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Leaders of internal troops

(1917 - beginning of the 21st century)

KAMENSHIKOV Vasily Viktorovich

(12.01.1879 - 23.03.1959)

Lieutenant Colonel of the Russian Army

Born in the town of Vetluga, Kostroma province. From the philistines. Graduated from the Kazan cadet school. He entered the service on the basis of a petition submitted to the highest name as a volunteer of the 2nd category, and was enlisted in the 238th Kazan Reserve Battalion on July 17, 1899.

On February 23, 1900, as stated in V.V. Kamenshchikov’s service record, he was allowed to wear glasses. In June of this year. After passing the test at the training command course, he was sent to the Kazan Infantry Junker School. There he was promoted to junior non-commissioned officer (09/02/1901), and upon graduation - to lieutenant officer and sent to the 17th Turkestan Rifle (hereinafter - page) battalion (08/04/1902). 02/16/1903 promoted to second lieutenant. He performed various non-combatant positions: head of a soldier's shop, head of a bakery, battalion treasurer, head of an officer's library, clerk of a battalion court, etc. (1903–1906).

He did not participate in battles or campaigns during that period, but due to service in difficult climatic conditions, an entry appeared in his service record for 1906: “Based on the rules on the special advantages of public service in the military department in remote areas of the Empire, announced in the order of the Military Department of 1887 No. 201, § 34, paragraph 2, the time of service spent in the Turkestan region from the date of production to the length of service pension , three days in four." Later he was transferred to the 12th Turkestan regiment. The service was dull and monotonous until changes came with the outbreak of the First World War. The regiment first guarded the Tashkent railway and maintained order in the Fergana region. Then the regiment was sent to the active army. At the front, he was part of the 7th Turkestan Infantry Division, participated in combat operations of the 1st, 4th and 2nd armies, the famous Brusilov breakthrough. Particularly difficult trials befell the Turkestanians in early November 1914, when the regiment suffered heavy losses. From the remnants of the regiment, only five companies had to be formed. Captain Kamenshchikov was appointed commander of the 5th company, who, as stated in the regiment’s military operations log, “despite the fact that he was the head of a non-combatant team and a convoy of the 2nd category, of his own free will, he reported to the ranks, having learned about the large loss in the officer corps, and asked to be enlisted in the ranks.” At the front he rose to the rank of lieutenant colonel, successfully commanded a company and battalion, and was noted in the orders of the command. One of them said: “The highest order of November 14, 1916 approved an award for distinction in cases against the enemy of the Order of St. Equal to the Apostles Prince Vladimir, 4th degree with swords and a bow, to Lieutenant Colonel Vasily Kamenshchikov.”

A three-year stay at the front and especially the fall of the monarchy largely changed Vasily Viktorovich’s worldview. He becomes an active participant in the revolutionary processes in the troops of the Western Front.

In 1917, he was elected chairman of the regimental, then divisional (7th Turkestan Infantry Division) military revolutionary committees, and at the meeting held in Minsk on May 7 of this year. Army Congress of the 2nd Army - member of the army executive committee. Became a member of the RSDLP(b). In accordance with the order of the Military Revolutionary Committee of the Western Front dated November 12, 1917, on the removal from office of the commander-in-chief of the armies of the Western Front, P. S. Baluev temporarily acted as commander-in-chief. He was a delegate to the 1st and 2nd North-Western Conference of the RSDLP(b), where he was elected a member of the North-Western Regional Committee of the RSDLP(b). On November 12, 1917, Kamenshchikov issued order No. 4 on the democratization of the army and the introduction of temporary regulations on command personnel. Became a member of the Field Headquarters of Headquarters from December 2, 1917. One of the organizers of the fight against the rebellious Polish corps, divisional general Yu. Dovbor-Musnitsky, was seriously wounded in the chest in the battle. 02/22/1918 appointed regional military commissar Based on the resolution of the 1st All-Russian Conference of Extraordinary Commissions, held on June 11–14, 1918, which substantiated the need to create a Corps of Cheka troops, appointed chief of staff of the corps (order No. 1 of 07/15/1918 ). As Kamenshchikov writes in his memoirs, this happened under the following circumstances: “When the question arose about who should be entrusted with its formation, the gubchek employees recommended my candidacy. F. E. Dzerzhinsky agreed. So I became the first commander of the Cheka troops.” By virtue of his position, Kamenshchikov was a member of the board of the Cheka. The Cheka Order No. 2 was issued (signed: for the Chairman of the Cheka Peters, the head of the non-resident department V.V. Fomin and the chief of staff V.V. Kamenshchikov): all the Cheka were ordered to form a company of soldiers. Those who were members of the Bolshevik and Left Socialist Revolutionary parties, as well as on the recommendation of these parties or trade union organizations, were allowed into the corps. V.V. Kamenshchikov stayed in this position for 15 days - until 08/01/1918 (VChK order on dismissal No. 138/22 of 12/01/1918).

Subsequently, he held a number of responsible posts: chief of the railway defense troops, then chief of staff of the 9th Kuban Army (October 16 - November 28, 1918), assistant military commissar of the Western Military District. But then he returned again to the troops that he began to create. By order of the Internal Security Troops of the Republic No. 22 dated January 16, 1920, signed by F. E. Dzerzhinsky, V. V. Kamenshchikov was appointed from December 13, 1919, assistant to the chief of the VOKhR troops, as well as secretary of the Military Council of these troops.

However, Kamenshchikov is not satisfied with this work - he is eager to go to the front. Since July 1920 - commander of the 157th brigade of the 53rd border division, which took an active part in hostilities on the Western Front. “For showing initiative and personal courage in many battles with the White Poles in the summer of 1920 in the area of ​​the river. The Vistula, which contributed to the rapid breakthrough of the enemy’s fortified positions and the capture of prisoners, weapons and other trophies of war.” V.V. Kamenshchikov was awarded the Order of the Red Banner.

After the brigade, he commands the 17th Infantry Division of the Western Front. For some time he headed the Special Commission for the inspection of small arms in parts of the Red Army. In 1922 he went to work at the People's Commissariat of Railways, first deputy. Commissioner for the Petrograd District, then for the Far East. In the last years of his life he was a personal pensioner. Author of a number of articles and memoirs.

Works: Kamenshchykau V.V. For the rule of Savetau (1917 on the Western Front): Uspamshy. - Mshsk, 1959 (in Belarusian); Kamenshchikov V.V. For the power of the Soviets: Memoirs // Polymya. - 1957. - No. 11; In the struggle for October in Belarus and on the Western Front: Memoirs of active participants in the October Revolution. - M., 1957; At the call of the party // Border Guard. - 1957. - No. 20. - P. 23–27.

Literature and sources

Domestic troops of the Soviet Republic. 1917–1922: Documents and materials. - M.: Legal literature, 1972. - P. 6, 19, 44, 159, 684.

Great October Socialist Revolution: Small Encyclopedia. - M.: Sov. encyclopedia, 1968. - P. 162.

Oktyabrskaya revolution and army. October 25, 1917 - March 1918: Collection of documents. - M.: Nauka, 1973. - P. 109, 116–120, 270, 291, 304, 418, 419, 424.

Belarusian SSR: Brief encyclopedia. - T. 5. - Minsk, 1982. - P. 270.

Story Internal Troops: Chronicle of Events (1811–1991). - P. 139.

Shtutman S. M. Combat detachment for the protection of the revolution. - M.: DOSAAF, 1989. - P. 43, 177.

RGVIA, f. 2048, op. 1, d. 543, l. 105, 110, 119; f. 400, op. 9, d. 30453, l. 220–229; d. 32053, part 3, l. 41–46; f. 3434, op. 1, d. 139, 151, 158, 167, 168 (Orders for the 12th Turkestan regiment for 1914–1917); d. 1 (Journal of combat operations of the 12th Turkestan regiment); d. 75, l. 119 (field book by V.V. Kamenshchikov); f. 2110, vol. II; d. 147. RGVA, f. 16011, op. 2, d. 3, l. 1; f. 4, op.3, d. 122, l. 160 vol.; f. 42.

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ABSTRACT

for the course "Jurisprudence"

on the topic: “Internal troops of the Ministry of Internal Affairs of the Russian Federation: history of formation and development”

INTRODUCTION

In Russia, until the beginning of the 19th century, there were no special armed formations to maintain order and ensure the safety of the population, provide assistance to people in case of natural disasters and perform other law enforcement tasks.

In the 16th-17th centuries, some of these functions were performed mainly by units of the Streltsy army. Under Ivan the Terrible, formations of so-called “tenants” were created to guard Moscow. It was an army consisting of serving nobles, numbering about three thousand people. Subsequently, units of “tenants” were located in Kyiv, Belgorod, Kursk and some other cities.

Under Peter I, internal security in the state was ensured mainly by formations of soldiers incapable of field service. They were called "garrisons", later - "garrison" and (or) "internal battalions" and were a reserve of field troops.

In the first years of the 19th century, the tasks of protecting and maintaining order in cities were carried out by the police, garrison battalions, as well as provincial regular companies and teams of soldiers unfit for combat service, who were subordinate to the local administration.

Parties of prisoners were transported to Siberia under the protection of armed teams of Bashkirs (Bashkirs), Meshcheryaks (a people who lived in the neighborhood of the Bashkirs) and a regiment of Cossacks specially allocated for this purpose. In some cases, army units were also involved in escorting large parties of prisoners.

1 . The main stages of the formation and development of internal troops. Internal and escort guards of Russia (1811-1917 gg.)

The development of internal troops can be divided into three historical periods:

1. The initial period (1811-1917), which lasted more than a hundred years, from the creation of internal guard troops, their reorganization into local troops and convoy guards until the October Revolution of 1917.

2. Soviet period (1917-1991) - formation of the troops of the Cheka-OGPU-NKVD-MGB-MVD of the USSR, their formation, development and service and combat activities.

3. Modern period (from 1991 to the present) - internal troops of the Ministry of Internal Affairs of the Russian Federation.

Radical changes in ensuring internal order and convoy service in Russia took place during the reign of Emperor Alexander I. On March 27, 1811, he issued a Decree on the replenishment of garrison troops from the regular companies transferred back in January of the same year “from civilian to military command.” battalions, which became known as “provincial battalions” and were soon united into a single structure - the internal guard of Russia. March 27 became the Day of Internal Troops of the Ministry of Internal Affairs of the Russian Federation, which was established in 1996 by Decree of the President of the Russian Federation.

2-3 battalions of the internal guard made up a brigade, and 2-4 brigades were part of the district of the internal guard. Initially, the territory of the European part of Russia was divided into eight districts. Each of them had a serial number and geographically covered several provinces. Subsequently, the number of districts reached 12. The internal guard was part of the Russian Military Department.

On July 3, 1811, Alexander approved the Regulations for the Internal Guard, which defined its purpose and tasks. They were: the fight against robbers, robbers and other criminals; detention of escaped criminals and deserters; combating the transportation of smuggled and prohibited goods; ensuring order and security during the holding, as we say now, of mass events - fairs, folk festivals, church holidays; providing assistance to the population during natural disasters - floods, fires and others, escorting prisoners, prisoners, recruits, state treasury (large sums of money) and other law enforcement tasks.

The first commander of the internal guards was General E.F. Komarovsky, a professional military man, participant in the Italian and Swiss campaigns (1799) of the Russian army under the command of A.V. Suvorov, then assistant to the St. Petersburg military governor. An experienced and talented administrator and military leader, E.F. Komarovsky led the internal guard for more than 17 years.

Since 1816, the internal guard began to be called the Separate Corps of Internal Guard (OCVS). Its structure and tasks were supplemented and changed over time. Thus, in 1817, the St. Petersburg and Moscow gendarme divisions and gendarme teams in provincial and large port cities were established as part of the internal guard. They remained part of the OKVS until 1836, when they were transferred to the gendarme corps.

By royal decree of July 25, 1829, 5 linear battalions and 3 mobile companies were formed to protect the mining factories of the Urals and Nerchinsk, where gold and silver were mined, and the St. Petersburg Mint. They were maintained at the expense of the Ministry of Finance. We can say that these were the first units to protect important industrial facilities and escort special cargo.

Radical transformations of the internal guard took place in the 60s of the 19th century during the military reform carried out in Russia. Then a district troop control system was introduced in the Russian army. The entire territory of the country was divided into military districts. In August 1864, the headquarters of the Separate Corps and the internal guard district were abolished, and the brigades and battalions were reorganized into the corresponding units of local troops, which included convoy teams. Local troops were part of the corresponding military district. The district commander had an assistant to control local troops.

In structure, the local troops differed little from the internal guards: a local brigade was stationed in each province, which included battalions and district teams that carried out the tasks of escorting prisoners and assisting the police in maintaining public order.

The next stage of reform of the internal security forces took place in 1886, when the convoy teams were consolidated into convoy guards. The order of the Military Department of May 16, 1886 ordered the formation of 567 (actually 530) teams for convoy service on the basis of the existing stage, convoy and local teams. The escort guard was entrusted with:

Escort of prisoners of all categories transferred in stages along the highways of European Russia (with the exception of Finland and the Caucasus) and along the main exile Siberian highway;

Accompanying prisoners of the civil department to external work and to judicial institutions;

Assistance to prison administration in carrying out surprise searches and suppressing riots in places of detention;

Carrying out external security of prisons where this is deemed necessary.

The new convoy guard teams were named after their places of deployment (Moscow convoy team, etc.). These units were staffed on a general army basis. At the same time, preference was given to quick-witted, agile, physically strong recruits.

But no matter what the military formations for ensuring internal order and security were called - internal guards or local troops, their personnel at all times were faithful to the oath and military duty, fulfilling their tasks with honor and dignity, as evidenced by numerous examples.

In November 1824, St. Petersburg suffered severe flooding. It is described by A. S. Pushkin in the poem “The Bronze Horseman”. Together with other forces, internal guard units led by Commander General E.F. entered the fight against the raging elements. Komarovsky. They rescued drowning people, cleared rubble, and restored dams and bridges. The distribution of hot food and warm clothing to the affected population was organized, and medical assistance was provided. Energetic actions, clear management of General E.F. Komarovsky, the courage and dedication of soldiers and officers were highly appreciated by the emperor.

Along with floods, fires were a real disaster for wooden Russia. Every year hundreds of villages burned to the ground. The city also suffered seriously from the fire element.

This happened in 1845 in the small town of Yaransk in the former Perm province. One of the houses caught fire. The fire threatened to spread to neighboring buildings, and then the entire city would burn. The first to arrive at the fire were the guards of the local team, led by Lieutenant Zanegin. The officer, being in close proximity to the fire, skillfully directed the actions of his subordinates with his clear orders, instilling in them confidence and courage. Yaransk was saved. The commander of the 4th district of the internal guard informed all parts of the district about the dedication of Lieutenant Zanegin and his subordinates.

The guard of the Astrakhan battalion, Private Egor Nagibin, also distinguished himself during the fire. In July 1858, he served at the post at the Church of the Kazan Mother of God. During the service, a fire broke out in the church. The sentry, preventing panic among people fleeing the fire, ensured the maintenance of order and the protection of church valuables. Tsar Alexander II became aware of E. Nagibin’s courageous behavior, and he awarded the soldier 50 silver rubles, a considerable sum at that time.

The service of the personnel of the convoy teams was difficult, requiring great exertion of physical and moral strength, and constant readiness for action. In June 1859, a convoy accompanied a party of prisoners. While crossing the bridge over the Berezina River, one of the criminals threw himself into the river. The guard, Private Khariton Fedoseev, was not taken aback, he boldly jumped after the fugitive, detained him, pulled him out of the water and placed him in the column of prisoners. The brave and determined soldier was encouraged by the commander of the internal guard corps.

On the night of August 9-10, 1910, the steamship Tsarevna, traveling with prisoners up the Volga, collided with a tugboat and began to sink. The convoy of the Astrakhan convoy team under the command of Captain Aivazov, acting in an organized and selfless manner, saved everyone on the ship, for which they used two fishing boats. A report about this incident and the brave actions of the convoy reached Tsar Nicholas II, who wrote on it with his own hand: “Thank you everyone for the selfless performance of duty.”

During the First World War, personnel from the convoy teams were sent to replenish units of the active army. This is how Vasily Vodyanoy, corporal of the Kharkov convoy team, ended up at the front. A quick-witted and desperately brave soldier became a regimental intelligence officer and more than once successfully carried out reconnaissance missions. But one day he was ambushed and captured. During interrogation, the Germans subjected him to severe torture (they cut off his ears), but the warrior, faithful to his oath, did not say a word. Resourceful and brave, he managed to escape from custody and returned to his regiment. The officers of the convoy units, amazed by the courage of V. Vodyanoy, collected money for the icon and presented it to him in memory of his happy release from captivity.

The chief inspector for the transfer of prisoners (the head of the convoy guard) wrote about the feat of the corporal: “In the Kharkov team, the distinctive qualities of the Russian soul were strengthened in him, the valiant qualities of the Russian soldier were established - love for the Motherland and firmness of spirit, which the enemy could not break even with torture.”

Taking into account the difficulties and intense nature of convoy service, and most importantly, its social significance, Minister of Justice N.V. Muravyov petitioned the Russian Emperor to introduce an award specifically for the lower ranks of the convoy guard. The petition was granted, and starting in 1904, escort soldiers began to be awarded a silver medal with the inscription “For Diligence” on a ribbon to be worn on the chest. It should be noted that in the army only non-commissioned officers of long-term service were awarded this medal for length of service and subject to impeccable service.

Recognition of the services of the internal and convoy guards to the people and the Fatherland was the celebration on March 27, 1911 of the 100th anniversary of the local troops and convoy guards. The Highest Order was issued for the Military Department, in which Emperor Nicholas II declared “the highest favor” to all officer and class ranks, and “royal thanks” to the lower ranks.

In honor of the anniversary, a badge was established to be awarded to: officers - made of silver; the lower ranks are made of white metal.

The division into officer and lower ranks that existed in the Russian army, local troops, and convoy guards, which caused discontent among soldiers and was condemned by progressive officers, was abolished after the fall of tsarism and the February Revolution of 1917 in Russia.

After the February Revolution, local troops and escort guards voluntarily went into the service of the new government. On March 12, 1917, the chief inspector for the transfer of prisoners, Lieutenant General N.I. Lukyanov, together with the officers of his office, swore “allegiance to the service of the Motherland and the Provisional Government,” of which he notified his subordinates in order No. 1. It also expressed condemnation of the prevailing order in the troops under tsarism.

“The previous serf system in the troops,” the order said, “caused quite fundamental discontent among the soldiers, and often also among the officers... I do not allow the thought of the possibility of continued service in the convoy guards of persons committed to the old order, disastrous for the state.”

Glorious is the more than century-long military path of the internal and convoy guards of Russia. The contribution of these structures to ensuring the internal security of the country is highly appreciated by the population, public organizations and official authorities. The exploits of soldiers and officers are numerous. Over the years, glorious military traditions have been formed - loyalty to the oath and military duty, courage and courage, courage and courage, high vigilance and incorruptibility, persistent overcoming the difficulties of service, military camaraderie and mutual assistance.

They were not only received with honor, but also multiplied by their military labor and exploits in the fight against enemies by the military personnel of the internal troops, who are the direct heirs and continuers of the military glory of the internal and convoy guards of Russia.

2 . Grandchildren developmenttraining troops (1917 - 1991)

In 1917 the old army was disbanded. The convoy guard did not undergo significant changes, continuing to perform its functions in a reformed form under Soviet rule.

The October Revolution broke the old state institutions of power, but it soon became clear that it was impossible to manage the country without law enforcement agencies. Already the first days of the existence of Soviet power showed: to establish a new system, not only the army, navy, and government bodies are needed, but also special forces to prevent and combat counter-revolutionary actions within the country, to establish and maintain revolutionary order locally, to protect important institutions, enterprises, railways, escorting and protecting counter-revolutionary elements, criminals and solving other problems.

The process of creating internal troops took all of 1918 and part of 1919. These troops were heterogeneous; their core was the armed formations of the Cheka.

On May 28, 1919, a resolution of the Council of Workers' and Peasants' Defense "On Auxiliary Troops" was adopted. Now these formations began to be called “troops of the internal security of the Republic (VOHR).” This event was a milestone in the construction of the internal troops of the Soviet state.

On September 1, 1920, on the basis of the internal security forces of the Republic and other formations, the internal service troops of the Republic (VNUS) were created. On January 19, 1921, the VNUS troops were transferred to the military department. The exception was the units serving the emergency commissions, as well as the railway and water police, which in all respects were subordinate to the Cheka, and later to the GPU - OGPU. Along with solving special tasks, troops were often involved in combat operations at the front.

The successes of the country's industrialization and the growing importance of railway transport in the economy and defense of the USSR led to the formation in the late 20s and early 30s of the OGPU troops of such a component as troops to protect important industrial facilities and railway structures.

By the end of the 30s, there was a need to reorganize the command and control of the NKVD troops, which was due to the constant increase in the volume of tasks they performed and the diversity and difficulty of controlling the troops.

During the Great Patriotic War, along with protecting the rear of the active army, fighting enemy landings, saboteurs, and nationalist gangs, units and formations of internal troops took a direct part in battles with the Nazi invaders. It is estimated that during the war years, the active army at different periods included and participated in battles 53 divisions and 20 brigades of the NKVD troops. In addition, the NKVD of the USSR formed and transferred 29 divisions to the front.

In the post-war years, the number of internal troops decreased by half. The volume of tasks performed by units of the Ministry of Internal Affairs to protect especially important industrial enterprises and railways has also been significantly reduced. The new situation made it possible to gradually move from military protection of railway structures and industrial enterprises to paramilitary protection.

In January 1947, in order to increase the efficiency of ensuring state security, operational units, and in April 1948, special military units, were transferred from the USSR Ministry of Internal Affairs to the jurisdiction of the USSR Ministry of State Security. They were part of this department until March 1953, and then were again reassigned to the USSR Ministry of Internal Affairs.

Important organizational measures for the construction of the MVD-MGB troops were carried out in 1951. During this period, the Ministry of Internal Affairs troops for the protection of especially important industrial enterprises and railways were abolished, and their functions were transferred to paramilitary security. The convoy troops were also significantly reduced; they were reorganized together with the internal troops into convoy and internal security.

On March 15, 1953, the Ministry of Internal Affairs and the Ministry of State Security were merged into a single Ministry of Internal Affairs of the USSR. They remained in this composition until 1954, when the State Security Committee under the Council of Ministers of the USSR was formed. Formations and units of internal and convoy security remained part of the Ministry of Internal Affairs, and border troops began to report to the KGB.

In January 1960, the USSR Ministry of Internal Affairs was abolished. Its functions are transferred to the Ministry of Internal Affairs of the union republics. The Main Directorate of Internal and Convoy Troops also ceased its activities. From that moment and over the next six years, there was no single body for the control of internal troops in the country. In each union republic, where military directorates and departments were formed within the ministries of internal affairs, issues of military development were resolved differently, based on local conditions. The lack of unity in the leadership of the troops had a negative impact on their service and combat activities. Therefore, in 1966, the Union-Republican Ministry for the Protection of Public Order of the USSR (MOOP USSR) was created.

As part of the newly created ministry (from November 25, 1968 it became known as the Ministry of Internal Affairs of the USSR), the Main Directorate of Internal Troops was formed.

On March 21, 1989, the Presidium of the Supreme Soviet of the USSR adopted the Decree “On the withdrawal of border, internal and railway troops from the Armed Forces of the USSR.” The decree extended to the troops the order, conditions and terms of service and manning in the same way as for the Soviet Army and Navy, and preserved the order of their logistics and financial support.

At the turn of the 80-90s, there was a sharp aggravation of the internal political situation in a number of regions of the former USSR, and acute conflicts arose on an interethnic basis. One of the forces that extinguished the flames of discord in hot spots were internal troops. The history of the troops of this period preserves the memory of numerous examples of selfless fulfillment of military duty, courage and courage, for which thousands of military personnel were awarded orders and medals, and Lieutenant Oleg Babak, who performed a feat in April 1991 while protecting the inhabitants of an Azerbaijani village from Armenian militants, was awarded title of Hero of the Soviet Union.

With the collapse of the USSR, the USSR Ministry of Internal Affairs ceased to exist. The Main Directorate of the Commander of Internal Troops of the Ministry of Internal Affairs of Russia was created in the Ministry of Internal Affairs of the Russian Federation. The internal troops have entered a new stage of their development.

3 . Internal troopsMinistry of Internal Affairs of Russia at the present stage

The collapse of the Soviet Union put an end to the unified internal troops of the USSR Ministry of Internal Affairs. In February 1992, the staff of the Main Directorate of the Commander of Internal Troops (GUKVV) of the Russian Ministry of Internal Affairs was approved. After the collapse of the Soviet Union, peacekeeping operations of internal troops are limited to the North Caucasus region - North Ossetia, Ingushetia, Chechnya, Dagestan. In areas of emergency, internal troops served to protect public order and ensure public safety.

In September-October 1993, mass unrest began in Moscow, which escalated into armed clashes on October 3-4.

In this difficult situation, the internal troops ensured public order and the safety of the population, while demonstrating high level of organization, strict adherence to the law, firmness of spirit and decisiveness in action. Unfortunately, there were some losses.

Formations and units of the internal troops of the Ministry of Internal Affairs of Russia continued to carry out tasks of protecting important state facilities, correctional labor institutions, and serving in the protection of public order.

The bright and comprehensive appearance of the internal troops, their combat capabilities, the training and fortitude of the military personnel, their loyalty to the oath and military duty revealed the fighting in the Chechen Republic.

The war in Chechnya is the valor and pain of the internal troops. Valor, as personnel carry out their tasks with honor, demonstrate courage, bravery and courage in battles with bandit formations. Pain, because the troops, while carrying out tasks to protect the constitutional order of Russia, lost military personnel.

The transition of bandits from direct clashes to sabotage and terrorist methods of struggle caused changes in the tactics of internal troops. Military and engineering reconnaissance, special operations, ambushes, secrets, mine clearance, and operational work came to the fore. Internal troops units perform local (targeted) tasks.

Currently, the internal troops are well-coordinated, mobile personnel, equipped with modern weapons and equipment, accumulated rich combat experience, and ready to successfully carry out tasks to ensure the security and state integrity of Russia.

Conclusion

In the 21st century, the internal troops are a force structure staffed by well-coordinated, competent and comprehensively trained personnel, equipped with modern weapons and equipment, having accumulated rich combat experience and ready to successfully carry out tasks to ensure the security and state integrity of Russia.

Literature

1. Internal troops. Historical sketch. - M., 2007

2. Internal troops: history and modernity. - M., 2001

4. History of internal troops (Chronicle of events). - M., 2006

5. Internal and convoy guards of Russia (1811 - 1917). - M., 2002

6. S.M. Shtutman. Guarding peace and tranquility: from the history of the internal troops of Russia (1811-1917). - M, 2000.

7. Bodies and troops of the Ministry of Internal Affairs of Russia. - M., 2005

8. Troops are called internal. - M., 1982

9. Internal troops (Documents and materials) - M., 1977

I think I would not be discovering America if I said that every teacher should strive to make lessons as interesting as possible. The effectiveness of the lesson, the attention of students and your moral satisfaction with your profession depend on this:-) The level of your lesson delivery, its content and methodological parts, interesting content and an atmosphere of focus on the current topic determines the quality of students’ preparation in your discipline. In order for this level and quality to be at a sufficiently high level, it is necessary that in the process of preparing a lesson you try to make it a kind of work, with an idea, plot, culmination and denouement characteristic of each work.

How can we ensure that the lesson not only provides students with certain knowledge and skills, but also arouses genuine interest in students, sincere involvement in the learning process, and develops creativity? The tips and tricks below will help you prepare such a lesson.

Preparing for the lesson

When preparing for a lesson (when writing a lesson plan), you need to clearly define and formulate the topic of the lesson. Then you need to decide on the leading topics on which this lesson will be based, and identify that part of the educational material that can be used in further lessons - determine the prospects for the development of this topic. Mandatory definition and clear formulation for the teacher and separately for the students, the target setting of this lesson - is it necessary? It is also necessary to prescribe the teaching, developmental and educational functions of this lesson.

Layout of teaching material

We find literature on the topic, if the material is new for students, it is necessary to find complete information - a university textbook, a primary source (monograph), a popular science publication, an encyclopedic publication. From the available material, we select only that which most simply and clearly explains the topic of the lesson.

It is best to make a selection of educational tasks according to the following criteria:

  • teaching new material
  • playback
  • application of acquired knowledge in a new situation
  • application of acquired knowledge in an unfamiliar situation
  • creativity

Educational tasks need to be organized; the best selection for students is “from simple to complex.”

Compiling three sets of tasks:

  • tasks that lead students to reproduce the material;
  • tasks that help students comprehend the material;
  • tasks to help consolidate the material.

The highlight of the lesson

A good lesson should contain tasks and material that can cause amazement, delight, and surprise among students. This could be an interesting fact, an amazing discovery, a learning experience, a non-standard approach to existing and seemingly ordinary situations. Surf the Internet, ask your colleagues on forums and thematic sites. You'll probably find something interesting.

After you have found the necessary and interesting material, you need to group it correctly, think through the sequence of working with it, and prepare it for the lesson. It is necessary to find just such a form of presenting the material that will cause active work in the lesson and eliminate the passive perception of new things.

Planning for monitoring the activities and employment of students in the lesson

When preparing a lesson, you need to decide for yourself: what to control; how to control and how to use the results of control. Don't forget that the more often students' work is monitored, the easier it is to spot mistakes and difficulties and show that you, as a teacher, are seriously interested in their work.

Class preparation

Before starting the lesson, you need to prepare all the visual aids, equipment, additional literature, etc. necessary for the lesson. The material can be written down in advance (say, during recess or if there is a “window” before the lesson) on the blackboard in the form of diagrams, tables or a structured summary, highlighting particularly complex or significant points.

Preparing homework

Don't forget to do your homework in advance. Try to be original, come up with empirical tasks for which the children will need to use not only textbooks, but, for example, interview family members or experiment with household items. Prepare guidelines for homework and additional material for home study.

And of course, it’s not for me to tell you that for a properly planned, good lesson you need to draw up a lesson summary. Don't be discouraged if you don't meet your plan. Just analyze the lesson after it has been taught and decide what is best to focus on and what is not so important.

How to make the learning process easy and interesting.

We all know that studying is useful, without a diploma it is more difficult to find a job, and additional courses increase the chance of getting a good job. But sometimes even the strongest motivation is not enough. We get tired, cramming gets boring, and the weather is great outside, and we want to drop everything and go for a walk. Below you will find ways to boost your work ethic and make the learning process less boring.

1.​ Turn tasks into quests

When there is a long, painstaking work ahead: coursework, preparing for exams or doing a lot of homework, you want to quit without even starting. The mind gives up because the task is too large and it seems that it is simply impossible to accomplish.

You can cope with this if you turn your studies into a quest - a series of small, interconnected tasks. Break all the work into separate tasks. They should be small, each with a clear, understandable goal: find the right chapter, read five pages, take notes, etc. And then you just need to systematically move from one task to another.

As a rule, a person notices the beginning and end of the work, and not the process itself. By breaking things down into small parts, you create a constant sense of moving forward. Mark - mentally, or better yet on paper or on your phone - the completion of the next task on the list. The satisfaction of completing a task will spur you on to take on a new one as soon as possible, and you yourself will not notice how difficult work will be left behind.

2.​ Use games to study

Modern technology has given us many ways to make learning more interesting. Instead of poring over boring tables and diagrams, you can look for the same information in the form of infographics or video lectures. To memorize foreign words, use games and applications with flashcards. You can memorize many of the facts you need for studying by taking thematic quizzes.

If your subject is too specific, you can come up with an educational game for yourself, similar to the existing ones. You can play against the clock, trying to name 100 irregular verbs as quickly as possible; you can try to write down 10 formulas in physics without errors or list the pontiffs in order. Take the subject you're studying a little less seriously, and completing the most boring tasks will become more fun.

3. Reward yourself


When there is a lack of internal motivation, external motivation will come to the rescue. Agree with your parents or promise yourself a reward for completing a boring or unpleasant task. Depending on its complexity, it can be completely different things - from candy to a new phone or a trip to another city.

Come up with a technique that suits you. You can give rewards for completing even the smallest tasks to inspire you to solve problems, or create an entire reward system with accumulating points that can then be spent on big prizes.

This method creates constant positive reinforcement for you. It works especially well when the task is too large and the result will not be soon or the goal is not easy to identify. It is difficult to remind yourself every time that you need to pass the hated subject with at least the minimum points, because otherwise you will not receive a certificate. Motivation“If you do your algebra homework today, you’ll get some cake.” much simpler and more visual.

4.​ Create an inspiring atmosphere

You can do your favorite thing in the twilight, huddled on a cluttered sofa. But if you sit down to do boring homework, the unpleasant environment will only increase your reluctance to work.

Try going outside and exercising in a park or arrange a cozy workspace for yourself. Buy comfortable and beautiful writing instruments, choose fun notebooks and blocks with colorful sheets. If your studies aren’t going well, don’t force yourself to sit in the right place, come up with something new, even the most unexpected options: memorizing poetry in the bathroom may be strange, but such a change of environment can boost your memory.

Don't forget to have all the necessary items at hand. When you don't have to constantly be distracted to find the book or recording you need, your work flows better.

5. Visualize

Use visual methods for learning. Write words or formulas on separate cards, draw pictures and flowcharts to better understand the new material. Adopt the Mind Mapping Technique, which allows you to break a large amount of information into separate understandable elements. It can be used both to structure school assignments and to visually represent a confusing exercise or chapter in a textbook.

Take notes during lectures or teacher explanations, highlight the most important information with multi-colored markers - all this will help you immediately remember the material well, and in the future it will be better to navigate your notes.

6.​ Study together

Even the most difficult jobs are more fun when you do them with a group of friends. If you're teaming up with someone, it's harder to avoid tasks or talk yourself into putting them off for a while. You can also play to each other's strengths, and then the one who is better at a certain type of work will quickly explain it to others. For example, one monitors the completion of assignments in Russian, another - in algebra, a third helps to learn biology, etc.
The only thing you need to strictly monitor is to actually study, and not to switch to discussing your personal life or computer games.

7.​ Have a competition

Competition is a great way to push yourself and inspire you to do better and harder work. Argue with a friend who can complete homework or prepare for an exam faster, who will get more points on the Unified State Exam or write a course paper better. You can also compete with different lists of goals - who is more successful or completes their list faster.

Many novice teachers and student trainees at pedagogical universities experience fear of the student audience, uncertainty in their communication capabilities and doubts in their ability to establish contact with the class and position themselves as a teacher. If a young teacher fails to mobilize and gather his courage, even a methodically correctly designed lesson may be in danger of failure. And students can interpret the teacher’s timidity and indecisiveness as insufficient professionalism and lack of necessary competence.

It is necessary to prepare for the first lesson from the first day of study at a pedagogical university. Psychological preparation is very important; it is necessary to participate in a variety of scientific conferences, where students can observe and practice techniques for working with an audience. To cope with the fear of public speaking, it is useful to participate in student amateur performances, KVN, competitions, and even simply ask questions to the teacher during a lecture.

Lesson preparation

Confidence is usually boosted by the presence of the following components of a good lesson:

  1. An impeccable appearance, which naturally begins with the bathroom and hygiene procedures. This point should not be underestimated, because... Students always evaluate the teacher’s appearance and are quite critical of existing shortcomings. Some error, an awkward detail can become the reason for the teacher to have a nickname and a reason for ridicule. The optimal suit for a man is a classic business suit with a tie; for a woman - a formal suit with a skirt or trousers.
  2. Knowledge of your subject (or, in extreme cases, good knowledge of the topic of the lesson). According to research, a teacher’s erudition and deep knowledge of his subject are more important for students than his personal characteristics. Students respect teachers who are well versed in their subject, and prefer strict and demanding teachers who have a broad outlook and supplement the material from the textbook with interesting facts.
  3. A well thought out and memorized lesson plan. While experienced teachers may be able to give general outlines of the lesson flow, beginning teachers are encouraged to think through all the steps of the lesson (including expected student responses) and the time allotted for each step. It is useful to have in stock several additional game exercises on the topic of the lesson in case the tasks provided for in the outline plan are exhausted long before the end of the lesson.
  4. Good diction. All the previous points will be of little use if the teacher does not control his voice and speaks too quietly, indistinctly, slowly or quickly. Increasing or decreasing the volume of speech, pausing, and emotionality helps to draw attention to important moments of the lesson, awaken the interest of students, create an appropriate mood, establish discipline, etc. Don’t be lazy to rehearse all or some aspects of the lesson in front of a mirror or a fellow student.

So, you have put yourself in order, repeated the topic of the lesson again, read additional literature, thought through and prepared an excellent lesson plan, rehearsed everything and are standing on the threshold of the classroom, armed with knowledge, enthusiasm and a pointer. What to do next, how to behave, what to pay attention to?

Conducting a lesson

  1. Entering the classroom, first impression. This point is very important; excessive fussiness and haste will not add weight to you in the eyes of students. Enter with dignity, place your magazine and bag on the teacher's desk and chair, and get the students' attention (by clearing your throat, lightly tapping the table, etc.). Use a nod or a glance to indicate to students that they should stand and greet you. Do not neglect this moment and perceive this ceremony as a due and indispensable sign of respect. Moreover, it puts you in a working mood and helps establish the necessary subordination.
  2. Acquaintance. If this is your first meeting with the class, introduce yourself (last, first and middle names), write your first and middle names on the board. To relieve tension, first tell us about your requirements, rules of work in the lesson, grading criteria, and touch on organizational issues. For the first time, in order to quickly remember your students, ask them to write their names on cards (it is better to prepare them in advance so that the students do not have to tear out sheets of paper from their notebooks, and you do not have to waste time at this moment) and place them in front of you on the desk. Students love it when the teacher calls them by name. You can get creative and prepare exercises to break the ice and get to know each other better.
  3. Working style. Do not try to immediately become friends with your students; for many teachers, this not only prevents them from objectively assessing the knowledge of their “best friends,” but in some cases can lead to disruption of the lesson. You shouldn’t be liberal, “flirt” with students, or promise rewards for good behavior and excellent studies: these are the students’ responsibilities, and the reward is a mark. Avoid familiarity and familiarity in your relationships with children.
  4. Under no circumstances try to gain authority by intimidating and humiliating students, suppressing them with your authority and know-it-all attitude. Do not try to “catch” students on trifles and do not abuse unsatisfactory grades (grades you give first of all to yourself as a teacher) - this is a sign of inexperience and incompetence.
  5. When taking a break from work to give students a break from work, do not tell jokes under any circumstances; it is better to prepare an educational story or an easy game in advance, provided that you can return discipline to the class after the game. If you are not sure, then it is better to conduct a traditional physical education session.
  6. When marking, comment, first be sure to praise for the effort, and then briefly express your comments.
  7. When finishing a lesson, do not shout homework after the children: they must wait for your permission before leaving the class.
  8. Be sure to fill out the log, according to the regulatory requirements, write down the date of the lesson, topic, and homework. As experienced teachers joke, you may not give a lesson, but you must write it down!