An essay on history is written at a certain significant stage in history. This can be the period of the monarch's reign, war, the cycle of activity of any social movement. For example, in the tests you can find the following date: October 1917 - October 1922. This is the period of the Civil War, which means it will be the topic of the essay.

Requirements for an essay on history in the exam

Before you start writing an essay, you should carefully read requirements to him.

In the demo version of 2019 on the website of the USE developers www.fipi.ru we read what is needed in the essay (quote):

1. Indicate at least two significant events (phenomena, processes) related to this period of history;
2. Name two historical personalities whose activities are associated with the indicated events (phenomena, processes), and, using knowledge of historical facts, characterize the roles of the individuals you named in these events (phenomena, processes). Attention! When characterizing the role of each person you named, it is necessary to indicate the specific actions of this person, which significantly influenced the course and (or) the result of these events;
3. Indicate at least two causal relationships that characterize the reasons for the occurrence of events (phenomena, processes) that occurred during a given period;
4. Using knowledge of historical facts and (or) opinions of historians, assess the impact of events (phenomena, processes) of a given period on the further history of Russia;
5. In the course of the presentation, it is necessary to correctly use historical terms, concepts related to this period.

History essay plan

Based on the stated requirements, history essay plan could be like this:

1. A brief description of the period (a name should be given to what is hidden under the date: war, period of government, revolution, etc.).
2. Disclosure of the first significant event (phenomenon, process) that happened in this period. Here it is necessary to mention the causes and consequences of this event, as well as indicate the person associated with the event and her specific affairs.
3. Disclosure of the second significant event (phenomenon, process) that happened in this period. It should be mentioned here the causes and consequences of this second event, and also indicate the person associated with the event and her specific affairs.
4. Assessment of the significance of this period for the history of the country.

When disclosing the first and second events, indicate the cause-and-effect relationship. In other words, explain and name the reasons and results of reforms, wars, riots, revolutions and other facts.

Remember that the specified events and personalities in the essay can be more than two. The main thing in an essay is to comprehensively reveal the content and meaning of the selected period of history.

Analysis of an essay on history

Now consider a specific example composition written according to our proposed plan and we will analyze it.

Period of Russian history: 1928 - 1940

The first point of our plan reads: "Brief description of the period". We carry out:

In these years, the period of Joseph Stalin's sole rule until the beginning of the Great Patriotic War fits in. These were the years of industrialization, collectivization, terror and preparation for war.

The second point of our plan: "Disclosure of the first significant event (phenomenon, process) that happened in this period. Here you should mention the causes and consequences of this event, as well as indicate the person associated with the event and her specific affairs."

In 1929, the industrialization policy began in the USSR. Industrialization is the modernization of industrial production, the creation of heavy industry in the country, new industries that meet the requirements of the time.

The reason for the industrialization was the technical backwardness of the USSR, as well as the need to gain economic independence from Western countries. The results of industrialization boggle the imagination: during the first three five years of industrialization, a huge number of new enterprises, roads and industries appeared in the country, and the country reached a new economic level.

Anastas Ivanovich Mikoyan (years of his life - 1895-1978) took an important part in the events of industrialization. During this period Mikoyan served as the supply commissar and foreign trade minister. He was engaged in trade, food industry, supply. In the food industry, Mikoyan introduced several revolutionary things: 1) he laid the foundation for "refrigeration" (not "refrigerators in every house", this is later, but a new way of preparing and storing food products, 2) introduced the technology of canning production and 3) the technology of conveyor production of semi-finished products.

The third point of the plan: "Disclosure of the second significant event (phenomenon, process) that happened in this period. Here it is necessary to mention the causes and consequences of this second event, as well as indicate the person associated with the event and her specific affairs."

To maintain a high rate of industrialization, the Soviet government resorted to all kinds of non-economic methods of coercion. This is the organization of the Stakhanov movement, on the one hand, and the use of the slave labor of the GULAG prisoners, on the other.

The reasons for the Stalinist mass repressions that unfolded precisely in the 1930s were Stalin's desire to rid the country of all people who, in one way or another, aroused mistrust and were suspected of disapproving the country's course. The consequences of the repressions were the ruined lives of a huge number of innocent people, as well as the formation in society of an atmosphere of fear and lack of freedom, internal and external.
1937 is called the year of the apogee of repression. Nikolai Ivanov Yezhov was the head of the NKVD, which means that the head of the ongoing policy of repression was.

He was involved in the coordination and implementation of repressions against persons suspected of anti-Soviet activities. Yezhov began with a "purge" of the state security agencies themselves, then switched to other categories of citizens. Under Yezhov, the so-called orders appeared with the exact number of people who needed to be repressed in one or another part of the country. In 1938 Yezhov was relieved of his post. In 1939 he was arrested, accused of preparing a coup d'état and sentenced to death.

The fourth point of the plan: "Assessment of the significance of this period for the history of the country".

Historians assess this period as the time of strengthening the totalitarian system and personal power of Stalin in the country. The heavy industry created thanks to industrialization helped the USSR to wage the Great Patriotic War, but the repressions bled the country, and also destroyed the commanding staff of the army, which was the reason for the future failure of the war in its initial period. Collectivization laid the foundation for a future global agricultural crisis. People who lived at that time received a serious psychological trauma, which had a serious impact on the formation of the people's mentality.

An example of a real USE essay in history, which received the highest score on the exam (11 points)

These are the years of the reign of Alexander III, who was nicknamed the peacemaker because the Russian Empire did not wage wars under him. Alexander III came to the throne as a result of the fact that his father, Alexander II the liberator, was killed by members of the revolutionary organization "Narodnaya Volya". Later, the main conspirators (Perovskaya, Rysakov) were executed.

Alexander III was a conservative. His policy was aimed at combating revolutionary organizations and sentiments. At the very beginning of his reign, in 1881, for this purpose, the "Regulations on Measures to Protect State Order and Public Peace" were issued. He also introduced strict censorship and expanded the secret police network.

Under the emperor, such economic figures as Bunge, Vyshnegradsky and Witte operate. Witte's activity falls mainly on the reign of Nicholas II, but he took up his post under Alexander III. Bunge took a serious step - the abolition of the poll tax. He also lowered the redemption payments. These actions helped to calm peasant discontent. Largely thanks to the abovementioned figures, the Russian economy continued to flourish.

In foreign policy, Alexander III chose a peaceful course. The diplomat Gears, who actively participated in international affairs, stood out in particular. He, through diplomacy, dissuaded the German government from attacking France, thereby delaying the outbreak of World War I and giving the Russian Empire an opportunity to build up its military potential, which Emperor Nicholas II did not use later, which largely caused the failures during World War I and that in turn resulted in the February Revolution and the overthrow of the monarchy. Also, in foreign policy, two blocs are finally formed: the Triple Alliance (Germany, Austria-Hungary, Italy) and the Entente (Russia, France, England).

Despite strict censorship, a tough fight against the revolutionary movement, the time of his rule cannot be called unfavorable for the country. Under him, the population sighed calmly, since the men did not go to war. The economy continued to flourish. The peasantry did not revolt because the government tried to help them. In foreign policy, Russia took its place on the side of the Entente, the enemy of Germany's aggressive plans. The reign of Alexander III paved the way for the transition to a new century.

Criteria for evaluating an essay on history in the exam

There are seven evaluation criteria in total. The maximum number of points that can be obtained for an essay is 11.

K1. Indication of events, phenomena

2 points: two events (phenomena, processes) are correctly indicated.

K2. Historical personalities and their role in the specified events (phenomena, processes) of a given period of history

2 points: two historical personalities are correctly indicated, the role of each of these personalities is correctly characterized, indicating their specific actions, which significantly influenced the course and (or) the result of the named events (phenomena, processes) of the period in the history of Russia under consideration.

K3. Causal relationships (causal relationships named when specifying the role of the individual and counted according to the K2 criterion are not counted)

2 points: correctly indicated two causal relationships that characterize the reasons for the occurrence of events (phenomena, processes) that occurred during this period.

K4. Assessment of the influence of events (phenomena, processes) of this period on the further history of Russia

1 point: an assessment of the impact of events (phenomena, processes) of this period on the further history of Russia based on historical facts and (or) the opinions of historians is given.

K5. Use of historical terminology

1 point: historical terminology is used correctly in the presentation.

K6. Existence of factual errors

2 points: there are no factual errors in the historical essay

! 1 and 2 points for this criterion can be set only if, according to the criteria K1-K4, at least 4 points have been set !

K7. Presentation form

1 point:the answer is presented in the form of a historical essay (consistent, coherent presentation of the material).

! 1 point on this criterion can be awarded only if, according to the K1-K4 criteria, at least 4 points were awarded!

If the criteria are not fully met, then the bills are reduced.

Video about personalities for an essay for the period 1894-1917.

What will help you write an essay well:

1. Knowing all the dates of reign of the heads of the Russian state, remembering the names of the rulers and their sequence ()
2. Knowledge of the dates of all major reforms, wars and uprisings ().
3. Knowledge of all personalities important for the history of the country, their life time and contribution to the development of the state, its science and culture ().

An essay is a mini-essay on a specific topic. But very often writing it causes some difficulties for children, so I decided to put a small teaching material to help teachers and students how to write an essay on history.

when writing an essay, I used the sites

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To facilitate the work of preparing students for writing an essay, we offer various cliché options that are appropriate to use in the examination work.

http: // www. edu. ru / - federal portal "Russian Education". Provides an overview of educational Internet resources, regulations, educational standards, and more.

http: // www. rusolymp. ru - federal portal of Russian school Olympiads

http: // ecsocman. edu. ru / - federal educational portal "Economics, Sociology, Management". Collected materials on the social and economic history of Russia, including journal articles and materials of round tables devoted to the problems of the historical path of Russia.

http: // www. mospat. ru / index. html is the official web server of the Moscow Patriarchate.

http: //his.1september. ru / index. php - the electronic version of the "History" newspaper - an appendix to the "First September" newspaper.

http: // www. historia. ru / - russian electronic magazine "World of History".

http: // www. shm. ru / - the website of the State Historical Museum presents materials from the main exposition dedicated to the history of Russia, including those covering its initial period.

http: // hermitage. museum. ru / - the site of one of the largest museums in the world - the Hermitage offers a virtual tour of its halls, including seeing exhibits illustrating the initial period of world and Russian history.

http: // archeology. kiev. ua / cultures / is a multimedia portal containing comprehensive information about archaeological sites in Eastern Europe, materials of reconstruction of the stages and nature of Russian-Scandinavian ties.

http: // www. magister. msk. ru / library / history / history1.htm - the site contains basic materials for the study of Russian history. Here you can find the following texts: N. M. Karamzin. History of Russian Goverment; V.O. Klyuchevsky. Russian history course; N.I. Kostomarov. Russian history in the biographies of its main figures; S. M. Soloviev. History of Russia since ancient times; V.N. Tatishchev. Russian history; Metropolitan Macarius. History of the Russian Church; S.F. Platonov. A complete course of lectures on Russian history.

http: // www. sib. net / n_russia / - the site contains materials about the Scythians who inhabited the steppe part of Eurasia in the Greco-Roman era: dates; names; titles; description of dwellings, clothes, customs.

http: // oldslav. chat. ru - the history of the settlement of Slavic agricultural tribes and their relationship with nomadic tribes from Asia.

http: // paganism. ru / a-cloth. htm - the history of ancient Russian costume: outerwear, hats, neck gryvnias. Illustrations.

http: // lants. tellur. ru / history / danilevsky / - lectures by the famous historian I. N. Danilevsky about the origin of the Eastern Slavs and the formation of a feudal state (including Kievan Rus, paganism, adoption of Christianity, etc.).

http: //his.1september. ru / 2002/23 / 1.htm - materials from the new textbook by S. N. Bledny, I. V. Lebedev "History of Russia". Presented are excerpts from the works of Herodotus, Procopius of Caesarea; fragments of the works of Russian historians - Klyuchevsky, Soloviev, Platonov.

http: // lants. tellur. ru / history / - a library of links to informational articles and historical materials. The genealogical tree of Russian princes of the 9th - 11th centuries, brief biographies of the princes of Rurikovich, a chronological table (9th - 17th centuries), maps of Ancient Rus. Several lectures from the course of IN Danilevsky "Ancient Russia through the eyes of contemporaries and descendants (IX - XII centuries)". Reference book on the history of Russia, etc.

http: // lib. userline. ru / 689? secid \u003d 8324 & num \u003d 1 - electronic version of "The Tale of Bygone Years".

http: // www. hrono. ru / libris / lib_p / index. html - an electronic version of the course of lectures on Russian history by S. F. Platonov.

http: // www. hrono. ru / libris / lib_s / skr00.html - the site contains an electronic version of RG Skrynnikov's book "The Old Russian State".

http: // www. hrono. ru / dokum / pravda72.html - the site contains two texts: "Russian Truth" in a short and lengthy edition.

http: // oldru. narod. ru / - electronic library: monograph by K. Egorov "Formation of Kievan Rus", historical sources, articles. Collection of cards. Bibliography.

http: // www. magister. msk. ru / library / history / makary / makary. htm is a complete electronic version of the multivolume work of Metropolitan Macarius "History of the Russian Church", written by him in 1866-1883. (covers the period from X to XVIII centuries).

http: //his.1september. ru / 2001/42 / no42_01.htm - Russian historians about the era of Ivan the Terrible.

http: // ou. tsu. ru / hischool / his_JuF / - the main stages in the history of the formation of the Russian state in the XIV - XVII centuries. Tables, diagrams, dictionary.

http: // klio. webservis. ru / lec7_1.htm - lecture notes on the history of the reign of Ivan the Terrible. Formation of the autocratic system in Russia. Fragments of memoirs of contemporaries, as well as assessments of this period in the works of Russian historians. Dictionary hyperlinks by persons, terms, etc.

http: // www. hrono. ru / libris / lib_s / skrynn00.html - the site contains an electronic version of RG Skrynnikov's book "The Third Rome", dedicated to the history of Russia in the 15th - 16th centuries.

http: // kursy. rsuh. ru / istoria / moskva / moskva. asp is a site dedicated to the history of Moscow. The site provides information on the history of the city of the 17th century.

http: // old-rus. narod. ru / paper. html - this section of the site contains articles and studies that examine various periods of Russian history and Old Russian literature, including those devoted to the Time of Troubles.

http: // sscadm. nsu. ru / deps / hum / readerhist10 / smuta. html - electronic version of the anthology on the history of Russia (grade 10). Time of Troubles in Russia at the beginning of the 17th century. through the eyes of contemporaries.

http: // www. moscowkremlin. ru / romanovs. html is a virtual tour about the Romanov dynasty. Chronology. Personalities, contemporaries, major events, regalia and personal belongings. Collection of images and photographs. Created on the basis of the "Romanov Dynasty" CD-ROM of the "Cominfo" company.

http: // www. hronos. km. ru / 1700ru_lit. html - chronological table of the main cultural events in Russia in the 18th century.

http: // grandwar. kulichki. net / books / dubov01.html - the war between Russia and France, Suvorov's campaign in Italy, Russia's policy in Europe. Map of Europe in 1799

http: // rels. obninsk. com / Rels / Limited / Nsub / ml / 9801 / hist-1.htm - Catherine II: Certificate of Appreciation to the Cities of 1785

http: // lichm. narod. ru / Part4 / 411.htm - the era of Peter's transformations.

http: // syw-cwg. narod. ru / - Seven Years War.

http: // fstanitsa. ru / gla_pugachev. shtml - biography of Yemelyan Pugachev, the leader of the peasant war of 1773-1775. Illustrations (reproductions of paintings).

http: //his.1september. ru / 2000 / no09.htm - stories from Russian history of the 18th century. Fragments from the book of entertaining stories. Material for lessons in grades 6-9. Texts about the events of the 18th century: the transformations of Peter I, palace coups, etc.

http: // dinastya. narod. ru / - the reign of Alexander III (1881 - 1894): coming to power, domestic and foreign policy, Russian nation-building, the Tsar-peacemaker.

http: // www. fictionbook. ru / author / lyashenko_leonid_mihayilovich / aleksandr_ii_ili_istoriya_trehodinochestv / lyashenko_aleksandr_ii_ili_istoriya_treh_odinochestv. html - LM Lyashenko's book "Alexander II", a comprehensive description of the life of a person who occupies an exceptional place among the Russian autocrats.

http: // old-map. narod. ru / all-17.html - map of Russia and the tribes inhabiting it (1866).

http: // www. hist. msu. ru / ER / Etext / PICT / russia. htm - library of electronic resources of Moscow State University.

http: // www. nsu. ru / vk / info / d_205.htm # Heading - on the site in a lecture form the material “Military reform of the 60s - 70s. XIX century. "

http: // dinastya. narod. ru / - site dedicated to the personality of Alexander III. The site contains materials from the monograph "Alexander III" by ND Talberg.

http: // hronos. km. ru / biograf / alexand3.html - project "Chronos", which presents the biography of Alexander III. Here you can also get acquainted with the letters of K.P. Pobedonostsev to Alexander I.

http: // www. arthistory. ru / peredvizh. htm is a site dedicated to the history of visual arts. This page contains information about Russian Wanderers.

http: // rusart. nm. ru / - a site dedicated to Wanderers artists.

http: // www. altai. fio. ru / projects / group3 / potok69 / site / moguchaya. htm - the site tells about the work of the musicians who were part of the Mighty Handful.

http: // www. encspb. ru / - the site "Encyclopedia of St. Petersburg" tells about the architectural styles used by the city's architects, including the styles of the second half of the 19th century.

http: // www. alhimik. ru / great / mendel. html - the site "Great Chemists" tells about the outstanding discovery of D. A. Mendeleev. The biography of the great chemist is also presented here.

http: // www. gramma. ru; http: // www. krugosvet. ru - on these sites you can find interesting material about the essay.

"History teaches nothing, but only punishes for ignorance of the lessons."
(V.O. Klyuchevsky)

At first glance, it may seem that the outstanding Russian historian V.O. Klyuchevsky could not say that history teaches nothing. In my opinion, Klyuchevsky wanted to emphasize that if we do not know history, then for this we will be punished in life. And I agree with him.

History is one of the oldest sciences. It arose with the appearance of man on earth. Studying history, we consider the path of mankind for millennia, i.e. we are studying the historical process. The historical process is a sequential sequence of successive events, in which the activities of many generations of people have manifested themselves.

There are events behind the story; certain past or passing phenomena, facts of social life. And each historical event has specific features inherent only to it, and the elucidation of these features makes it possible to more fully, more colorfully represent this or that event. Moreover, every historical event is significant.

It is necessary to study historical events in order to learn the right lesson. Of course, history never repeats itself twice. After all, social sciences differ from natural ones, where a physical phenomenon can be reproduced any number of times. But history also has its own laws. Knowing them, it is easier to predict modern social development and prevent trouble. They say the French king Louis XUI, before his execution, read a book about the English king Charles I, who was also executed by the revolutionaries. And if he had read the book earlier, he might not have made the mistakes that provoked the revolution in France.

I would like to give examples from the history of Russia. Napoleon Bonaparte invaded the territory of Russia in order to capture it. And it even seemed to him that with the capture of Moscow, Russia would be in his hands. And how disgraceful was his escape from Russia! In his memoirs, he warned others not to go to war with Russia. But the ambitious fascist leader Adolf Hitler decided to go to Russia again. How did it end ?! The defeat of Nazi Germany in Berlin. Here it is - the punishment for ignorance of history, inability to draw appropriate conclusions. In ordinary life, the same thing happens.

So, we can conclude that history does not forgive its ignorance.

"World history is a course of development of the principle, the content of which is the consciousness of freedom" (G. Hegel).

What is the historical development? What is the essence of social progress? These questions have worried mankind for a long time and continue to worry to this day. His answer to them is given by Georg Wilhelm Friedrich Hegel, a German philosopher, one of the founders of German classical philosophy and the philosophy of romanticism. He believes that the entire course of history is a movement towards the recognition and protection of the rights and freedoms of the individual, and this movement is progress. And I completely agree with this point of view.

If you look back at history, such a movement becomes obvious. Antiquity, with its republican institutions and the cult of the free citizen, was based on slavery. The Middle Ages "distributed" freedom more evenly: the difference between a feudal lord and a dependent peasant was great, but incomparable with the difference between a master and a slave, it should also be remembered that in the Middle Ages the path from one estate to another was difficult, but open (small example: minister Philip the Fair, Nogare, was a merchant). In addition, there were free cities, workshops, and communes, autonomous universities, and the royal power was already in the mature Middle Ages was limited to popular representatives. Yes, the person was squeezed within the framework of his corporation, but within this framework, she also received a certain freedom, and after all, human freedom is always limited within some framework, the only question is what. The framework of the Middle Ages was expanded by the new time. The estate system is being destroyed, the spiritual dictatorship of the church comes to an end, restrictions continue, and in some countries the overthrow of the royal power, the expansion of the rights and freedoms of citizens is taking place. And, finally, in our days, man becomes the forefront.

You might think. that this process is taking place only in Europe, but in fact such changes are characteristic of the whole world: in most countries today there is a republican system, in many Muslim states women are successfully fighting for their rights.

And the question of whether the freedom of the individual, the possibility of his choice of his own path, the struggle for his own happiness is progress, does not need proof. These are like the axioms of geometry on which all theorems rest. Although personal freedom, like everything in this world, has its downside. Squeezed within the framework of his group, a person always had protection and support at the same time. Having found great freedom, he simultaneously found her frequent companion - loneliness.

Thus, I came to the conclusion that the history of mankind is a development that consists in the movement towards freedom.

"A nation is a society of people who, through a single destiny, acquire a single character." (O. Power)

In addition to classes and other social groups, the social structure of society is made up of historically formed communities of people: tribes, nationalities, nations. We will try to answer the question of what nation means and what definitions are given by science. A nation is the most developed historical and cultural community of people. It has developed over a long period of time as a result of the combination and interweaving of various tribes and nationalities. Among the properties of a nation, one can single out the commonality of the territory of residence, the national economy, self-government, and cultural features. Usually, representatives of one nation speak and write the same language. But language is not an unmistakable sign of a nation.

For example, the British and Americans speak English, but they are different nations. The cohesion of the nation is facilitated by the commonality of their historical path. Each nation has its roots in history, has passed its own unique path.
I agree with the author's statement and would like to cite as an example the basic values \u200b\u200bof Russian culture. In Russia, in contrast to the West, nature did not give man any hope that it would one day be able to “tame” and “domesticate” it. Nature has accustomed man to excessive short-term exertion of his forces, to work quickly and efficiently. Not a single people in Europe was capable of such stress of labor for a short time as the Russians.

It seems that one could not find such an unaccustomedness to even, moderate and measured constant work as in Russia. Until now, Russian people hope for "maybe", postponed until tomorrow.

Or take another people - the Japanese. The situation after World War II forced them to give up weekends in order to get their economies on their feet. Today they do not need it, but hard work is in their blood. It is interesting to trace how historical fate can divide a single nation. The southern Slavs in the Middle Ages found themselves in different historical conditions. Croatia, which became part of the German Empire, was influenced by Western civilization, the Bosnians became Muslim, becoming part of the Turkish Empire. Now these are different peoples, although they have a common origin and language. So the differences between Western and Eastern Ukraine are explained by the difference in their historical fates.

The list of examples could be continued, dwelling in detail on each nation. However, we believe that all of them will only confirm the correctness of the statement.

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SECOND ROUND

FIRST PART

HISTORICAL ESSAY

1. "The founding of the Eagle was an event of state, all-Russian significance, and the whole life of the townspeople, their military and creative efforts, the fortress of spirit in the past centuries were proof of this" ("History of the city of Oryol").
2. "The Christianization of Russia and the relationship of the ruling clan with the Byzantine court introduced Russia into the family of European nations on completely equal grounds" (DS Likhachev).
3. “With the name of St. Sergius, the people remember their moral revival, which made possible a political revival, and upheld the rule that a political fortress is strong only when it rests on moral strength” (V.O. Klyuchevsky).
4. “Ivan III is a ruler whose scope of activity can only be compared with Peter I” (NS Borisov).
5. “As Peter laid new foundations for our entire state life, so Lomonosov transformed, and partly founded, almost all areas of science” (VF Khodasevich).
6. "It is easy to be convinced that some of the undertakings of Peter III were progressive in nature ... However, this progressive nature is canceled out by the methods he tried to carry out, indicating that he completely lacked such an important quality as political realism" (A.B. Kamensky).
7. “The main reason that prevented the liberation of the peasants and an attempt to change the political system at the beginning of the 19th century was the resistance of the overwhelming part of the nobility” (S. V. Mironenko).
8. “Due to the current historical situation, Alexander II turned out to be, as it were, an unwilling reformer. Is it not from this that his most important political principle stemmed: ... reforms should not lead to destabilization of society, and the progress they achieve should harm the position of any strata ”(Sidorov A.V.).
9. “By connecting Russia to the world economy, Witte made the country go through not only ups, but also world crises” (GA Bordyugov).
10. “Russia was by no means defeated. The army couldfight on. But ... Petersburg was "tired" of the war more than the army "(IA Denikin on the end of the Russian-Japanese war).
11. "The revolution of 1917 was not a historical accident, but realized the most likely potential for the development of Russian society with all its contradictions that Russia had accumulated by the beginning of the twentieth century." (A.S. Senyavsky).
12. “The second front in the broad sense of the word began long before its formal opening” (DA Medvedev).
13. “Our cosmonautics would not have been able to achieve the successes known throughout the world without the high level of education and technical development that the country had in Soviet times” (NI Ryzhkov).
14. “The collapse of the Soviet Union was the greatest geopolitical catastrophe of the 20th century, primarily due to the destruction of the existing system of the bipolar world” (A.G. Lukashenko).
15. "The Belovezhskaya agreements did not dissolve the USSR, but only stated its actual disintegration by that time" (BN Yeltsin).

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SECOND ROUND,

The preparation time for the first and second parts is 3 hours.

FIRST PART

HISTORICAL ESSAY

Grade 11

Maximum score -50 points

You have to work with the statements of historians and contemporaries about the events and figures of national history. Choose one of them, which will become the topic of your essay essay. Your task is to formulate your own attitude to this statement and substantiate it with the arguments that seem to you the most essential. When choosing a topic, proceed from the fact that you:

1. You clearly understand the meaning of the statement (it is not necessary to fully or even partially agree with the author, but it is necessary to understand what exactly he claims).
2. You can express your attitude to the statement (you can reasonably agree with the author or completely or partially refute his statement).
3. You have specific knowledge (facts, statistics, examples) on this topic.
4. You are fluent in the terms necessary for a competent presentation of your point of view.

When writing your work, try to proceed from the assumption that the Jury, evaluating your essay, will be guided by the following criteria:

1. Reasonableness of the choice of the topic (explanation of the choice of the topic and the tasks that the participant sets for himself in his work).
2. The creative nature of the perception of the topic, its comprehension.
3. Competent use of historical facts and terms.
4. Clarity and evidence of the main provisions of the work.
5. Knowledge of different points of view on the selected issue.

1. "The geographical position in the west of Russia predetermined the special role of Smolensk, the" key-city "to Moscow, and Smolensk as a whole in the defense of the country" (YG Ivanov).
2. “The political successes of the peoples who became part of the Old Russian state ... became possible only under certain conditions of their internal development. It would be naive to think that the unification of the Eastern Slavs and non-Slavic peoples under the rule of Kiev is the result of some kind of external interference ”(BD Grekov).
3. “In all of Svyatoslav's actions, we see the hand of a commander and statesman who is interested in the rise of Russia and the consolidation of its international position. A series of campaigns by Svyatoslav was wisely conceived and brilliantly carried out ”(BA Rybakov).
4. "The Moscow princes develop a kind of policy early, from the first steps they begin to act not according to custom, earlier and more decisively than others they leave the usual rut of princely relations, looking for new ways" (VO Klyuchevsky).
5. "Ivan III is a hero not only of Russian, but also of world history ... Under him, Russia, as an independent power, majestically elevated its head on the borders of Europe and Asia, calm inside and not afraid of external enemies" (NM Karamzin).
6. “The designation of the Russian state as an empire and Peter as the emperor of all Russia reflected profound changes in the internal and international situation of the country. The state, whose participation in international affairs was limited to relations with neighboring countries of Eastern and Southeastern Europe, has now firmly entered the circle of European powers ”(N.I. Pavlenko).
7. “Catherine can be called the culprit of serfdom, not in the sense that she created it, but in the fact that this right under her, from a wavering fact justified by the temporary needs of the state, turned into a law recognized by law, unjustifiable” (V.O. Klyuchevsky).
8. “Although many Russians, especially at court and in the army, had every reason to forget about Paul, in fact, what Paul accomplished in four years and three months of his reign turned out to be fundamental for Russia in the first half of the 19th century.” (Roderick McGrew, American historian).
9. "The government system of Emperor Nicholas I was one of the most consistent attempts to implement the idea of \u200b\u200benlightened absolutism" (AA Kornilov).
10. " Politics Nicholas II always boiled down to making minimal concessions to society in extreme cases, and not fulfilling these solemn promises if there is the slightest opportunity to do so ”(FA Golovin).
11. “The war, probably, postponed the explosion of the bourgeois-democratic revolution, but brought the socialist revolution closer” (PV Volobuev).
12. “It’s hard not to admit: a certain kind of collectivization was dictated by the course of events. The old Russian peasant agriculture, by Western standards, was in the Middle Ages ”(C. Snow).
13. “Starting the war, the German leadership proceeded from the assumption that the Soviet multinational state would disintegrate into warring national groupings. However, this calculation did not come true ”(OA Rzheshevsky).
14. “Victory in the Great Patriotic War was achieved not so much thanks to Stalin, but in spite of him, in spite of his grave mistakes and crimes that cost our people so dearly” (G. Ya. Rudoy).
15. “What has been happening with Russia since 1991 cannot be called reforms. This is nothing more than a "revolution from above" (VV Zhuravlev).

Preview:

SECOND ROUND

RESEARCH PROJECT

The most important thing in the profession of a historian is the analysis of the source, the ability to extract the necessary information from it. Before you is one of the Charter, the most important documents of the peasant reform of 1861. Write on its basis a small work on the topic:"Regulation of relations between the peasant and the landowner during the peasant reform of 1861".

AUTHORIZATION OF NIZHNY NOVGOROD PROVINCE, GORBATOBSKOGO UEZDA, VILLAGE BARKINA, LANDMAN OF GENERAL-LEYTENANTSHI AVDOTIA SEMENOVNA ERSHOVA. DRAFTED ON FEBRUARY 15, 1862.

I. 1) In the village of Barkine, according to the 10th national census, the souls of peasants are 44.

Of these, they were not released after the audit.

2) Of those who are among the peasants, they are not subject to the allotment of land as those who refused it on the basis of Art. Local situation - 5 souls.

3) Then, on the basis of the Regulations, they must receive for use the land allotment of thirty-nine revision male souls.

II. 1) All the land was used by the peasants before the promulgation of the Regulations on the peasants 214 dessiatines 1212 sazhens.

2) Of these, actually under the peasant estate settled, five dessiatines three hundred sixty-six fathoms (which include 1 tithe 266 fathoms of pasture, which is used by the peasants). (...)

3) For the area where the village is located, the highest size of the per capita allotment is determined by the Local Regulations on the land arrangement of peasants - 4 tithes, and the lowest - 1 tithe 800 yards; and according to the number of souls in the village: the highest allotment for the entire peasant society would be 156 dessiatines, and the lowest 52 dessiatines.

4) Although, on the basis of the figures for the highest size of the per capita allotment determined by the Local Regulations on the peasants, 156 dessiatines should remain in the use of the peasants of the village of Barkin, but as all the land convenient on the estate with a forest is listed under the plan of 214 dessiatines 1212 yards, then according to the right granted to the owners on the basis of 20 Art. The local situation is to keep at its disposal up to one-third of the total amount - the peasants are left in permanent use one hundred and forty-three tithes 8 fathoms, the rest of the land must be cut off and put at the disposal of the landowner. (...)

III. 1) A peasant building with a settled settlement is not subject to transfer to other places.

2) The watering hole located at the village remains in the common use of the landowner and peasants.

3) The drive of cattle to the watering place from the land, which remains at the disposal of the landowner, to the pond has to be along a country road leading to the village of Barkinu.

4) The pasture located at the village remains in the use of the peasants.

IV. 1) For the land provided for the use of peasants in the amount of 3 dessiatines 1,600 fathoms per capita, on the basis of the Regulations of the quitrent, eight rubles sixty-two and a half kopecks per year are due from each shower allotment, and three hundred thirty-six rubles thirty-seven s from all 39 shower allotments. half a kopeck in silver a year. But as the peasants, before the promulgation of the Regulations, paid from the whole society of the quitrent two hundred seventy-four rubles thirty-four kopecks, then on the basis of Art. According to the local situation, they must remain with the existing quitrent, which will amount to seven rubles three and a half kopecks a year for each auditor's soul.

2) The peasants are obliged to make the rent in two terms: March 1 and October 1, 137 rubles each. 17 kopecks. (...)

4) The entire society of peasants is responsible for the serviceable serving of duties, on the basis of the rules established by the Local Regulations.

Avdotya Semyonovna Ershova put her hand to the genuine charter of Lieutenant General Avdotya Semyonovna Ershova.

1862 On October 20, the charter of the village of Barkina was certified by the conciliator of the 1st section of the Gorbatovsky district. Signed by the conciliator Babkin 1862 November 24 days.

The charter was approved by the Gorbatov district congress.

Signed by: the world mediator of the 2nd section Beklemishev, the world mediator of the 3rd section Astafiev and the world mediator of the 4th section Gutyar.

With a genuine charter it is true: the world mediator Babkin.

1. Statement of the problem, characteristics of the historical moment described in the source

2. Characteristics of the source and the possibilities it gives to highlight the problem

3. Analysis of the situation of the peasants and the essence of how the relationship between the landowner and the peasants is defined by the document.

4. Conclusions. Assessment of their significance for understanding the implementation of peasant reform.

We ask you to indicate with numbers the parts of the work corresponding to the points of this plan.

Keep in mind that the jury will focus on being able to clearly articulate your positions and argue for them with the help of a source - pay special attention to the third point of the plan.

THIRD TOUR

HISTORICAL ESSAY

Maximum score - 50 points

Before you are the statements of historians and contemporaries about the events and figures of Russian history. Choose one of them, which will be the topic of your essay essay. Your task is to formulate your own attitude to this statement and substantiate it with the arguments that seem to you the most essential. When choosing a topic, proceed from the fact that you:

1. You clearly understand the meaning of the statement (it is not necessary to fully or even partially agree with the author, but it is necessary to understand what exactly he claims).
2. You can express your attitude to the statement (you can reasonably agree with the author or completely or partially refute his statement).
3. You have specific knowledge (facts, statistics, examples) on this topic.
4. You are fluent in the terms necessary for a competent presentation of your point of view.

Please keep in mind that the Jury evaluating your work will be guided by the following criteria:

1. Reasonableness of the choice of the topic (explanation of the choice of the topic and the tasks that the participant sets for himself in his work).
2. The creative nature of the perception of the topic, its comprehension.
3. Competent use of historical facts and terms.
4. Clarity and evidence of the main provisions of the work.
5. Knowledge of different points of view on the selected issue.

ESSAY TOPICS

1. “After Kalita’s death, Rus long remembered his reign, when for the first time in a hundred years of slavery she managed to breathe freely” (VO Klyuchevsky).
2. "Prudence, slowness, caution, a strong aversion to decisive measures, which could have won a lot, but also lost, and at the same time steadfastness in completing what he had begun, composure - these are the distinguishing features of his activities" III).
3. “With one foot he still firmly rested against his native Orthodox antiquity, while the other had already been brought over the line, and he remained in this indecisive transitional position” (VO Klyuchevsky about Alexei Mikhailovich).
4. “The designation of the Russian state as an empire and Peter as the emperor of all Russia reflected profound changes in the internal and international situation of the country. The state, whose participation in international affairs was limited to relations with neighboring countries of Eastern and South-Eastern Europe, has now firmly entered the circle of European powers. " (N.I. Pavlenko).
5. “The Decembrists are a historical accident, overgrown with literature” (VO Klyuchevsky).
6. “It would be unfair to deny the tremendous progress made during this 30-year reign (of Nicholas I) in all branches of the state structure of Russia; in everything that was done during this period, the Tsar had personal, direct leadership ”(DA Milyutin).
7. "One could completely disagree with many of the ideas of the Bolsheviks ... but one must be impartial and admit that the transfer of power into the hands of the proletariat in October 1917, carried out by Lenin and Trotsky, conditioned the salvation of the country, saving it from anarchy" (V. Ignatiev) ...
8. "One of the main mistakes of the Germans is explained by the fact that they were deceived in their calculations of the lack of cohesion of the multinational Soviet state and underestimated the patriotic readiness of the Russians to fight for their Motherland" (From the English magazine 1945).
9. "Having won the victory, despite the colossal sacrifices and destruction, the Soviet Union increased its power and international authority to an unprecedented degree" (V.P. Smirnov).
10. "Unfortunately, Kosygin was unable to complete the reform for a number of reasons, one of which - and the main one, in my opinion, was the lack of support from the majority of the Politburo members." (N.K.Baibakov).

SECOND ROUND

INSTRUCTIONS FOR JURY

Time to prepare a project and an essay - 3 hours

Both tasks - the project and the essay - are given to the participants at the same time, they can independently allocate the time assigned for their completion.

Research project

The maximum total number of points for the project is 50. In accordance with the recommended work plan of paragraphs. 1, 2, 4 are estimated at a maximum of 10 points, point 3 (the main part of the work) - a maximum of 20 points. Evaluating each of the necessary elements of the composition, the jury should pay attention to the clarity and literary presentation, to the ability to formulate their thoughts and operate with facts and excerpts from the source to prove it. Gross speech and grammatical errors that make it difficult to understand what has been written can also be considered a reason for a decrease in points.

1. Statement of the problem, characteristic of the historical moment (up to 10 points)

It is important that this part is just a statement of the problem, and not a presentation of the corresponding sections of the textbook. In the latter case, the assessment of the entire first part of the work is not higher than 4.

The question must be clearly raised that the land, according to the Regulations on the peasants who emerged from serfdom, was recognized as landlord, while the peasants were legally assigned the right to redeem part of it. The size of the land to be redeemed was determined depending on the pre-reform peasant allotment, but if the pre-reform allotment exceeded the highest rate, cuts were made, and if it was less than the lowest, cut-offs. The calculation of the amount of land was made on the basis of the number of men included in the audit; women and children born after the audit were not taken into account. Household people were not subject to land allotment. It is also important that the participant knows the term “temporarily liable” and can explain its essence: until the peasants make a redemption operation, they have the right to use allotted land, but they must bear feudal duties for this - corvee or quitrent. The amount of duties was calculated on the basis of their pre-reform size, with an adjustment upward or downward, if it went beyond the higher or lower norms specified in the law for a given locality.

1. Characteristics of the source and the possibilities it gives to highlight the problem (up to 10 points).

The participant must understand that the Charter documents determined the boundaries of peasant allotments and the amount of duties and were drawn up by agreement of the landowner with the peasants with the participation of a world mediator. They recorded the relations between peasants and landowners for the entire period of the temporarily liable state. It is good if the participant knows that it was the signing of the charter that caused the greatest difficulties in the first years of the reform: as of January 1, 1863, the peasants refused to sign about 60% of the charter.

1. Analysis of the situation of the peasants and the essence of how the relationship between the landowner and the peasants is determined by the document (up to 20 points).

The participant's reasoning may contain the following ideas:

On the situation of the peasants (up to 10 points). The village of Barkino, according to the Charter, appears as a small quitrent estate, in which there was no lordly economy before the reform. Judging by the fact that all the land was in use by the peasants, there was no estate either. At the same time, the village, apparently, was relatively poor, because the quitrent paid earlier turned out to be lower than that established by law. The participant must say very clearly that as a result of the reform, the economic situation of the peasants has deteriorated, since the size of the allotments was reduced by a third, while the size of the quitrent remained the same. It is also good if he knows that such a situation is not typical for the Nizhny Novgorod province, where cuttings slightly prevailed over segments. At the same time, the author can note that the total size of allotments in the village of Barkino is still close to the maximum norm.

On the essence of the relationship between the landowner and the peasants (up to 10 points). Works that contain at least attempts to determine the features of the area in which the village under study is located should be highly appreciated. Ideally, if the author is able to formulate the idea that in the Non-Black Earth Region, where the size of the quitrent depended not so much on the size of the peasants' field economy, but on the profitability of peasant trades, the calculation of payment for the use of allotments based on the quitrent meant, in essence, the obligation of the peasants to buy out personal freedom ... Judging by the fact that the letter was not signed by the peasants, this state of affairs caused their displeasure.

It is very important that each of the stated provisions was formulated clearly and supported by quotations from the source. For unclear wording or weak argumentation, you should deduct points.

If the participants offer original ideas that are not provided for in this instruction, the commission should make a collective decision on a case-by-case basis. In this case, the number of experts reading the work cannot be less than four, and their decision must be approved by a general vote of the jury.

1. Findings. Assessment of their importance for understanding the Peasant Reform (up to 10 points).

The jury should evaluate the depth of the findings and the clarity of their wording. Assessing the importance of their results for understanding the implementation of the peasant reform, the participant must clearly understand that the document studied does not allow characterizing this process as a whole, can be used only as an illustration, a special case.

Essays on history for the All-Russian Olympiads

year 2013

1. “By cruelly dealing with his opponents from among other Russian princes,

not disdaining Tatar help for this, Kalita achieved a significant strengthening

the power of the Moscow principality "

(L.V. Cherepnin).

I never thought that the idea expressed by the famous historian L.V. Cherepnin that Ivan Kalita is a kind of "policeman", a traitor to the entire Russian people, a protege of the Mongolian Khan Uzbek. On the one hand, we can agree with this point of view, because in 1237, when the Mongol Khan Uzbek decided to create a puppet state on the Russian lands occupied by the Horde, he needed people who could control the situation in such vast spaces. They could suppress the constant Russian anti-Mongol uprisings that threatened to result in the expulsion of the invaders from Russia. And such traitors, according to L.V. Cherepnin. were found - they were headed by the prince of the then provincial city of Moscow - Ivan Kalita. He decided, relying on Mongolian spears and bows, to expand his possessions at the cost of betraying the Russian liberation struggle. And for this he received a label (powers of the governor) and military assistance from Uzbek. In exchange, Ivan Kalita had to suppress all Russian anti-Mongol actions, which he did with sophisticated cruelty, as is typical of all traitors to his people.In 1960, the capital work of L.V. Cherepnin was publisheddedicated to the history of Russia in the XIV - XV centuries. There is in it and was given the characterization of the personality of Ivan Kalita. “Kalita does not need to be idealized. (That's what didn't happen, that didn't happen! - NB) He was a son of his time and class, a cruel, cunning, hypocritical ruler, but smart, stubborn and purposeful. " ... "This prince (Kalita) brutally suppressed those spontaneous popular movements that undermined the foundations of the Horde's domination over Russia ... Brutally cracking down on his opponents from among other Russian princes, not disdaining Tatar help for this, Kalita achieved a significant increase in the power of the Moscow principality" ...

Ivan Kalita, what can you say about the person who bore this name and this nickname? The first Moscow ruler ... The hoarder prince, nicknamed the "money bag" for tight-fistedness ... A cunning and unprincipled hypocrite who managed to gain confidence in the Khan of the Golden Horde and led the Tatars to Russian cities in the name of his personal interests ... and that's it. This is the usual image of Ivan Kalita. But this image is nothing more than a myth, created for the needs of innocent curiosity. We will not find its unconditional confirmation in the sources. However, we will not find its complete denial. As is often the case, short historical documents leave room for a wide variety of interpretations. In such cases, much depends on the historian, on what he wants to see, peering into the misty mirror of the past.

Although, indeed, there are some paradoxes, which were noticed even by the first Russian historian N.M. Karamzin. “A miracle happened. The town, barely known until the XIV century, raised its head and saved the fatherland. " The ancient chronicler would have stopped at this, bowing his head before the incomprehensibility of God's Providence. But Karamzin was a man of modern times. The miracle as such did not suit him. He wanted to find a rational explanation for him. That is why he was the first to create the learned myth about Kalita.

Based on the sources, Karamzin defined Prince Ivan with the words that one ancient Russian author found for him - "The Collector of the Russian Land." However, this was clearly not enough, because all the Russian princes of that time collected land and power as best they could.

Then Karamzin offered additional explanations. Kalita was "cunning". With this trick, he "won the special favor of Uzbek and, along with it, the dignity of the Grand Duke." With the help of the same "trick" Ivan "lulled the khan's vigilance with caresses" and convinced him, firstly, not to send his Baskaks anymore to Russia, but to transfer the collection of tribute to the Russian princes, and secondly - to close his eyes to the annexation of many new territories to area of \u200b\u200bthe great reign of Vladimir. Following the precepts of Kalita, his descendants gradually “gathered Rus”. As a result, the power of Moscow, which at the end of the 15th century allowed it to gain independence from the Tatars, is "a force brought up by cunning."

Another classic of Russian historiography, S. M. Solovyov, in contrast to Karamzin, was very restrained in the characteristics of historical figures in general and Ivan Kalita in particular. He only repeated the definition of Prince Ivan, found by Karamzin, as "the Gatherer of the Russian land" and noted after the chronicle that Kalita "saved the Russian land from the Tatei."
Some new thoughts about Kalita were expressed by NI Kostomarov in his famous work "Russian history in the biographies of its main figures." He noted the unusually strong friendship for the princes of that time between Yuri and Ivan Danilovich, and about Kalita himself he said: "Eighteen years of his reign were the era of the first solid strengthening of Moscow and its rise over the Russian lands." At the same time, Kostomarov could not resist repeating the stereotype created by Karamzin: Kalita was "a man of non-military character, albeit a cunning one."

The famous student of Solovyov V.O. Klyuchevsky was a great lover of historical paradoxes. In essence, the whole history of Russia was presented to them as a long chain of large and small paradoxes. "Living conditions," said Klyuchevsky, "often develop so capriciously that big people are exchanged for small deeds, like Prince Andrei Bogolyubsky, and small people have to do big things, like the princes of Moscow." This premise about "small people" and predetermined his characterization of Kalita. According to Klyuchevsky, all Moscow princes, starting with Kalita, are cunning pragmatists who “diligently courted the khan and made him an instrument of their designs».

So, to the portrait of a flatterer and sly man created by Karamzin, Klyuchevsky added a couple more dark strokes - hoarding and mediocrity. The resulting unattractive image became widely known due to its artistic expressiveness and psychological authenticity. It was engraved in the memory of several generations of Russian people who studied from the school history textbook of DI Ilovaisky.

Debunking and demeaning Ivan Kalita in the end raised a legitimate question: could such a base person fulfill such a great historical task as the foundation of the Moscow state? The answer was twofold: either he was not the founder, or the image of Kalita created by historians is unreliable.

Nine-tenths of all the information we have about Ivan Kalita comes from the chronicles. These strange literary works, where there are only two characters - God and man, never ended. Each generation, by the hand of a scribe-monk, wrote new pages into them. In the annals, the opposite principles are surprisingly combined: the wisdom of the ages - and almost childish naivety; the crushing flow of the stream of time - and the invincibility of the fact; the insignificance of man in the face of Eternity - and his immeasurable greatness as "the image and likeness of God." At first glance, the chronicle is simple and unpretentious. The weather presentation of events in the form of short messages is sometimes interrupted by insertions - independent literary works, diplomatic documents, legal acts. But behind this external simplicity there is an abyss of contradictions. First, the chronicler sees events and depicts them "from his bell tower": from the point of view of the interests and "truth" of his prince, his city, his monastery. Beneath this layer of unconscious distortion of truth is another: distortions that arose when new chronicles were compiled on the basis of old ones. Usually new chronicles (more precisely, chronicle "vaults") were compiled on the occasion of some important events. The compiler of the new chronicle ("the porter") edited and put together the content of several chronicles at his disposal in his own way, created new text combinations. Therefore, the order of events in the text of the annalistic annual article does not always correspond to their real sequence. Finally, the chroniclers were always very brief in their messages and did not give reasons for the event.

Summing up losses and problems, let's note the main thing: our knowledge about Ivan Kalita and his time is fragmentary and fragmentary. His portrait is like an ancient fresco, wounded by time and hidden under a thick layer of late oil painting. The path of knowing Ivan Kalita is the path of painstaking restoration. But at the same time it is also the path of self-knowledge. After all, we are dealing with the builder of the Moscow state, whose hand has left its mark on its facade forever.

It is impossible to evaluate Ivan Kalita only from a negative point of view, because at the end of his life he took monastic vows and wrote a testament, analyzing which, one can draw a conclusion about the moral qualities of the ruler: humility, kindness. It was Kalita who became the founder of Moscow's "big politics", determined its principles, goals and means. He gave a political order to his sons - to preserve by any means that “great silence”, under the cover of which the slow “gathering of Russia” around Moscow was going on. The two components of this “great silence” are peace with the Horde and peace with Lithuania.

In the chronicle of the death of Prince Ivan through the usual rhetoric of the obituary, a sincere feeling of orphanhood breaks through. "... And on the square near the temple crowded a crying, frightened Moscow people, having lost their defender and leader."

Task 25 (11 points)

You need to write a historical essay about ONE of the periods of Russian history:

1) 1325-1462;

2) 1682-1725;

3) 1924-1953

The essay must:

- indicate at least two events (phenomena, processes) related to this period of history;

- name two historical personalities whose activities are associated with these events (phenomena, processes), and, using knowledge of historical facts, characterize the role of these personalities in the events (phenomena, processes) of this period of Russian history;

- indicate at least two cause-and-effect relationships that existed between events (phenomena, processes) within a given period of history.

Using knowledge of historical facts and (or) opinions of historians, give one historical assessment of the significance of this period for the history of Russia. In the course of the presentation, it is necessary to use historical terms, concepts related to this period.

In the case when the historical events of the phenomenon, processes) are not indicated or all the indicated historical events (phenomena, processes) do not belong to the selected period, the answer is assessed 0 points (for each of the criteria K1-K7 0 points are given

Criterion 1. Indication of events (phenomena, processes).

In the case when two events (phenomena, processes) are indicated correctly, 2 points are given.

If one event (phenomenon, process) is indicated correctly - 1 point.

If events (phenomena, processes) are not indicated or are indicated incorrectly, then 0 points are given.

Criterion 2. Mention of historical figures and their role in a given period of Russian history.

Estimated from 2 to 0 points. In the case when two historical personalities are correctly indicated, the role of these personalities in the events (phenomena, processes) of a given period of Russian history is correctly indicated, 2 points are given.

If one or two historical figures are indicated correctly, the role of only one person in the events (phenomena, processes) of a given period of Russian history is correctly indicated, 1 point is given.

If one or two historical figures are indicated correctly, and their role in the events (phenomena, processes) of a given period of Russian history is indicated incorrectly, OR one or two historical figures are indicated correctly, and their role in the events (phenomena, processes) of this period of Russian history is not is indicated, OR historical figures are indicated incorrectly, OR historical figures are not indicated, then 0 points are given.

Criterion 3. Causal relationships.

Estimated from 0 to 2 points.

In the case when two causal relationships that existed between events (phenomena, processes) are correctly indicated, 2 points are given.

If one causal relationship that existed between events (phenomena, processes) is correctly indicated, then 1 point is given.

If the cause-and-effect relationship is indicated incorrectly, OR the cause-effect relationship is not indicated, then 0 points are given.

Criterion 4. Historical assessment of events .

Estimated from 0 to 1 point.

If a historical assessment of the significance of the period is given, based on historical facts and (or) the opinions of historians, then 1 point is given.

If the historical assessment is formulated in a general form or at the level of everyday ideas, without involving historical facts and (or) the opinions of historians, OR the historical assessment is not given, then 0 points are given.

Criterion 5. Use of historical terms, concepts .

Estimated from 0 to 1 point.

If historical terms and concepts are correctly used in the presentation, then 1 point can be given.

If during the presentation the incorrect use of historical terms, concepts, OR historical terms, concepts is not used, then 0 points will be given.

Criterion 6. Presence of factual errors .

Estimated from 0 to 2 points.

According to this criterion, positive points will be awarded only if at least 4 points are given according to the K1 – K4 criteria.

When assessing according to the K6 criterion, errors taken into account when scoring according to the K1 – K5 criteria are not counted.

If there are no factual errors in the historical essay, then 2 points are given.

If one factual mistake was made - 1 point. If two or more factual mistakes are made - 0 points.

Criterion 7. Form of presentation.

1 point according to the K7 criterion can be set only if at least 4 points have been set according to the K1 – K4 criteria.

If the answer is presented in the form of a historical essay (a consistent, coherent presentation of the material), then 1 point is given for it.

If the answer is presented in the form of separate fragmentary provisions - only 0 points.

In total, you can get up to 11 points for an essay.

An example of a historical essay

Here is an example of a historical composition for the period 1645-1676.

In accordance with the requirements for the essay, let's start with the characteristics of the period (criterion K1).

"1645-1676. - this is the period of the reign of Alexei Mikhailovich Romanov. This tsar made many practical transformations in all spheres of the country's social life, which prepared the basis for future reforms of Peter I. Let us name some of them. The legislative system of the country was improved, a new set of laws was adopted - Cathedral Code (1649). This document formalized the legal form of serfdom. According to him, the search for fugitive peasants became indefinite, the peasants became the property of the owner forever, and the summer was eliminated. In addition, the Code reflects the process of the formation of absolutism. It included a chapter regulating the attitude towards the sovereign and proclaiming the most severe punishments for the slightest offenses against the sovereign and the state. Thus, the adoption of the Cathedral Code significantly strengthened the power of the tsar, strengthened the role of the nobles, preserved and confirmed the significant role of the church in the state. "

In accordance with the assessment criteria in this part of the essay, a characteristic is given of the first of the required two events (phenomena, processes) and the results of the development of this event (phenomenon, process) are summed up (criterion 1).

In accordance with criterion 2, it is necessary to tell about the historical person associated with the event (phenomenon, process) described earlier, and show the role of this person in this event.

“Aleksey Mikhailovich himself took an active part in the preparation of the Cathedral Code. The tsar watched the work of the cathedral, made his own amendments to the legislation.

An important role in the work of the cathedral and in the drafting of legislation was played by the educator, the "uncle" of the tsar, the head of the government, boyar B.I. Morozov. Despite the fact that after the Salt Riot of 1648 he was removed from official participation in the government, he secretly continued to play a huge role at the court of Alexei Mikhailovich and, among other things, directed the preparation of the Cathedral Code. "

In the essay, it is necessary to mention at least two events (phenomena, processes), therefore, we will consider one more event.

“This historical period also went down in history under the name“ the split of the Russian Orthodox Church ”. The beginning of the schism dates back to 1654, when Patriarch Nikon began to reform the church. Nikon strove for the unification of church rites, books, holidays, etc. But not all believers were ready to accept the new rules, and the so-called Old Belief, or schismaticism, arose. Its essence was expressed in disagreement with the new church order and the desire to adhere to the old, pre-reform rites.

Despite the schism, church reforms led to the unification of the Russian Orthodox Church, strengthening the power and role of the church in the country. However, we must not forget that another consequence of the reforms was the disunity of believers, which remained for many centuries. "

In accordance with criterion 2, it is necessary to write about the historical person associated with the second event (phenomenon, process) described earlier, and show the role of this person in this event, therefore, you should definitely tell about the church leaders who participated in the preparation and implementation of reforms.

“The central figures in the period of church schism were Patriarch Nikon and Archpriest Avvakum. Both were prominent spiritual leaders of Russia, both were well-known to the inner circle of Alexei Mikhailovich, both enjoyed great authority among believers. However, Avvakum did not accept Nikon's desire to take Byzantine books and rituals as a model for the unification of books and rituals, but argued that Russia had its own Slavic Christian roots, which should have been taken as a model in the reform. Habakkuk, by personal example, demonstrated loyalty to his principles, defended adherence to antiquity, laid the foundation for the schismatic movement.

Nikon, at first, established himself as an active reformer, a supporter of the new, union of church and state. But in the future, his desire to put church power above the secular led to the fact that Alexei Mikhailovich stopped supporting him and even actively spoke out for Nikon's resignation from the patriarchal throne, which happened in 1667. After that Nikon was sent to northern exile, where he spent the rest of his days. "

In accordance with the requirements of criterion 3, causal relationships between events should be established.

“There are undoubtedly causal links between these events. Both events - the adoption of the Cathedral Code and the church reform - were dictated by common reasons: the exacerbation of social contradictions in the country, the interest of the population in creating clear and clear laws, the need to strengthen the authority of the secular and church authorities.

The consequence of these events was the strengthening of the central government, the strengthening of the influence of the church in the state, the strengthening of the authority of Russia as a whole. "

In accordance with criterion 4, a historical assessment of the period should be given based on facts and opinions of historians.

“Alexei Mikhailovich ruled for a long period of 31 years. During his reign, many reforms were carried out in almost all spheres of public life. But his reign cannot be assessed unequivocally.

On the one hand, a significant step forward was made in the development of the economy. Elements of capitalist relations began to develop more rapidly in the country, foreign specialists began to be attracted more often, the tax system changed, and a policy of protectionism was pursued. The Cathedral Code became the main legislation of the country for many decades. Significant successes were achieved in foreign policy: peace treaties were signed with many countries (for example, the Peace of Kardis in 1661 with Sweden, the Andrusovo truce with Poland in 1667), in 1654 Russia and Ukraine were reunited, Russia's territories in the East were significantly expanded (exploration of Eastern Siberia by Russian pioneers and traders).

But, on the other hand, it was under Alexei Mikhailovich that serfdom was finalized (1649), and the tax burden on the country's population increased significantly. There were many social protest actions (for example, the Salt Riot of 1648, the Copper Riot of 1662, the first peasant war under the leadership of Stepan Razin in 1670-1671, etc.).

The very figure of Alexei Mikhailovich is also ambiguously assessed by domestic and foreign historians of both the past and the present.

The image of Tsar Alexei Mikhailovich in historiography is rather contradictory. In addition, the assessment of the personality of Alexei Mikhailovich often becomes an attempt to justify the nickname "the quietest" attributed to him. This characteristic rather quickly became almost the only undeniable assessment of the personal qualities of the ruler.

In the study of S.M. Solovyov's History from Ancient Times, almost three volumes are devoted to the reign of the tsar, but the author did not consider the personality of the ruler himself to be crucial for Russian history. If we talk about how Soloviev himself assesses Alexei Mikhailovich, then the tsar, from his point of view, was distinguished by “kindness” and “gentleness”, like his father, Mikhail Fedorovich.

A more detailed description of the tsar is given by V.O. Klyuchevsky: “I am ready to see in him the best person of Ancient Russia, at least I don’t know another ancient Russian person who would make a more pleasant impression, but not on the throne.” This "best" person, according to Klyuchevsky, was passive and unstable, little able to "defend or carry out anything", "easily lost his composure and gave excessive scope to language and hands."

From the point of view of S.F. Platonov, Alexei Mikhailovich "was a wonderful and noble, but too soft and indecisive person."

The modern historian Igor Andreev uses this epithet in his research on almost every page and several times. “Undoubtedly, heroic tragedy is not his genre. The Quietest, he is the Quietest ", - he says on the first pages of the monograph dedicated to the king. This epithet was able to supplant even the name of the king and take his place. There is a famous historical novel about Tsar V. Bakhrevsky called "The Quiet", the novel by V.Ya. Svetlova "At the Court of the Quiet Emperor".

In general, the era of Alexei Mikhailovich is a period of strengthening absolutism, the creation of prerequisites for the reforms of Peter the Great. "

Sequencing

At the end of our brief overview of the features of working on a new task 25, we want to recommend a short template, using which it is easier to build a sequence of actions for yourself.

___ (desired period) is the period of ___ reign. This king (prince, ruler) carried out many transformations ___. I will name the most important of them.

Event (phenomenon, process) No. 1 + total.

Event (phenomenon, process) No. 2 + total.

The historical person associated with this event (phenomenon, process) and its role.

Consider what are the causal relationships between these events (phenomena, processes) during the reign of ___. Both events - ___ and ___ - were dictated by common reasons: ___.

The results of these events (that is, their consequence) were ___, ___, ___.

Rules for a long time - ___ years. His reign cannot be assessed unequivocally.

One side, ___.

But in other way, ___.

The very figure ___ is also ambiguously assessed by domestic and foreign historians of both the past and the present. The image of ___ in historiography is rather contradictory.

The era of ___ reign as a whole became the period of ___.

Assignment number 25 in the exam in history (historical essay) is certainly one of the most difficult exam tasks. In this article, we will tell you how to correctly write a historical essay for the exam 2019 for the maximum score.

In this task, students are offered three periods of Russian history to choose from:

You need to write a historical essay about ONE of the periods in the history of Russia: 1) 1019–1054; 2) March 1801 - May 1812; 3) October 1917 - October 1922

One of the periods always refers to the ancient history of Russia and the Middle Ages, the second to the New history (from the end of the 17th century) and the last to the Newest history (20th century). You need to write an essay about one of these periods, strictly taking into account its chronological framework.

Complete list of all periods of historical writing

How to write a USE essay on history?

When writing a historical essay, follow our essay writing algorithm.

Algorithm for working on a historical essay on the exam:

1. Choose the most appropriate period that you know best.
2. Determine to whose period of government it belongs.
3. Remember the historical events that happened at this time; identify the most important and minor.
4. Remember the historical figures who lived at this time, their role and influence on the events you cited above.
5. Reveal causal relationships between two events.
6. Identify the reasons for the events occurring in this period.
7. Make up, it should be logically divided into several paragraphs.
8. Write an essay based on the outline and prepared information.
9. Write a conclusion to the essay, where we give an assessment of the selected period.
10. Checking and finalizing the composition.

Historical essay is one of the most difficult tasks of the exam

To better structure your essay, use common phrases and clichés and constructs from

1) Use historical terminology. Terms related to this historical period are required to receive a score on one of the evaluation criteria!

Russian history

USE: writing a historical essay

A good essay can bring 11 points out of the maximum 55 for the entire work on the exam in history. The teacher and textbook author Roman Pazin analyzed in detail the criteria for evaluating this important assignment and gave advice on preparing for it.

Task number 25

The graduate must write an answer for one of three eras. First: IX - end of XVII centuries. Second: the end of the 17th century. - 1914. Third: XX century from the First World War to December 1991. Dates in the second and third intervals are often indicated with months, as a kind of hint to the student. For example, if the period "March 1801 - December 1812" is chosen, you need to tell not only about the Patriotic War of 1812, but also about the domestic and foreign policy of the first stage of the reign of Alexander I.

A historical essay is a creative work according to a certain algorithm. The very wording of the assignment includes almost all the criteria by which the text will be assessed by an expert. Let's consider these criteria in more detail.

Indication of events (phenomena, processes)

The essay must indicate two events (without dates) from the selected time period. If everything is done correctly, 2 points are awarded. If only one event is indicated correctly - 1 point. The sequence of presentation and the connection of events with each other are not taken into account. According to statistics, more than 76% of essays meet the first criterion.

When more than two phenomena are indicated and two of them are correct, the rest does not matter exactly according to this criterion, but still, of course, affects the result. Example: “In the period 1825-1855. the III branch of S.E.I.V. chancellery, as well as a reform of the state village. In addition, in the same period, military settlements began to be created in Russia ”. The expert will fairly give 2 points according to the first criterion, but then he will fine for the presence of an error, since the third event does not fit into the period.

Historical figures and their role

It is necessary not only to name the names, but also to designate the role of individuals in these events. If two historical figures are correctly disclosed, the expert gives 2 points. If only one person is correctly represented, 1 point is awarded. This task is difficult for most graduates.

The difficulty is that the role in the event is understood as concrete actions. These actions should be of a single nature and be expressed without fail in personal activity.

Incorrect examples:

• "Ivan III played a decisive role in the unification of the Russian lands around Moscow",
• "Rumyantsev took part in the Seven Years War"
• "Lenin headed the SNK."

Correct examples:

• "Polzunov has developed the first project of a steam engine in Russia",
• "Egorov and Kantaria hoisted the Victory Banner over the Reichstag",
• “Khrushchev spoke at the XX Congress of the CPSU with a report on the personality cult of I.V. Stalin ".

Actions like “ascend the throne” and “be the commander-in-chief” are too abstract, they will not deduct a point, but they will not be credited either. According to this criterion, it is easy to work with cultural figures and results from creativity, for example: “A.I. Solzhenitsyn wrote the story One Day in the Life of Ivan Denisovich.

The workbook is part of the Russian History Department of I.L. Andreeva, L.M. Lyashenko, O. V. Volobuev and others and complies with the Federal State Educational Standard of basic general education and the historical and cultural standard. The structure of the workbook corresponds to the structure of the textbook for grade 10 by O.V. Volobueva, S.P. Karpachev, P.N. Romanov. The notebook contains a variety of tasks: tests, writing essays, working with a historical map, correlating dates and events, etc. and adapted for training students for the OGE and the Unified State Exam.

Causal relationships

If two causal relationships are indicated correctly, 2 points are awarded, if one relationship - 1 point. More than half of the graduates cannot cope with this.

A causal relationship should be understood as a relationship between historical events (processes, phenomena), in which one event (cause), in the presence of certain conditions, generates another event (consequence). Causal relationships prescribed in the role of personality are no longer considered here. However, in addition to the reasons themselves, the prerequisites of events that go beyond the boundaries of the period and the reasons (if it is indicated that this is the reason) are taken into account.

Example: "One of the reasons for the beginning of the era of palace coups was the publication of the decree of Peter I on succession to the throne."

Assessment of the impact of events on the further history of Russia

For a correct assessment of the influence of events (phenomena, processes) of one period on the further history of Russia, based on historical facts and (or) the opinions of historians, the expert assigns 1 point. Here, the student must go beyond the upper limit of the specified period of time. This is one of the most difficult criteria.

If a graduate does not mention a specific historian, but writes, for example, “in the opinion of a number of historians ...”, then the answer is also counted as correct (of course, when the point of view is really present in historiography). In any case, it is better to rely on historical facts, and cite the opinion of historians additionally.

Fact-based example: “1565–1572: The blow to the boyar aristocracy contributed to the strengthening of the tsarist power, but at the same time the oprichnina became one of the factors that caused the structural crisis in the Russian state, which, in turn, led the country to the Troubles”.

An example based on the opinion of historians: “1237–1242: As a result of the Mongol invasion, the Russian lands fell into political and economic dependence on the Golden Horde, which lasted more than two hundred years and, according to the historian Karamzin, had a decisive influence on the nature of power in the Russian state”.

The workshop is intended for the organization of independent educational and cognitive activities of high school students when studying the course of the history of Russia (grade 10). It can also be used to organize educational activities in the classroom within the framework of the basic history course, as an elective course, a system of lessons at a specialized level of study of the subject, additional classes in preparation for passing the exam.

Use of historical terminology

To get another 1 point, a graduate needs to correctly use at least one historical term. This, according to statistics, succeeds the overwhelming majority.

A historical term means a word or phrase denoting a historical concept associated with a certain event, characteristic of a certain period (era), or the historical process as a whole. Such words can be used as: polyudye, veche, tithe, Troubles, localism, manufacture, parsuna, guard, food appropriation, industrialization, collectivization, rehabilitation, privatization and others. Expanding the meaning of the term in brackets is optional, but desirable.

Example:"Princess Olga carried out a tax reform, established lessons and graveyards."

Existence of factual errors

If there are no factual errors in the essay, 2 points are added, if there is one error - 1 point. It is important to take into account that the expert considers this criterion when the graduate scored at least 4 points for the first four. Unfortunately, mistakes are encountered even in very "strong" compositions.

It is better for the guys to act according to the principle: "I'm not sure - I'm not writing." Stylistic, grammatical, spelling and punctuation errors are not taken into account, if they do not lead to meaningful errors (metropolis - metropolis).

Typical factual errors

• Excessive generalizations ("The Battle of Kalka should be perceived as a defeat for all Russian principalities").
• Controversial judgments ("The decree on the succession to the throne of Paul I did not allow women to take the throne").
• The use of terms and concepts in an inadequate historical context ("Horde occupation").
• Content errors. They are associated with the relationship between personality and events ("Peter I waged the Seven Years' War"), dating ("Paul I issued a decree on succession to the throne in 1799"), the names of posts ("NS Khrushchev was the General Secretary of the CPSU Central Committee"), initials (V.I. Stalin, S.S.Karamzin) and others.

The anthology is an integral part of the teaching materials "History of Russia. Early XX - early XXI century. Grade 10" (authors O. Volobuev, S. Karpachev, P. N. Romanov), corresponds to the historical and cultural standard and can be used with any textbook on Russian history for grade 10 included in the Federal List.

Presentation form

If the answer is presented correctly, in the form of a historical essay with a sequential presentation of the material, 1 more point is added. But also only on condition that at least 4 points were awarded for the first four criteria. Slightly more than half of the graduates grapple with the uniform.

Tips for students:

• Do not confuse a historical essay with an essay (there are no problems in it, but there are facts that must be indicated).
• Do not forget about logical connections and paragraph division of the text.
• Do not neglect the rules of the Russian language.

Algorithm for working on an essay

1. Choosing a period. It makes sense not to take a difficult period with a confusing course of events.
2. Working with a draft. It can be compiled in the form of a table with 4 columns: “Event”, “Reason”, “Role and actions of the individual”, “Consequences”. We also prescribe terms and conclusion.
3. We write an introduction (general description).
4. We write the main part with an indication of events, personalities, cause-and-effect relationships, without forgetting about the terms.
5. We write a conclusion.

How to prepare students for essay in grades 10-11

• Explain the structure of the historical essay (what to write, what to discard).
• Explain the criteria for the assessment.
• Train students to work with drafts.
• Write essays in class together as you progress through the material.
• Ask home essays.