd-farmer. Solzhenitsyn's parents met while studying in Moscow and soon got married. During the First World War, Isaac Solzhenitsyn volunteered to go to the front and served as an officer. He died before the birth of his son, on June 15, 1918, after demobilization (as a result of a hunting accident). He is depicted under the name Sanya Lazhenitsyn in the epic “The Red Wheel” (based on his wife’s memories).
As a result of the revolution and civil war, the family was ruined, and in 1924 Solzhenitsyn moved with his mother to Rostov-on-Don, from 1926 to 1936 he studied at school, living in poverty.
IN junior classes was subjected to ridicule for wearing a baptismal cross and unwillingness to join the pioneers, and was reprimanded for attending church. Under the influence of school, he accepted communist ideology and joined the Komsomol in 1936. In high school, I became interested in literature and began writing essays and poems; interested in history social life. In 1937 he conceived a “great novel about the revolution” of 1917.
In 1936 he entered the Rostov state university. Not wanting to make literature my main specialty, I chose the Faculty of Physics and Mathematics. According to the recollection of a school and university friend, “... I studied mathematics not so much by vocation, but because the physics and mathematics department had exceptionally educated and very interesting teachers.” One of them was D. D. Mordukhai-Boltovskoy (under the name Goryainov-Shakhovsky, Solzhenitsyn would feature him in the novel “In the First Circle” and in the poem “Dorozhenka”). At the university, Solzhenitsyn studied with excellent marks (Stalin's scholarship recipient), continued literary exercises, and, in addition to university studies, independently studied history and Marxism-Leninism. He graduated from the university in 1941 with honors, he was awarded the qualification of a II category researcher in the field of mathematics and a teacher. The dean's office recommended him for the position of university assistant or graduate student.
From the very beginning of his literary activity, he was keenly interested in the history of the First World War and the Revolution. In 1937, he began collecting materials on the “Samsonov Disaster” and wrote the first chapters of “August the Fourteenth” (from an orthodox communist position). In 1939 he entered the correspondence department of the Faculty of Literature of the Institute of Philosophy, Literature and History in Moscow. He interrupted his studies in 1941 due to the war.
He was interested in theater, in the summer of 1938 he tried to pass exams at drama school Yuri Zavadsky, but unsuccessfully.
In August 1939, he and his friends took a kayak trip along the Volga. The life of the writer from this time until April 1945 is in the poem “Dorozhenka” (1948-1952).
On April 27, 1940, he married Natalya Reshetovskaya (1918-2003), a student at Rostov University, whom he met in 1936.
During the war
With the beginning of the Great Patriotic War, Solzhenitsyn was not immediately mobilized, since he was considered “limitedly fit” for health reasons. He actively sought a call to the front. In September 1941, together with his wife, he received distribution school teacher in Morozovsk, Rostov region, but already on October 18 he was called up and sent to a horse-drawn cargo train as a private.
The events of the summer of 1941 - spring of 1942 are described by Solzhenitsyn in his unfinished story “Love the Revolution” (1948).
He sought assignment to an officer's school, and in April 1942 he was sent to an artillery school in Kostroma; in November 1942, he was released as a lieutenant and sent to Saransk, where a reserve regiment was located to form artillery instrumental reconnaissance divisions.
In the active army since February 1943, he served as commander of a sound reconnaissance battery. He was awarded the Order of the Patriotic War and the Red Star, in November 1943 he received the rank of senior lieutenant, and in June 1944 - captain.
At the front, he kept war diaries, wrote a lot, sent his works to Moscow writers for review; in 1944 received a favorable review from B. A. Lavrenev.
Arrest and imprisonment
At the front, Solzhenitsyn continued to be interested in public life, but became critical of Stalin (for “distorting Leninism”); in correspondence with an old friend (Nikolai Vitkevich), he spoke abusively about “Godfather,” by whom Stalin was guessed, kept in his personal belongings a “resolution” drawn up together with Vitkevich, in which he compared the Stalinist order with serfdom and spoke about the creation of an “organization” after the war to restore the so-called “Leninist” norms. The letters aroused suspicion of military censorship, and in February 1945 Solzhenitsyn and Vitkevich were arrested.
After his arrest, Solzhenitsyn was taken to Moscow; On July 27, he was sentenced in absentia by a Special Meeting to 8 years in forced labor camps.
Conclusion
In August he was sent to a camp in New Jerusalem, on September 9, 1945 he was transferred to a camp in Moscow, whose prisoners were engaged in the construction of residential buildings on the Kaluga Outpost (now Gagarin Square).
In June 1946, he was transferred to the special prison system of the 4th Special Department of the NKVD, in September he was sent to a special institute for prisoners (“sharashka”) at the aircraft engine plant in Rybinsk, five months later - to a “sharashka” in Zagorsk, in July 1947 - to a similar establishment in Marfino (near Moscow). There he worked as a mathematician.
In Marfin, Solzhenitsyn began work on the story “Love the Revolution.” Later, the last days at the Marfinskaya sharashka were described by Solzhenitsyn in the novel “In the First Circle,” where he himself was introduced under the name of Gleb Nerzhin, and his cellmates Dmitry Panin and Lev Kopelev - Dmitry Sologdin and Lev Rubin.
In December 1948, his wife divorced Solzhenitsyn in absentia.
In May 1950, due to a disagreement with the leadership of the Sharashka, Solzhenitsyn was transferred to Butyrka prison, from where in August he was sent to Steplag, a special camp in Ekibastuz. Alexander Isaevich served almost a third of his prison camp term - from August 1950 to February 1953 - in the north of Kazakhstan. In the camp I worked in “general” work, for some time as a foreman, and took part in a strike. Later, camp life will receive literary embodiment in the story “One Day in the Life of Ivan Denisovich,” and the prisoner strike will receive a literary embodiment in the film script “The Tanks Know the Truth.”
In the winter of 1952, Solzhenitsyn was diagnosed with a cancerous tumor and was operated on in the camp.
In conclusion, Solzhenitsyn became completely disillusioned with Marxism, over time he believed in God and leaned towards Orthodox-patriotic ideas (complete denial of communist ideology, the dissolution of the USSR and the creation Slavic state on the territory of Russia, Belarus and part of Ukraine, the establishment of an authoritarian system in the new state with a gradual transition to democracy, the direction of the resources of the future Russia for the spiritual, moral and religious development of the people, primarily Russians). Already in the "sharashka" he returned to writing, in Ekibastuz he composed poems, poems ("Dorozhenka", "Prussian Nights") and plays in verse ("Prisoners", "Feast of the Winners") and memorized them.
After his release, Solzhenitsyn was sent into exile in a settlement “forever” (the village of Berlik, Kokterek district, Dzhambul region, southern Kazakhstan). He worked as a mathematics and physics teacher in grades 8-10 at the local secondary school named after Kirov.
By the end of 1953, his health had deteriorated sharply, an examination revealed a cancerous tumor, in January 1954 he was sent to Tashkent for treatment, and was discharged in March with significant improvement. Illness, treatment, healing and hospital impressions formed the basis of the story " Cancer building", which was conceived in the spring of 1955.
Rehabilitation
In June 1956, by decision of the Supreme Court of the USSR, Solzhenitsyn was released without rehabilitation “due to the absence of corpus delicti in his actions.”
In August 1956 he returned from exile to Central Russia. Lives in the village of Miltsevo (Kurlovsky district, Vladimir region), teaches mathematics at the Mezinovskaya secondary school in Gus-Khrustalny district. Then he met his ex-wife, who finally returned to him in November 1956 (remarried on February 2, 1957).
Since July 1957 he lived in Ryazan, worked as an astronomy teacher at secondary school No. 2.
First publications
In 1959, Solzhenitsyn wrote the story “Shch-854” about the life of a simple prisoner from Russian peasants, in 1960 - the stories “A village is not worth it without a righteous man” and “ Right hand”, the first “Little Girls”, the play “The Light that is in You” (“Candle in the Wind”). He went through a certain crisis, seeing the impossibility of publishing his works.
In 1961, impressed by the speech of Alexander Tvardovsky (editor of the magazine “New World”) at the XXII Congress of the CPSU, he gave him “Shch-854”, having previously removed from the story the most politically sensitive fragments that were obviously not passable by Soviet censorship. Tvardovsky appreciated the story extremely highly, invited the author to Moscow and began to push for the publication of the work. N. S. Khrushchev overcame the resistance of Politburo members and allowed the publication of the story. The story entitled “One Day in the Life of Ivan Denisovich” was published in the magazine “New World” No. 11, 1962, immediately republished and translated into foreign languages.
Soon after this, “A village is not worth a village without a righteous man” (under the title “Matryonin’s Dvor”) and “An Incident at Kochetovka Station” (under the title “An Incident at Krechetovka Station”) were published in the magazine “New World” (No. 1, 1963).
The first publications caused huge amount responses from writers, public figures, critics and readers. Letters from readers - former prisoners (in response to “Ivan Denisovich”) laid the foundation for “The Gulag Archipelago.”
Solzhenitsyn's stories stood out sharply against the background of the works of that time for their artistic merit and civic courage. This was emphasized by many at that time, including writers and poets. Thus, Varlam Shalamov wrote in a letter to Solzhenitsyn in November 1962:
A story is like poetry—everything in it is perfect, everything is purposeful. Every line, every scene, every characteristic is so laconic, smart, subtle and deep that I think that “New World” has not published anything so integral, so strong since the very beginning of its existence.
In the summer of 1963, he created the next, fifth, truncated “for censorship” edition of the novel “In the First Circle,” intended for publication (of 87 chapters). Four chapters from the novel were selected by the author and offered to the New World " ...for testing, under the guise of “Excerpt”...».
On December 28, 1963, the editors of the magazine “New World” and the Central State Archive of Literature and Art nominated “One Day in the Life of Ivan Denisovich” for the Lenin Prize for 1964 (as a result of a vote of the Prize Committee, the proposal was rejected).
In 1964, for the first time, he submitted his work to samizdat - a cycle of “poems in prose” under the general title "Tiny".
In the summer of 1964, the fifth edition of “In the First Circle” was discussed and accepted for publication in 1965 by Novy Mir. Tvardovsky gets acquainted with the manuscript of the novel “Cancer Ward” and even offers it to Khrushchev for reading (again through his assistant Lebedev). I had a meeting with Varlam Shalamov, who had previously spoken favorably about “Ivan Denisovich,” and invited him to work together on “Archipelago.”
In the fall of 1964, the play “Candle in the Wind” was accepted for production at the Lenin Komsomol Theater in Moscow.
“Tiny Things” penetrated abroad through samizdat and, under the title “Sketches and Tiny Stories,” was published in October 1964 in Frankfurt in the magazine “Grani” (No. 56) - this is the first publication in the foreign Russian press of Solzhenitsyn’s work, rejected in the USSR.
In 1965, with Boris Mozhaev, he traveled to the Tambov region to collect materials about the peasant uprising (during the trip, the name of the epic novel about the Russian revolution was determined - “The Red Wheel”), began the first and fifth parts of the “Archipelago” (in Solotch, Ryazan region and on the farm Kopli-Märdi near Tartu), finishes work on the stories “What a Pity” and “Zakhar-Kalita”, publishes in “ Literary newspaper».
On September 11, the KGB conducts a search at the apartment of Solzhenitsyn’s friend V.L. Teush, with whom Solzhenitsyn kept part of his archive. Manuscripts of poems, “In the First Circle”, “Little Ones”, plays “Republic of Labor” and “Feast of the Winners” were seized.
The Central Committee of the CPSU published in a closed edition and distributed among the nomenklatura, “ to incriminate the author", "Feast of the Winners" and the fifth edition of "In the First Circle". Solzhenitsyn writes complaints about the illegal seizure of manuscripts to the Minister of Culture of the USSR Demichev, the secretaries of the CPSU Central Committee Brezhnev, Suslov and Andropov, and transfers the manuscript of “Circle-87” for storage in the Central State Archive of Literature and Art.
Four stories were proposed to the editors of Ogonyok, Oktyabr, Literary Russia", "Moscow" - rejected everywhere. The Izvestia newspaper collected the story “Zakhar-Kalita” - the finished set was scattered, “Zakhar-Kalita” was transferred to the newspaper “Pravda” - refusal by N. A. Abalkin, head of the department of literature and art.
Dissidence
Already by March 1963, Solzhenitsyn had lost Khrushchev’s favor (non-awarding of the Lenin Prize, refusal to publish the novel “In the First Circle”). After Brezhnev came to power, Solzhenitsyn practically lost the opportunity to legally publish and speak. In September 1965, the KGB confiscated Solzhenitsyn’s archive with his most anti-Soviet works, which worsened the writer’s situation. Taking advantage of a certain inaction of the authorities, in 1966 he began an active social activities(meetings, speeches, interviews with foreign journalists). At the same time, he began distributing his novels “In the First Circle” and “Cancer Ward” in samizdat. In February 1967, he secretly completed the artistic research “The Gulag Archipelago”.
In May 1967, he sent out a “Letter to the Congress” of the USSR Writers’ Union, which became widely known among the Soviet intelligentsia and in the West. After the “Letter,” the authorities began to take Solzhenitsyn seriously. In 1968, when the novels “In the First Circle” and “Cancer Ward” were published in the USA and Western Europe, which brought popularity to the writer, the Soviet press began a propaganda campaign against the author. In 1969, Solzhenitsyn was nominated for the Nobel Prize in Literature. The prize was not awarded to him, but soon after that he was expelled from the Union of Writers of the USSR. After his expulsion, Solzhenitsyn began to openly declare his Orthodox patriotic beliefs and sharply criticize the authorities. In 1970, Solzhenitsyn was again nominated for the Nobel Prize in Literature, and this time the prize was awarded to him. The writer emphasized the political aspect of the award, although the Nobel Committee denied this. A powerful propaganda campaign against Solzhenitsyn was organized in the Soviet media. The Soviet authorities offered Solzhenitsyn to leave the country, but he refused.
Back in August 1968, he met Natalya Svetlova, and they began an affair. Solzhenitsyn began to seek a divorce from his first wife. With great difficulty, the divorce was obtained on July 22, 1972. Soon, Solzhenitsyn managed to register his marriage with Svetlova, despite the opposition of the authorities (the marriage gave him the opportunity to register in Moscow).
The USSR launched a powerful propaganda campaign against dissidents. On September 24, the KGB, through Solzhenitsyn’s ex-wife, offered the writer the official publication of the story “Cancer Ward” in the USSR in exchange for refusing to publish “The Gulag Archipelago” abroad. (In her later memoirs, Natalya Reshetovskaya denies the role of the KGB and claims that she tried to achieve an agreement between the authorities and Solzhenitsyn on her own personal initiative.) However, Solzhenitsyn, having said that he did not object to the publication of the Cancer Ward in the USSR, did not express a desire to bind himself to the secret agreement with the authorities. ( Various descriptions events related to this are in Solzhenitsyn’s book “The Calf Butted an Oak Tree” and in N. Reshetovskaya’s memoirs “APN - I am Solzhenitsyn”, published after Reshetovskaya’s death.) In the last days of December 1973, the publication of the first volume of “The Archipelago” was announced Gulag." In Soviet means mass media a massive campaign began to denigrate Solzhenitsyn as a traitor to the motherland with the label of “literary Vlasovite.” The emphasis was not on the actual content of “The Gulag Archipelago” (an artistic study of the Soviet camp-prison system 1918-1956), which was not discussed at all, but on Solzhenitsyn’s solidarity with “traitors to the motherland during the war, policemen and Vlasovites.”
In the USSR, during the years of stagnation, “August the Fourteenth” and “The Gulag Archipelago” (like the first novels) were distributed in samizdat.
Exile
On January 7, 1974, the release of the “Gulag Archipelago” and measures to “suppress anti-Soviet activities” of Solzhenitsyn were discussed at a meeting of the Politburo. The issue was brought to the Central Committee of the CPSU, Yu. V. Andropov and others spoke in favor of expulsion; for arrest and exile - Kosygin, Brezhnev, Podgorny, Shelepin, Gromyko and others. Andropov's opinion prevailed.
On February 12, Solzhenitsyn was arrested, accused of treason and deprived of Soviet citizenship. On February 13, he was expelled from the USSR (delivered to Germany by plane). On March 29, the Solzhenitsyn family left the USSR. The assistant to the US military attache, William Odom, helped secretly take the writer’s archives and military awards abroad.
Soon after his expulsion, Solzhenitsyn made a short trip to Northern Europe, as a result, decided to temporarily settle in Zurich, Switzerland.
On March 3, 1974, a “Letter to the Leaders” was published in Paris Soviet Union"; leading Western publications and many democratically minded dissidents in the USSR, including A.D. Sakharov, assessed the “Letter” as anti-democratic, nationalistic and containing “dangerous delusions”; Solzhenitsyn's relations with the Western press continued to deteriorate.
In the summer of 1974, using fees from the Gulag Archipelago, he created Russian public fund assistance to the persecuted and their families" to help political prisoners in the USSR (parcels and money transfers to places of detention, legal and illegal financial assistance to the families of prisoners).
In April 1975, he and his family traveled through Western Europe, then headed to Canada and the USA. In June-July 1975, Solzhenitsyn visited Washington and New York, making speeches at the Congress of Trade Unions and in the US Congress. In his speeches, Solzhenitsyn sharply criticized the communist regime and ideology, called on the United States to abandon cooperation with the USSR and the policy of détente; at that time the writer still continued to perceive the West as an ally in the liberation of Russia from “communist totalitarianism.”
In August 1975 he returned to Zurich and continued work on the epic “The Red Wheel”.
In February 1976, he toured Great Britain and France, by which time anti-Western motives had become noticeable in his speeches. In March 1976, the writer visited Spain. In a sensational speech on Spanish television, he praised Franco's recent regime and warned Spain against "moving too quickly towards democracy." Criticism of Solzhenitsyn intensified in the Western press, leading European and American politicians declared disagreement with his views.
In April 1976, he moved with his family to the United States and settled in the town of Cavendish (Vermont). After his arrival, the writer returned to work on “The Red Wheel,” for which he spent two months in the Russian emigrant archive at the Hoover Institution.
Back in Russia
With the advent of perestroika, the official attitude in the USSR towards Solzhenitsyn’s work and activities began to change, and many of his works were published.
On September 18, 1990, simultaneously in Literaturnaya Gazeta and Komsomolskaya Pravda"An article by Solzhenitsyn was published about the ways of reviving the country, about the reasonable, in his opinion, foundations for building the life of the people and the state - “How can we develop Russia? Strong considerations." The article developed Solzhenitsyn’s long-standing thoughts, expressed earlier in his “Letter to the Leaders of the Soviet Union,” the article “Repentance and Self-Restraint as Categories of National Life,” and other prose and journalistic works. Solzhenitsyn donated the royalties for this article to the victims of the Chernobyl nuclear power plant accident. The article generated a huge number of responses.
In 1990, Solzhenitsyn was restored to Soviet citizenship.
The book “The Gulag Archipelago” was awarded a State Prize in 1990.
Together with his family, he returned to his homeland on May 27, 1994, flying from the USA to Vladivostok, traveling by train across the country and ending the trip in the capital. He spoke at the State Duma of the Russian Federation.
In the mid-1990s, by personal order of President Boris Yeltsin, he was given the Sosnovka-2 state dacha in Troitse-Lykovo. The Solzhenitsyns designed and built a two-story brick house there with a large hall, a glassed-in gallery, a living room with a fireplace, a concert grand piano and a library where portraits of Stolypin and Kolchak hang.
In 1997 he was elected full member Russian Academy Sci.
In 1998, he was awarded the Order of St. Andrew the First-Called, but refused the award: “I cannot accept the award from the supreme power that brought Russia to its current disastrous state.”
Awarded the Great Gold Medal named after M.V. Lomonosov (1998).
Awarded the State Prize Russian Federation for outstanding achievements in the field of humanitarian work (2006).
On June 12, 2007, President Vladimir Putin visited Solzhenitsyn and congratulated him on being awarded the State Prize.
The writer himself, soon after returning to the country, established literary prize in its name to reward writers “whose work has high artistic merit, contributes to self-knowledge of Russia, and makes a significant contribution to the preservation and careful development of traditions Russian literature».
Recent years spent his life in Moscow and at a dacha near Moscow.
Shortly before his death, he was ill, but continued to engage in creative activities. Together with his wife Natalya Dmitrievna, president of the Alexander Solzhenitsyn Foundation, he worked on the preparation and publication of his most complete, 30-volume collected works. After a serious operation he underwent, only his right hand was functional.
Death and burial
Solzhenitsyn’s last confession was received by Archpriest Nikolai Chernyshov, a cleric of the Church of St. Nicholas in Kleniki.
Alexander Solzhenitsyn died on August 3, 2008, at the age of 90, in his home in Trinity-Lykovo. Death occurred at 23:45 Moscow time from acute heart failure.
Stories and novellas
One day of Ivan Denisovich
Matryonin yard
Novels
Gulag Archipelago
Cancer building
In the first circle
Red wheel
Memoirs, essays, journalism
A calf butted heads with an oak tree
Russia in collapse
Living not by lies (essay)
Two hundred years together M., Russian way, 2001 (Studies of modern Russian history) ISBN 5-85887-151-8 (in 2 vols.)
How can we develop Russia (article)
Other
Russian language extension dictionary
Perpetuation of memory
On the day of the funeral, President of the Russian Federation Dmitry Medvedev signed a decree “On perpetuating the memory of A. I. Solzhenitsyn,” according to which, since 2009, personal scholarships named after A. I. Solzhenitsyn have been established for students of Russian universities, the Moscow government is recommended to name one of the city streets after Solzhenitsyn, and the government of the Stavropol Territory and the administration of the Rostov region - to implement measures to perpetuate the memory of A.I. Solzhenitsyn in the cities of Kislovodsk and Rostov-on-Don.
On August 12, 2008, the Moscow government adopted a resolution “On perpetuating the memory of A. I. Solzhenitsyn in Moscow,” which renamed Bolshaya Kommunisticheskaya Street to Alexander Solzhenitsyn Street and approved the text of the memorial plaque. Some residents of the street protested its renaming.
In October 2008, the mayor of Rostov-on-Don signed a decree naming the central avenue of the Liventsovsky microdistrict under construction after Alexander Solzhenitsyn.
On September 9, 2009, Alexander Solzhenitsyn’s novel “The Gulag Archipelago” was included in the compulsory school literature curriculum for high school students. Previously, the school curriculum already included the story “One Day in the Life of Ivan Denisovich” and the story “Matrenin’s Dvor”. The biography of the writer is studied in history lessons.
Movies
“In the First Circle” (2006) - Solzhenitsyn himself is a co-author of the script and reads the text from the author.
“One Day in the Life of Ivan Denisovich” (1970, Norway - England)
The literary debut of Alexander Isaevich Solzhenitsyn took place in the early 60s, when the story “One Day in the Life of Ivan Denisovich” (1962, No. 11), the stories “An Incident at Kochetovka Station”, “Matrenin’s Dvor” (1963, No. 1). Unusuality literary destiny Solzhenitsyn is that he made his debut at a respectable age - in 1962 he was forty-four years old - and immediately declared himself as a mature, independent master. “I haven’t read anything like this for a long time. Good, clean, great talent. Not a drop of falsehood...” This is the very first impression of A. T. Tvardovsky, who read the manuscript of “One Day in the Life of Ivan Denisovich” at night, in one sitting, without stopping. And when meeting the author personally, the editor of Novy Mir said: “You wrote an excellent thing. I don’t know what schools you attended, but you came away a fully formed writer. We don’t have to teach or educate you.” Tvardovsky made incredible efforts to ensure that Solzhenitsyn's story saw the light of day.
Solzhenitsyn's entry into literature was hailed as a “literary miracle,” causing a strong emotional response in many readers. One touching episode is noteworthy, which confirms the unusual nature of Solzhenitsyn’s literary debut. The eleventh issue of Novy Mir with the story “One Day in the Life of Ivan Denisovich” has gone to subscribers! And in the editorial office itself, this issue was being distributed to a select few lucky ones. It was a quiet Saturday afternoon. As A. T. Tvardovsky later talked about this event, it was like in church: everyone quietly came up, paid money and received the long-awaited number.
Readers welcomed the appearance of a new remarkable talent in literature. This is what Varlaam Shalamov wrote to Solzhenitsyn: “Dear Alexander Isaevich! I didn’t sleep for two nights - I read the story, reread it, remembered...
The story is like poetry! Everything in it is expedient. Every line, every scene, every characteristic is so laconic, smart, accurate and deep that, I think, “New World” has not published anything so integral, so strong from the very beginning of its existence.”
“I was stunned, shocked,” Vyacheslav Kondratyev wrote about his impressions. - Probably for the first time in my life I realized so truly, what could be true. It was not only the Word, but also the Deed.”
The story “One Day in the Life of Ivan Denisovich” attracted the attention of readers not only with its unexpected theme and novelty of the material, but also with its artistic perfection. “You managed to find an exceptionally strong form,” Shalamov wrote to Solzhenitsyn. “The small form was chosen - this is an experienced artist,” Tvardovsky noted. Indeed, in the early days of his literary activity, the writer gave preference to the short story genre. He adhered to his understanding of the nature of the story and the principles of working on it. “In a small form,” he wrote, “you can fit a lot, and it is a great pleasure for an artist to work on a small form. Because in a small form you can hone the edges with great pleasure for yourself.” And “One Day in the Life of Ivan Denisovich” Solzhenitsyn attributed to the short story genre: “Ivan Denisovich” is, of course, a story, albeit a big, loaded one.” The genre designation “story” appeared at the suggestion of Tvardovsky, who wanted to give the story “more weight.”
Appendix 1
Testing knowledge on the previous topic "V.T. Shalamov. Life and creativity. "Kolyma Tales"
Shalamov's prose is not just memories, memoirs of a man who went through the circles of Kolyma hell. This is literature of a special kind, “new prose,” as the writer himself called it.
The works and life of Varlam Shalamov clearly reflect the fate of the intelligentsia during times of great repression. We should not reject literary works like "Kolyma Tales" - they should serve as an indicator for the present (especially considering the degradation that is happening in people's minds and which is so clearly visible through the quality of today's culture).
Shalamov's decision to describe the "life" of prisoners in concentration camps, which clearly reflects the Stalinist dictatorship, - heroic act. “Remember, the most important thing: the camp is a negative school from the first to the last day for anyone. A person - neither a boss nor a prisoner - does not need to see him. But if you have seen him, you must tell the truth, no matter how terrible it is. On my part, I decided long ago that I would devote the rest of my life to this truth,” Shalamov wrote.
Exercise. Tell the biography of V.T. Shalamov, retell any story from the collection “Kolyma Stories”.
Basic criteria for assessing an oral response in literature
"EXCELLENT": awarded for a comprehensive, accurate answer, excellent knowledge of the text and other literary materials, the ability to use them for argumentation and independent conclusions, fluency in literary terminology, skills in analyzing a literary work in the unity of form and content, the ability to express one’s thoughts consistently with the necessary generalizations and conclusions , expressively read program works by heart, speak correct literary language.
"FINE": awarded for an answer that demonstrates good knowledge and understanding literary material, the ability to analyze the text of a work, providing the necessary illustrations, the ability to express one’s thoughts consistently and competently. The answer may not fully develop the argumentation, there may be some difficulties in formulating conclusions, illustrative material may not be presented sufficiently, there may be some errors in memorizing and some errors in the speech format of statements.
"SATISFACTORILY": is awarded for an answer in which the material is mostly correct, but schematically or with deviations from the sequence of presentation. Text analysis is partially replaced by retelling; there are no generalizations or conclusions in in full, there are significant errors in the speech format of statements, there are difficulties in reading by heart.
"UNSATISFACTORY": placed if ignorance of the text or inability to analyze it is shown, if analysis is replaced by retelling; the answer lacks the necessary illustrations, there is no logic in the presentation of the material, there are no necessary generalizations and independent assessment of the facts; skills are insufficiently developed oral speech, there are deviations from literary norm.
Appendix 2
Tasks to consolidate knowledge ( independent work studentsbased on the work “One Day in the Life of Ivan Denisovich”)
1. Why was A. I. Solzhenitsyn’s literary debut perceived as an Event, as a “literary miracle”?
2. Give readers’ reviews of Solzhenitsyn’s prose. Please comment on them.
3. Why does the writer prefer the short story genre?
4. How was Solzhenitsyn’s own camp experience reflected in the story “One Day in the Life of Ivan Denisovich”?
6. Comment on the clash scenes: Buinovsky - Volkovoy, foreman Tyurin - foreman Der
7. Reveal the moral implications of the situations: Shukhov - Caesar.
8. What role do the biographies of the characters play in the story?
9. How does Solzhenitsyn convince that he dates the history of totalitarianism not from 1937, but from the first post-October years?
Application3
CRITERIA FOR READING BY MART (for a poetic moment)
2. Reading accuracy.
3. Expressiveness of reading (is logical stress and pauses placed correctly, is intonation chosen correctly, reading pace and voice strength).
4. Effective use facial expressions and gestures.
ASSESSMENT
"5" - all criteria requirements are met
"4" - one of the requirements is not met
"3" - two of the basic requirements are met
“Why is the period of existence of a totalitarian state in the 20th century the most tragic?” - any high school student can answer this question, but the best answer can be found in such works of Solzhenitsyn as “The Gulag Archipelago”, “In the First Circle”, “One Day in the Life of Ivan Denisovich”. They all talk about how the life of a Soviet person could change due to false rumors, a wrong step or a desire for justice. This idea, which unites all of Solzhenitsyn’s work, is visible in the title of his main novel.
Gulag is an abbreviation for all places of detention. In other words, these are concentration camps, only not German, but Soviet, but in the USSR compatriots were sometimes treated worse than the Nazis... It is known that the writer who helped Solzhenitsyn work on the novel “The Gulag Archipelago” hanged herself after a brutal interrogation of the people who tracked her down. This is what happened to ordinary workers, educators!
The location of dozens of camps, if you look at the map, is very reminiscent of an archipelago, which is why Solzhenitsyn chose
this is the title for his main novel. To get into the Gulag, it is enough to be a dispossessed peasant, a member of a foreign party, or a person who has been in captivity. Sometimes completely innocent people ended up there, but the main goal of the head of the camps was to morally destroy a person, and not to prove guilt. The worst thing is that even a child could become a permanent resident of the “archipelago” - he was given 10 years in prison. If initially the authorities shot “traitors” without trial or investigation, then soon Stalin decided to take advantage of free labor and sent them to the Gulags for 25 years.
In the novel, Solzhenitsyn says that the very first place for the formation of a camp was a monastery. But getting there meant that the person was relatively lucky, because the most terrible place of detention was SLON - a special purpose camp in the north.
20 years after the establishment of the totalitarian regime, the “archipelago” acquired extraordinary dimensions. The people who ended up there were not people - but “aboriginals,” and due to inhuman conditions, not a day passed without mortality. Gulags continued to grow throughout the country, there were more and more prisoners, but even those who survived all 25 years of torment were not released.
Such a tragic fate was experienced by hundreds of thousands of people who served their state with truth and faith, but were slandered. But the Soviet people survived everything, and even despite the fact that after the death of Stalin the Gulags continued to exist, the time came when violence disappeared and people began to live calmly, not afraid to speak out. extra word or take a step to the left. We are the happy inhabitants of this time, and we should be infinitely indebted to those who withstood all the hardships in a totalitarian state.
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Lesson on the works of A.I. Solzhenitsyn.
The tragic fate of a person in a totalitarian state (based on the story “One Day in the Life of Ivan Denisovich”) 11th grade
Lesson design: slides - portrait of the writer, reviews of the writer, exhibition of books, newspaper publications.
Lesson Objectives: to arouse interest in the personality and work of A.I. Solzhenitsyn, who became a symbol of openness, will and Russian directness; show the “unusual life material” taken as the basis for the story “One Day in the Life of Ivan Denisovich”, and entice students to read the story; lead students to understand the tragic fate of man in a totalitarian state.
Solzhenitsyn became the oxygen of our non-
breathable time. And if society
ours, literature, first of all, still yes -
shat, then this is because lies work
Tsin furs pump air into the suffocating
Yusya, godless, almost losing herself,
Shuya Russia.
V.P.Astafiev
Lesson progress
Teacher's word.
None of the three “roles” suits him.
Alexander Isaevich Solzhenitsyn is an outstanding Russian writer, publicist and public figure. His name became known in literature in the 60s of the 20th century, during the “ Khrushchev's thaw", then disappeared for many years.
He, Alexander Isaevich Solzhenitsyn, dared to tell the truth about the terrible Stalinist time, to create works about camp life, works that made the author wildly popular.
The stories “Matrenin's Dvor”, “An Incident at Krechetovka Station”, the novel “In the First Circle”, the story “Cancer Ward” aroused the anger of “domestic officials” and ... brought the author world fame. And in 1970, A.I. Solzhenitsyn was awarded the Nobel Prize in Literature. It seemed that justice had prevailed.
...But on one February day in 1974, in connection with the release of the 1st volume of the book “GULAK Archipelago”), the writer was forcibly expelled from Russia. A plane carrying a single passenger landed in the German city of Frankfurt am Main.
Solzhenitsyn was 55 years old.
What is known about him?
Individual messages from students.
Solzhenitsyn was born in 1918 in Kiselevsk.
Mother Taisiya Zakharovna Shcherbak, the daughter of a wealthy farmer in the Kuban, received an excellent upbringing and education: she studied in Moscow at the agricultural courses of the book. Golitsyna.
In 1924, Taisiya Zakharovna and her six-year-old son moved to Rostov-on-Don.
At school, young Alexander Solzhenitsyn is the head of the class, a desperate football player, a theater fan and a member of the school drama club.
2. A.I. Solzhenitsyn is a most educated person. He graduated from the Faculty of Physics and Mathematics of Rostov University. He studied in absentia at the Moscow Institute of History, Philosophy and Literature, taught astronomy and mathematics in one of the schools in the city of Morozovsk (not far from Rostov).
In 1041, A.I. Solzhenitsyn became a soldier, then a cadet at an officer school in the city of Kostroma.
He traveled along front-line roads from Orel to East Prussia.
This is the combat description that General Travkin gave to the commander of the “sound battery” Solzhenitsyn: “... Solzhenitsyn was personally disciplined, demanding... Carrying out combat missions, he repeatedly showed personal heroism, carrying the personnel along with him, and always from mortal dangers came out victorious."
For his courage (after the capture of Orel), Solzhenitsyn received the Order of the Patriotic War, 2nd degree. The Order of the Red Star (after the capture of Bobruisk) is the second front-line award.
And suddenly... arrest, eight years in the camps of the ominous “GULAK archipelago” cordoned off with barbed wire. (Solzhenitsyn came under the supervision of military counterintelligence for corresponding with his youth friend Nikolai Vitkevich). Fate decreed that the future writer went through all the “circles of prison hell” and witnessed the uprising of prisoners in Ekibastuz. Exiled to Kazakhstan “forever”, having composed several works (in his head), and planning a huge novel about Russia, Solzhenitsyn suddenly learned that he was terminally ill.
In 1952, a camp doctor operated on Solzhenitsyn for a malignant tumor in the groin. But the struggle for life is not over. Soon a cancerous tumor was discovered in the stomach. “That winter I arrived in Tashkent already dead. That's why I came here - to die. And they brought me back to live some more,” Solzhenitsyn wrote in his story “The Right Hand.” And the disease subsided.
Subsequently, Solzhenitsyn admitted that up to today I’m sure: “While I’m writing, I’m on a reprieve.”
3. Literary debut of A.I. Solzhenitsyn. When the writer was well over forty, the magazine “New World” (1962) published the story “One Day in the Life of Ivan Denisovich,” which immediately became a classic of “camp prose.” Initial publication of the story “Shch-854 (One Day of One Prisoner).”
A.T. Tvardovsky (at that time editor-in-chief magazine “New World”) wrote: “The life material underlying A. Solzhenitsyn’s story is unusual... It carries an echo of those painful phenomena in our development associated with the period of the debunked cult... cult of personality...”
Tvardovsky highly appreciated the story “One Day in the Life of Ivan Denisovich”: “This is not a document in the memoir sense, not notes or memories of the author’s personal experiences... This is a work of art, and due to the artistic illumination of this life material, it is evidence of “special value, a document of art "
This “document of art” was written in just over a month.
“The image of Ivan Denisovich was formed from the soldier Shukhov, who fought with the author in the Soviet-German war (and never went to prison), the general experience of prisoners and personal experience author in the Special Camp. The rest of the people are all from camp life, with their authentic biographies.” (P. Palamarchuk).
3. A brief retelling of the story “One Day in the Life of Ivan Denisovich.”
January. 1951
4. We think and reflect on the pages we read.
1. Who is Ivan Denisovich Shukhov? What's his problem? What is the fault?
Shukhov worked and lived in the village of Temgenevo, was married and had two children. But the Great Patriotic War began, and he became a soldier. “And this is how it was: in February 1942, their entire army was surrounded in the North-West... And so little by little the Germans caught them in the forests and took them... Shukhov was held captive for a couple of days.” Miraculously, he got to his people, but he was accused of treason and put behind bars. Shukhov carried out a task for German intelligence. “What kind of task this was, neither Shukhov himself nor the investigator could come up with. So they just left it as a task.”
What awaited the hero of the story if he had not signed the “deed”?
Shukhov chose life by signing documents against himself. Even if it’s a camp life, painful and difficult, it’s still life.
3.What is life like in the camp? How does Ivan Denisovich behave? Let's observe the camp reality.
Shukhov was sentenced to eight years in the camps. At five o'clock in the morning the camp wakes up. A cold barracks, in which “not every light was on, where two hundred people slept on fifty bedbug-lined carriages.”
Kitchen. The prisoners eat their meager gruel with their hats on. “The best time for campers to eat is June: every vegetable runs out and is replaced with cereal. The worst time is July: nettles are whipped into a cauldron.” Sometimes they give you porridge from magara. “Magara is not only cold, but even hot it leaves neither taste nor satiety: grass and grass, only yellow, looking like millet... Porridge is not porridge, but goes for porridge.”
It's freezing outside, taking your breath away. And Tyurin’s brigade, which includes Shukhov, is getting ready to go to work... Endless checks and inspections.
Ivan Denisovich Shukhov is a jack of all trades. He is a mason, a carver, and a stove maker. Works with passion without feeling the cold. This is how the author describes the prisoner: “Shukhov skillfully grabs the smoking solution... He throws exactly as much solution as under one cinder block. And he grabs a cinder block from the pile (but grabs it carefully - don’t worry about tearing your mitten, tearing cinder blocks hurts). And having masterfully leveled the mortar, he plopped a cinder block in there... And it was already grabbed, frozen...
But they (the prisoners) did not stop for a moment and drove the masonry further and further..."
Shukhov not only lives (just to survive), but in order to maintain self-respect. He doesn’t inform on his fellow prisoners, he doesn’t humiliate himself because of tobacco, he doesn’t lick other people’s plates... He takes care of his bread and carries it in a special pocket.
4. What character traits does the author value in Ivan Denisovich? What about you?
The main character of the story, having gone through trials, managed to preserve the traits inherent in his character, characteristic of a Russian peasant: conscientiousness, hard work, human dignity.
Senka Klevshin. He was captured and escaped three times, but was “caught.” Even in Buchenwald, “he miraculously deceived death, now he is serving his sentence quietly.”
Baptist Alyoshka and captain and captain Buinovsky have been in prison for 25 years;
Brigadier Tyurin is in the camp because his father was registered as a kulak.
There is an Estonian who was taken to Sweden as a child and returned to his homeland as an adult.
Film director Caesar Markovich... Sixteen-year-old young man Gopchik... Kolya Vdovushkin, former student of the literary department And many, many others!
6. A. Solzhenitsyn wrote the camp world one day. And what?
The hero of the story considered the day successful, almost happy.
“That day he (Shukhov) had a lot of successes: he wasn’t put in a punishment cell, the brigade wasn’t sent to Sotsgorodok... the foreman closed the interest well, Shukhov laid the wall cheerfully, he didn’t get caught with a hacksaw on a search... And he didn’t get sick, he overcame it. The day passed, unclouded, almost happy.”
Days like these make it scary.
7. Who is to blame for the Shukhov tragedy? And other thousands of people?
5. Generalization
No, it is impossible for prisoners to achieve justice and truth. It is useless and pointless in the “upgrade your rights” camp. People are beginning to realize that what happened to them is not just mistakes, it is a well-thought-out system of repression - the tragedy of an entire generation.
6. Homework
Write your thoughts about the story “One Day in the Life of Ivan Denisovich.”
Name A.I. Solzhenitsyn appeared in fiction in the 60s, during the Khrushchev Thaw. “One Day in the Life of Ivan Denisovich” shocked readers with knowledge of the forbidden - camp life under Stalin.
For the first time, one of the countless islands of the Gulag archipelago was discovered. Behind him stood the state itself, a merciless totalitarian system that suppresses people.
The plot of the story is dedicated to the resistance of living - non-living, human - camp. Solzhenitsyn’s convict camp is a mediocre, dangerous, cruel machine that grinds down everyone who falls into it. The camp was created for the sake of murder, aimed at exterminating the main thing in a person - thoughts, conscience, memory.
Ivan Shukhov “life here was shaking from wake-up to lights-out.” And he had fewer and fewer reasons to remember his native hut. So who wins: camp - human? Or is man a camp? The camp defeated many and ground them into dust.
Ivan Denisovich goes through the vile temptations of the camp, which may be stronger or weaker, but they are relentless. On this endless day, the drama of resistance plays out. Some win it: Ivan Denisovich, Kavtorang, convict X-123, Alyoshka the Baptist, Senka Klevshin, Pavlop the brigadier, the brigadier Tyurin himself. Others are doomed to death: film director Tsezar Markovich, “jackal” Fetyukhov, foreman Der and others.
Life in the camp mercilessly persecutes everything human and implants the inhuman. Ivan Denisovich thinks to himself: “Work is like a stick, it has two ends: if you do it for people, give it quality; if you do it for a fool, give it show. Otherwise, everyone would have died long ago, it’s a well-known fact.” Ivan Shukhov firmly remembered the words of his first foreman Kuzemin, an old camp wolf who had been imprisoned for 12 years since 1943: “Here, guys, the law is the taiga, but people live here too. This is who dies in the camp: who licks the bowls, who hopes at the medical unit, and who goes to knock on their godfather’s door.” This is the essence of camp philosophy. The one who loses heart dies, becomes a slave to sick or hungry flesh, unable to strengthen himself from the inside and resist the temptation to pick up scraps or denounce a neighbor.
What is a camp? And how can a person live and survive in it? The camp is an image that is both real and surreal, absurd. This is both an everyday occurrence and a symbol, an embodiment eternal evil and the usual low anger, hatred, laziness, dirt, violence, thoughtlessness, adopted by the System.
Man fights with the camp, because it takes away the freedom to live for oneself, to be oneself. “Do not expose yourself” to the camp anywhere - this is the tactic of resistance. “And you should never yawn. You must try so that no warden sees you alone, but only in a crowd,” this is a survival tactic.
Despite the humiliating number system, people persistently call each other by their first, patronymic, and last names. Before us are faces, not cogs and not camp dust into which the System would like to turn people. To defend freedom in a convict camp means to internally depend as little as possible on its regime, on its destructive order, and to belong to oneself. Apart from sleep, the camp inmate lives for himself only in the morning - 10 minutes at breakfast, 5 minutes at lunch, and 5 minutes at dinner. This is the reality. That’s why Shukhov even eats “slowly, thoughtfully.” This is also liberation.
The closer the end of the story is, the clearer it becomes for us that the main thing in it is a dispute about spiritual values. Alyoshka the Baptist says that you need to pray “not for a parcel to be sent or for an extra portion of gruel. We need to pray about spiritual things, so that the Lord will remove the evil scum from our hearts...”
The ending of the story is paradoxical to perceive: “Ivan Denisovich fell asleep, completely satisfied... The day passed, unclouded by anything, almost happy.” If this is one of the “good” days, then what are the bad ones?!
Solzhenitsyn punched a hole in the Iron Curtain and soon became an outcast himself. His books were banned and removed from libraries. By the time the writer was forcibly expelled from the USSR, “In the First Circle,” “Cancer Ward,” and “The Gulag Archipelago” had already been written. This was pursued with the full might of the state punitive machine.
The time of oblivion has passed. Solzhenitsyn's merit is that he was the first to talk about the terrible disaster that our long-suffering people and the author himself experienced. Solzhenitsyn lifted the veil over dark night our history of the period of Stalinism.
Municipal educational institution
"Average secondary school Ekaterinogradskaya station"
______________________________________________________
The tragic fate of man
in a totalitarian state.
Open lesson summary
literature
in 11A class
Russian language teacherand literature
Kuzmenko ElenaViktorovna
Art. Ekaterinogradskaya 2007
I took this topic for a general lesson, so that within the framework of one lesson I could show the children the vitality of this topic, its relevance in the difficult time of the totalitarian regime for our country, the unity of writers and poets of that time around the existing problem.
in general, a sense of patriotism;
design: statements by A. Blok, A. Solzhenitsyn, portraits of A. Solzhenitsyn, V. Shalamov, A. Akhmatova.
slides from presentations.
Lesson plan.
1. Organizational moment. I check the students’ readiness for the lesson, I ask
how they coped with the tasks, what difficulties there were.
2. Teacher's opening remarks:
QUESTION: What do you know from your history course about the totalitarian regime, and what did you learn in literature lessons?
(students talk about the totalitarian regime, its manifestations and consequences. This is material from a history course. Integration takes place here).
Were writers interested in the topic of totalitarianism? Which ones exactly? how did they reflect it in their work?
(the guys compose an answer - a coherent text - to all the questions I asked and answer that many poets and writers of the 30-50s could not stay away from the fate of their homeland, its bitter pages)
3. Work on the topic of the lesson.
A) The student’s story about difficult fate A. Akhmatova.
(supported by slides)
Anna Andreevna Akhmatova ( real name Gorenko, from the word grief) is also from among the intelligentsia. The father, a retired naval mechanical engineer, having learned that his daughter wanted to publish a selection of poems in the capital's magazine, demanded that she take a pseudonym and not disgrace the glorious family name. The pseudonym became the name of the grandmother, in whom the violent blood of Tatar princesses flowed. Anna Akhmatova's youth was spent in the splendor of balls, literary salons and travels around Europe.
Fame and love came to her very early.
“I knew Anna Andreevna Akhmatova since 1912. At some literary evening, the young poet Nikolai Stepanovich Gumilyov brought me to her. Thin, slender, she looked like a timid 15-year-old girl. 2-3 years passed, and in her posture the main feature of her personality has emerged - majesty..." (from the memoirs of K. Chukovsky)
From Akhmatova's letters.
I am marrying a friend of my youth, Nikolai Stepanovich Gumilyov. He has loved me for three years now, and I believe that it is my destiny to be his wife. Do I love him, I don't know, but it seems
me that I love...” But the poetess’s happiness was short-lived. The fate of her homeland, which was in trouble, worried her. But even more so was the fate of her son. And the poem “Requiem” appeared
B)
After an expressive recitation from memory and a short interpretation of Akhmatova’s poem, I continue:
- “Requiem” conveys personal and national pain, people’s worries about the fate of their loved ones. However, for prisoners, prison is only the beginning of a terrifying path; then sentences, executions, exile, and camps await them. Not
It was also easier for people who did not end up in the camps on Kolyma or Solovki. About them, whose life “in freedom” was no less terrible than life in hard labor,
A. Solzhenitsyn wrote at one time.
(Speech with a story about Solzhenitsyn. The material was taken by students from the Internet, as well as from an additional source, the encyclopedia).
C) Analysis of the story “Matryonin’s Dvor”.
Main question:
How does Solzhenitsyn show the totalitarian regime in the story “Matryonin’s Dvor”?
What is the fate of a person in a totalitarian state?
(Solzhenitsyn using the example of fate main character Matryona shows the indifferent attitude of the state towards its people. The guys try to find the culprits among the heroes of the story, although at the end of the dispute they come to a consensus that the state is to blame for Matryona’s fate, having squeezed everything it could out of a person and leaving him to his fate.)
I refer to the material on the board:
The story of writing the story (based on events that happened to him)
How is the image of Matryona drawn? (characteristics of the portrait - what is the portrait like
with your conscience)
his fate Matryona?)
(actions)
discuss and condemn?)
Conclusion: How did the totalitarian state ruin Matryona’s life?
(students summarize what has been said and write down conclusions in a notebook.)
We learn about the nightmarish life in Stalin’s camps from the so-called
camp prose and primarily thanks to the work of A.I. Solzhenitsyn. But Varlam Shalamov made a significant contribution to the literature on this topic.
A) Reading of A. Zhigulin’s poem “Wine”.
I ask: Whose fate is the poem talking about?
Children: A poem about the fate of people who innocently ended up in concentration camps. Varlam Shalamov is one of these people.
B) A story about the fate of the writer himself. (The message was prepared independently based on materials from newspapers and magazine articles).
Conclusion: Shalamov portrays the life of a prisoner much more horribly than Solzhenitsyn, proving that a person, once in a camp, hungry and unhappy, simply loses his human feelings.
C) Reading by heart and analyzing episodes
"Kolyma Tales":
the state of the heroes?
I ask:
(wish
D) Reading by heart and analyzing passages from the poem.
(excerpts selected by the children at their discretion)
4. CONCLUSION: To summarize all of the above, I end the conversation with a question:
Does today's reader need to know about the events of the 30-50s?
Which of the statements (A. Blok or A. Tvardovsky) is more suitable for the topic of our lesson? Justify your answer.
(The guys unanimously say that we should under no circumstances forget history, especially something like this. These are, indeed, as Shalamov once said, crimes. We must remember the bitter lessons of history in order to prevent a repetition of the tragedy associated with the cult of personality ).
5.Home task:
6. Lesson summary:Children who read excerpts from works by heart and analyzed them, as well as took an active part in the lesson, receive a “5”. Those who answered correctly, but did not select enough arguments for their answer, received “4”. I don’t give C’s and D’s, since the work of these students can be assessed by homework for the next lesson.
Subject : The tragic fate of man
in a totalitarian state.
Goal: To help students trace the influence of political
regime on the fate of an individual person;
develop attention, ability to independently get acquainted
with additional literature, draw conclusions;
develop oral monologue speech, the ability to compose
coherent text on a given topic;
to cultivate a caring attitude towards the life of the country in
in general, a sense of patriotism;
design: statements by A. Blok, A. Solzhenitsyn, portraits of Solzhenitsyn, Shalamov, Akhmatova.
Lesson plan.
- Organizational moment.
- Teacher's opening remarks:
The 1930s-50s were extremely difficult and contradictory for our country. This is a time of steady growth in the military power of the USSR, a time of rapid industrialization, a time sports holidays and air parades. Restoration of the state after the terrible events of the Great Patriotic War. And at the same time, it was the 30-50s that were the bloodiest and most terrible of all the years in history.
Appearance works of art about the tragic fate of a person in a totalitarian state debunked the myth about a supposedly happy communist future. It is impossible for a person to be happy in a society that is built on violence, repression, reprisals against dissidents, among people who do not care about you. The policy of a totalitarian state killed everything human in a person, forced him to live in the interests of the state and at the same time not care about the fate of an individual person living nearby.
QUESTION: What do you know from your history course about the totalitarian regime, and what did you learn in literature lessons?
- A student's story about the difficult fate of A. Akhmatova.
- Students reading excerpts from the poem “Requiem” which expresses the boundless grief of the people.
- teacher:
- “Requiem” conveys personal and national pain, people’s worries about the fate of their loved ones. However, for prisoners, prison is only the beginning of a terrifying path; then sentences, executions, exile, and camps await them. It was no easier for the people who did not end up in the camps on Kolyma or Solovki. A. Solzhenitsyn wrote about them, whose life “in freedom” was no less terrible than life in hard labor.
- Speech with a story about Solzhenitsyn.
- 7. Analysis of the story “Matryonin’s Dvor”.
Main question: How Solzhenitsyn shows the totalitarian regime in the story
"Matryonin's Dvor"?
What is the destiny of man?
A) The story of writing the story (based on events that happened to him)
B) How is the image of Matryona drawn? (characteristics of the portrait - what is the portrait like
an ordinary person living in harmony
with your conscience)
(self-characteristic – what tells about
his fate Matryona?)
(actions)
(people’s attitude towards Matryona - why
discuss and condemn?)
CONCLUSION: How did the totalitarian state ruin Matryona’s life?
- Teacher: - We learn about the nightmarish life in Stalin’s camps from the so-called camp prose and, first of all, thanks to the work of A.I. Solzhenitsyn. But Varlam Shalamov made a significant contribution to the literature on this topic.
- Reading of A. Zhigulin’s poem “Wine”.
- A story about the fate of the writer himself.
Shalamov portrays the life of a prisoner much more horribly than Solzhenitsyn, proving that a person, once in a camp, hungry and unhappy, simply loses his human feelings.
- Recitation and analysis of episodes from different stories from the collection
"Kolyma Tales":
Each paragraph contains the fate of a person, the past compressed in an instant,
present and future. What words and phrases speak of the humiliated
the state of the heroes?
What makes the heroes of stories fight for life? (wish
convey to posterity the horrors of camp life)
What did Shalamov want to tell humanity and why?
12.Teacher:
The brutality of the Kolyma camps, the tragedy that has become everyday life - this is the main subject of the image in “ Kolyma stories" The camps disfigure people both physically and mentally.
The camps are the brainchild of a totalitarian state. A totalitarian regime means a lack of freedom, surveillance, an inflated military system, suppression of living thought, trials, camps, lies, arrests, executions and, as a rule, a person’s complete indifference to the fate of those living nearby.
It’s over, but is it really possible to remove this from people’s memory? How can we forget armies of prisoners, mass arrests, hunger, cruelty caused by fear? This cannot be forgotten, erased from memory. And A. Tvardovsky reminds us of this in his poem “By Right of Memory”
- Reading by heart and analyzing passages from the poem.
CONCLUSION: Does today's reader need to know about the events of the 30-50s?
Which of the statements (A. Blok or A. Tvardovsky) is more suitable for the topic of our lesson? Justify your answer.
- 14. Home task:“There is nothing lower in the world than the intention to forget these crimes,” wrote Shalamov. Do you agree? Express your point of view in the form of an essay.
Individual task: collect material about concentration camps in the USSR
(can be in the form of an essay or project)
- Lesson summary.
At a literature lesson in grade 11A
“The tragic fate of man in a totalitarian state”
In a literature lesson in grade 11B, “A village is not worthwhile without a righteous man”
(based on the story by A.I. Solzhenitsyn “Matryonin’s Dvor”)
