The importance of the problem investigated is caused by modern trends in the Russian educational system which aims to seek new teaching methods for various disciplines including historical ones. The reference to debates about teaching methods in History and Social Studies in the second half of 1920s allows to make a practical use of the ideas that were never realized because the unified Soviet educational system was established in 1930s. The purpose of the article is in investigation of the debate that took place in 1927 in "Istorik-Marxist" journal, as well as the analysis of the main problems that arise in the process of using the Dalton Plan and ways of their solution. The leading approaches to investigating the problem given are the comparative-historical method and the essential-substantional analysis. The article shows in retrospect the condition of teaching historical and public disciplines in the Soviet system of education, examines the process of the debate about methods of using the Dalton Plan in the "Istorik-Marxist" journal, reveals certain complications that teachers of the second half of 1920s faced and offers the ideas of their solution. The ideas of the article can be useful for researchers in the field of education history, varieties of pragmatic methods use while teaching the Humanities, the USSR public opinion in the second half of 1920s.

The relevance of the research is determined by processes of targeted socialization of schoolchildren. To promote the process of targeted socialization of students is the order of the society and the state. The aim of the article is to identify and experimentally substantiate pedagogical conditions of effective socialization of students of Humanities in the secondary school. The main methods of this research are the study and analysis of the sociological, psychological and pedagogical literature, policy and regulatory documents, teacher modeling and pedagogical experiment. The results presented in the article show the necessity of organized targeted measures contributing to the change in students' attitude to learning, their active participation in the educational process and the development of social interaction skills. The materials of the article may be useful for teachers of the secondary and high school as a practical framework for the implementation of socialization of senior students of Humanities.

The relevance of the problem is conditioned by the fact that under the current conditions, when comprehensive school is responsible for complex tasks of fundamental restructuring of the content and process of education and upbringing of the younger generation, the need is particularly acute for the development of creative professional thinking of teachers. This personal quality may be the result of a purposeful and systematic work on the education of thinking of the future teachers carried out during all years of study at the University. The aim of the report is to investigate the effectiveness of professional thinking formation of the students in teacher training higher education institutions and its didactic conditions, taking into account the specificity of their future profession. Major approaches to the study of this problem were a systematic approach, according to which the analysis of the studied object was carried out with integrity, with all its components, as well as a number of empirical methods: study and analysis of the philosophical, psychological and pedagogical, methodological literature on the study; interviews with teachers and students; analysis of policy documents governing the educational process in various academic subjects in the speciality "History" and so on. The report reveals the essence, features, structure and functions of modern pedagogical thinking of teachers. The features of the professional thinking formation of a teacher of History and a real level of thinking development among the students of the historical departments taking into consideration general pedagogical, special scientific and methodical components. The report may be useful for high school teachers who develop innovative methods for evaluating the quality level of students' historical and pedagogical thinking development.

The urgency of the problem studied can be explained by the fact that the foundation of religious schools in the Russian Federation in 1990s lead to the problem of secular-theological disciplines proportion in the curriculum.In this respect we have to examine the experience of teaching historical disciplines in mektebe and medrese in the Russian Empire in late XIX-early XX centuries. The aim of the article is studying creative heritage and historical views of one of the most prominent educators and public men of the Inner Russia -Hasan-Gaty Gabashy. The leading approaches to the study of the problem are the historical-biographical method and the essential-substantial analysis. The interpretation of the World History in the Inner Russia Muslim schools textbooks in early ХХ century, according to H.-G. Gabashy's views, except the prophets and the Arabic Caliphate history, was biased, fragmented and highly didactic. The history of China, Middle Asia and the whole Arabic-Muslim world is given in the context of cultural-religious contacts, while the western Christian world events stay untouched in the works of the Tatar-Muslim investigator. The current article information may contribute to further study of national historiography and public opinion of Muslim people in the Middle Volga Region and the Ural Region.

The article highlights the details of the foreign policy of the Arab Republic of Egypt and its impact on the regional security of the state of Israel in between 2012-2013. After the Islamists came to power, they began to dominate expectations that the political force led by Mohamed Morsi would initiate an active anti-Israel policy, however, with active anti-Semitic rhetoric, the "Muslim brotherhood" was able to maintain peaceful relations with Israel. The purpose of this study was to characterize the relationship between M. Morsi's government and the state of Israel during the period 2012 to 2013while revealing the impact of various factors on the preservation of peace in the region, especially in the face of the conflict situation that intensified in neigh boring countries such as Libya and Syria. The main approaches to the study of the problem under consideration were analytical method and content analysis. It is concluded that the article can also contribute to the study of the history of the Middle East within the framework of Arab-Israeli relations against the deterioration of the political situation and the strengthening of religious radicalism in the region.