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The fate of man in a totalitarian state Solzhenitsyn. Man in a totalitarian state

The fate of man in a totalitarian state Solzhenitsyn. Man in a totalitarian state

27.03.2019

With her hopeless patience, . With her hut without a canopy, And with the empty workday, And with the workday - not fuller ... With all the misfortune - Yesterday's war And today's grave misfortune.
A. T. Tvardovsky

Almost all the work of A. I. Solzhenitsyn is about the tragic situation of man in totalitarian state, about the prison state. And now we will analyze the story "Matryona Dvor" ( original title- "A village is not worth without a righteous man", autobiographical work dedicated to a certain Matryona Vasilievna Zakharova, from whom the writer rented a room in the 1950s.)

This story shows a picture of the heavy peasant lot under the Stalinist regime. But against the backdrop of the traditional Solzhenitsyn theme, classic look a Russian woman who will support and understand, reconcile, accept and survive all adversity (in this, Solzhenitsyn's image of a woman is similar to Nekrasov's).

A. T. Tvardovsky, at a session of the Governing Council of the European Writers Association, spoke about this story as follows: “Why is the fate of an old peasant woman, told on a few pages, for us such big interest? This woman is an unread, illiterate, simple worker. And, however, her spiritual world is endowed with such a quality that we talk with her, as with Anna Karenina. A. I. Solzhenitsyn replied to this: “Needless to say, the paragraph of your speech relating to Matryona means a lot to me. You pointed to the very essence - to a woman who loves and suffers, while all the criticism scoured all the time from above, comparing the Talnovsky collective farm and neighboring ones.

In the center of the story is the life of a peasant woman who has worked all her life on the collective farm not for the day I but “for the sticks of workdays in the filthy record book”; she did not receive a pension, did not accumulate property for death. A dirty white goat, a lopsided cat, ficuses - that's all she had. In my declining years; Seriously ill, Matryona has no rest and is forced, literally by the sweat of her brow, to get herself a piece of bread.

But Solzhenitsyn showed Matryona not only as a lonely and destitute woman in a totalitarian I state, but a rare person immeasurable kindness, generosity, with a selfless soul. It is shown how individuals live in this society. Having buried six children, having lost her husband at the front, being ill, Matryona did not lose her desire to respond to someone else's need and grief, she was an optimist. “Not a single plowing of the garden could do without Matryona. The women of Talnovka established precisely that it is harder and longer to dig up your own garden with a shovel than, having taken a plow and harnessed with six of us, to plow six gardens on yourself. That's why they called Matryona to help.
- Well, did you pay her? I had to ask later.
She doesn't take money. Involuntarily you hide it in her.
Her industriousness was enough for seven. On his own yurba, he carried sacks of peat, which ordinary peasants I had to steal from the state (at that time only bosses were allowed to peat).

She could not refuse help to anyone, whether it was a relative or the state:
“Tomorrow, Matryona, will you come to help me? Let's dig up potatoes.
And Matryona could not refuse. She left her turn of affairs, went to help her neighbor ... ";
“- Ta-ak,” the wife of the chairman said separately. - Comrade Grigorieva? You will need help! collective farm! I'll have to go tomorrow to take out the manure! Matryona's face folded into an apologetic half-smile - as if she was ashamed of the chairman's wife9 that she could not pay her for the work.
“Well then,” she drawled. - I'm sick, of course. And now she’s not attached to your case. - And then she hastily corrected:
“What time is it to come?”

She sincerely rejoices at someone else's good harvest, although this never happens on the sand herself: “Ah, Ignatich, and she has large potatoes! I was digging for hunting, I didn’t want to leave the site, by golly, it’s true! In essence, having nothing, Matryona knows how to give. She is embarrassed and worried, trying to please her guest: she cooks larger potatoes for him in a separate pot - the best that she has.

Unlike the others, Matrena “... did not chase after outfits. Behind clothes that embellish freaks and villains.

This woman is capable of a selfless act: “Once, out of fright, I carried the sled into the lake, the men jumped back, but I, however, grabbed the bridle and stopped it. The horse was oatmeal. Our men loved to feed the horses. Which horses are oatmeal, they don’t recognize even more.” She literally repeated the words "... stop a galloping horse ...".

But not everyone in Talnovo is like that. They do not understand the sisters Matrena, “stupidly working for others! for free". Thaddeus, who returned from Hungarian captivity, did not understand her sacrifice. When Matryona, after the death of his mother, married him younger brother, because “they didn’t have enough hands,” he said a terrible phrase that Matryona remembers with a shudder for the rest of her life: “I stood on the threshold. How I scream! I would have thrown myself at his knees! .. It’s impossible ... Well, he says, if it weren’t for my brother, I would have cut you both!”

Matryona was a stranger among her own, misunderstood, condemned, absurd, strange, the whole village considered her "not of this world." But these shortcomings of Matryona, on the other hand, are her own virtues.

The whole story goes through the question of why people are so different and why in the crowd of hypocritical and prudent there is only one such spiritual, moral, unique, outstanding person - such as this good-natured old woman toiler? Probably because he is “the righteous man, without whom, according to the proverb, the village does not stand. Neither city. Not all our land" (this last words, and they again return us to the first version of the title of the story).

And all these neighbors and "relatives" are just a background for greater contrast.
Matrena's death is as tragic as her life. Her house was taken away, and she herself died absurdly under the wheels of the train, giving it away: the house was inextricably linked with its mistress (that's why the story is called that), there was no house - Matryona also died. Who is to blame for the death of Solzhenitsyn's heroine? She was killed by someone else's self-interest, greed, greed - these eternal destroyers of life, humanity, who do not choose victims and make them all who find themselves in the field of their influence.

Probably, everyone wants a different fate for themselves, not the same as that of Matryona. Dreams may not come true, happiness may not come true, success may not come, but a person must go his own way without losing his humanity and nobility. And it does not depend on what state this person lives in: totalitarian or capitalist.

Lesson Objectives:

To acquaint students with the pages of the novel by A.I. Solzhenitsyn "The Gulag Archipelago".
2. To develop the skills of text analysis, preparation of a detailed answer to the question.

Lesson objectives:

Formation of students' ideas about the scale of mass repressions in the USSR.
Development information culture students and an objective attitude to the historical past of the country.
Attracting students' attention to the problem of memory.
Raising a sense of citizenship and responsibility for the fate of the country.
Formation of self-awareness of students on the basis of historical values.

Type of lesson: lesson-seminar (2 lessons of 40 minutes each).

Form of work: group.

Equipment:

A.I. Solzhenitsyn's novel "The Gulag Archipelago".
Portrait of a writer.
multimedia presentation .
physical map.
Candle.

DURING THE CLASSES

I. Organizational moment

On the board is a portrait of A.I. Solzhenitsyn, an epigraph to the lesson.

(Slide #1)

II. Introduction to the topic

Against the background of music (Oginsky's polonaise "Farewell to the Motherland") performed by the student, A. Andreevsky's poem "From Moscow to the Outskirts" sounds. (Slides No. 2,3,4 flash by).

What is the issue raised in this poem?

What poets and writers of the 20th century touched upon this problem in their works?

What do you think the topic of our lesson is?

III. teacher's word

Yes, today in the lesson we will talk about totalitarianism, about the crimes of the ruling regime against its people, about mass repression, about punitive institutions, and, most importantly, about the survival of a person who has not killed the human element in himself in the "wild" conditions of exile. And the novel by AI Solzhenitsyn "The Gulag Archipelago" will help us to understand this.

goal setting;

What do you think are the objectives of the lesson?

(Slide number 5)

IV. Analysis of the chapters of A.I. Solzhenitsyn's novel "The Gulag Archipelago"

1. The words of A.I. Solzhenitsyn sound (Epigraph to the lesson).

I dedicate
to all those who did not have enough life
tell about it.
And may they forgive me
that I didn't see everything
don't remember everything
didn't think of everything.

Who do you think A.I. Solzhenitsyn is addressing?

What did the writer want to convey to us?

(Slide number 6), (Slide number 7. Lesson plan).

2. Work in groups.

(Each group was given task cards).

(Slide number 8)

Part 1 ch.2 "History of our sewage".

What's happened totalitarian regime?
When did the repressions start?
How was the "History of Our Sewerage" created?
For what purpose were repressions carried out in our country?

According to AI Solzhenitsyn, the repressions in our country did not unfold in 1937, but much earlier. In the novel The Gulag Archipelago, he proposed his own periodization of the terror that unfolded in our country after the revolution.

Over the course of 3 volumes, one after another, there are endless stories about unjust arrests, dungeon atrocities, crippled destinies.

(Slide number 9)

ch.

GULAG - WIKIPEDIA "GULAG statistics",

What are the statistics of the Gulag?
What National composition prisoners?
What impression did the chapter "Male Plague" have on you?

Until the late 1980s, official statistics on the Gulag were classified, so estimates were based either on the words of former prisoners or their family members.

Analyzing the chapters, Solzhenitsyn also does not give the total number of convicts, but the figures given are horrifying.

(Slide number 10)

part 2. Chapter 1 "Ships of the Archipelago".

Part 2 Chapter 2 "Ports of the Archipelago"

Part 2, Chapter 3 "Slave Caravans".

How would you place the Archipelago on a map?
How and under what conditions were people transported?
Where were the ports of the Archipelago located? (Show on the physical map).

(Slide No. 11 "Map of the Archipelago")

"Close your eyes, reader. Do you hear the rumble of wheels? These are the Stolypins. At every minute of the day ... Every day of the year. But the water is squelching - these are the prisoner barges. But the motors of the funnels are roaring. "They squeeze in. And this roar? - overcrowded transfer cells. And this howl? - the complaints of the robbed, raped, abused."

It will be worse in the camp.

Unfold a spacious map of our Motherland on a large table. Put bold dots on all regional cities, on all railway points where the rails end and the river begins, or the river turns and the footpath begins. What is this?

The whole map is infested with infectious flies. This is what you got a majestic map of the ports of the Archipelago. Its ports are transit prisons, its ships are wagons - zaki"

(Part 2, Chapter 2 A.I. Solzhenitsyn "The Gulag Archipelago").

Teacher's word.

Man - that sounds proud!
The man is the truth!
You have to respect the person!
(M. Gorky)

Was it so in the years of Stalin's repressions?

(Slide number 12)

What kind of torture was used on prisoners?
part 1, chapter 3 "Consequence".
Part 1. Chapter 11 "To the highest measure."
Describe the life of the prisoners.
part 3, chapter 7 "Indigenous way of life"
How did people try to survive?

part 4, chapter 1 "Ascent"

part 11, chapter 4 "Change fate"

part 4, ch.6-7 "Convinced fugitive"

part 4, chapter 10 "When the earth is on fire in the zone"

Of course, writes emphasizes, in the camp it was important to survive "at any cost", but still, not at the cost of losing the soul or spiritual deadness.

This was the "Russian character": it is better to die in an open field than in a rotten nook.

Teacher's word.

"There are a lot of grins near the Archipelago, a lot of mugs. You won't get lost from any side, approaching him. But, perhaps, he is the most disgusting of all from the mouth from which he swallows youngsters" (Part 2, Ch. 14 "Gulag Archipelago" ).

(Slide number 13)

Ch.2 Ch.17 "Youngsters".

Who are the minors?
Why were the children judged?
camp education.
Children's native labor.

"Stalin's immortal laws on youngsters lasted 20 years

(until the Decree of 24.4.54):.

They reaped twenty harvests. For twenty ages they have gone mad in crime and debauchery,” writes AI Solzhenitsyn.

In the 1930s alone, there were about seven million street children.

Then the cause of homelessness was solved simply - the Gulag helped. These five letters have become an ominous symbol of life on the verge of death, a symbol of lawlessness, hard labor and human lawlessness. The inhabitants of the strange Archipelago turned out to be children. . .

Of course, it is necessary to know what happened to children who ended up on the street or lost their parents (most often through the fault of the state). It is necessary to talk about children's destinies, distorted by the Stalinist regime.

In our time, the attitude of the state towards children has changed, but the problems remain, although attempts are being made to somehow solve them.

The President of Russia admitted that almost five million homeless or street children are a threat to the national security of the country.

Teacher's word.

One of the most tragic and cynical pages in the annals of the Gulag is undoubtedly the one that tells about the fate of the woman behind the barbed wire. A woman in the camps is a special tragedy, a special topic. Not only because the thorn camp, logging or wheelbarrow is not compatible with the idea of the purpose of the fair sex.

But also because a woman is a mother. Either the mother of children left in the wild, or - giving birth in the camp.

6 group. Part 2. ch.8 "Women of the Gulag".

(Slide number 14)

How did the women get into the camp?
camp life women.
Hard labor.
"Mums".

(Slide number 15)

I saw a woman in a harsh square:
Before the Solovetsky stone she wept:
"Do not let, Lord, that it was again,
Blessed be, unfortunate country!"
(Anatoly Alexandrov)

V. Generalization of the material

teacher's word

The lessons of the Gulag, as one of the most tragic pages in the history of mankind, still require their impartial reflection and study.

Much of what our compatriots experienced half a century ago, of course, is terrible. But it is even more terrible to forget the past, to ignore the events of those years. History repeats itself, and who knows, things could happen again in an even harsher form.

"If the Gulag" was printed in the Soviet Union, in a completely open circulation and in unlimited quantities - I always believed that the Soviet Union would have changed. Because after this book: "life" cannot continue in the same way, "- so A.I. Solzhenitsyn argued.

Against the background of music (Oginsky's polonaise "Farewell to the Motherland"), the student performs V. Dokunin's poem "Let's remember all the innocently killed."

(The candle lights up.)

VI. Reflection

(Slide number 16)

What got you excited about the lesson?
I want to leave the lesson (with what?):
I remember in class:
Do posterity need to know this?

VII. Homework

Essay-reasoning "What did the chapters of A.I. Solzhenitsyn's novel "The Gulag Archipelago" make you think about?
Essay-review "My reflections on the novel".

Literature.

New Newspaper " female face Gulag". http://www.novagazeta.ru/gulag/44070.htme
"New Newspaper". Grishchenko V., Kalinin V., "Women of the Gulag".
Ovchinnikova L. "Children in Stalin's camps".
Richter T.V. "Characteristics of the work of A.I.. Solzhenitsyn "The Gulag Archipelago".

What is totalitarianism?

This concept is used to refer to a political regime in which government concentrates on a narrow group of people and, based on the curtailment of democracy, eliminates the constitutional guarantees of the rights and freedoms of the individual, through the violence of police-mandatory methods of influencing the population, the spiritual enslavement of people, completely absorbs all forms and spheres of self-manifestation of a social person.

The minimum set of signs of totalitarianism, allowing one or another society to be classified as totalitarian, includes such parameters as: the sole power of the leader (pharaoh, king, "father of peoples" ...), an openly terrorist political system, one-party system, rigid structure and at the same time consolidating societies based on mass mythology, introducing the ideas of emergency and basic national "consent". There is totalitarianism where there is a cult of rigid centralized power.

By the beginning of the 1930s, Stalin turned to monstrous pogroms of dissidents. In order to accustom the people to the idea of a huge number of enemies in the country, Stalin first decided to crack down on the old cadres of the engineering and scientific intelligentsia, blaming them for all the failures. Having set the goal of impressing the people with the idea of \u200b\u200bthe "genuine culprits" of collisions in the economy, technology, social life, Stalin was preparing to defeat the intelligentsia, to destroy everyone who was objectionable to him.

In order to create the appearance of the plausibility of the accusation, these trials were surrounded by legal declarations and delegations of the "working masses" were admitted to them in order to stir up "popular indignation." The press, radio, as well as the hastily published "scientific and political literature" brochures and collections of articles were active inciting the indignation of the population against the defendants.

Being an unsurpassed leader, Stalin managed to force the people, artistic and creative intelligentsia to believe in the "criminal" activities of their victims, to come to terms with the monstrous legal conveyor of political persecution and terror, which was zealously carried out by the punitive-inquisitorial and propaganda apparatus subordinate to it. Stalin demanded selflessness in the name of a bright tomorrow, discipline, vigilance, love for the motherland, and people were involuntarily drawn to him.

Many fell under the "machine of repression" famous figures sciences, cultures, political workers, philosophers... The list is endless. Solzhenitsyn was among the repressed. He expressed the entire era of totalitarianism in his works.

The novel "The Gulag Archipelago"

This is a book that revealed the meaning and essence of the Soviet totalitarian system. The novel not only represented detailed history destruction of the peoples of Russia, not only testified to misanthropy as the eternal essence and goal of the communist regime, but also asserted Christian ideals freedom and mercy, bestowed experience of resisting evil, preserving the soul in the realm of "barbed wire". The "Gulag Archipelago" made one realize the religious problems of Solzhenitsyn's entire work, revealed its core - the search for evidence of man, his freedom, sin, the possibility of rebirth, and finally showed that Solzhenitsyn's business is the struggle for human personality, Russia, freedom, life on Earth, which are threatened by a doomed system of lies and violence that denies God and man.

How to explain the title of this three-volume book? Solzhenitsyn simply explained it this way: "The camps are scattered all over the Soviet Union small islands and more. All this together cannot be imagined otherwise, compared with something else, like an archipelago. They are torn from each other as if by another environment-will, that is, not by the camp world. And, at the same time, these islands, in a multitude, make up, as it were, an archipelago. "The word following the" Archipelago "has in the book double spelling: "GULAG" - to reduce the main department of the camps of the Ministry of Internal Affairs; "GULAG" - as a designation of the camp country, the Archipelago.

At the very beginning of the first volume of The Archipelago, Solzhenitsyn names 227 of his co-authors (without names, of course): "I do not express my personal gratitude to them here: this is our common, friendly monument to all those who were tortured and killed." Here is the Initiation of the "Archipelago": "I DEDICATE to everyone who did not have enough life to tell about it. And may they forgive me that I did not see everything, did not remember everything, did not guess everything."

The author calls his work "experience artistic research". With strict documentation, this is quite piece of art, in which, along with known and unknown, but equally real prisoners of the regime, there is another fantastic actor the archipelago itself. All these "islands", interconnected by "sewer pipes", but through which people digested monstrous machine of totalitarianism into liquid - blood, sweat, urine; archipelago living own life experiencing either hunger, or malicious joy and merriment, or love, or hatred; archipelago, spreading like a cancerous tumor.

The Gulag archipelago is some other world, and the boundaries between "that" and "this" world are ephemeral, blurred - this is one thing. space. “Along the long crooked street of our life, we happily rushed or wandered unhappily past some kind of fences, fences, fences of rotten wooden, adobe, brick, concrete, cast-iron fences. We didn't think about them. We did not try to look beyond them with our eyes or mind - and that is where the country of the Gulag begins, very close, two meters from us. And yet we did not notice in these fences a myriad of tightly fitted, well-camouflaged doors and gates. Everything, all these gates were prepared for us! And then the fatal one quickly opened, and four white male hands, unaccustomed to work, but grasping, they grab us by the leg, by the arm, by the collar, by the hat, by the ear - they drag us like a sack. And the gate is behind us, the gate is ours past life, slammed forever.

“Millions of Russian intellectuals were thrown here not on an excursion: to be maimed, to die, and with no hope of return. For the first time in history, so many people, developed, mature, rich in culture, found themselves without imagination and forever in the shoes of a slave, slave, lumberjack and miner. Thus, for the first time in world history, the experience of the upper and lower strata of society merged!”

"One day of Ivan Denisovich"

"One Day in the Life of Ivan Denisovich" is not only a portrait of our history, it is also a book about the resistance of the human spirit to camp violence. Furthermore, the plot of internal resistance, confrontation between man and the Gulag is stated on the very first page of the work.

"Secret" of the origin of the story "One Day in the Life of Ivan Denisovich" and genre form its writer explained it this way: “In 1950, on some long camp winter day, I was dragging a stretcher with a partner and thinking: how to describe our entire camp life? In fact, it is enough to describe just one day in detail, in the smallest detail, and the day of the simplest hard worker, and our whole life will be reflected here; And we don’t even need to escalate some horrors, we don’t need it to be some kind of special day, but an ordinary one, this is the very day from which life is made up.

The hard labor camp is taken from Solzhenitsyn not as an exception, but as a way of life. In one day and in one camp depicted in the story, the writer concentrated that reverse side life, which was before him a secret behind seven seals. Having condemned the inhuman system, the writer at the same time created a realistic character of a truly folk hero who managed to carry through all the trials and save best qualities Russian people.

Tutorials:

know ideological and compositional features story by A.I. Solzhenitsyn " Matryonin yard»,
know features of the era 60 years, depicted on the pages of the work,
know the basic forms state structure and form the primary concept of electoral system Russian Federation,
know the concept political regime,
be able to distinguish political regimes by characteristic features.

Developing:

form ability to analyze and evaluation of linguistic phenomena within the framework of artistic text,
develop communication skills and skills that provide readiness and ability for verbal interaction and mutual understanding.

Educators:

bring up citizenship and patriotism,
bring up active life position and the desire to analyze what is happening in society,
bring up need participation in the political life of the country.
form legal culture students and positive attitude to the electoral process.

Equipment:

Flag of Russia,
Portrait of A.I. Solzhenitsyn,
Texts of the story by A.I. Solzhenitsyn "Matryonin Dvor"
The texts of the poem by Y. Levitansky "Everyone chooses for himself ...",
Video recording of the program "News" with a story about elections to municipalities,
newspapers,
Election flyers.

During the classes

Epigraph to the lesson:

1. Introductory talk

Teacher: Good afternoon Today we have a very serious conversation about life, about the ability to make choices. You are graduates, so very soon many will go to the first elections in their lives. And some may not even want to go? Let's try to figure it out can you afford not to go to the polls? The topic of our lesson: The theme of the tragic fate of a person in a totalitarian state and the responsibility of the people and their leaders for the present and future of the country

(according to the story of A.I. Solzhenitsyn "Matryonin Dvor"). But we will start the lesson by reading the poetic lines of Yuri Levitansky:

Everyone chooses for himself -
Woman, religion, road,
Serve the Devil or the Prophet -
Everyone chooses for himself ...

Teacher: Why do you think these lines were chosen?

Suggested answer: There is probably a relationship between these literary texts: Solzhenitsyn's story, which we read at home, and this poem. I see this relationship in the word CHOICE.

Teacher: What choice did you find in the story? Who makes the choice and when?

Suggested answer: First, the hero chooses a job - a teacher “But I was drawn to teaching”, place of residence - village “I wanted to get lost and get lost in the interior of Russia” and specific place of residence Matryona Grigorieva “And so I settled with Matryona Vasilievna.”

Teacher: Agree. But I would like to draw your attention to the newspapers and flyers with invitations to the elections lying on the tables.

Suggested answer: Probably, we will also talk about the injustices that Solzhenitsyn told us about.

Teacher: What relationship do you see between elections and toy life in which he plunged main character, once in the village of Talnovo?

Suggested answer: The story clearly expresses criticism of the contemporary society of the writer, a call for personal and social responsibility for what is happening. The author criticizes the social structure, but someone once chose it (this system) ...

2. Checking homework.

Teacher: Indeed, Solzhenitsyn served time for his political views, for disagreeing with reality. In February 1956, Solzhenitsyn was rehabilitated by the decision of the Supreme Court of the USSR, which makes it possible to return to Russia: he teaches in the Ryazan village, living with the heroine of the future story "Matryona Dvor". Since 1957 Solzhenitsyn has been teaching at the school. All this time goes by hidden writing work on the novel "In the First Circle", the idea of the Gulag Archipelago is ripening. As you can see, I had to write secretly. Let us quote the article "Political Regime" from the textbook "Social Science":

“For the formulation and expression of interests, it is necessary, first of all, FREEDOM OF SPEECH: Every citizen should ideally be able to point out to society on important, in his opinion, Problems And ways to solve them».

So, the writer could not speak openly, but in the text we see repeated reproaches against both local authorities and the state as a whole. Let's check what you wrote out in your notebook at home.

Note: at home it was necessary write down the questions addressed to the authorities) occurring along the way independent reading story.