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Abstract
In the first part of this article, (1) we examined some forms of independent studythat give pupils a deeper understanding of the content of the systematic course in the history of the USSR. All these forms of study, however, were primarily linked up with material presented by the teacher and the textbook. It has long been a widespread practice in the schools to have the pupils work with documents as the most effective means of developing independent thinking. This problem has been dealt with adequately in the literature on teaching methods. (2)