Examination in history, part two. Exam in history

Preparation for the Unified State Exam in history becomes more effective not only with a thorough study of the material, but also with preliminary familiarization with typical tests and tasks of Part C. This section of the site will help future graduates understand the structure of Unified State Exam tasks and prepare an algorithm for solving the most difficult points of the exam. Part C requires a free written answer, which is quite difficult for students. The Unified State Exam format includes questions on the most important periods of Russian history - each task has an assigned scientific field. That is why a student who is familiar with several test options in advance is able to complete exam tasks correctly.

- Most often in Part A there are questions about key dates in national and world history, about the main provisions of the most important historical documents and about the general orientation of social movements. Almost all questions relate to the history of the twentieth century.
- Abstracts of answers to assignments at level C-7 in history are presented. To get a high score during the exam, you need to take these theses as a basis and, on their basis, compose a detailed account of events and justify your own attitude towards them.
- Working with tasks at level C-6 assumes that the examinee will not only describe the actual course of events, but also explain what options for action existed and why this particular scenario of action was chosen from a variety of possibilities.
- Questions from part C-5 require concise answers containing a comparison of two historical phenomena. For the convenience of preparing the applicant, the answers are presented in the form of tables, but during the exam itself the answer should be given in the form of a coherent text.
- Questions from section C-4 require short answers. The applicant must list the characteristic features of a social movement, the results of a historical event, the parties that formed the government, etc. Answers must be clear and comprehensive.

The ability to work with a historical source is one of the basic competencies that is tested in a graduate taking the Unified State Examination history, participating in an Olympiad or a creative historical competition. The great Charles Montesquieu noted that “History is a series of fictitious events about those that actually happened.” Our task is to be able to evaluate a historical text from the standpoint of objectivity and complete assignments for it.

This is an analysis of assignments for course topics dedicated to internal policy of Ivan the Fourth the Terrible:

Historical text for the Unified State Examination in history

What is a historical text in the USE format in history 2018? This is a series of tasks that test the graduate’s ability to work with information that is presented in explicit and implicit form. For example, an excerpt from the work of a historian, the memoirs of a historical figure, or a review of an eyewitness to the events may be presented here.

Historical texts (or fragments thereof) are found in all parts - Part 1 (test) And Part 2 (written, analytical).

Let's see, for example, what it looked like in the KIMs of the Unified State Exam in History 2014. You may be asked to simply name the year when the events described in the text took place, or they may be asked to independently evaluate what is happening, find the necessary characteristics in the text using contextual search, or they may Based on your own knowledge, try to analyze the reasons and results of what is being described.

So, the task from the “combat” KIM Unified State Examination in History 2014 Part A to work with historical text. In it task 6.

And we’ll immediately discuss the methodology for working with it! We highlight the key words - , we see in the text the arbitrary terror described. We understand that we are talking about Ivan IV the Terrible.

Now we check ourselves, discarding other characters offered to us aside:

1. Vasily Shuisky was not an oprichnik, and naturally, he was not a tsar during the oprichnina period; he already ruled in the era from 1606 to 1610.

2. Boris Godunov was just a guardsman, but at that time, of course, he did not rule the country. And he will become king after the death of the son of the Terrible, Fyodor Ioannovich, the last Rurikovich on the throne in 1598.

3. Ivan IV's grandfather Ivan III was not a Tsar at all, he called himself a sovereign and autocrat, but it was his wayward grandson who was the first to take the royal title.

So, answer 4.

Another task from the KIMs of the real Unified State Examination in history, now parts 1. Let us remind you that in now it is task 7:

We also work directly in the text of KIM, do not forget that this is our draft for the Unified State Exam. We cross out events ( returned to the reigning city, war with the Germans), names ( Sylvester, Adashev, Prince Vladimir, Queen Anastasia), which will allow us to determine the time period described in the source. Again we see the title Tsar, now we are given several names of representatives of the Chosen Rada of Ivan the Terrible. So, in the description of the period of reign Ivan IV.

Now we substitute the answer options offered to us, look for the correct three of them using text, logic and our knowledge.

We see that the description of events comes from the first name, this is a letter from Ivan the Fourth to Andrei Kurbsky, his friend and favorite, and then a fugitive traitor. The king writes about the beginning of the Livonian War ( «… with the Germans") - That’s what the knights of the Livonian Order were called back then. It is interesting that when working with such texts, it is worth taking into account how foreigners or representatives of a particular people were called in Russia in different periods. So, Poles- these are Poles, mud(under Ivan III - Vasily III) - Italians, Germans- in general, all foreigners in Russia in the 17th - 18th centuries. Option 1 is therefore correct, since both and the beginning (1558-1583) occurred in 1550s.

The text also talks about the oath ( “they kissed the cross not to look for another sovereign”), and about how, in the situation of Ivan’s illness in 1553, the nobility and the leaders of the Rada did not want to swear allegiance to Ivan’s young first-born son from his first and beloved wife of Anastasia Romanova(died in 1560) Dmitry. Later he would marry another 5-6 women (historians argue...), but debauchery from now on would become an integral part of the Tsar’s life. So we see that the answers 2 and 5 are also correct.

Now let's check ourselves. Option 3 is not correct because The Livonian War ended in 1583, and not in 1598. Prince Vladimir Staritsky was killed by the guardsmen of Ivan the Terrible in 1569. Accordingly, he did not become Tsar; after Ivan, his son Fedor ruled. Option 4 is not correct. Well, the participants in the events of the text, as already mentioned above, were part of, not in (this is the circle of friends of Alexander I). Option 6 is not correct.

And our answer, which we will write down on the form WITHOUT SPACES AND COMMAS 125.

Texts in part 2 of the Unified State Examination in History. Reign of Ivan the Terrible

In analytical parts 2 The Unified State Exam in History is assigned a block to working with historical texts tasks 20-22. Let's see what a sample of a similar block of Unified State Exam assignments from previous years looks like (also divided into parts A, B and C):

So, we are asked to read the text and complete three tasks. First, let's see what the text is about? He tells us about the reign of Ivan the Terrible and the results of his domestic policy. Particular attention in the passage is paid to the oprichnina and its consequences. Let us note that modern historians evaluate the oprichnina precisely as a reform, albeit with unsuccessful results.

Now that we have determined the meaning of the text, let's look at the questions offered to us.

First of all, let us note that even if we have “identified” the text itself, we need to strictly adhere to the rules for formatting the task and complete all the required elements. So, if we are required to write decades in task 21 then, for example, 1560s won't do. Let us remember that Ivan the Terrible abolished the oprichnina in 1572, so we will write the interval 1560-1570s.

As we can see, in this text, part of all three tasks is solved by contextual search. Here you only need to be attentive. You should not think, for example, that the answer to task C1 is hidden at the beginning of the text, as you can see, here it is at the end. We found the word PATH(as task C1 was formulated), and then they found that the first way, according to historians, was forced centralization - oprichnina. And the second one is in reforms of the Elected Rada.

Now we formulate our answer, which we recommend formatting as closely as possible to the text, as here they asked us to work with it.

20. The events date back to the 1560-1570s.

Historians consider two ways of developing the reforms of Ivan the Terrible:

1) Oprichnina.

2) The consistent and fruitful path of structural reforms followed by the Elected Rada.

Next, let's look at task 22. Here is the keyword to which the task is tied WERE ACCOMPANIED. That is, they went at the same time, and did not become a consequence. This is also an important skill - to distinguish facts from their causes and consequences. The authors list devastation, devastation, terror (the dates actually overlap), and a plague epidemic.

More than enough for the required three phenomena, but we need to choose at least one more based on knowledge of history (as required by the task). Let us remember, for example, that the peasants of the center and north-west, devastated by the oprichnina and war, left their masters en masse to the outskirts of the south, becoming Cossacks. This will cause, at the end of the reign of Ivan the Terrible, a temporary (and then permanent) ban on changing hands.

Now we formulate the answer, mark each element, do not write it on a line, since no one will force the Unified State Examination expert to count this as one correct element when checking (we protect ourselves from the nuances of manual checking of part 2).

21. Oprichnina was accompanied by the following phenomena:

1) Ruin of the peasants and devastation;

2) Terror, murders of boyars, nobility, clergy;

3) Livonian War;

4) Mass exodus of peasants to the southern borders of the country.

Now let's see how experts check your written assignments. They receive the answer criteria and then evaluate how close the graduate's answers are to them. If there is a discrepancy, evaluate the logic and scope of the answer. That's why we added " murders of boyars, nobility, clergy". Let's see if we have met the criteria:

In the criteria we see the three elements of the answer that we indicated. The Livonian War, of course, also chronologically “accompanied” the war. We claim The maximum score for this task is 2. By the way, for each tasks C1-C3 the maximum score a graduate can receive is 2. In total, this block contains 6 primary points, almost 10% of all your Unified State Exam points.

AND, task 22. Here's the keyword to find answers - RESULTS(oprichnina). That is, this is what the oprichnina LEADED to. Let's look at the text - approval of the most severe forms of serfdom, the formation of a despotic regime, and most importantly, a systemic crisis of society in which all the crisis phenomena in the country at the end of the 16th century converged. Let us remember that this is the main result.

Let's add our knowledge. We think logically. Terror and murder could lead to reduction of the country's population. Failure of the authorities to solve problems logically always leads to loss of trust among the population (legitimacy), as political scientists say).

Let's formulate the answer. We remember that it must be thoroughly understandable to the expert checking your work.

22 . The results of the oprichnina were:

1) The formation of a despotic regime;

2) Loss of legitimacy of power;

3) U establishment of the most severe forms of serfdom;

4) The Time of Troubles as a systemic crisis of Russian society.

Let's look at the experts' criteria again:

And again everything is correct. Thus, let's summarize some results.

How to work with the Unified State Exam text in history?

1. When working with the Unified State Exam text on history, it is necessary to highlight key thoughts, names, dates in it - everything that can help identify the events described in it, the period in question or its creation.

2. Work directly in KIM, without wasting time on rewriting into a draft.

3. Read the task carefully, determine what exactly is required of you and how many elements of the answer need to be given.

4. Show when answering in writing parts 2 our knowledge and erudition, using terms whenever possible.

5. Write out the answer as formally as possible, as close to the task as possible, so that the expert can clearly see which element of the task you are answering.

6. Number the elements of the answer if this is given in the wording of the task.

7. And remember that deep knowledge of history is the key to successfully completing USE text assignments in history.

And, as always, your homework. Complete, using your knowledge consolidated today and acquired skills, task 7 from the Unified State Examination in History 2014:

As always, we are waiting for your answers in the comments to this analysis and in the discussions of our group

To begin with, it’s worth immediately dispelling all illusions about the “simple” second part. From my own experience of passing the 2017 Unified State Exam, I can say with confidence that this is truly the most difficult and most important part of the history exam, primarily due to the fact that there is simply no single and universal technique for successfully passing it. In addition, there are no cliches or phrases for designing tasks with which you can hook an expert - all attention will be paid only to the historical facts that you present in the answer.

Regarding the criteria, we can only say that in this task they do not play such a huge role as in the case of an essay, for example. This is due to the fact that these tasks involve almost the entire volume of your historical knowledge. It is understood that in a certain context you can select a fact or argument that may not be in the criteria, but it will not cease to be correct and, most importantly, you will not lose a point.

In fact, this section of the exam can be divided into two parts:

Tasks 20-22: working with a historical text/document.

Tasks 23-24: universal (I will explain below why I called them that).

Now about each of them in more detail.

Working with a historical document

Tasks 20-22 are generally not so difficult, but their successful writing primarily depends on your attentiveness and amount of knowledge.

The basic rule for tasks 20 and 21 is to carefully read the task itself and the presented text. It can be anything in any time period: from an excerpt from a birch bark document of the 10th century to resolutions of the Central Committee of the CPSU of the mid/late 20th century. Therefore, you need to be ready for anything. In these tasks you will be asked to work with the text and write down the necessary information from there. The best advice here is to emphasize key words: names, years, countries, treaties, terms. Otherwise, you can get bogged down in a huge amount of information and not understand the task, because the presented text/document is always quite voluminous, and keywords will help highlight the main points and give you the opportunity to quickly navigate through it. Task 22 is also related to the text, but only partially refers to it. It will ask a question solely on the topic of the text. However, you will not find the answer to this in the text - here you will need to know the period. Important point! In 50% of cases, the 20th task may also ask for key information on events and personalities from the text (years of government, position, names of organizations, etc.), which will not be in it itself.

Universal tasks

Tasks 23-24 are, without joke, the most difficult in the Unified State Examination in history, and many people spend even more time and effort on writing them than on the essay and part 1 combined. But are these tasks really that scary?

First of all: why universal? First of all, due to the fact that to write them successfully you must use all your skills and knowledge, your logic (!) and the ability to format the facts in such a way that they fit the essence of the task.

At first glance, task 23 may seem quite simple, but this is just a “first impression”. Basically, it asks a specific situation and typical questions for it: “List three reasons / name three individuals / explain why this happened,” etc. It is rightfully considered the most insidious in the exam, because often the question asked can be interpreted in different ways.

For example: “List 3 reasons for the legitimacy of the establishment of power by False Dmitry I.” It would seem that everything is simple - recognition of his power by the boyars, Cossacks and Polish nobles. But under this simplicity lies a special catch: the recognition of False Dmitry by the Polish nobles from the point of view of the boyars is not legitimate and, on the contrary, the Polish nobles would not recognize the legitimacy of the boyars, because in this historical period they were political rivals. That is, even if you have the correct facts, you risk contradicting yourself when answering and simply losing your point due to the fact that the expert will count one false fact to you. Don’t take risks and always consider the conditions of the task from a specific angle and position, because there are many such insidious tricks from the compilers of the Unified State Exam in task 23.

24th task

At the mention of it, even Olympiad and 100-scorers’ knees begin to tremble. The most time-consuming and unpredictable task on which students lose the most points. At first glance, it’s not that complicated - you need to list 2 arguments for and against any situation. The difficulty lies in the wording of the task itself, which can confuse and lead in the wrong direction. Here, the fundamental method of struggle is your logic, since each time the situation presented to you will be unique and you simply will not be able to get your hands on similar examples. Here are some recommendations on how to cope with the 24th task:

Re-read the assignment several times and figure out what the writers want from you.

Always write more arguments than just 2. You can write both 5 and 8, points will not be reduced for this, and the probability of hitting the bull’s eye will increase.

When studying the material before the exam, always highlight for yourself the “pros and cons” of important events and phenomena. For example: the task will ask you to give arguments for and against the fact that Stolypin’s agrarian reform was anti-peasant. Accordingly, the arguments “for” this statement will include the disadvantages of the reform, and the “against” arguments will include its advantages. It will be difficult to highlight this in continuous text, so I advise you to use tables and diagrams.

Facts, facts and more facts! The task does not require you to write as many words as possible, so the more specific and concise your answers are, based on facts (dates, events, personalities), the better.

Use logic! Sometimes events that are not so important fall under the argument and at first it seems that they are completely unrelated, but remember: in history everything is interconnected, so draw logical chains from phenomenon to phenomenon, from person to person, and then even in the cultural sphere you will be able to find an argument for political or economic approval.

This article is just the beginning of our series on preparing for the intricacies of the Unified State Exam in history. And in the next article we will talk about the difficulties in writing an essay.

There are 25 tasks in the Unified State Examination in History. They are divided into two parts - 1 part of tasks with a short answer (1-19) and 2 part of tasks with a detailed answer (20-25). The answer to the first part of the task is a group of numbers, a word or a phrase. The answer to the tasks of the second part is the text (or several sentences) written by you. Remember that an appeal can only be filed against points awarded for tasks in the second part because The first part is checked by the computer.

We would like to draw your attention to the fact that at the Hodograph training center you can sign up for. We offer individual and group lessons for 3-4 people and provide discounts on training. Our students score on average 30 points more!

Historical periods in the Unified State Exam 2018

Tasks in the Unified State Examination in history 2018 are divided depending on the competence being tested, as well as the historical period. The last three stand out:

Antiquity and the Middle Ages (from the 7th to the end of the 17th century)
New history (from the end of the 17th to the beginning of the 20th century)
Recent history (from the beginning of the twentieth to the beginning of the twenty-first century) - about 40% of the tasks belong to this section.

Tasks 1-6 of the Unified State Examination in History 2018

Now let's take a closer look at the tasks of the first part.

Task No. 1 in the Unified State Examination in History 2018- This is a task to establish the correct chronological order of events. The answer to task 1 is a sequence of three numbers, where the first is the earliest, from your point of view, event, and the third is the latest. Please note that in Task 1 one of the events presented Always relates to the course of world history, so be sure to download a table of the dates of world history found in the Unified State Exam and try to learn them. Task No. 1 is worth 1 point.

Task No. 2 in the Unified State Examination in History 2018- This is a task to establish correspondence between events and dates. The left column shows four events in Russian history, the right column shows six dates, two of which are redundant. The answer to task 2 will be a sequence of four numbers. Correctly completed task No. 2 is scored 2 points. Moreover, if you make one mistake, you can get 1 point. Since task No. 2 tests your knowledge of the main dates of Russian history, try to find or download such a list and gradually learn it.

Task No. 3 in the Unified State Examination in history 2018– a task on knowledge of historical concepts and terms. The task presents six terms, four of which relate to one historical period, and two to others. You need to find terms that fall out of the general list and write down the answer in the form of two numbers. Task No. 3 is worth 2 points. A task completed with one error is scored 1 point.

Task No. 4 in the Unified State Examination in History 2018- this task is also about knowledge of historical terms, but unlike the third, it requires an answer in the form of a word or phrase. Task No. 4 is worth 1 point.

Task No. 5 in the Unified State Examination in History 2018– a task to establish correspondence, as a rule, between processes, phenomena or events and the facts associated with them. The task contains four processes and six facts, two of which are redundant. The answer to task No. 5 is a sequence of four numbers. A task completed correctly is scored 2 points, with one error – 1 point.

Task No. 6 in the Unified State Examination in History 2018– this is also a task to establish correspondence, but here the work will be carried out with the historical text. You will be offered two fragments of texts and six characteristics for them. For each of the fragments you need to select two correct characteristics (two of the six characteristics, just like in tasks 2 and 5, are extra). The answer to task No. 5 is a sequence of four numbers, if all are correct – 2 points. A task completed with one error is scored 1 point.

Tasks 7-12 of the Unified State Examination in History 2018

Task No. 7 in the Unified State Examination in History 2018– a multiple choice task in which you need to choose three (out of six proposed) correct characteristics of a period, phenomenon, politics, war, etc. The answer is a sequence of three numbers and this task is worth 2 points.

Task No. 8 in the Unified State Examination in History 2018 entirely dedicated to the Great Patriotic War of 1941-1945. This task, as a rule, tests knowledge of dates (with an accuracy of up to a month), geographical objects, special terms (names of operations, conferences), as well as personalities (war heroes, front commanders, etc.). The correct answer is worth 2 points. A task completed with one error is scored 1 point.

Task No. 9 in the Unified State Examination in History 2018 its structure resembles tasks 2 and 5. Only here knowledge of historical figures is tested. The scoring system is the same as in tasks 2 and 5.

Task No. 10 in the Unified State Examination in History 2018– this is a task to analyze a text source dedicated to the events of the early 20th – early 21st centuries. The answer to task 10 is the name of the figure, the name of the policy, period, historical term, etc. Evaluated as 1 point.

Task No. 11 in the Unified State Examination in History 2018 is a table in which you need to enter the missing elements from the list below. As a rule, you need to correlate the date (century, period) with the events of Russian history and world history. Correctly completed task 11 is scored 3 points, with one error - 2 points, with two - 1 point.

Task No. 12 in the Unified State Examination in History 2018 also contains a fragment of historical text, which contains six statements, three of which are true. To solve task 12, carefully read the text several times, because sometimes it directly contains hints. A task completed correctly is scored 2 points, with one error - 1 point.

Tasks for working with historical maps and images in the Unified State Exam

Tasks 13, 14 and 15 in the Unified State Examination in History 2018 are performed using a historical map or diagram. During the preparation process, try to pay special attention to working with the map; to do this, download atlases on the history of Russia from the Internet or a selection of maps and diagrams specifically for the Unified State Exam in history. These tasks, as a rule, ask for the name of the figure associated with events on the map, a geographical name (city, fortress, river, etc.) and, sometimes, a time period. Tasks 13-15 are each worth 1 point.

Task No. 16 in the Unified State Examination in History 2018 is also associated with a historical map and involves choosing from a list of judgments related to the events to which the map is dedicated. As in other multiple choice tasks, you need to write down the answer in the form of three consecutive numbers. A task completed correctly - 2 points, with one error - 1 point.

Task No. 17 in the Unified State Examination in History 2018 tests knowledge of Russian culture. Here you need to correlate the cultural monument with its author/characteristics/time of origin, etc. To successfully complete this task, you need to master a huge layer of information about the culture of Russia; to do this, download or buy special textbooks on culture for the Unified State Exam. This will help you not to get confused in the variety of cultural monuments. A task completed correctly - 2 points, with one error - 1 point.

Tasks No. 18-19 in the Unified State Examination in History 2018– working with a picture, stamp, photograph or other image. Often tasks 18 and 19 are related to Russian culture. To successfully complete them, carefully examine each image, paying special attention to the inscriptions on the pictures, if any. Often they can answer the question asked. Each task is worth 1 point.

Tasks with detailed answers in the Unified State Exam 2018

Part 2, tasks 20-25

Now let's move on to the tasks of part 2 i.e. parts with a detailed answer. Here are some useful tips that we hope will help you score maximum points for these tasks.

Tasks No. 20, 21, 22 in the Unified State Examination in history 2018(maximum 2 points each) are related to the historical text given at the beginning of Part 2. Don’t be lazy to read the text several times (preferably 3 times). The first time - you form a general impression of the text, try to determine the time when it was written. Then look at 20-22 tasks. The second time - you read, paying special attention (or even highlighting with a pen) historical terms, first and last names of figures, as well as any other elements that seemed important to you in the context of the questions asked. Then, on the third reading, you highlight phrases or phrases that you will then use when answering 21 tasks (it is almost always in the text).

In tasks No. 23 and 24 in the Unified State Examination in History 2018(maximum 3 and 4 points, respectively) write as detailed as possible. Don't be shy about your knowledge! In this case, you should avoid common phrases. Construct each position according to the scheme argument/position + fact confirming this argument.

1)_________ 2)___________

Solution algorithm C4

2.1Specify an object

characteristics this object

2.3Indicate how much examples

meaning

examples have taken place

What other wording

Development of Siberia;

The struggle for access to the seas;

1.Example: Name

2.Name causes(at least three).

Task C5 SAMPLE QUESTION AND ANSWER.

other estimates Do you think most convincing? Bring no less three facts, provisions, which argue your chosen point of view.

"cold war"

1)_____2)_____3)______

Execution algorithm C5

2.1. Specify

first stage of work).

second stage of work).

2.7.Indicate how much arguments

third stage of work).

given

SAMPLE QUESTION AND ANSWER

"historical situation".

Vocabulary task C6

"Situation"

signs (attributes) situations more or

Execution algorithm C6

attribution of the situation).

first stage of work).

second stage of work).

Specify at least two reasons. IN Bring at least three judgments.

Give two reasons why 1237-1240- hikes Batu Novgorod Novgorod the Mongols did not capture, but tribute to the Horde its residents paid

1) _____ 2) _____ 3 )_______

Novgorodians

1)____2) ____ 3)____4)___

Name I? Bring at least three provisions.

Reference diagram

Specify two reasons for the defeat in Saint-

speeches of the Decembrists: Petersburg - defeat- What is its impact?

1)____2) ____ 3) ____

Decembrist movement 2) _____ 3)_____

SAMPLE QUESTION AND ANSWER.

Compare

Lead differences:

Execution algorithm C7

2. Restructure the task text into a reference diagram:

meaning

Start introduction of steam engines - completion - hard rehabilitation

Compare And in 1929-1933 Please indicate what happened general various(at least three differences).

Compare Please indicate what happened general various(at least three differences).

Compare Please indicate what happened generalvarious(at least three differences).

Compare

Algorithm for solving part C tasks on the history of the Unified State Exam.

Task C4 is the systematization of the material, the presentation of general characteristics.

SAMPLE QUESTION AND ANSWER

The introductory presentation of tasks of this type indicates that they involve systematization of the material and presentation of general characteristics. Ideally, the reception of a general (generalizing) characteristic includes: a brief listing of essential features, cause-and-effect relationships, the historical significance of facts, as well as an indication of the events that determined this or that historical phenomenon or process. Such a generalization is made on the basis of (1) analysis and (2) evaluation of the relevant blocks of information, (3) highlighting the main, essential ones, (4) presentation of analytical material in a certain logic (systematization), (5) specification with historical examples.

A. Name the main tasks that were solved in Russian foreign policy in the 17th century. (specify at least two tasks). Give examples of wars, campaigns and expeditions of the 17th century that were undertaken to solve these problems (at least three examples).

This task consists of two parts:

1) theoretical - it is required to name/indicate tasks, problems, directions, reasons, etc., that is, provisions accepted in historical science regarding certain facts of the Russian past;

2) factual - it is required to give examples of popular uprisings, economic achievements, socio-political reforms, military campaigns, etc., which can illustrate the above judgments.

The basic diagram of this type of logical tasks can be presented as follows:

Basic diagram. C4 - General characteristics of the phenomenon.

The main technique, its components. Characteristic object

Name two tasks of Russian foreign policy in the 17th century.

1)_________ 2)___________

Give three examples of wars, campaigns, expeditions

1) _________2)_________ 3)___________

Solution algorithm C4

2) Restructure the task text into a reference diagram:

2.1Specify an object generalizing characteristics (foreign policy, directions of reforms, problems (difficulties, negative consequences) and its specific characteristics: time, place, personalities.

2.2Indicate what and in what quantity is required to be named for characteristics this object (first stage of work, theoretical).

2.3Indicate how much examples must be given to illustrate the content of the characterized object (second stage of work, factual).

3.Remember what you know about this question, or try to collect the answer from the clues in the task itself.

4. Get acquainted with the criteria for assessing tasks with a detailed answer. Compare the standard answer with your option along the following lines:

4.1. The elements of the answer in the “name...” paragraph. It is possible that you indicated the same characteristics, just in different words. It is important that meaning your answer option strictly corresponded to the task, that is, it related to the characteristic object specified in it.

4.2. Elements of the answer in the paragraph “give examples...”. It is possible that you named other facts not listed in the answer template. Check if yours is valid examples have taken place in the historical period specified in the assignment or characterized it from the perspective specified in the assignment (achievements/problems, domestic policy/foreign policy, etc.). “The examples should specify precisely those generalized characteristics and directions that are formulated in the first part of the assignment.”

4.3. Wording of answers in the paragraph “name...”. Try to formulate directions (tasks, problems, etc.) in general terms, without detailing seas, lands, names, actions, etc., in order to convey only the essence of the object you are characterizing.

4.4.Formulation of examples. Please note that in this case, on the contrary, an optimally specific answer is encouraged: date, name of the event, main character, summary of the reform, etc. - and listing the facts in chronological order.

C4 - General characteristics of the phenomenon.Name two tasks of Russian foreign policy in the 17th century.

1. Return of territories lost during the Time of Troubles.

2. Achieving access to the Baltic and Black Seas.

3. Further advance to the East.

Give three examples of wars, campaigns, expeditions

1. Smolensk War 1632-1634.

Russian-Polish War 1654-1667
Russian-Turkish War 1676-1681

4. Crimean campaigns V.V. Golitsyn 1687-1689

Expeditions of Russian pioneers to Eastern Siberia and the Far East (S.I. Dezhnev, E.P. Khabarov, V.D. Poyarkov, etc.).

What other wording directions of Russian foreign policy in the 17th century. Can high school students suggest without distorting the meaning of assignment C4?

Colonization of the eastern territories;

Discovery and development of new lands;

Development of Siberia;

The struggle for access to the seas;

1.Example: Name at least two main directions of transformations carried out in Russia during the reign of Alexander I. Give at least three examples the most important transformations related to one of these areas.

2.Name at least three popular uprisings that occurred in the 18th century, and causes(at least three).

Task C5 - analysis of historical versions and assessments. SAMPLE QUESTION AND ANSWER.

Many Western historians consider the Soviet Union to be responsible for the outbreak of the Cold War in the second half of the 1940s. Which other estimates Do you know the reasons for the Cold War? Which of the estimates Do you think most convincing? Bring no less three facts, provisions, which argue your chosen point of view.

Basic diagram. C5 - Analysis of historical versions and estimates

The main technique, its components. Problem of discussion

Give other assessments of the reasons “Who is to blame for the outbreak of the Cold War?

"cold war"

1. West: USSR 2........................... ? 3..................... ?

Choose an assessment that is convincing to you

Provide three facts and provisions to justify your choice:

1)_____2)_____3)______

Execution algorithm C5

2) Restructure the task text into a reference diagram:

2.1. Specify problem of discussion (problematic issue), if possible, specify its features: time of discussion, participants, key concepts (“Cold War”, “Great Reforms”, “NEP”, etc.).

2.2.Check the accuracy of the formulated problem in the cross-examination of the first question C7.

2.3. Briefly formulate the point of view on the problem of discussion given in the conditions of task C5: the protagonists (supporters), the essence of their positions.

2.4.Indicate how many other points of view need to be cited (1 or 2) on this issue.

2.5.By analogy, formulate another (two other) point of view ( first stage of work).

2.6. Analyze the variable versions and select one of them to justify the diagram; underline the desired version or indicate with an arrow - second stage of work).

2.7.Indicate how much arguments it is required to provide an argument for the chosen point of view.

2.8.Formulate provisions justifying the chosen point of view ( third stage of work).

3. Get acquainted with the criteria for assessing tasks with a detailed answer. Compare the standard answer with your option along the following lines:

3.1. Elements of the answer in the paragraph “other versions alternative to the one given in the task” It is possible that you indicated the same provisions, only in different words. It is important that the meaning of your answer option strictly corresponds to the task, that is, relates to the discussion problem indicated in it.

3.2. The presence in your answer of a clear indication of the point of view chosen for argumentation.

3.3. Elements of the answer in the paragraph “give arguments...”. It is possible that you gave other reasons not listed in the answer template. Check if all your arguments really apply to given point of view, convincingly defend it, and are connected with it by objective cause-and-effect relationships.

3.4. Wording of answers in the paragraph “other versions...”. Try to formulate other versions briefly, laconically (the supporter is the essence of the idea), without explaining the reasons or similar judgments, without evaluating the latter.

3.5.Formulation of arguments. They are formulated in the form of simple, detailed sentences:

a) based on a generalization of the totality of specific historical events, indicating the consequences arising from them (“The refusal of the USSR and, under its pressure, the countries of Eastern Europe to accept the Marshall Plan further deepened the confrontation between the two states”;

b) in the form of trends characteristic of the policies/activities of the parties from the point of view of the issue being discussed (“The post-war foreign policy of the United States and its allies is aimed at establishing its leadership in the world”).

Task C6 - ANALYSIS OF THE HISTORICAL SITUATION. SAMPLE QUESTION AND ANSWER

The new component in task C6 becomes "historical situation".

Vocabulary task C6

"Situation"- a set of circumstances, situation, situation.

Necessary for historical characterization signs (attributes) situations more or

less fully represented in the condition of logical task C6:

3) Time of action of the situation (chronological framework, historical period or year/month/day).

4) Location (country, region, city/village).

5) An event or set of events that determined the content of a specific situation.

6) People involved in this situation as participants or eyewitnesses of events/creators or victims of the current circumstances/defenders or opponents of the current situation.

7) Material objects that were related to the activities of people in a given situation as a goal, means or result.

8) Sources that document this situation and its consequences, often contradicting each other and differing in the presentation of details and comments.

The actions that need to be performed in task C6 look, at first glance, quite simple: consider the situation, indicate questions (signs, events, paths of development, etc.), characterize positions (position, choice, etc.). In fact, item writers consider C6 to be one of the most difficult and challenging. To successfully complete task C6, you need a good knowledge of facts, the activities of historical figures, and the ability to answer questions:

What lay behind the turning point in history?

What were the positions of the participants in the events?

What influenced the outcome of events, how did they end?

Execution algorithm C6

2. Restructure the task text into a reference diagram:

2.1.Analyze the task condition and highlight all the known ones in it signs of the historical situation(dates, place, event, people, consequences, sources of information about it - attribution of the situation).

2.2.Indicate how many questions/ways to solve the problem/reasons, etc. required to result from the analysis of this historical situation.

2.3.Identify the key (most important) event for this situation and try to mentally imagine the situation (problem situation) created in connection with it.

2.4. Based on the analysis of the data presented in the task and your own knowledge, formulate questions/solutions possible in the context of this situation, in the position of people who find themselves as active participants and/or observers ( first stage of work).

2.5.Check whether all the data in condition C6 are used to complete the first part of the task.

2.6.Indicate how many judgments, provisions, reasons, etc. required to be given in the second part of the task and what they will refer to:

a) to all the provisions given in the first part of the assignment,

b) or only one of them,

c) or to the historical situation itself.

2.7. Find out on whose behalf these clarifications need to be given.

2.8. Imagine how the question about the reasons (defeat or victory), motives for choice, etc., posed in the task, could be answered by the persons acting in this situation (“voice from the past”). Briefly formulate these answers ( second stage of work).

2.9.Check whether their content corresponds to the problems of the assignment as a whole and, specifically, its second part.

Consider the historical situation and complete the task.

Khan Batu, after the defeat of Russian cities and lands, imposed tribute on them. The Mongols never “conquered” Novgorod, but the Novgorodians paid the Golden Horde tribute. Why didn’t the Mongols “conquer” Novgorod? Specify at least two reasons. IN Why were the Novgorodians forced to pay tribute to the Horde? Bring at least three judgments.

The main technique, its components. Signs of the situation

Give two reasons why 1237-1240- hikes Batu to Rus' - the Mongols “did not conquer” Novgorod Novgorod the Mongols did not capture, but tribute to the Horde its residents paid

1) _____ 2) _____ 3 )_______

Give three statements explaining why Novgorodians were forced to pay tribute to the Horde, although they were not conquered by Batu’s troops:

1)____2) ____ 3)____4)___

C6 Consider the historical situation and complete the task.

Participants in the secret societies that existed in Russia since 1816 spent a long time developing plans to seize power. However, the performance on December 14, 1825 on Senate Square in St. Petersburg was defeated. Name at least two reasons for the defeat of the Decembrists. What was the influence of the Decembrist movement on the development of social thought and on Nicholas’s internal policy? I? Bring at least three provisions.

Reference diagram.С6 - Analysis of the historical situation

The main technique, its components. Signs of the situation.

Specify two reasons for the defeat 1825 - Decembrist uprising V Saint-

speeches of the Decembrists: Petersburg - defeat- What is its impact?

on the society and politics of Nicholas I?

1)____2) ____ 3) ____

Give three statements about influence Decembrist movement on the development of social thought and internal policy of Nicholas I: 1)______ 2) _____ 3)_____

Task C7 - Comparison of two homogeneous facts. SAMPLE QUESTION AND ANSWER.

Comparative characteristics- a complex method of analysis, comparison and generalization along substantive lines of the essence of two or more homogeneous historical facts." An adequate means for this method of performing comparative operations and presenting their results is comparative summary table, a simplified example of which is in each version of control and measurement materials on the history of recent years.

Compare industrial production in Russia (types of enterprises, technical equipment, nature of the workforce used) from the beginning of the 19th century. before the reforms of the 1860-1870s. and A after the Great Reforms until the end of the industrial revolution. Indicate what was common (give at least three common characteristics) and what was different (give at least three differences).

Basic diagram. C7 - Comparison of two homogeneous facts.

The main technique, its components. Comparison object

Give general characteristics of industrial production in Russia: 1) ______2)______3)________

Lead differences: (1st component) (2nd component)

1800-1860/1870 1860/1870-1900

Execution algorithm C7

2. Restructure the task text into a reference diagram:

2.1.Identify the object of comparative characteristics and its components.

2.2. If necessary, translate their parameters into a single sign system (chronological framework, verbal characteristics, marker symbols).

2.3. Find a logical or historical basis and combine two homogeneous objects into a single process or phenomenon.

2.4. Analyze the event that separates the two components of the comparative characteristics from the point of view of its influence on them (reform, war, change of ruler, etc.).

2.5.Indicate how many common characteristics need to be identified during the comparison process.

2.6.Indicate how many differences need to be identified during the comparison process.

2.7.Identify or formulate independently lines (questions for) comparison.

3.Remember what you know about each of the questions of comparative characteristics, fill out a comparative table in the areas: “General” and “Differences”.

4. Get acquainted with the criteria for assessing tasks with a detailed answer. Compare the standard answer with your option along the following lines.

4.1.Common features of two homogeneous objects. It is possible that you indicated the same sign only in different words. It is important that meaning your answer option strictly corresponded to the task, that is, it related to the characteristic object specified in it as a whole.

4.2.Differences. It is possible that you named signs that were not listed in the answer standard. Check whether your examples really refer to each of the two halves of the object (paired features) or characterize one of them (unpaired features).

4.3.Formulation of “general characteristics”. They should be as accurate and generalized as possible, laconic in conveying the essence of the similarity (the transition from manufactory to factory, the formation of agriculture on a socialist basis, persecution of cultural figures, etc.). There is no need to explain the causes and consequences of these signs, give them dates, evaluate the analyzed phenomena, etc.

4.4.Formulation of “differences”. On the contrary, they should, in the context of the question, emphasize what is special, distinguishing one object of comparative characteristics from another ( Start introduction of steam engines - completion technical re-equipment; usage market methods and mechanisms- hard command-administrative system; repression against representatives of culture - rehabilitation a number of previously convicted cultural figures, etc.).

Analysis of the content of variable tasks C5 led us to the conclusion that the objects of comparative characteristics are usually industrial production or the state of agriculture in different periods of time, directions of government policy in social, cultural, national and other spheres, forms of land ownership, political programs, historical figures, military events, etc.

Compare content of state policy towards the peasantry in 1921-1928. And in 1929-1933 Please indicate what happened general(at least two general characteristics), and what - various(at least three differences).

Compare main features of cultural development in the USSR in 1945-1953. and 1953-1964 Please indicate what happened general(at least two characteristics), and what - various(at least three differences).

Compare two forms of land ownership - patrimony and estate. Please indicate what happened general(at least two common features) that - various(at least three differences).

Compare the state of agriculture in Russia since the beginning of the 19th century. before the reforms of 1860-1870.

after the reforms of the 1860-1870s. until the end of the 19th century. Indicate what was common (give at least three common characteristics) and what was different (name at least three differences).

Algorithm for solving part C tasks on the history of the Unified State Exam.

Task C4 is the systematization of the material, the presentation of general characteristics.

SAMPLE QUESTION AND ANSWER

This task consists of two parts:

1) theoretical - it is required to name/indicate tasks, problems, directions, reasons, etc., that is, provisions accepted in historical science regarding certain facts of the Russian past;

2) factual - it is required to give examples of popular uprisings, economic achievements, socio-political reforms, military campaigns, etc., which can illustrate the above judgments.

The basic diagram of this type of logical tasks can be presented as follows:

Basic diagram. C4 - General characteristics of the phenomenon.

The main technique, its components. Characteristic object

Name two tasks of Russian foreign policy in the 17th century.

1)_________ 2)___________

Give three examples of wars, campaigns, expeditions

1) _________2)_________ 3)___________

Solution algorithm C4

2) Restructure the task text into a reference diagram:

2.1Specify an object generalizing characteristics (foreign policy, directions of reforms, problems (difficulties, negative consequences) and its specific characteristics: time, place, personalities.

2.2Indicate what and in what quantity is required to be named for characteristics this object (first stage of work, theoretical).

2.3Indicate how much examples must be given to illustrate the content of the characterized object (second stage of work, factual).

3.Remember what you know about this question, or try to collect the answer from the clues in the task itself.

4. Get acquainted with the criteria for assessing tasks with a detailed answer. Compare the standard answer with your option along the following lines:

C4 - General characteristics of the phenomenon.Name two tasks of Russian foreign policy in the 17th century.

1. Return of territories lost during the Time of Troubles.

2. Achieving access to the Baltic and Black Seas.

3. Further advance to the East.

Give three examples of wars, campaigns, expeditions

1. Smolensk War 1632-1634.

Russian-Polish War 1654-1667
Russian-Turkish War 1676-1681

4. Crimean campaigns V.V. Golitsyn 1687-1689

Expeditions of Russian pioneers to Eastern Siberia and the Far East (S.I. Dezhnev, E.P. Khabarov, V.D. Poyarkov, etc.).