Developing pupils' (5' formers') awariness about the history of their native place

2007 m. paskelbus "Lietuvos bendrojo lavinimo mokyklos pagrindinio ugdymo Bendrųjų programų" projektą, yra numatyta penktoje klasėje mokyti temą "Gyvenamoji vietovė praeityje ir dabar". Straipsnyje analizuojama nurodytos temos mokymo Pirmojoje Lietuvos Respublikoje ir šiuolaikinė tarptautinė patirtis bei tuo pagrindu siekiama pateikti mokymo turinio metmenis. Autoriaus nuomone, gyvenamosios vietovės Istorijos mokymo tematika turėtų apimti šeimos ir giminės istoriją, mokinių gyvenamųjų namų istoriją, mokyklos istoriją bei kitų gyvenamosios vietovės objektų - archeologinių paminklų, pastatų, kapinių, iškiliausių vietos gyventojų - istoriją.The article investigates the contents of the topic The place I Live in Now and in the Past which is taught in the fifth form of Lithuania's schools. The revision of the contents of this topic Is in conformity with the project started after the restoration of Lithuania's independence. The article analyses history teaching experience starting from the first Republic of Lithuania, going through the Soviet period and ending with the present day situation. On the basis of this experience the author presents concrete suggestions for the compilers of secondary schools of general education syllabuses. The author claims that certain principles should be taken into consideration while teaching history of pupils' native place, e,g, first of all, pupils should know the boundaries of their birthplace (their parish, seniūnija, etc); secondly, pupils' living place should be viewed in the context of the events and developments important and relevant for Lithuania's and world history; this history should be presented in close connection between the past and present-day situation. Finally, active teaching methods should be applied. The author also suggests certain topics to be discussed while teaching history of pupils' native place. First of all, pupils, within the family circle, should discuss their origins, family history, etc. Secondly, pupils should get acquainted with the history of the place they live in: how it was started and developed and who lived there. Next, pupils should be acquainted with the history of tbeir school: the time when it was established, its financing, educational content, its prominent teachers and former students. Finally, pupils should know the local legends, archaeological sources, the oldest and most valuable buildings; they should know how their city/town streets were designed and developed. They should also have some knowledge about the local cemetery and people buried there