Presentation for the lesson “L.N. Tolstoy. Information about the writer. Historical and literary basis of the story “Prisoner of the Caucasus”

Lesson No. 36.

Subject. L.N. Tolstoy. Information about the writer. Historical and literary basis of the story
« Prisoner of the Caucasus" Yasnaya Polyana school.

Target:

· introduce the children to the facts of the biography of Leo Tolstoy related to the creative history of the story “Prisoner of the Caucasus”; identify the historical and literary foundations of the story;

· develop the ability to highlight the main thing in a listened message, develop skills in working with illustrations;

· to cultivate interest in the life and work of Leo Tolstoy.

Equipment: multimedia presentation.

DURING THE CLASSES.

I. Organizational moment.

II. Studying new material.

1. Report the topic of the lesson, setting goals and objectives.

2. Messages from the teacher and prepared students according to the plan.

· Leo Tolstoy was born on August 28 (September 9), 1828 in the Krapivensky district of the Tula province, on the family estate - Yasnaya Polyana.

· Great-grandfather - Pyotr Andreevich Tolstoy.

· My maternal grandfather is Prince Nikolai Sergeevich Volkonsky.

· The writer’s paternal grandfather is Count Ilya Andreevich Tolstoy.

· The poet's father is Count Nikolai Ilyich Tolstoy.

· The poet’s mother is Maria Nikolaevna Tolstaya (nee Volkonskaya).

· Relationship with A.S. Pushkin, with the Decembrists - princes S.G. Volkonsky and S.P. Trubetskoy.

· 1844 – admission to Kazan University.

· 1851 - on military service in the Caucasus. Annexation of the Caucasus to Russia. Caucasian War in the paintings of artists.

· Historical and literary sources of “Prisoner of the Caucasus”.

2.1.The teacher's word.

Lev Nikolaevich Tolstoy was born on August 28 (September 9), 1828 in the Krapivensky district of the Tula province, on the family estate - Yasnaya Polyana.

Leo Tolstoy's ancestors were military men. Representatives ancient family Even under Tsar Ivan the Terrible, the Tolstoys served as governors in many cities of Rus'.

The writer's great-grandfather, Pyotr Andreevich Tolstoy, was a participant in the Azov campaigns of Tsar Peter I, who granted him the title of count for his diplomatic and military services.

The writer’s maternal grandfather – “descendant of Rurik”, Prince Nikolai Sergeevich Volkonsky – participated in Russian-Turkish war and retired with the rank of general-in-chief.

The writer’s paternal grandfather, Count Ilya Andreevich Tolstoy, served in the navy and then in the Life Guards in the Preobrazhensky Regiment. The writer's father, Count Nikolai Ilyich Tolstoy, participated in Patriotic War 1812, was captured, and was liberated by Russian troops.

On his mother's side, Tolstoy was related to Pushkin. Their common ancestor was the boyar I.M. Golovin, an associate of Peter the Great, who studied shipbuilding with him in Holland. One of his daughters, I.P. Golovina, is the great-grandmother of the poet, the other is the great-grandmother of Tolstoy’s mother.

Tolstoy was related to the Decembrists - princes S.G. Volkonsky and S.P. Trubetskoy.

Childhood on an old family estate, family legends, stories from relatives and friends about Russian history, in particular about the events of 1812 and 1825, left an indelible mark on the minds of young Tolstoy, influenced the formation of his worldview, and was then reflected in his work.

Tolstoy was not even two years old when his mother died. Maria Nikolaevna was an extremely sincere person, kind and sympathetic. She received an excellent education - she knew French, German, English, Italian languages, played the piano, drew, and “was a great master at telling enticing tales, inventing them as she told them.”

Nikolai Ilyich Tolstoy, their father, was valued by children for his humane attitude towards serfs and his love for education.

The father was the first to notice his youngest son's ability to perceive the artistic word in a picturesque manner.

When Tolstoy was in his ninth year, his father took him to Moscow for the first time. Here the boy first learned that, in addition to his family and the estate, there was a large world unknown to him. In the summer of 1837, while traveling to Tula on business, his father died suddenly.

A few years later, the first guardian of the orphaned Tolstoy children, their father’s sister, Alexandra Ilyinichna Osten-Saken, died. Ten-year-old Lyovochka, his three brothers and sister were taken to Kazan, where their new guardian, Aunt Pelageya Ilyinichna Yushkova, lived.

In 1844, the writer first entered the oriental faculty of Kazan University, then transferred to the law department. In 1847, he left the university and, returning to Yasnaya Polyana, was engaged in self-education; in 1848 he left for Moscow, where, according to him in my own words, lived “very carelessly.”

In 1851, L.N. Tolstoy entered military service.

2.2. Message from a “historian” about the annexation of the Caucasus to Russia.

The beginning of the reign of Nicholas I was associated with wars in Transcaucasia. In 1828 the war with Iran ended, and in 1829 Russia defeated Turkey. These wars ended with the signing of treaties, as a result of which in 1829 the annexation of the entire Transcaucasia to Russia was completed.

The mountaineers declared a holy war - gazavat. In 1834, Shamil was proclaimed their leader-imam. He managed to win a number of victories over Russian troops. However, the severity of the internal order in Shamil’s state, as well as the most severe oppression, gradually corrupted his state from the inside. By 1864, the western part of the North Caucasus was conquered, and the Caucasian War ended.

2.3. Message from an “art critic” about the paintings of Franz Alekseevich Roubaud, dedicated to the theme of the war in the Caucasus.

Franz Alekseevich Roubo was born on June 15, 1856 in Odessa. His father is a French bookseller who moved to Russia, a native of Marseille, Alex Roubaud; mother - Madeleine Senech ran her own house of models.

From an early age, Franz Roubaud showed a penchant for drawing. At the age of 9 he was enrolled in the Odessa School of Drawing and Drawing, and in 1878 he entered the Bavarian Royal Academy of Arts. His teacher was Joseph Brandt. During the holidays, the young man came to Russia every year, traveled around the Caucasus, Ukraine, Central Asia. The Caucasus has become one of the artist’s favorite themes. In 1886, he received an order to paint 19 paintings on the theme of the Caucasian Wars for Tiflis. To fulfill the order, the painter studied historical events, got acquainted with the battle sites. In the Caucasus, the artist created a whole gallery of colorful images of highlanders.

Painting by Franz Roubaud “Assault on the village of Gimry”. During the Caucasian War of 1817-1864, this impregnable mountain stronghold was defended by a detachment of mountaineers led by Imam Gazi-Magomed. The village was taken on October 17, 1832 by a Russian detachment under the command of General G.V. Rosen numbering about 10 thousand people.

After a fierce assault, the Russians broke into Gimry. Then Gazi-Magomed and 15 murids, among whom was the future imam Shamil, took refuge in a watchtower. From there they tried to break into the mountains. During the battle, almost all of them, including the imam himself, died. Shamil managed to escape.

2.4. Message from a “literary scholar” about the historical and literary basis of the story “Prisoner of the Caucasus.”

“Prisoner of the Caucasus” is a story (sometimes called a story) by Leo Tolstoy, telling about a Russian officer in captivity among the highlanders. A story was written for ABC, first published in 1872 in the magazine Zarya. One of the most popular works of the writer, reprinted many times and included in the school curriculum.

The title of the story is a reference to the title of Pushkin's poem "Prisoner of the Caucasus".

The plot of the story is partly based on real event which happened to Tolstoy during his service in the Caucasus in the 1850s. On June 23, 1853, he wrote in his diary: “I almost got captured, but in this case I behaved well, although too sensitive.” According to the memoirs of S. A. Bers, the writer’s brother-in-law, the peaceful Chechen Sado, with whom Lev Nikolaevich was traveling , was his great friend. And not long before they exchanged horses. Sado bought a young horse. Having tested it, he gave it to his friend Lev Nikolaevich, and he himself moved to his pacer, who, as you know, does not know how to gallop. It was in this form that the Chechens overtook them. Lev Nikolaevich, having the opportunity to gallop away on his friend’s frisky horse, did not leave him. Sado, like all mountaineers, never parted with his gun, but, unfortunately, it was not loaded. However, he aimed it at his pursuers and shouted at them in a threatening manner. Judging by further actions pursuing, they intended to capture both, especially Sado, for revenge, and therefore did not shoot. This circumstance saved Sado and Lev Nikolaevich. They managed to approach Grozny, where a sharp-eyed sentry noticed the pursuit from afar and raised the alarm. The Cossacks who came to meet them forced the Chechens to stop the pursuit.

2.5. Teacher's word.

Tolstoy was not only a brilliant artist of words, but also an outstanding teacher. In 1859, he opened a school for peasant children in his Yasnaya Polyana estate. It was located next to the writer’s house in an outbuilding. One of her students, Vasily Morozov, says: “We had fun at school, we studied with passion. But Lev Nikolaevich worked with us even more willingly than we did. He studied so hard that he was often left without breakfast. At school he looked serious. He demanded from us cleanliness, thriftiness with school things and truthfulness. He loved to have his questions answered truthfully, without any false pretenses... Our order was exemplary for all three years.”

Tolstoy believed that students primary school must receive a wide range of knowledge. At the Yasnaya Polyana school, 12 subjects were studied: reading, writing, grammar, Russian history, mathematics, drawing, conversations from natural sciences, drawing, singing, etc. Tolstoy also sought to instill labor skills in children. For this purpose, he allocated a plot of land, which was cultivated by schoolchildren. The guys sowed and grew flax, peas, carrots, turnips and harvested the crops themselves.

In the early 1870s. Tolstoy compiled and published his “ABC”, “Arithmetic”, and four “Books for Reading”. While working on the “ABC”, the writer dreamed that “two generations of all Russian children, from royal to peasant, would learn from it,” which according to his “ABC” All Russian children will receive their first “poetic impressions.”

Tolstoy made sure that in his ABC, as he said, “everything was beautiful, short, simple and, most importantly, clear.”

“The Prisoner of the Caucasus,” created by Tolstoy for “ABC,” which he published in 1872, fully meets these requirements, and the writer was very pleased with it. The story is written with such artistic perfection that from the very first lines it completely captures the reader's attention. Such is the power of real, great art.

In the summer of 1873, the famous Russian artist Ivan Nikolaevich Kramskoy lived not far from Yasnaya Polyana. Kramskoy painted many portraits for the Tretyakov Gallery; he really wanted to paint a portrait of Tolstoy, whose books he dearly loved.

2.6. Appeal to the reproduction of the portrait of Leo Tolstoy by I.N. Kramskoy.

2.7. Identifying initial impressions of Leo Tolstoy’s story “Prisoner of the Caucasus.”

Name the most important episodes story.

Which of the characters attracted your sympathies and why?

III. Summing up the lesson.

What historical facts are used as the basis for the work “Prisoner of the Caucasus”?

What literary works influenced the concept of the story “Prisoner of the Caucasus”?

Name the book that includes the story “Prisoner of the Caucasus.”

How was education organized at the Yasnaya Polyana school of Leo Tolstoy?

IV. Homework.

2. Compose oral portraits of the characters in the story based on chapters 1 and 2 of the story (Zhilin, Kostylin, Dina, Tatar with a red beard, blackish).

3. Compose a description of the life of the Tatars.

4.Copy verbs from the text relating to the behavior of Zhilin and Kostylin in captivity (Chapter 3).

5. Individual assignment: artistic retelling of chapter 1 of the story.

6. Group task: role-playing reading of the episode from the words “You,” he says, “was taken by Kazi-Mugamed...” to the end of chapter 2.

“L.N. Tolstoy. Information about the writer. Historical and literary basis of the story “Prisoner of the Caucasus”

(Literature lesson. 5th grade)

Lesson objectives:

1. Expand your knowledge about

life of L.N. Tolstoy

2. Continue getting acquainted with

the writer's creativity

3. Continue to work on developing readership

skills and abilities

Tolstoy is our national pride

House of Gortalovs

Leo Tolstoy during his studies at Kazan University

Monument to Leo Tolstoy in Kazan

Kazan Imperial University

• The Caucasian War of 1817-1864 is a war Russian Empire with mountain peoples. Ended with the annexation of Chechnya, Mountain Dagestan and Northwestern Caucasus to Russia. The victory was achieved due to the multiple numerical superiority of the Russian army and its technical superiority.
• Caucasians are mountain peoples: Chechens, Ossetians, Circassians, Nogais, Avars and many others.
• L.N. Tolstoy in his story “Prisoner of the Caucasus” calls the highlanders Tatars, as Russians often called everyone who professed the Muslim religion.

Episode of the Caucasian War.

M.Yu. Lermontov (1840)

Leo Tolstoy in the Caucasus

Caucasus - “a wild land, in which two very opposite things are so strangely and poetically combined - war And Liberty ».

(From L.N. Tolstoy’s diary entry)

The meaning of the title of the story

"Caucasian" – space, beauty, freedom .

"Prisoner" - captivity, war.

Genre of the story: true story

Story – a small narrative work united by a plot and consisting of one or more episodes

Plot - chain of events occurring in the work

Episode - an image of one event that has a beginning and an end

True story - a story about an event that actually happened

“I almost got captured, but in this case I behaved well, although too sensitive.”

Group 2 – 3.4 parts

Group 3 – 5.6 parts

Preview:

Open lesson on literature in 6th grade

L.N. Tolstoy “Prisoner of the Caucasus.” Historical events reflected in the story. Extracurricular reading lesson.

Lesson objectives: 1) understanding the content of L.N. Tolstoy’s story “Prisoner of the Caucasus”; the ability to highlight the main problems raised by the author in the work;

2) introducing children to independent research and creative activity; development of analysis skills work of art, logical thinking;

3) education of a spiritual and moral personality, respecting human dignity, with a tolerant attitude towards the national issue, clearly understanding the concept of “honor”.

Equipment: computer, projector, portrait of the writer, lesson presentation.

During the classes:

Hello, dear guests, hello, dear guys! Today we continue to study the works of Leo Tolstoy. Today we will look at the story “Prisoner of the Caucasus.” (slide No. 1)

So, guys, in a few lessons you received cases with tasks, you had to be divided into groups and prepare. Before group 1 speaks, I want to address group 2: you need to listen carefully to your comrades, understand the task, evaluate the work of the first group: manner of communication, ability to behave in front of an audience, complete disclosure of facts.

Your group's first case assignment.Study the history of the story.

(Children from group 1 perform)

- In the middle of the 19th century

things were tough in the Caucasus, bloody war. Tsar Nicholas I sent his troops to conquer the Caucasian lands. The mountain peoples who lived there showed stubborn resistance to the tsarist troops. On steep mountain roads, in forests and gorges, at river crossings, the mountaineers set up ambushes and took Russian soldiers and officers prisoner.

L.N. Tolstoy in the Caucasus

At that time, L.N. Tolstoy was in military service in the Caucasian army and participated in the hostilities of the Russian troops. One day, having traveled far from his squad, he was almost captured. The writer was rescued from trouble by his companion and friend, the Chechen Sado. That's how it was.

Shortly before this incident, Sado bought a young horse, which turned out to be a good racer. Friends - Tolstoy and Sado - according to Caucasian custom, exchanged horses. Sado gave Tolstoy his horse, and he gave him his strong pacer. And so, when the Chechens began to overtake his friends, Tolstoy could easily get away from them on a fast horse, but for nothing in the world would he agree to abandon his comrade in trouble. Sado had a gun, but it turned out to be unloaded. However, Sado was not at a loss. He menacingly aimed his gun at the approaching pursuers and shouted at them. But they wanted to take Sado and Tolstoy prisoner alive and therefore did not shoot. They were especially angry with their fellow tribesman Sado, who was friends with the Russian officer. Pursued by the Chechens, Tolstoy and Sado approached the Grozny fortress so much that a sentry saw the chase and raised the alarm. Mounted Cossacks immediately appeared from the fortress; The Chechens, chasing Tolstoy and Sado, turned back and rushed into the mountains. In memory of this incident, Sado gave Tolstoy his saber.(the second group evaluates the answers)

Case assignment for group 2

Study the history of the creation of Leo Tolstoy’s story “Prisoner of the Caucasus”

“Memoirs of a Caucasian officer” by F.F. Tornau

While working on War and Peace, Tolstoy became acquainted with the Memoirs of a Caucasian Officer, published in the Russian Messenger magazine, the author of which was Colonel of the Cuirassier Regiment F.F. Tornau. The author reports under what circumstances he was captured by the mountaineers, how the girl who fell in love with him, Aslan Koz, tried to help him, why his first escape attempt was unsuccessful and how he managed to free himself from captivity. Tolstoy not only became acquainted with Tornau’s memoirs, but also used them for his story “Prisoner of the Caucasus.”

Here is another version. In 1838, a story appeared called “Caucasian Prisoner. True Story.” Tolstoy’s bibliographer N.N. Gusev reports that Lev Nikolaevich could read this story as a child, but the interesting fact is that it is not a girl, but a boy who helps the prisoner , who was previously captured and learned their language. (The first group evaluates the answers)

What conclusion can we draw from everything we listened to? (The story is based on real events that reflected a specific historical era)

Teacher's conclusion: The Caucasian War (1817-1864) lasted 47 years, the longest long war Russian Empire with the mountain peoples of the North Caucasus (Chechens, Dagestanis, Ossetians)

Many writers addressed the topic of the Caucasus. Returning to Russia, Tolstoy wrote in his diary that he fell in love with this “wild land, in which the two most opposite things - war and freedom - are so strangely and poetically combined.” (slide No. 2)

Another case - the task for group 1 was to study which of the writers addressed the topic of the Caucasus, and whether there are works with a similar name in literature.

In 1821 A.S. Pushkin created a poem in which he portrayed a “renegade of light”, a “friend of nature”, convinced that natural state a person is his freedom and independence. Seven years later, M.Yu.’s poem appeared. Lermontov, written under the influence of Pushkin and under the same name. And in 1872, readers became acquainted with the story of L.N. Tolstoy’s “Prisoner of the Caucasus” is about a Russian officer who was captured by the Chechens and fled again to his own people. The story was based on a real event and had plot similarities with one published in the magazine “Library for Reading” in 1838 story of the same name signed by M.N. the theme of the Caucasus is still relevant today, for example V. Makanin’s story “Prisoner of the Caucasus»

Case – task for group 2: to study the connection of the story with modernity Slide No.

The connection between the story and modernity.Story by L.N. Tolstoy and film by S. Bodrov

The action takes place in the 1990s during Chechen war(in fact, this is the author’s parallel to the war in Chechnya in the early 90s. The film shows Dagestan. This is confirmed by the pronounced aggressive mountainous terrain and the Avar dialect spoken local residents. In terms of landscape and vegetation, the territory of Chechnya is very different from Dagestan). Two Russian servicemen, Sanya and Ivan, are captured by Abdul-Murat, a resident of a mountain village. Abdul-Murat's son is also in captivity and his father wants to organize an exchange. Meanwhile, Abdul-Murat's daughter Dina becomes attached to the prisoner...

Starring famous actors. Maybe some of you are familiar with them.

Oleg Menshikov – Sanya

Sergei Bodrov – Ivan Zhilin

Susanna Mehralieva - Dina

Jemal Sikharulidze - Abdul-Murat

Alexander Bureev - Khasan

Valentina Fedotova - Zhilin's mother

Alexey Zharkov – Maslov

Evdokia Vishnyakova – nurse

Guys, when you read the story, you came across unfamiliar words

(they work in dictionaries, look for the meaning of new words written on the board. A parallel can be drawn with the Tatar language, that similar words are also found in the Tat language - bishmet, demonstrate the products of the Arsk national footwear factory - Tatar ichigi (chitek), paying attention to the ornament, which are also made of leather.)

Comments from explanatory dictionary Ozhegova

BESHMET For some peoples of the Caucasus and Central Asia: outer, swinging, usually quilted clothing.

GALUN. Patch made of gold or silver tinsel braid, ribbons on uniforms; It's a braid itself, a ribbon.

SAFIAN Thin and soft goat or sheep leather, specially tanned and dyed in bright colors.

IV. Application of acquired knowledge

We know the plot of the story, we are familiar with the content of the story. Let's test our knowledge using the example of questions on this story. A (+) sign if you think the thesis is correct, a (-) sign if you think it’s incorrect.

1. The events took place in the fall

2. Zhilin was short in stature, but he was brave

3. Zhilin was captured because Kostylin left him alone

4. The Tatars asked for a ransom for Zhilin in the amount of 500 rubles

5. Zhilin wrote the wrong address and decided to run away

6. In captivity, Zhilin was sad, bored and waiting for ransom

7. During his first escape, Kostylin showed himself to be a weak person

8. The second time Zhilin ran alone

9. During his escape, Dina and Russian soldiers helped him

10. After the escape, he remained to serve in the Caucasus, but did not go on vacation

(children receive the task individually, after completion they change with each other - mutual checking)

Guys, how many Russian officers were captured? Pay attention to the title of the story. Why, when talking about two Russian officers, does Leo Tolstoy talk about only one person in the title?

You said that the main characters are Zhilin and Kostylin, but the story is called “Prisoner of the Caucasus.” One prisoner, how can this be? Who does Tolstoy mean? And how do the heroes relate to each other? We have to answer these questions today. To answer this question correctly, let’s write comparative characteristics heroes.

Group No. 1. 1) Find in the text and write down details that characterize appearance Zhilina and Kostylina. Fill in short quotes table.

2) Get to know dictionary entries to the words daring and deck and describe the characters.

Daring - brave, courageous, valiant, courageous, moreover, efficient, intelligent, for whom courage always brings success.

Deck – a recumbent thick tree, a log or a considerable thick piece; a clumsy, clumsy person.

3) Think about why the text does not detailed description appearance of the characters? What does the author focus the attention of readers on?

Group No. 2. What does the Black Tatar call Zhilin and Kostylin during a conversation about ransom (Chapter 2)? Explain what these words mean through a selection of synonyms. How do they characterize the heroes?

(He calls Zilina “dzhigit” - well done, Kostylina - “meek”). Initially, the word “dzhigit” means “rider”, a person prancing on a horse, this implies qualities such as courage, daring, and daring.

Select from the text verbal descriptions of actions related to the behavior of the heroes in captivity (Chapter 3) during the escape (Chapter 5). How keywords characterize Zhilin and Kostylin? Slide No. 6-7

Teacher's conclusion: Life depends on character, on the choice that a person makes himself. We must understand that our fate depends largely on our behavior. War tests people. For many, war is a test of strength, endurance, humanity. Here people are in the border situations, their further fate depends on them: to act or to die indifferently? People who are strong in spirit, responsible for everyone, who have human dignity, in such situations know how to make the right decision.

Let's pay attention to the telling names of the characters (students' answers). So why does the author talk about one prisoner in the title?

Group No. 1. 1) Get to know dictionary entry by the way captivity.

Captivity - bondage.

Captive - taken prisoner, slave.

To captivate – 1) to capture, 2) to seduce, attract, subjugate.

2) Convert the phrase “Caucasian captive” according to the example: Coast- sea shore. Write down the resulting options and explain the meaning of the resulting expressions.

1) Whose slaves were the heroes? How did they get out of captivity?

2) Why didn’t Zhilin want to go to his mother after his release, but stayed in the Caucasus? (refer to the ending of the story).

Group No. 2 3) How do you understand the meaning of the proverb “Everyone is a prisoner of his passions.” Who is the Caucasian prisoner, according to this proverb?

1 point of view:

A prisoner of the Caucasians is a person held captive by enemies. Escaped Zhilin and ransomed Kostylin.

2nd point of view:

A prisoner of the Caucasus is a person connected with the Caucasus, attracted by it: “No, apparently this is not my destiny. And he remained to serve in the Caucasus.”He is captivated by the Caucasus, captivated by the mountains. Zhilin's fate is to remain in the Caucasus. If he wants to change his destiny, nothing good will happen. So he tries to leave the Caucasus together with Kostylin - and is captured. Then he escapes from captivity together with Kostylin - and is captured again. Then he escapes from captivity alone and ends up with his own people. If he wants to leave the Caucasus, he will definitely be captured again. And the story will never end. And Zhilin decides to break this chain. He is a Caucasian prisoner. This is his destiny. And he comes to terms with his fate. He decides to remain a prisoner of the Caucasus. The repetitions end. And Tolstoy’s story also ends.

3 point of view:

“Everyone is captive to his passions”. This proverb can be fully correlated with the image of Kostylin. The hero is not only in Tatar captivity, but also in captivity of his weakness, his selfishness, and he cannot escape from this captivity. He does not withstand the tests that Zhilin overcomes. Zhilin managed to survive, take root in a hostile environment, managed to win over even his enemies; solved his problems himself, without shifting them onto the shoulders of others; was strong, “wiry.”

In your opinion, what qualities should an officer have? (children’s answers)

You have one more case task left - What is honor, find definitions in different dictionaries (Ozhegov and Dahl). Pick up a few proverbs about honor. (children’s answers) Slide No.; 4,5

Listen to the wonderful poem by Vladimir Slepak “Officer's Honor”

Officer's honor is conscience and God,

Attack march under heavy fire,

The pain of separation and the wisdom of life's roads,

A hymn to the brave, worthy and courageous. An officer's honor will never be betrayed,

Will not drop the Guards banner,

He will give gratitude to gray-haired veterans

Will not betray the Sacred Oath...

Officer's honor is not intrigue, not revenge,

Not a scandal, not a duel, not treachery,

Simply, if the officer’s honor is alive,

This means there is a pedestal of the state!

Vl.Slepak

Children recite by heart Larisa Ryndova’s poem “Officer’s Honor.”

Teacher's conclusion: War is bloodshed, it is a tragedy, crippled destinies, regardless of when and where it took place. War leaves a bitter aftertaste in hearts, breaks lives, destroys all living things to the ground...

This is how it happens: the one who sets a goal, believes in it and does everything to achieve it, wins. Those who have no will, who are weak in spirit, lose their strength.

Zhilin is an example of the present Russian officer and a real man.