Already in the period between the first and second world wars, the main directions or schools of biblical archaeological research were formed, which were quite clearly manifested in the second half of the 20th century.

european school

In contrast to the German and French schools, which at that time experienced some decline, the English school of biblical archaeological research retained its significance. Since 1937, she has published the journal "Biblical Archaeologist" ("Biblical Archaeologist"), individual scientists have been excavating Jerusalem. The representative of this particular scientific direction was Kathleen Kenyon, who excavated Jericho and Jerusalem using a new method named after her. Kenyon conducted excavations in Jerusalem on Ophel Hill from 1961 to 1967 and achieved significant results. She dug a deep trench along the eastern slope of the city of David, on the basis of which she made the first general description of all the cultural layers of Jerusalem. She pinpointed the location of Jebus and found the city wall of David's time (at the bottom of the hill, closer to the spring of Tikhon than previously thought).

In 1960-1980, interest in the issues of biblical archeology in Germany returned, but already at the level of delimitation between secular researchers of the ancient East and representatives of biblical archeology.

American school

It was formed at the beginning of the 20th century under the strong influence of American Protestantism and at first set the goal of collecting archaeological information confirming the Bible. American biblical archeology existed in parallel with secular archeology.

Founded in 1900, the American Schools of Oriental Studies (ASOR) conducted their activities in line with biblical studies. This was facilitated by the fact that for many years the schools were headed by the aforementioned W. Albright. Under him, the Bulletin of the ASOR and the School Yearbook (published since 1921) became the most important periodicals in biblical archeology. In addition to the school in Philadelphia, three more schools were founded: in Jerusalem - for the study of Palestine, in Baghdad - for the study of Mesopotamia (it was closed in 1991 due to the war in Kuwait), and in Cyprus - for the study of Asia Minor and adjacent territories .

Archaeological research in the Middle East is also carried out by scientists from the American University in Beirut. They operate on the basis of the principle of regional archeology and study all the monuments of Lebanon from the Stone Age to the period of the Arab conquest.

American biblical archaeologists paid special attention to the topic long developed by W. Albright - archaeological confirmation of the conquest of Palestine by the Israelites in the time of Joshua and in the period of the Judges, both by Palestinian and other Middle Eastern monuments.

The American school of biblical archeology had two other features. The first is the development of New Testament archeology, which continues the traditions of the Catholic abbot F. Viguru, but is based on the Protestant understanding of the history of the New Testament. The second is the popularization of their achievements.

One of the first American archaeologists who did not disdain the popularization of his works was Samuel Cramer. He was a Hebraist, Egyptologist, Assyriologist and Sumerologist, and wrote over two hundred works, including twenty-seven monographs. In 1956, he published the book "History Begins in Sumer", published later in many countries, including the USSR, in which he presented the history of Sumer at a good scientific level, but at the same time in an accessible language.

Like S. Cramer, many American scientists published popular books in which they summarized and analyzed the results of archaeological research of ancient peoples, thereby fueling public interest in their research.

The discovery in 1930-1950 was the result of such a purposeful policy of American biblical archaeologists. in many US universities there are chairs of archeology of the Near East.

Israeli school

Israeli archeology as such began to take shape in the 1920s and 1930s. XX century, when Jewish researchers from different countries of Europe began to come to the Holy Land, who wanted not only to collect material about the distant past of their people, but also to substantiate their rights to this land. Thus, recalling the 1936 excavations in Bet-Sherim, B. Mazar said: “Everyone was deeply interested in excavations, since the discovery of Jewish ancient monuments strengthened the significance of Zionism and reinforced the foundations for the creation of a Jewish state. We were interested in creating our homeland, and the Jewish monuments of antiquity were part of its foundation.” A similar approach to the goals of archaeological research is also characteristic of modern Israeli scientists.

One of the first Israeli archaeologists was N. Avigad. In 1960-1970 he carried out excavations in the center of the Jewish quarter of the old city in Jerusalem. He discovered many artifacts from the Hasmonean period and even more from the time of Herod the Great, testifying that at that time the nobility of Jerusalem lived in extraordinary luxury. He also discovered that by the time of the Babylonian conquest, Jerusalem was four times the size of the city of the time of Solomon and, consequently, its inhabitants in the 8th-7th centuries. BC. constituted the vast majority of the city dwellers of Judea.

A contemporary of Avigad, Emmanuel Sukenik (E. L. Sukenik), before the Second World War, was engaged in excavations of various objects in Palestine, including Jerusalem. After the war, he became known as the first explorer of the Dead Sea manuscripts. In fact, he not only founded the school of Israeli Qumran studies; his views influenced all Qumran scholars until the end of the 20th century.

Among the explorers of Jerusalem, Y. Shiloh should be especially noted. In Jerusalem, he continued the excavations of K. Kenyon in the city of David and established that a settlement had existed in this place since the 4th millennium BC. - that is, Jerusalem is one of the oldest cities in the world. Y. Shilo also investigated three complex water supply systems of ancient Jerusalem, which, as it turned out, were connected with the Gion spring.

The archeology of biblical countries throughout the entire period of study of this science causes a lot of controversy, debates are still ongoing. A lot of directions, their schools, is a vivid example of this.

A new program "School of a Beginning Archaeologist" for children aged 9-12. Classes are held in the form of a circle on Saturdays at 17.00, starting from January 13, 2018. In addition to archeology, classes are devoted to such historical disciplines as paleontology, paleography, numismatics, chronology, metrology, heraldry, etc. Topics such as methods of archaeological dating are considered in detail , early forms of religion, etc.

Each lesson consists of theoretical and practical parts. Duration: 1h. 20min - 1h. 30 minutes.

Cost: 450 rubles. from a person.
You can attend the entire course or specific topics separately.
Mandatory registration by phone. 8-495-692-00-20.

The program of classes for January-March 2018

13th of January. Introductory lesson. Interaction of archeology with other sciences, similarities and differences in methods and approaches.

In the lesson, the conversation will be about the place of archeology in the system of historical knowledge about the past of mankind, about the features of archaeological sources and methods for studying them. Students will learn what sciences are hidden under the term "auxiliary historical disciplines", discuss what exactly they do and how they interact with archeology.

The practical part will enable the participants to understand from their own experience what typology and classification are for. It will be proposed to divide into groups such familiar objects as postage stamps, badges, using various criteria (material, shape, image, etc.).

The lesson is devoted to very important concepts in archaeological science - chronology and dating. Students will learn what absolute and relative chronology is, how the calendar appeared, and how calendar systems differ among different peoples.

The practical part will help to consolidate the acquired knowledge. Participants will complete various tasks on the distribution of events and epochs along the “timeline”, and practice translating dates from one calendar to another.

The lesson is conducted by the head of the Museum of Archeology of Moscow, Candidate of Historical Sciences Novikova Galina Leonardovna.

At the lesson, students will learn how archaeologists determine the time period of the things and buildings they found, which methods are more accurate and how to apply them correctly.

The practical part will give the participants the opportunity to try to “date” the archaeological finds themselves.

At the lesson, students will learn what the science of paleontology does, what it has in common with archeology and how they differ, what was on the site of Moscow 150 million years ago and how we learn about it. We will study in detail the fauna of the Ice Age, including extinct animals that lived on the territory of our region tens of thousands of years ago. Participants will have to hold genuine paleontological finds in their hands and recreate the appearance of fossil animals on a computer.

The lesson is conducted by the head of the Museum of Archeology of Moscow, Candidate of Historical Sciences Novikova Galina Leonardovna.

The lesson is devoted to the origin and formation of modern man (Homo sapiens) according to archeology and anthropology. Students will learn about the latest scientific discoveries in this area, get acquainted in detail with the method of M.M. Gerasimov on the sculptural reconstruction of portraits of people from bone remains and the work of his followers.

The practical part will help to consolidate the acquired knowledge. Participants in a playful way will complete tasks on correlating different stages of human evolution and archaeological eras on the "timeline".

The lesson is conducted by Alexander Gennadievich Afanasyev, Head of the Scientific and Educational Sector of the Museum of Archeology of Moscow.

At the lesson, the conversation will be about when the first rudiments of religion arose and how they manifested themselves. Students will get acquainted with such concepts as totemism, fetishism, animism and magic. Let's discuss how the data of archeology and ethnography help to recreate the beliefs of ancient people, their customs and rituals.

The practical part will give the participants the opportunity to come up with and try to make amulets-amulets from improvised means.

The lesson is conducted by the head of the Museum of Archeology of Moscow, Candidate of Historical Sciences Novikova Galina Leonardovna.

The lesson is devoted to the history of the emergence of mathematical knowledge among primitive people. The listeners will learn how and with the help of what the ancient man carried out his calculations, how the first measures of length were born and what a special historical science, metrology, can tell us about this.

Participants will have to put into practice the acquired knowledge by performing mathematical operations on the abacus and abacus, as well as measure their weight and height in ancient Russian measures.

The lesson is conducted by the head of the sector of scientific and educational work of the Museum of Archeology of Moscow Afanasiev Alexander Gennadievich

The lesson is devoted to the science that studies the history of coinage and money circulation. Students will learn how numismatics helps archeology and how it differs from ordinary collecting. In addition, the participants of the lesson will get acquainted with the pre-existing monetary systems, options for making ancient coins, and will also be able to carefully examine some ancient samples and determine the time of concealment of the proposed treasure.

The lesson is conducted by Alexander Gennadievich Afanasyev, Head of the Scientific and Educational Sector of the Museum of Archeology of Moscow.

The lesson will allow participants to expand their knowledge and understanding of various banknotes and securities. Listeners will be told in detail about the features of the science of bonistics, its common features and differences with numismatics. The practical part will provide participants with the opportunity to study in detail various banknotes, evaluate the features of their manufacture and the degree of protection.

The lesson is conducted by Alexander Gennadievich Afanasyev, Head of the Scientific and Educational Sector of the Museum of Archeology of Moscow.

At the lesson, students will learn how documents can be dated by the style of writing letters, as well as get acquainted with the history of the development of writing, the medieval culture of drafting acts and the history of office work. In the practical part, the participants will try to determine the time for compiling the document, using the knowledge gained.

The lesson is conducted by the head of the sector of exposition and exhibition work of the Museum of Archeology of Moscow, Candidate of Historical Sciences, Moiseev Maxim Vladimirovich.

At the lesson, students will learn what a funeral rite is and what an important role it plays in the culture of different peoples, what forms of burials and types of funerary monuments are known to archaeologists. Participants will get acquainted with the methodology for discovering and clearing ancient burials, the rules for fixing finds in situ (in situ), and hold authentic field documentation in their hands.

The practical part will enable the children to feel themselves "in the shoes" of an archaeologist: explore the "closed complex", measure the depth of the finds and the distance to them using a level, make an inventory of objects and fill in labels for them.

The lesson is conducted by the head of the Museum of Archeology of Moscow, Candidate of Historical Sciences Novikova Galina Leonardovna.

At the lesson, the conversation will be about how scientists manage to recreate the female and male costume of ancient eras on the basis of disparate archaeological and historical data, what is the role of ethnography, experimental archeology and amateur reenactors in this matter. Participants of the program will visit the exhibition "Beauty of Everyday Life", which has just opened at the Museum of Archeology of Moscow, and get acquainted with the new exhibits presented at it.

At the end of the lesson, each student, based on the knowledge gained, will have to create their own colorful appliqué, reconstructing the festive women's dress of the 12th-13th centuries.

The lesson is conducted by the head of the Museum of Archeology of Moscow, Candidate of Historical Sciences Novikova Galina Leonardovna.

Archaeological institutes and archaeological schools

The name "Archaeological Institute" belongs to institutions of two kinds: 1) a scientific society, whose task is to investigate antiquities and disseminate information obtained about antiquities through various scientific publications, 2) a scientific and educational institution that sets itself the goal of training knowledgeable archaeologists through teaching and various scientific works and archivists. A model of A.I. in its first meaning is A.I., which arose in 1829 in Berlin, officially called Institute for Archaeological Correspondence (Institut für archaologische Korrespondenz). It was formed under the auspices of the then Crown Prince (later King Frederick William IV) and under the direct supervision of the Duke of Blakassky (Blacas) from Bunsen, Fea, Gerhard, Kestner, Welker and others in the form of a permanent institution in Rome, which set itself the task of subjecting scientific analysis and the study of discoveries made in the field of archeology, in particular the discovered monuments of the Greek, Roman, Etruscan and ancient Italian times (prehistory and the Middle Ages are excluded from the task). In order to familiarize the public with these scientific works, the Institute undertook the monthly publication "Bulletino dell" Instituto di corrispondenza archeologica ". More extensive works are published annually in the" Anali dell instituto di correspondenza archeologica ", with drawings attached. In addition, A. I. publishes in Berlin archaeologist journal "Archäologische Zeitschrift. During the winter months, I. holds weekly public meetings in which abstracts are made in Italian, French. and Latin on the most important archaeological discoveries. A fairly rich library of A. I. is declared accessible to learned archaeologists of all nations. For the training of archaeologists, A. I. has 5 scholarships. In 1871, A. I. was made a Prussian state institution; a new vast building was built for its premises in Rome; a central office of 11 members functions in Berlin, and two of its In 1874, a similar German A. I. settled down in Athens for the same study of ancient Greek awns; its central office is also in Berlin. Since 1876 this Institute has been publishing its "Mitteilungen des deutschen Archäolog. Instituts in Athen" four times a year. A. I., formed in 1847 in Luxembourg, has a slightly different meaning, since he set himself the task of investigating all kinds of antiquities and publishing the data obtained about antiquities. In 1878, an index of extensive editions of this AI was published: "Institut archéologique du Luxembourg. Table générale des publications insérrées dans les Annales de l" Institut archéologique du Luxembourg depuis sa fondation en 1747 jusqu "a l" année 1877 inclusivement ". Absolutely similar to him is A. I. in Lüttich, who has already published 19 volumes.A listing of his important editions is in the major bibliography De Theux (De Theux): "Bibliographie liégeoise" (ed. 2nd, 1885, in 4 °). I. in this first meaning are all archaeological societies (see this ff. ), and in Belgium - "Académie d" archéologie de Belgique "[Index of the first 20 volumes found by Torfs (Louis Torfs), who published the "Table des matières", published by this academy (Asnieres, 1867)]. In the same sense The French "Ecole de Rome", "Ecole d" Athenes", "Ecole du Louvre" in (Paris) and "Institut Egyptien du Caïre" operate as archivists of the Institute.

Another meaning Arch. The Institute as an archaeological school is represented by institutions with very different names. So, in France, the meaning of A.I. in this sense is the famous

Parisian "Ecole des Chartes" was created in 1821 according to the plan of the famous publicist de Gerando (de Gérando). Initially, in 1806, he presented to Napoleon I a much broader plan for such an Institute, but this plan did not materialize, and only in 1821 did a royal ordinance (Louis XVIII) establish an "Ecole des Chartes" for the training of archivists. For the first time, it was supposed to have 12 listeners, whom the "Académie des inscriptions et belles lettres" was instructed to elect. The first professors were very knowledgeable people: the Abbé Lespine, who had been in charge of the manuscript department in the Royal Library for 20 years, and M. Pavillet, head of the historical section of the royal archives. The school was very unsuccessfully divided into 2 departments: one - from 6 students preparing for libraries, the other also from 6 students preparing for archives. The listeners were entitled to the content, and in 1823 it was determined that the course should last two years. But a year later, the maintenance of the students was stopped, the school began to decline, and teaching fell silent for five years. The plan proposed in 1828 for the resurrection of the "Ecole des Chartes", although approved by the king, did not materialize, and a new era for this school began with the activity of Guizot as Minister of the Interior, although short-lived, but sufficient to put the "Ecole des Chartes" on proper ground. He immediately destroys the duality of the school, concentrates all teaching in one school at the public library; entrusts the elementary course to Lepin, and invites M. Champollion-Figeac, experienced in archival affairs, to the department of diplomacy and paleography. Abbé Lepine soon died (1831), and Guerard, a pupil of this school, who completed the course in it in 1822, was put in his place as the head of the elementary course. Under the influence of Guizot, the whole warehouse of the school changed; in 1839 her former pupils (they were released before 1839 48) merged into one scientific whole with her real students, forming "Société de l" Ecole royale des Chartes", whose bureau was made up of professors of the school and members of the commission that managed it. This society began to publish the "Bibliothèque de l" Ecole des Chartes, the first volume of which was published in 1839, and then the publication is constantly continuing: in 1889, the L-th volumes of this great collection of historical documents processed by members of this society, listeners "Ecole des Chartes". Guerard, made director of the school, successfully led the cause of its development: the composition of professors began to increase, 8 students began to be assigned scholarships of 600 fr. candidate of the Faculty of History and Philology); the course is three-year, and tests are carried out annually. By the end of the forties, the rise of the school was noted by competent persons, and when the central administration of all departmental archives was formed in the Ministry of the Interior (1850), then by decree of February 4. 1850 announced a very important privilege of the "Ecole des Chartes": to the archivists managing the departments ent archives, only those who completed the course in the "Ecole des Chartes" (with the title archiviste-paleographe), and only in case of a lack of such - outsiders, according to a special exam. This privilege, as well as the beginnings carried out by the director of this school, Guerard (remaining director until his death, until 1852; his place was taken first by Natalie de Vally, and from 1868 by Lacoban), brought the school a special outstanding significance in the last thirty years. By the way, her pupils took an active part in the reorganization (since 1850) of the entire archives of France, and the scientific historical society (Société de l "Ecole des Chartes), which arose in 1839 in close connection with it, constantly expanding its activities, acquired the importance The development of this institution made the whole of French society pay attention to the Ecole des Chartes. Donations flowed into it, especially books and manuscripts, and it now owns a rather rich library. archival materials, had a significant annual budget, enjoying universal attention and respect, "Ecole des chartes" can be revered as an exemplary archaeological institute in its second meaning.See Vale de Viriville (M. Vallet de Viriville), "l" Ecole des Chartes, son passé, son état présent, son avenir" (Par., 1867); I. E. Andreevsky, "On the Parisian Ecole des Chartes" ("Observer", 1889, No. 2).

This goal of training knowledgeable archivists, for which the "Ecole des Chartes" was created in France, is being pursued in Germany and Italy by other means - by special special teaching in the archives. Yes, at Central State Archives of Bavaria graduate students are allowed - who have passed the state exam in jurisprudence or in history and antiquities and who wish to prepare for a special test for the position of archivist at the archive (this test is carried out in the presence of the director of the archive). Such graduate students receive from the treasury an allowance of 500 to 600 florins a year, and for them lectures are given at the archives on paleography, on the science of archives, on the history of law, on the sources of history, and are given practical exercises in compiling inventories and registers. These lectures at the archives became closely related to the lectures at the University of Munich.

At Neapolitan, Milan and Venice archives operate the same schools. The school at the Venetian archive (since 1854) has been especially successful. The teaching is divided into two courses. Until the 1863-1864 academic year, teaching was limited to paleography and general history, and from that year a special teaching of Venetian history was introduced. The school owns a rich collection of photographically enlarged educational manuscripts. Students average 15.

In Russia, to achieve this goal - the training of knowledgeable archivists - there is Archaeological Institute in St. Petersburg, which is now under the auspices of H. I. V. Sovereign Grand Duke Sergei Alexandrovich , arranged in 1877 by N.V. Kalachov (see this next). Having devoted his whole life to serving science - the history of Russian law and archives - Kalachov began to cherish the idea of ​​​​creating an institution in Russia that could do the same service that Ecole des Chartes did for France. At the Second Archaeological Congress in St. Petersburg (1871), he read an article in which he presented the bleak state of the Russian archives, which aroused in the members of the congress a lively interest in the question of improving the archives in Russia; From the congress, a petition was submitted to the government to establish a temporary commission from representatives of various departments so that, after discussing all questions regarding the organization of archives and the storage of documents in them, they drew up a regulation on the main archival commission as a government institution and on its relationship to the archives of various departments. The petition of the congress was respected: the proposal of the Minister of Public Education was approved by the highest on February 3, 1873. Under the chairmanship of N.V. Kalachov, a temporary commission was formed to organize the archives. This commission, which operated until the very death of Kalachov (October 25, 1885), among other things, dwelled on the question of the need to educate archivists among us and believed that two institutions were urgently needed, one of which would train specialists, and the other would have in its hands the central administration of all archival affairs in the department of the Ministry of Public Education. In view of this, the commission drew up a project for a government archaeological institute corresponding to the French "Ecole des Chartes". But as the whole project, which required significant costs, could not be realized soon, and Kalachov was burning with the desire to deliver a quick implementation of his idea, he decided to create an Archaeological Institute with private funds, hoping to find donors. The plan he created was approved by the committee of ministers, on July 23, 1877, the highest regulation on the Institute was approved, initially in the form of an experience for 4 years. On January 15, 1878, the grand opening of A. I. followed, arousing great sympathy and financial donations, which at first made it possible for the Institute not only to open teaching, but also to publish its works. Since 1886, an annual subsidy of 6 thousand rubles has been assigned from the government. A. I. - a scientific and educational institution, which is in the department of the Ministry of Public Education, entrusted to a special director. determined and dismissed by the highest orders of the minister. nar. education (the first director until his death was the founder of the Institute, Senator Kalachov). Professors and lecturers are appointed, according to the ideas of the director, by the Minister of Nar. enlightenment. Management of pedagogical affairs is entrusted to the council, and economic affairs - to the board. The Institute may also have honorary members from persons who provide moral services to the Institute or contribute annually in its favor 500 rubles (honorary members are awarded a merit and, while they are in this rank, the V-th class in position and the V-th category in uniform of the department of the Ministry of Peoples . enlightenment). The purpose of A.I. is to train specialists in Russian antiquity to occupy places in the archives of government, public and private. Only persons who have completed a course of sciences in higher educational institutions are admitted to AI; those who do not have such diplomas are allowed as free or outside students. The course of study is free and limited to two years. Those who have listened to the two-year course are tested and, if they are successful, they receive certificates and become full members of the Institute, and outside students, after passing the test, receive certificates and become corresponding members. The following sciences are taught at the A. Institute: 1) The science of archives, with practical exercises in analyzing archives, compiling card inventory, registers, etc., 2) General and especially Russian paleography, with practical exercises in reading ancient acts, 3 ) Numismatics, 4) Metrology, 5) General archeology - ancient Eastern, 6) Legal antiquities, 7) Church antiquities. - The Institute has a fairly rich library and museum. In addition to lectures taught daily from 10-12 o'clock. morning, the Institute has special evening classes (weekly) to review the work of historical and archaeologists. societies, critical examination of new writings, talks on questions of archeology and history, etc., and monthly public meetings in which abstracts are read and talks are opened. The Institute publishes its own organ, originally published under the name "Sbornik Arch. Inst.", and now under the name "Bulletin of archeology and history"(VII issue. ed. 1888). The established close relationship between the former students of the Institute, its full members, common work, caused by strictly scientific interests, and the established simplicity of relations between its leaders gained universal respect for this brainchild of Kalachov. Having very insufficient funds at his disposal, without providing any benefits or material benefits to his pets, A.I. does not become scarce in the number of listeners: every year there are up to 30 or even more. See I. E. Andreevsky, "Decade of the Archaeological Institute" (pom. in "Russian Antiquity", 1888); Popovsky, "L" Institut Archéologique de Saint-Pétersbourg" (referenced in "Bulletin de l" Institut archéologique liégeois, vol. XVI, 1882).

Encyclopedic Dictionary F.A. Brockhaus and I.A. Efron. - St. Petersburg: Brockhaus-Efron. 1890-1907 .

Classes in the circle aim to introduce the members of the circle, schoolchildren of grades 3-4, with one of the most interesting periods in the history of mankind - with the world of antiquities.

In the classroom, members of the circle will study the history and culture of the ancient tribes living on the territory of Eurasia using archaeological and written sources. During the classes, students will work with authentic items from the museum's funds, prepare and discuss their own reports on archaeological topics at the meetings of the circle.

The curriculum includes viewings of educational videos and slides on history and archeology; tours of the museum exposition, as well as visits to other museums; contests and quizzes.

Archeology is a complex historical science that studies the past of people based on material materials. A specific object of archeology - a thing, an object - requires special methods of study that differ from general historical ones. So archeology borrowed spectral analysis from physics, qualitative analysis from chemistry, statistics and analytical methods of information processing from mathematics, species classification techniques from biology, and so on.

The study of archeology is considered a field of higher education. This is due to the complexity of the studied material. Despite this, our country has a long tradition of using archeology in the education and upbringing of schoolchildren. The first school archeological circles in Russia appeared already in the 20s of the last century in the cities of Siberia. Their initiators and leaders are school teachers and professionals - archaeologists who work in local schools, historical and local history museums. Among them we can name such outstanding names as V.P. Levashova, N.K. Auerbakh, V.A. Gorodtsov, P.P. Good, G.P. Sosnovsky and others. In the 30s, difficult for historical science, interest in school archeology, on the contrary, increased. This is due to the growing interest in local history and local history. In the 1940s and 1950s, schoolchildren under the guidance of their teacher V.F. Shamansky happened to take part in the work of the archaeological expedition of A.P. Okladnikov, a famous Soviet archaeologist. In the late 1950s and early 1960s, the Soviet Archeology magazine had a whole column titled "To Help the Teacher and Local History". It publishes such famous scientists as A.A. Mongait, D.A. Krainov, B.A. Kolchin and others. At this time, there was an upsurge in the school local lore movement, of which archaeological circles became a part. In the 70s - 80s of the last century, summer archaeological camps with the participation of schoolchildren became the norm in domestic expeditions. In the 90s, the Soviet system of education collapsed, the pioneer organization ceased to exist, school museums and children's centers were closed, on the basis of which archaeological circles existed. Today, the school archaeological movement is being revived again as part of the tourist and local history direction of additional education.

Thus, we note that the pedagogical potential of archaeological science has been recognized for a long time and has been used for a long time. The experience of using the pedagogical potential of archeology is reflected in the term "pedagogical archeology". It was first introduced by A.M. Burovsky in 1990. D.V. Brovko in his article "The Phenomenon of Pedagogical Archeology", defines this concept as "an integrated system of technologies, forms, methods of organizing the cognitive, creative, social activity of children, which has a broad prognostic orientation." The author of the article identifies the following, important for us, signs of "pedagogical archeology" (hereinafter referred to as PA):

"one. The object of the PA is a special pedagogical system of local history work in additional education.

2. The subject of PA is the interaction of pedagogical technologies and the applied integrated nature of archeology.

3. The PA method is an activity approach to personality development, a systemic nature as an anthropological phenomenon.

The term "pedagogical archeology" is applicable only to the system of additional education. We see the goal of our work in using the pedagogical potential of archaeological science in the educational process at the history lessons of a comprehensive school. By "pedagogical potential" we mean the ability of a subject (in our case, archeology) to influence the minds and emotions of students, stimulating children's interest in the material being studied and forming moral and cognitive, positive personal qualities in schoolchildren. Archeology, like no other science, is able to attract attention and develop interest in universal values. This is largely facilitated by the halo of romance surrounding people of this profession, such as pilots, sailors and astronauts.

Everyone knows the feeling when you accidentally find an old coin or an unfamiliar antique. It's a feeling of discovery. All people are attracted by museum things with their genuine reality. A person experiences an indescribable feeling of belonging to something very ancient and eternal, to his history. This feeling is especially acute for children. Having picked up an archaeological find, the child touches his past and, as it were, mentally transfers himself to bygone centuries. It is important that the feeling of admiration develop into interest, which, in turn, will become the main motive for learning about the past in history lessons.

It has long been known that learning based on interest rather than coercion is more purposeful and productive. The use of archaeological materials in history lessons can not only decorate the lesson, make it more interesting, but also help the teacher achieve the desired pedagogical goal, which includes cognitive, developmental and educational components.

The educational component of the use of archaeological material in school lessons involves introducing students to additional historical knowledge, which will expand their horizons and supplement the textbook information. For example, a large period in the history of mankind - the Stone Age - is studied on the basis of archeological and ethnographic data, due to the absence of other categories of sources. It seems to us wrong to "hold back" primitive history in Russian textbooks. First, it impoverishes our knowledge of our past. Secondly, it forms a false idea of ​​primitiveness as a primitive stage of human development. Thirdly, it is this period of history that attracts the attention of students more than others and forms their steady interest in the subsequent study of the subject. No less important are archaeological data in the study of the history of the ancient Slavs and other peoples, ignored by the authors of written sources. In the process of studying history with the involvement of archaeological materials, a complete, three-dimensional picture of the past is formed, which is more understandable to students and easier for them to assimilate. In the course of working with archaeological materials in the history lesson, students will develop the logic of thinking, the skills of individual cognitive work, sensory and motor spheres, develop the skills of self-acquisition of knowledge, and so on.

The educational component involves the formation of value orientations and beliefs of students on the basis of personal understanding of the social, spiritual, moral experience of people in the past and present; education of patriotism and respect for other people. Naturally, not every teacher can bring a museum rarity to the lesson. But this is not required. It is quite possible to get by with reproductions, copies and layouts. Moreover, the students themselves can provide assistance in their creation right at the lesson (pedagogical workshop). Under the use of archaeological material in the history lesson, we mean not only its visual design. It is important to use archaeological methods of research and knowledge of the subject. Things can also speak, often as well as writing. To teach children to “listen” to the language of things means to develop their attention, associative and abstract thinking, and, most importantly, to teach children to think logically.

The teacher is quite capable of developing tasks involving archaeological material on the topic being studied. An example of this is the collection of tasks and assignments on the history of the ancient world by G.I. Goder, where the author proposes to solve logical problems built by him on the basis of archeological data.

It seems interesting to us to invite students to collect the “disintegration of the vessel”. There is no need to break dishes. You can draw and cut the paper model. The main thing is that, while collecting impromptu puzzles, students should solve a specific historical problem. For example, what was the reason for using fragile and heavy ceramics instead of light and elastic leather bags? Children discuss when the first ceramics appeared, what other changes are taking place in people's lives and how are they related to the invention of pottery? Answering these questions, schoolchildren gradually come to the conclusion themselves: “The transition to a settled way of life and agriculture caused the replacement of leather bags with ceramics!” Another question is what changes in human life occurred with the invention of pottery? Here is another solution algorithm. At first, students argue, why do we need dishes at all? Possible answers: to store, carry, or cook something. Which of these is not suitable for dishes made of leather? Option one “You can’t cook food in leather dishes. The answer to the main question becomes obvious: with the advent of ceramics, the diet of boiled food has changed - household equipment has become more diverse, a new branch of handicraft production, etc. For weak students, the correct answer can be written in advance on a vessel model, having collected it, the child can simply read it and, for sure, remember it.

Another example. Children are shown an archaeological reconstruction of the burial of a noble warrior. Based on these data, students are invited to recreate the funeral rite and religious ideas of the disappeared people. Discussing what things accompany a person to the afterlife, students can determine the occupation and social status of the buried. This, in turn, will contribute to the assimilation of material on the social structure of ancient society and the relations that existed in it.

You can offer students to compare the inventory of farmers and nomads of the same era, in order to identify similarities and differences, to argue what is their reason. Here, children perform complex complex work. They should carefully consider the reproductions proposed by the teacher, compare them, identify similarities and differences, and select arguments to justify the answer. This task can be used as the basis for brainstorming. The main conclusion at the same time: the way of life of people determines their material culture.

Any lesson is a complex system consisting of the main components: the organizational moment, the introductory part of the lesson, the study of new material, its consolidation and control of learning. Let us consider in more detail the place of archaeological material in the history lesson.

The organizational moment of the lesson does not take much study time, but plays an important role in solving the pedagogical tasks. Archaeological finds or their reproductions will certainly attract the attention of students, arousing their interest. This will speed up the preparation of children for the lesson and save the teacher's time, usually spent on discipline. The introductory part of the lesson involves setting the goal and objectives of the lesson, the algorithm for achieving them. It is good when the topic of the lesson is formulated in the form of a question, the answer to which is the ultimate goal of the lesson. For example, a lesson on "The First Farmers" might begin with the question we discussed above: "Why do people start using fragile and heavy ceramics instead of light and elastic leather bags?"

The study of new material with the involvement of archaeological data will enliven the lesson and complement the material of the textbook. The selection of archaeological material directly depends on the purpose of the lesson and the teaching methods chosen by the teacher for a particular lesson. Depending on this, the archaeological material in the history lesson plays the main role in solving the problems set by the teacher or illustrates and supplements the text of the textbook. For example, a lesson on the topic "Ancient Egypt" is appropriate to begin with a brief history of the study of this country, with the decoding of the Rosetta Stone by Champollion, or with the discovery of the tomb of Tutankhamun and his treasures, where archaeological data act as visual aids. A lesson on the structure of Egyptian society can be completely built on archaeological data with reference to the text of the textbook. Archaeological material from the construction site of the pyramids and ancient burials will help students understand how different layers of ancient society lived, how people's life depended on their social status and lifestyle.

After learning new material, it is fixed in the minds of children. Here it is important to give the child to think about what he heard and saw in the lesson, to realize and deepen the knowledge gained. It is best to give students a task, performing which, all of the above conditions for the successful assimilation of new knowledge will be realized. For example, this. Schoolchildren are given reproductions of the appearance of people from different strata of ancient society, made according to archaeological data. The task of the students is to arrange the illustrations according to their hierarchy: representatives of the upper layers - at the top, lower ones - below, respectively, and explain their choice. Or else. Images of houses must be correlated with those who lived in them: the pharaoh in the palace, the artisan in the hut, and so on.

Control of mastering knowledge is an important element of the lesson. It can be done orally, in writing or in a combination. Archaeological material can be involved at this stage of the lesson. Children may be offered an illustration where a mistake is obviously made. The task of students is to find an error and justify their choice. Another option is with cards. The teacher shows a picture of the object, and the student writes what it is and so on. The use of archaeological methods in history lessons at school meets the main didactic principles of scientific character and clarity. It is important that their use by the teacher in teaching be systematic, and the tasks become more complicated as the educational level of students increases. Here it is appropriate to recall the well-known teacher's proverb: "Tell me - and I will forget, show - and I will remember, make me do it - and I will learn." The use of archaeological data in history lessons seems to us important and necessary, throughout the entire school course, from grade 5 to grade 11.

In the summer of 2019, the 5th Crimean Youth Field Archaeological School was held as part of the Open Archeology project

In preparation for the 5th Crimean Youth Field Archaeological School, dozens of questionnaires from different cities of the Russian Federation were considered: Moscow, St. Petersburg, Ufa, Vologda, Kerch, Voronezh, Bryansk, Astrakhan, Yekaterinburg, Chelyabinsk, Vladivostok, etc. profiles from Belarus, Moldova, Kazakhstan, Ukraine and even Germany. For two shifts (June 27 - July 6, July 28 - August 6), 30 people were able to participate in School-2019 on the basis of the Opushkinsky archaeological expedition - 15 in each shift. Excavation work, hiking, acquaintance with Crimean archeological monuments (Opushkinsky and Neyzatsky burial grounds, Taurus burial ground Kapak-Tash, Kiik-Koba Paleolithic site, Kara-Tobe settlement, Scythian Naples), life in a field camp, visiting museums in Evpatoria and Simferopol , seaside holidays and much more - all this diversified the life of the School participants and gave them an unforgettable experience!

Bases of the School in 2019:

Opushkinskaya archaeological expedition (village of Opushki, Simferopol region of the Republic of Crimea),

Center for Innovative Pedagogy and Experimental Archeology "Kara-Tobe" (Saki, Republic of Crimea)

Time of the School-2019:

• 1st shift - from June 27 to July 6, 2019
• 2nd shift - from July 28 to August 6, 2019

Number of participants:

• 1st shift: 15 people
• 2nd shift: 15 people

The program of the 10-day stay at the School gives the participants the opportunity to work at the excavation site, listen to various lectures on the history of ancient and medieval Crimea, the basics of archaeological research and the principles of working with archaeological sources, participate in master classes, visit various archaeological sites of Crimea, communicate with professional archaeologists and find new friends. It is also a great opportunity to completely immerse yourself in the romance of an expeditionary archaeological camp with a field kitchen, an evening fire and a starry sky above your head!

Detailed information about School-2019, application form, reports on schools held in 2015-2019. - on our website http://archaeoschool.ru

Contacts for information: tel.: +7978 849 08 94, e-mail: [email protected]

General information about the Crimean youth field archaeological school

The Crimean youth field archaeological school is a communicative and educational platform for active and inquisitive young people who want to
get to know Crimea, its past and present, touch history with your own hands and expand your circle of friends. The project is aimed at helping to increase the communication skills of young people from Crimea and Russia, the integration of Crimean youth into the youth space of Russia and the popularization of knowledge about the history of the peninsula and its cultural heritage.

Schools are held during the summer period on the basis of archaeological expeditions operating in the Crimea. The first Crimean youth field archaeological school was held in 2015 on the basis of the Neyzatsky archaeological expedition. The second, third and fourth Schools were organized in 2016-2019. on the basis of the Opushkinskaya archaeological expedition.

In just 5 seasons of the project, more than 250 young people from different parts of Russia, as well as Ukraine, Belarus, Moldova and Germany took part in it. As lecturers, 15 archaeologists from the Crimea, Sevastopol, Kyiv and Moscow were involved - candidates and doctors of sciences, employees of universities, academic institutions and museum institutions.

The participants of both shifts were able to visit not only the Opushkin expedition, but also go to Kara-Tobe, go on excursions and enjoy the Crimean Sea. The participation of "schoolchildren" in excavations not only gives young people the opportunity to "try on" the profession of an archaeologist and broaden their horizons. The guys bring tangible benefits to the researchers of monuments - thanks to their work, it becomes possible to open a large area of ​​​​the monument, which means to get more new sources about the history of Crimea.

In 2015-2017 The project was implemented with the funds of the Presidential grant allocated on a competitive basis by the Znanie society of Russia (2015) and subsidies for socially oriented NGOs provided by the Ministry of Labor and Social Protection of the Republic of Crimea (2016, 2017). In 2018-2019 The School is financed within the framework of the Open Archeology project at the expense of funds provided by the Presidential Grants Foundation.