Training on the history of the Unified State Examination. Creation of the State Council

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TRAINING “Russian Empire under Alexander”I»

1. Working with chronology. Fill the table.


	"Semyonov's story"
	Welfare Union
	Salvation Union



	Granting of the Constitution to Poland
	I








		Russo-Persian War
		Russo-Turkish War
		Russo-Swedish War
		Death of AlexanderI
		Battle of Smolensk (month)
		Council in Fili (exact date)

		Creation of ministries
		Battle of Austerlitz

		Tilzit world
		Decree on free cultivators

Determine the sequence of the most important events in domestic political history (highlighted in bold):-

Determine the sequence of the most important events in foreign policy and military history (highlighted in italics):

2. Work with personalities.

Fill the table. (The right column indicates the minimum number of facts you need to know.)

Historical figure	Who is(are)?
A.A. Arakcheev
A.P. Tormasov
D.V. Davydov
Davout, Murat, Ney
Dorokhov, Seslavin, Figner
K.F. Ryleev
Kurin, Chetvertakov, Kozhina
M.B. Barclay de Tolly
M.I. Kutuzov
MM. Speransky
N.M. Muravyov
N.N. Raevsky
Novosiltsev, Stroganov, Czartoryski
P.I. Bagration
P.I. Pestel
F. Laharpe

3. Working with the circuit.Fill out the diagram “Main authorities under AlexanderI" Underline those that arose under AlexanderI.

Legislative power Executive power Judicial power

Local authority

4. Working with the map.

Find on the map:

1) territorial acquisitions of Russia at the beginning of the 19th century: Finland, Bessarabia, Georgia, Northern Azerbaijan, Central Poland;

2) Austerlitz, Preussisch-Eylau, Friedland, Tilsit;

3) the location of the three Russian armies on the eve of Napoleon’s invasion of Russia;

4) routes of movement of Russian and French troops during the War of 1812, the site of the Battle of Borodino, the Tarutino maneuver, Maloyaroslavets, the Berezina River.

5. Working with concepts.

Define the concepts.

1. Ministries -

2. Free farmers -

3. Separation of powers -

6. Working with sources.

What battles and maneuvers are discussed in the excerpts from the documents? Arrange them in chronological order.

1. “After the happy reconciliation with Turkey, our Moldavian army managed to arrive to us. General Tormasov received another assignment, and Chichagov, appointed commander-in-chief, began to act offensively... The admiral with other troops moved to Borisov, where he was supposed to meet the enemy fleeing from Moscow and block his way.” (From the memoirs of a staff officer of the 3rd Army.)

2. “I cannot attribute the cold-bloodedness and carelessness of our minister [Barclay de Tolly] to anything other than complete treason (this is said between us). The first example of this is that we left needlessly... and are going God knows where and without any purpose to ruin Russia. When were these times when we abandoned ancient cities? Be healthy, but there is no reason to be cheerful. I cannot look without tears at the residents screaming and following us with their young children, abandoning their homeland and property. The whole city is on fire." (From a letter from A.A. Zakrevsky.)

3. “I wish that the enemy would attack us in this position, then I have great hope of victory. But if he, finding my position strong, begins to maneuver along other roads leading to Moscow, then I can’t guarantee that perhaps he should go and stand behind Mozhaisk, where all these roads converge.” (From the report of M.I. Kutuzov to Alexander I.)

4. “On the second day after we left Moscow, we saw huge columns of smoke, and after that a whole sea of fire. Moscow was burning, engulfed in flames on all sides. After several marches we arrived...near the village....Redoubts and batteries were poured in. The troops occupied a fortified camp, and they could finally take their time and rest.” (From the memoirs of Major I.R. Dreyling.)

5. “This day is one of the most famous in this bloody war, for a lost battle... would have entailed the most disastrous consequences and would have opened the way for the enemy through our most grain-producing provinces. Tomorrow, I believe, there should be a general battle...” (From the report of M.I. Kutuzov.)

6. “Get up Russ!” - death approaching awakens and the enemy is awake! Our left flank shook itself off, Bagration had already been on horseback for a long time, and the smoke of his batteries billowed, and volleys thundered and thundered at the enemy, but he was great in number, he was increasing his batteries and advancing closer, death was inexorable, almost everywhere there was a double number of the enemy whole ranks of infantry are destroyed and the artillery is destroyed.” (From the memoirs of G.P. Meshetich.)

7. “I, having noticed a large decline and disorder in the battalions after such a bloody battle and superiority of forces

enemy, to unite the army, he pulled troops to a height near Mozhaisk. According to the most reliable news that reached us, and according to the testimony of prisoners, the enemy lost 42 generals killed and wounded...” (From the report of M.I. Kutuzov to Alexander I.)

8. “A terrible sight presented itself to us when we came to the place that the enemy had occupied the day before and which he had just abandoned: the ground was covered with the corpses of killed and frozen people; they lay in different positions. Peasant huts everywhere were filled with them, the river was dammed with many drowned infantrymen, women and children; Entire squadrons were lying near the bridges and rushed into the river.” (From the memoirs of Admiral P.V. Chichagov.)

9. “At four o’clock in the afternoon the French army approached our general position. Then Napoleon went, without any hesitation, to our exhibition redoubt, built near the village of Shevardino, and was about to take possession of it; but he, passing from power to power, the third time, already at dusk, was taken away by Prince Bagration, remained with us until they left him around midnight.” (From the memoirs of Colonel M.M. Petrov.)

7. Working with the historian's judgment.

Read an excerpt from the work of historian V.O. Klyuchevsky. How does he explain the emperor’s inability to carry out deep reforms? Think about what else could turn the emperor away from deep reforms in the event of serious resistance to them?

“Alexander ascended the throne with a reserve of lofty and benevolent aspirations, which were supposed to establish freedom and prosperity in the governed people, but did not give an account of how to do this. This freedom and prosperity, it seemed to him, should have been established immediately, by themselves, without difficulty or obstacles, somehow magically “suddenly.” Of course, during the first experiment there were obstacles; Not being accustomed to overcoming difficulties, the Grand Duke began to be annoyed with people and with life, and became despondent. Not being accustomed to work and struggle developed in him a tendency to give up prematurely and get tired too soon; Having barely started the business, the Grand Duke was already burdened by it; I got tired before I got to work.”

ANSWERSTRAINING

1. Working with chronology.


	"Semyonov's story"
	Welfare Union
	Salvation Union
	Battle of Borodino (exact date)
	Congress of Vienna, creation of the Holy Alliance
	Napoleon's invasion of Russia, the beginning of the Patriotic War (month)
	Granting of the Constitution to Poland
	Palace coup and assassination of PaulI
	Activities of the Northern and Southern Societies
	Foreign campaigns of the Russian army
	Expulsion of Napoleon from Russia (month)	December 1812
	The beginning of the creation of military settlements
	Formation of the Secret Committee
	The final inclusion of Eastern Georgia into Russia

	Stay of the French in Moscow (months)	September - early October 1812
	Russo-Persian War
	Russo-Turkish War
	Russo-Swedish War
	Death of AlexanderI
	Battle of Smolensk (month)	August 1812
	Council in Fili (exact date)
	Creation of the State Council
	Creation of ministries
	Battle of Austerlitz
	Battles of Preussisch Eylau and Friedland
	World of Tilsit
	Decree on free cultivators

The sequence of the most important events in domestic political history:

8-13-24-28-23-15-7-12-3-2-1-9

The sequence of the most important events in foreign policy and military history: 14-25-26-27-6-21-4-22-16-11-10-5

Working with personalities.

Historical figure	Who is(are)?	What did you do? What happened to him?
A.A. Arakcheev	Favorite of Alexander I after the end of the Napoleonic wars	1. Conducted a reactionary course, created military settlements
A.P. Tormasov	Warlord	1. Commanded the Third Russian Army at the beginning of the Patriotic War
D.V. Davydov	Military leader, poet	1. Organizer of the first army partisan detachment
Davout, Murat, Ney	Marshals of Napoleon, participants in the campaign to Russia
Dorokhov, Sesla-vin, Figner	Commanders of army partisan detachments
K.F. Ryleev	Poet, member of the Northern Decembrist Society

Kurin, Chetvertakov, Kozhina	Commanders of peasant partisan detachments
M.B. Barclay de	Military leader, minister of war	1. Commanded the First Russian Army at the beginning of World War II
M.I. Kutuzov	Warlord	1. Commanded the Russian army in the war with France in 1805. 2. Commanded Russian troops in the Russian-Turkish War of 1806-1812, defeated the Turks near Rushchuk. 3. At the request of society, appointed commander of the Russian army after the Battle of Smolensk, winner in the war of 1812.
MM. Speransky	Reformer	1. Developed a project of reforms and implemented some of them. 2. Dismissed at the beginning of 1812
N.M. Muravyov	Decembrist, member of the Northern Society
N.N. Raevsky	Warlord	1. Defended the central position in the Battle of Borodino
Novosiltsev, Stroganov, Charto-ryisky	Members of the Secret Committee
P.I. Bagration	Warlord	1. Commanded the Second Russian Army at the beginning of the Patriotic War. 2. Defended the left flank in the Battle of Borodino, mortally wounded
P.I. Pestel	Decembrist, one of the leaders of Southern society
F. Laharpe	Swiss, tutor of Alexander I

3. Working with the circuit.

1 - emperor; 2 - State Council; 3 - ministries; 4 - Senate; 5 - governors.

5. Working with concepts.

1. Ministries are sectoral governing bodies based on the principle of unity of command.

2. Free cultivators - peasants who were released with land (for ransom) by decree of 1803 and formed a new class.

3. Separation of powers - the principle of organizing power, in which its various “branches” have a clear division of functions and mutually restrain each other.

4. Legislative authority -

a government body with the power to discuss bills but not pass laws.

6. Working with sources.

2 (Smolensk) -* 3 (preparation for the Battle of Borodino) -*■ 9 (battle for the Shevardinsky redoubt) -* 6 (battle for Bagration’s flushes) -*7

Training work in history and social studies lessons in small groups.

One of the effective forms of training is educational training. This new form is currently rarely used in school practice.

Training work in the classroom is primarily aimed at developing various skills and abilities and enhancing the cognitive activity of students. This includes the development of speech, cognitive processes (thinking, imagination, memory, attention...), and the development of various general educational and special skills: the ability to extract information from subject and

visual clarity, by individual details to determine what information an object or image can carry and the development of historical intuition, empathy (the ability to feel and understand a historical hero, empathize with him, trying to get closer to the situation, atmosphere in which he lived). This work is carried out throughvariety of games and exercises , collected into a singlecomplex , aimed at fulfilling specific didactic tasks - we call this complextraining.

The training allows you to simulate the situation of a research search, when, working with historical sources (antiques, paintings, photographs, etc.), schoolchildren, based on the smallest details they have discovered, extract information and, like a historian or archaeologist, reconstruct the whole from individual fragments.

Such information allows you to expand, detail and concretize the historical ideas of schoolchildren and introduce them in general terms to the fascinating process of studying the past.

So, we offer a series of trainings that can be used both in lessons and in history circle classes.

Training 1 (on working with images of historical figures)

A portrait or painting of historical figures is hung on the board.

1. Look carefully at the picture. Based on the facial expression, determine the emotional state of the person(s) depicted in the picture. What feelings does he(s) experience?

Card for children.

Feelings and states that a person can experience: anger, rage, shame, fear, irritation, anxiety, despair, melancholy, boredom, resentment, guilt, joy, jubilation, empathy, envy, grief, sadness, satisfaction, interest, love, hatred , contempt, curiosity, pain, tenderness, apathy, exhaustion, weariness, thoughtfulness, detachment, hunger...

2. Could you trust this person, tell him some of your secrets? Could he become your friend? Why? What is it about his appearance that makes you feel this way about him?

3. In pairs, depict any feelings: anger, love, malice. The class must guess what feeling is being played out.

4. Next, training participants (or groups) are given cards that list various personality characteristics and descriptions of the external features of the human appearance. Participants are asked to choose from those offered those characteristics that, in their opinion, suit the depicted personality. The selected characteristics are then discussed. The teacher comments.

5.Feedback. Each participant shares their impressions of the training: What did you like? What's not? What did I learn today? What new did you learn?

Training 2 (for working with old family photographs)

The training can be conducted in connection with the study of the topic “My ancestry. Family tree".

Students are given a task in advance: to bring, if someone has preserved, old black and white photographs depicting a large family, ask their parents about these photographs: who is depicted, when they were taken.

1. Look at existing photographic documents and listen to stories about them.

Show children famous historical paintings (for example, A.P. Ryabushkin “The Family of a Merchant inXVIIcentury") or photographs (for example, Nikolai's familyII) famous families in history. When considering, focus children’s attention on how family members were located: in the center are the most significant ones - mother and father, grandfather and grandmother; very small children - in the arms, older children - in the background, middle-aged children and favorite pets - on the side or front on the floor.

2. Take a photograph (picture) of a “family of the last century.”

All training participants should position themselves “to be photographed” as if they were members of a large family. Each participant comes up with the name of a member, a short story about this family member: who he is, what he does, character traits, etc. If there are many participants, they can be divided into two groups (on average, such a group can have about 10 people). You can take photographs conditionally, but it is better, if possible, to really photograph the resulting “family”, and then sign the selected names.

3. Feedback. Each participant shares their impressions of the training: What did you like? What didn't you like? What did I learn today? What new did you learn?

Training 3 (on working with historical figures)

It is advisable to conduct this training at the end of the year, when certain material has already been accumulated on various historical figures; it allows students to generalize their knowledge, but at the same time, students learn a lot of new information about each historical hero.

1. In advance, participants are asked to choose a historical hero for whom they have some feelings (not necessarily positive), but are not indifferent (there is a poster on the wall with the names of various historical figures, but you can choose without using the list). At the same time, it is important that students make their own choices, and not the teacher or parents impose roles. This will allow the child to rise in his personal development and undergo certain useful psychological work.

Students need to write their chosen name on a card and attach the card to their clothing.

2. In a circle, everyone tells how the choice was made, why this particular person was chosen, what feelings and associations he evokes.

3. Introduction: introduce yourself (on behalf of the chosen historical hero) and say a few words about “yourself”.

4. Next, it is proposed to continue acquaintance by asking questions to each other, and the “historical heroes” answer, while you do not need to be historically accurate in answering the questions, you need to imagine how this or that historical hero could answer. In this exercise, the presenter can also ask questions in order to “throw in” historical and psychological information characterizing the personality of a particular historical hero.

5. The presenter asks questions:

Who ruled the state?

Who took part in the hostilities?

Who lived abroad?

Who was heartbroken for the Fatherland?

Who owned the plant or factory?

Who was awarded the orders?

Who saw the triumph of their ideas and plans? and etc.

6. "Finding Friends" Walk around inside the circle, say hello to everyone, find historical friends, unite in groups.

7. "Searching for commonalities." It is proposed to discover what is common that unites historical heroes belonging to a certain group.

8. Feedback. Each participant shares their impressions. What did you like? What's not? What did I learn today? What new did you learn?

From the experience of the State Budget Educational Institution Gymnasium No. 45 of the Home Education Department.

Teacher of history and social studies Voskresenskaya Natalya Evgenievna.

Part 1

Training on the topic “Ancient Rus'”

1. Working with chronology

Fill the table. Determine the sequence of events.

No.	Event	date
1.	Revolt of the Drevlyans
2.
3.	Death of Svyatoslav
4.	Baptism of Rus'
5.	Lyubech Congress
6.
7.
8.
9.
10.	Calling of the Varangians
11.	Defeat of the Khazar Khaganate
12.

___→___→___→___→___→___→___→___→___→___→___→___

2. Working with personalities

Fill the table. (The right column indicates the minimum number of facts you need to know.)

Historical figure	When did you act?	Who is(are)?
Anna			1.
Askold and Dir			1.
Bayer, Miller and Schlozer			1.
Boris and Gleb			1.
Vladimir I			1.
Vladimir II Monomakh			1.
Igor			1.
Hilarion			1.
Cyril and Methodius			1.
Nestor			1.
Oleg			1.
Olga			1.
Rurik			1.
Svyatopolk the Accursed			1.
Svyatoslav			1.
Yaropolk			1.
Yaroslav the Wise			1.
Yaroslavichy			1.

3. Working with the circuit

1. Fill out the pedigree table. Emphasize those princes who occupied the Kiev grand-ducal throne.

2. Fill out the management diagram of the Old Russian state.

4. Working with the map

Find on the map:

Volga Bulgaria;
city of Dorostol;
the city of Itil (the capital of the Khazar Kaganate);
city of Kyiv;
city of Constantinople;
city of Korsun;
city of Novgorod;
borders of the DRG under Vladimir I
borders of the DRG under Prince Igor and Princess Olga;
borders of the DRG under Prince Oleg;
borders of the DRG under Yaroslav the Wise;
Danube Bulgaria;
the most likely ancestral home of the Slavs;
area of settlement of the Varangians;
Vyatichi settlement area;
area of settlement of the Drevlyans;
area of settlement of the Pechenegs in the 10th – early 11th centuries;
area of settlement of the Polovtsians in the second half of the 11th - early 12th centuries;
clearing settlement area;
area of settlement of the Ilmen Slovenians.

5. Working with concepts

Define the concepts.

Corvee __________________________________________________.
Rope _____________________________________________________.
Magus _____________________________________________________.
Patrimony ___________________________________________________.
Purchase _____________________________________________________.
Grain _____________________________________________________.
Idol ______________________________________________________________.
Temple ___________________________________________________.
Metropolitan _______________________________________________.
Mosaic ___________________________________________________.
Quiet _____________________________________________________.
Ryadovich ___________________________________________________.
Scan _____________________________________________________.
Fresco _____________________________________________________.
Serf _____________________________________________________.

6. Working with sources

Determine what events are discussed in the passages from The Tale of Bygone Years. Fill the table.

1. “And he commanded his soldiers to make wheels and put ships on wheels. And with a fair wind they raised the sails and walked across the field to the city. The Greeks, seeing this, were frightened and said through the ambassadors: “Do not destroy the city, we will give you whatever tribute you want.” And he stopped the soldiers, and brought him food and wine, but did not accept it, since it was poisoned... And he ordered tribute to be given for two thousand ships: twelve hryvnias per person, and there were forty men in each ship.”

2. “... He sent his squad home, and he himself returned with a small part of the squad, wanting more wealth. The Drevlyans, hearing that he was coming again, held a council with their prince Mal: “If a wolf gets into the habit of the sheep, he will carry out the whole flock until they kill him; so will this one: if we don’t kill him, he will destroy us all.” And they sent to him, saying: “Why are you going again? You’ve already taken all the tribute.” And I didn’t listen to them...”

3. “And they sent with the words: “You, prince, are looking for someone else’s land and taking care of it, but you left your own, And we were almost taken by the Pechenegs and your mother and your children. If you don’t come and protect us, they will take us.” after all, us. Don’t you feel sorry for your fatherland, your old mother, your children?”

4. “And he placed idols on the hill behind the tower courtyard: a wooden Perun with a silver head and a golden mustache, then Khors, Dazhbog, Stribog, Simargl and Mokosh. And they made sacrifices to them, calling them gods, and brought their sons and daughters to them, and these sacrifices went to the demons, and they desecrated the earth with their sacrifices. And the Russian land and that hill were defiled with blood.”

5. “...He ordered the idols to be overturned - some to be chopped up and others to be burned. Peruna ordered to tie the horse to the tail and drag it... to the Stream and ordered twelve men to beat him with rods. This was done not because the tree feels anything, but to mock the demon who deceived people in this image - so that he would take retribution from people.”

6. “His mother taught him to be baptized, but he did not think to listen to it; but if someone was going to be baptized, he did not forbid, but only mocked, saying: “How can I alone accept a different faith? And my squad will mock.” She told him: “If you are baptized, then everyone will do the same.”

7. “And a terrible miracle was seen. The Russians, seeing the flames, threw themselves into the sea water, trying to escape - and so the rest of them returned home. And having come to their land, they told - each to their own - about what had happened and about the fire of the rooks. “It’s as if the Greeks had lightning from heaven,” they said, “and, releasing it, they burned us; that’s why they didn’t defeat them.”

8. “They drove the Varangians overseas, and did not give them tribute, and began to control themselves, and there was no truth among them, and generation after generation arose, and they had strife, and began to fight with each other. And they said to themselves: “Let’s look for a prince who would rule over us and judge us by right.” And they went overseas to the Varangians...”

9. “When he grew up and matured, he began to gather many brave warriors, and was fast, like a pardus (leopard), and fought a lot. On campaigns, he did not carry carts or cauldrons with him, did not cook meat, but thinly sliced horse meat, or animal meat, or beef and fried it over coals, and ate it like that; He did not have a tent, but slept on a sweatcloth with a saddle in his head - all his other warriors were the same. And he sent them to other lands with the words: “I want to go against you.” And he went to the Oka River and the Volga, and met the Vyatichi...”

10. “And there were countless Pechenegs. He set out from the city and formed a squad, and placed the Varangians in the middle, and on the right side - the Kievites, and on the left wing - the Novgorodians; and stood before the hail. The Pechenegs launched an attack and fought in the place where St. Sophia, the Russian metropolis, now stands: there was then a field outside the city. And there was a cruel slaughter... And the Pechenegs fled in all directions, and did not know where to run; some, running away, drowned in Setomli, others in other rivers, and the rest of them are running somewhere to this day.”

7. Working with the historian's judgment

Read an excerpt from the work of historian B.A. Rybakova. What “episode” in the relationship between the Varangians and Slavs is mentioned here? Describe the views of this historian in one word. Who were his opponents? Can you tell from the passage what they argued?

“The Varangians appeared in Eastern Europe when the Kievan state had already taken shape. The sphere of real penetration of Varangian-Swedish detachments into the Slavic-Finnish lands is limited to three northern lakes: Peipus, Ilmen and Beloozero. Clashes with the local population occurred with varying degrees of success... For the only time in the entire Middle Ages, the leader of the Varangian detachment, together with the northern Slavs, managed to fraudulently, pretending to be the owner of a merchant caravan, seize power in Kyiv for some time... This imaginary founder of the state has no descendants in Rus' didn’t leave.”

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General recommendations

Read each task carefully and the suggested answer options, if any. Answer only after you understand the question and have considered all possible answers.

Complete the tasks in the order in which they are given. If a task is difficult for you, skip it. You can return to missed tasks if you have time.

One or more points are given for completing tasks of varying complexity. The points you receive for completed tasks are summed up. Try to complete as many tasks as possible and score the most points.

PART I

When completing the tasks of this part, for each task, choose the answer that, in your opinion, is correct.

A1. By the 10th century:

Baptism of Rus';
calling of the Varangians;
writing “The Tale of Bygone Years”;
Congress of Princes in Lyubech.

A2. The first prince to subjugate most of the East Slavic tribes was

Rurik;
Svyatoslav;
Oleg;
Igor.

A3. Polyudye was called (as, axis):

national assembly among the ancient Slavs;
the Grand Duke's tour of the subordinate tribes for the purpose of collecting tribute;
the work of dependent peasants on the feudal lord's farm;
gathering the people's militia to organize resistance to the nomads.

A4. According to chronicles, the uprising of the Drevlyans in 945 was caused by:

inter-tribal strife between the Drevlyans and the Ilmen Slovenians;
an attempt by the Kyiv prince to take tribute from the Drevlyans a second time;
the reluctance of the Drevlyans to accept Christianity;
the forced recruitment of the Drevlyans into the squad of Prince Vladimir.

A5. Read an excerpt from an essay by a twentieth-century historian and indicate who is being discussed.

“Under him, as the chronicler says, “the Christian faith began to multiply and expand.” Summoning craftsmen from Byzantium, he built churches (of which the most famous was the Cathedral of St. Sophia in Kyiv), founded monasteries, continued the organization of church administration and contributed to the spread and strengthening of Christianity within the vast borders of his state.”

Vladimir Monomakh;
Vladimir Saint;
Svyatoslav Igorevich;
Yaroslav the Wise.

A6. In what century did all these events take place - the murder of Boris and Gleb; the final defeat of the Pechenegs; the beginning of the Polovtsian invasions of Russian lands?

9th century;
X century;
XI century;
XII century.

A7. In what war were the Russians forced to retreat with honor after a stubborn defense of the city, but their leader died while returning from the campaign?

the war of Prince Svyatoslav with Byzantium in Danube Bulgaria;
Prince Igor's campaign against Constantinople;
the defeat of the Khazar Kaganate by Prince Svyatoslav;
campaign of Vladimir Monomakh against the Polovtsians.

A8. What is the name of the oldest part of “Russian Truth”?

"Russian Law";
"The Truth of St. Vladimir";
“The Truth of Yaroslav”;
"The Charter of Vladimir Monomakh".

A9. Which of the following concepts is associated with the pagan beliefs of the Slavs?

"corvee";
"rope";
"patrimony";
"temple".

A10. The Baptism of Rus' led to...

the rapid disappearance of all traces of pagan beliefs;
subordination to the princely power of the Orthodox Church;
the transformation of Rus' into a state dependent on Byzantium;
the growth of the international authority of the Old Russian state;

A11. Read an excerpt from an essay by a 19th-century historian and indicate whose reign the author is describing.

“His activities were of exceptional importance: he created a large state from disunited cities and tribes, brought the Slavs out of submission to the Khazars and, through treaties, established correct trade relations between Rus' and Byzantium; in a word, he was the creator of Russian-Slavic independence and strength.”

Rurik;
Oleg;
Igor;
Svyatoslav.

A12. Prince Vladimir the Holy created a system of defensive fortifications against raids...

Varangians;
Pechenegs;
Polovtsy;
Khazars

A13. The author of "The Tale of Bygone Years" was...

Vladimir Monomakh;
Hilarion;
Nestor;
Nikon.

A14. According to the chronicle, Prince Vladimir was baptized in the city...

Kyiv;
Constantinople;
Korsun;
Novgorod.

A15. After baptism, the head of the Russian church became...

Grand Duke of Kyiv;
archbishop;
Metropolitan;
patriarch.

A16. The first Russian saints are

Askold and Dir;
Boris and Gleb;
Vladimir Saint and Anna;
Cyril and Methodius.

A17. As a result of Prince Oleg's campaign against Constantinople...

a trade agreement beneficial for Rus' was concluded;
Byzantium ceded Danube Bulgaria to Rus';
the prince and his squad were baptized;
the capital of Byzantium was plundered.

A18. Which of the following is part of the process of formation of the feudal system?

A) the emergence of corvée and quitrent;

B) the emergence of purchases and rank-and-file employees

B) the appearance of the first chronicles

D) distribution of lands by the Grand Duke and their transformation into estates

E) decorating temples with mosaics and frescoes

Please indicate the correct answer.

ADE;
BVG;
ABE;
ABG.

A19. Read an excerpt from “The Tale of Bygone Years” and indicate what it is about.

“Olga went to Novgorod and established graveyards and tributes along Msta, and along Luga - dues and tributes, and her traps were preserved throughout the land, and there is evidence of her, and her places and graveyards, and her sleigh stands in Pskov to this day, and along the Dnieper there are places for catching birds, and along the Desna...”

tax reform;
the conquest of the rebel tribes;
distribution of estates;
preparation for baptism.

A20. Read the passage and indicate under which ruler(s) the document from which the passage is taken was drawn up.

“To kill a husband’s husband, to take revenge on a brother’s brother, or a father’s son, or a son’s father, or a brother’s brother, or a son’s sister; If there is no one seeking revenge, then 40 hryvnia per head.”

under Vladimir the Saint;
under Yaroslav the Wise;
under Yaroslavich;
under Vladimir Monomakh.

A21. During the war with Byzantium, Svyatoslav...

subjugated the Vyatichi;
met the emperor personally;
nailed the shield to the gates of Constantinople;
received baptism.

A22. Among the changes in management carried out by Vladimir I are...

using his sons as viceroys;
granting Varangians privileges in Russian service;
the creation of a senior squad as a council under the prince;
strengthening the role of the evening.

A23. Vladimir Monomakh ruled in...

1019-1054;
1054-1113;
1113-1125;
1125-1132

A24. Category of dependent population according to “Russkaya Pravda”:

"purchases";
"votchinniki";
"Magi";
all of the above.

A25. One of the main goods exported from Ancient Rus' was...

wood;
corn;
fur;
fabrics.

A26. The foreign policy of Vladimir I was characterized by the desire

get rid of paying tribute to the Varangians;
secure Russian lands from Pecheneg raids;
subordinate Byzantium to the Old Russian state;
destroy the Khazar Khaganate.

A27. What was one of the reasons for the formation of the Old Russian state?

the need to establish trade with Byzantium;
inviting the Varangians to serve the Slavic tribes;
spread of Christianity;
strengthening the tribal system.

A28. Read an excerpt from “The Tale of Bygone Years” and indicate what followed the events described.

“That year the squad said to Igor: “The youths of Sveneld are dressed in weapons and clothes, and we are naked. The prince will go with us for tribute, and you will get it for yourself, and for us.” And Igor listened to them - he went to the Drevlyans for tribute...”

the Drevlyans turned to the Khazars for help;
Igor’s squad killed the Drevlyan elders;
the land of the Drevlyans was annexed to Ancient Rus';
Igor was killed by the Drevlyans.

A29. Read an excerpt from the document, choose a statement related to it.

“As for ar-Rusiya, it is located on an island surrounded by a lake... They have a king called the Kagan of the Rus. They attack the Slavs, approach them on ships, disembark, take them prisoner, take them to Khazaria and Bulgaria and sell them there. They have no arable land, but feed only on what they bring from the land of the Slavs."

has a purely fantastic character;
dates back to the 11th century;
confirms the arguments of supporters of the Norman theory;
talks about the struggle of the Slavs with the Khazar Khaganate.

A30. St. Sophia Cathedrals were built in

Kyiv;
Novgorod;
Polotsk;
all the cities listed above.

A31. Read an excerpt from a work by a Byzantine historian and indicate when what it describes could have happened.

“The winter and harsh way of life of those same dews is like this. When the month of November comes, the archons immediately leave Kyiv with all the Ros and go to... Slavinia of the Vervians, Druguvites, Krivichi, Severii and other Slavs, who are tributaries of the Ros. Feeding there throughout the winter, they return to Kyiv again, starting in April, when the ice on the Dnieper River melts.”

under Rurik;
under Oleg and Igor;
under Svyatoslav;
under Vladimir.

A32. In what year did the unification of Kyiv and Novgorod take place within one state?

862;
882;
907;
911

A33. Which of the named persons Not was he a descendant of Rurik?

Vladimir Monomakh;
Vladimir Saint;
Oleg Prophetic;
Svyatoslav Igorevich.

A34. The concepts of “filigree” and “grain” are associated with (o)...

the formation of ancient Russian statehood;
development of crafts in Ancient Rus';
the formation of the feudal system;
the spread of Christianity.

A35. An obligatory element of the patrimony was (o, a)

military squad for border protection;
use of slave labor;
availability of fishing grounds and forests;
inheritance.

A36. The result of Vladimir Monomakh's accession to the Kiev throne was

temporary cessation of princely civil strife;
the final defeat of the Polovtsians;
the subordination of the Drevlyans to the power of the Kyiv prince;
transformation of Kyiv into the capital of the state.

A37. Which tribes belong to the eastern branch of the Slavs?

A) Vyatichi

B) Slovenian Ilmenskie

B) Slovenes

D) Poles

D) clearing

E) muroma

Please indicate the correct answer.

ADE;
DBA;
HEV;
IOP.

A38. Read an excerpt from a Western European chronicle and explain why the head of the Old Russian state is called so unusually in it.

“King Henry sent... to a certain to the king in the Greek regions so that he would give him his daughter as a wife. He sent them back to France with great gifts and their daughter.”

Rus' was then dependent on Byzantium;
Rus' adopted Eastern Christianity from Byzantium;
Rus' traded a lot with Byzantium;
Many people from Byzantium lived in Rus'.

A39. The calling of the Varangians, according to the chronicle story, is connected with(o)

the desire to get rid of the power of the Khazars;
the inability of the Slavs to independently defend themselves;
strife between Novgorodians;
fear of the Varangian invasion.

A40. One of the main problems solved by the Yaroslavichs was

the fight against metropolitan claims to supreme power;
organization of the fight against the Polovtsians;
preparations for the invasion of Byzantium;
subjugation of all East Slavic tribes.

PART 2

Tasks B1 – B10 require an answer in the form of one or two words or a sequence of letters.

B1. Place the following events in chronological order. Write down the letters that represent the events in the correct sequence. For example: BVAG.

A) baptism of Novgorodians

B) baptism of Vladimir I

B) baptism of Kievites

D) campaign of Vladimir I to Korsun

B2. Establish a correspondence between the neighboring countries of Rus' and the religions that dominated them in the 10th century. When writing down the answer save subsequence first column. Write down the answer DO NOT make gaps or use commas. For example: 1В2А3Б4Г.

B3. Read an excerpt from the work of historian N.M. Karamzin and name the Old Russian prince to whom this characteristic applies.

“Thus died this Alexander of our ancient History, who fought so courageously both with enemies and with adversity, was sometimes defeated, but in the very misfortune he amazed the victor with his generosity, equaled the harsh military life with the Heroes of the Songsinger Homer and, patiently enduring the ferocity of bad weather , exhausting labor and everything terrible for bliss, showed Russian soldiers how they could defeat their enemies at all times. But..., the example of great Commanders, is not an example of a great Sovereign, for he respected the glory of victories more than the state good, and, with his character, captivating the imagination of the Poet-Creator, he deserves the reproach of the Historian.”

B4. Establish a correspondence between the princes of Ancient Rus' and the peoples and states to which these princes inflicted major military defeats, which had important consequences for the further course of events. When recording a response save subsequence first column. Write down the answer DO NOT make gaps or use commas. For example: 1В2А3Б4Г.

B5. Read an excerpt from “Russkaya Pravda”, name which social structure this article assigned the responsibility to.

“If someone kills a prince’s husband as a robber, and they are not looking for the killer, then a vira (fine) for him in the amount of 80 hryvnia will be paid to the one... on whose land the murdered person is found; in case of murder of a lyudin (commoner), pay the viru (prince) 40 hryvnia.”

B6. Read an excerpt from the work of historian S.M. Solovyov and write who you are talking about.

He is presented in the chronicles as “an inactive prince, an unbrave leader. He does not go for tribute to previously subjugated tribes, does not conquer new ones, his squad is poor and timid, like him: with great forces they return back from the Greek campaign without a fight. But to these character traits in the legend another one is added - selfishness, unworthy, according to the concepts of that time, of a good leader of the squad, who shared everything with it.

B7. Establish a correspondence between the name of the people (tribe, union of tribes) and the area of their residence. When recording a response save subsequence first column. Write down the answer DO NOT make gaps or use commas. For example: 1В2А3Б4Д.

B8. Read an excerpt from “The Tale of Bygone Years” and write the name of the place where the event described occurred.

“We gathered... to establish peace, and said to each other: “Why are we destroying the Russian land, arranging strife among ourselves? But the Polovtsians are fighting our land separately and are glad that wars are going on between us. Let us from now on unite with one heart and guard the Russian land, and let everyone own his fatherland..." And on that they kissed the cross."

B9. Establish a correspondence between the rulers of Ancient Rus' and their contribution to the formation of the Old Russian state. When recording a response save subsequence first column. Write down the answer DO NOT make gaps or use commas. For example: 1В2Д3Б4Г.

B10. Read an excerpt from an article by a modern historian and write the name of the person in question.

“At the age of sixteen he became the prince of Chernigov, one of the most ancient and powerful cities in Rus', then succeeded his father not at the Pereyaslav “table”, taking on his shoulders the entire burden of defending the southern border, but in his later life, at the age of sixty, at the zenith of military glory, was called to the capital Kiev, became the Grand Duke. But wherever he reigned, he remained a warrior for the Russian land, a tireless warrior.”

He was married to the English princess Gita, daughter of King Harold, who died in the Battle of Hastings with the Norman conquerors. Their son, Yuri Dolgoruky, will be the founder of the dynasty of Vladimir-Suzdal princes.”
PART 3

Read an excerpt from a historical source and briefly answer questions C1 – C3. Answers involve the use of information from the source and the application of historical knowledge and skills.

From The Tale of Bygone Years.

“And the noble prince Mikhail, whose name was Svyatopolk, died on the 16th day of April outside Vyshgorod, they brought him in a boat to Kiev, and brought his body into proper shape, and laid it on a sleigh. And the boyars and his entire squad cried for him; After singing the funeral songs over him, he was buried in the Church of St. Michael, which he himself built. His princess (wife) generously divided his wealth among monasteries, priests, and the poor, so that people were amazed, for no one could create such generous alms. After that, on the tenth day, the people of Kiev held a council and sent to Vladimir, saying: “Go, prince, to your father’s and grandfather’s table.” Hearing this, Vladimir cried a lot and did not go (to Kyiv), grieving for his brother. The Kievans plundered the courtyard of Putyata Tysyatsky, attacked the Jews, and plundered their property. And the Kyivians again sent to Vladimir, saying: “Go, prince, to Kiev; if you don’t go, then know that a lot of evil will happen, not only the Putyatin yard or the sotskys, but also the Jews will be robbed, and they will also attack your daughter-in-law, and against the boyars, and against the monasteries, and you will have to answer, prince, if the monasteries are also plundered." Hearing this, Vladimir went to Kyiv.”

C1. What events are described in this passage? Name the time when they occurred.

C2. Why did riots occur in Kyiv? In what meanings does the chronicler use the word “Kievans”?

C3. Why did Prince Vladimir at first refuse to become the prince of Kyiv, but then agreed?
Tasks C4-C7 involve different types of activities: presentation of a generalized description of historical events and phenomena (C4), comparison (C5), analysis of the historical situation (C6), consideration of historical versions and assessments (C7). As you complete these tasks, pay attention to the wording of each question.
C4. Indicate the main results of the foreign and domestic political activities of Prince Oleg (the Prophet).

C5. Compare the biographies and political activities of Prince Igor and his son Svyatoslav. Find similarities and differences.

Note. Write your answer in table form. At the same time, in the second part of the table, both differences in comparable characteristics and those features that were inherent only in one of the objects should be given.

C6. Consider the historical situation (the baptism of Rus') and answer the questions.

Why did Prince Vladimir choose precisely in favor of adopting Eastern Christianity from Byzantium? Why did Vladimir start a war with the state from which he decided to accept a new faith?

C7. Information from historical sources about the relationship between the Slavs and the Varangians gives rise to different assessments by historians. What assessments do you know, what arguments are given in the dispute? Which assessment do you find more convincing? Provide provisions and facts that support your chosen point of view.

ANSWERS

Training

1. Working with chronology

Fill out the table (1 - you must indicate the century or decade, 2 - the exact date). Determine the sequence of events.

No.	Event	date
1.	Revolt of the Drevlyans	945
2.	The second uprising in Kyiv and the calling of Vladimir Monomakh	1113
3.	Death of Svyatoslav	972
4.	Baptism of Rus'	988
5.	Lyubech Congress	1097
6.	Unification of Novgorod and Kyiv within one state	882
7.	The final collapse of the Old Russian state	1132
8.	Defeat of the Yaroslavichs from the Polovtsians and the uprising in Kyiv	1068
9.	Oleg's campaign against Constantinople	907
10.	Calling of the Varangians	862
11.	Defeat of the Khazar Khaganate	965
12.	Strife among the sons of Vladimir	1015-1019

10→6→9→1→11→3→4→12→8→5→2→7

2. Working with personalities

Historical figure	When did you act?	Who is(are)?	What did you do? What happened to him?
Anna	Tue. floor. X century	Byzantine princess	1. Married Vladimir I after baptism
Askold and Dir	Tue. floor. 9th century	rulers of Kyiv	1. Killed by Prince Oleg during the capture of the city
Bayer, Miller and Schlozer	XVIII century	scientists, Germans by origin, worked in Russia	1. Creators of the Norman theory
Boris and Gleb	beginning of the 11th century	princes, sons of Vladimir I	1. Killed by Svyatopolk the Accursed 2. The first Russian saints
Vladimir I	reign: 980-1015		1. He won the fight with his brother Yaropolk 2. Made his sons governors 3. Organized the defense of the southern borders from Pecheneg raids 4. Tried to reform paganism 5. Baptized Rus' (988)
Vladimir II Monomakh	years of reign in Kyiv: 1113-1125	Prince, grandson of Yaroslav the Wise, on his mother’s side - grandson of the Byzantine Emperor Constantine Monomakh	1. Organizer of the joint fight against the Polovtsians 2. Earned fame as a fair ruler, an opponent of civil strife 4. Was invited to the Kiev throne in violation of the established order of inheritance 5. Supplemented the “Russian Truth” by regulating the charging of usurious interest
Igor	first floor. X century	Grand Duke of Kyiv, son of Rurik	1. Leader of the unsuccessful campaign against Byzantium in 941. 2. Leader of the campaign against Byzantium in 944. 3. Killed by the Drevlyans while collecting tribute
Hilarion	XI century	metropolitan	1. The first Russian by birth metropolitan
Cyril and Methodius	9th century	educators in Slavic lands	1. Creators of Slavic writing
Nestor	beginning of the 12th century	monk of the Kiev Pechersk Monastery	1. Author of “The Tale of Bygone Years”
Oleg	end of the 9th – beginning of the 10th centuries.	first - the ruler of Novgorod, then - of Kyiv, possibly a relative of Rurik	1. Captured Kyiv, killing Askold and Dir 2. Subjugated most of the East Slavic tribes 3. Made a very successful campaign against Constantinople in 907 4. Concluded an agreement with Byzantium that was beneficial for the Rus
Olga	X century	Igor's wife, ruler of the Democratic Republic of Germany with her young son Svyatoslav	1. Cruelly took revenge on the Drevlyans for the death of her husband 2. Introduced strict norms for collecting tribute 3. Made a diplomatic trip to Constantinople 4. Received baptism according to the Byzantine rite
Rurik	9th century	Varangian prince	1. In 862 he was called to reign in Novgorod
Svyatopolk the Accursed	beginning of the 11th century	prince, son of Vladimir I (possibly Yaropolk)	1. Seized power in Kyiv after the death of Vladimir I 2. Accused of the murder of Boris and Gleb
Svyatoslav	X century	Grand Duke of Kyiv, son of Igor	1. Defeated the Khazar Khaganate 2. Attached the Vyatichi to the DRG 3. Fought in Danube Bulgaria, first against the Bulgarians, and then against Byzantium 4. He wanted to move the center of his power to the Danube 5. Retreated after defending the city of Dorostol 6. Killed by the Pechenegs while returning from the Danube
Yaropolk	X century	Grand Duke of Kyiv, son of Svyatoslav	1. Lost the struggle for power to Vladimir I
Yaroslav the Wise	reign: 1019-1054	Grand Duke of Kiev, son of Vladimir I	1. With the help of the Varangians, he won the internecine struggle among the sons of Vladimir 2. Inflicted a decisive defeat on the Pechenegs 3. Under him, Ancient Rus' flourished 4. Churches of St. Sophia were built in Kyiv, Novgorod and Polotsk 5. The compilation of “Russian Truth” began 6. Divided the state between his sons 7. Married his daughters to the kings of France, Norway and Hungary
Yaroslavichy	Tue. floor. XI century	princes, sons of Yaroslav the Wise	1. Entered into an internecine struggle with each other 2. Were defeated by the Cumans 3. Added and changed “The Truth of Yaroslav”

3. Working with the circuit

1 . 1 - Oleg; 2 - Rurik; 3 - Igor; 4 - Olga; 5 - Svyatoslav; 6 - Yaropolk; 7 - Oleg; 8 - VladimirI; 9 - Svyatopolk the Accursed; 10 - Yaroslav the Wise; 11 - Saints Boris and Gleb; 12 - Izyaslav; 13 - Svyatoslav; 14 - Vsevolod; 15 - Svyatopolk; 16 - VladimirIIMonomakh.

2 . 1 - Grand Duke of Kyiv; 2 - senior squad; 3 - junior squad; 4 - local princes (independent dynasties); 5 - prince-deputies from the Rurik family (descendants of Vladimir I).

4. Working with concepts

Corvee is a feudal service, which consisted in the obligation of a dependent peasant to work on the farm and in the field of the feudal lord.
Verv is a peasant community among the ancient Slavs.
Magus is a pagan priest among the ancient Slavs.
Votchina is a large land holding with dependent peasants, passed on by inheritance.
Zakup is a dependent peasant who worked for a debt (“kupu”).
Grain is a pattern of small gold or silver grains that are soldered onto a metal plate.
An idol is a sculptural image of a pagan deity.
The temple is a sanctuary among the ancient Slavs, in which sacrifices were made to the gods.
Metropolitan is the head of the Russian Orthodox Church after baptism, appointed by the patriarch.
Mosaic is a picture made of colored glass.
Quirk is a feudal duty of dependent peasants, which consisted of the obligation to give the feudal lord part of the products produced on their plot or the money they earned.
Ryadovich is a dependent peasant who worked under a contract (“row”).
Filigree is a pattern made of gold or silver wire soldered onto a metal base.
Fresco is painting on wet plaster.
Serf - slave.

5. Working with sources

Passage no.	Place and time of the event	Characters	Consequences
1.	At the walls of Constantinople (Constantinople), 907	Prince Oleg and the Byzantines	Byzantium paid a huge tribute and agreed to conclude a treaty beneficial for the Rus
2.	Land of the Drevlyans, 945	Prince Igor and the Drevlyans	Igor was killed by the Drevlyans, Princess Olga avenged her husband’s death, but established firm standards for collecting tribute
3.		Letter from the people of Kiev to Prince Svyatoslav	Svyatoslav still did not become the defender of his land (although he responded to this particular letter, came and defeated the Pechenegs)
4.	Kyiv, 980	Prince Vladimir I	The pagan reform was not successful, and a “change of faith” was needed
5.	Kyiv, 988	Prince Vladimir I	Christianity from Kyiv began to spread throughout Rus'
6.	Kyiv, during the reign of Svyatoslav	Svyatoslav and his mother Princess Olga	Svyatoslav never received baptism
7.	Ancient Rus', 941	Participants in Prince Igor's campaign	After 3 years, Igor made a new campaign, more successful
8.	Novgorod, 862	Novgorodians	The calling of the Varangians, the beginning of the Rurik dynasty
9.	Frontiers of Ancient Rus', the reign of Svyatoslav	Prince Svyatoslav	Subjugation of the Vyatichi, other victories
10.	At the walls of Kyiv, during the reign of Yaroslav the Wise	Armies of the Old Russian State and the Pechenegs	The Pecheneg threat was eliminated, but soon the Polovtsy came to the steppe to “replace” the Pechenegs

6. Working with the historian's judgment

“Episode” – the capture of Kyiv by Prince Oleg in 882. The historian’s views can be characterized as extreme anti-Normanism. His opponents were supporters of the Norman theory, who emphasized the importance of the Varangians in the formation of the Old Russian state and called Prince Oleg its founder.

verification control

Part 1

A1–1
A3–2
A5–4
A7–1
A9–4
A11–2
A13–3
A15–3
A17–1
A19–1
A21–2
A23–3
A25–3
A27–1
A29–3
A31–2
A33–3
A35–4
A37–2
A39–3

Part 2

IN 1. GBVA

AT 2. 1V2B3G4A

AT 3. Svyatoslav

AT 4. 1G2A3D4V

AT 5. Rope (or community)

AT 7. 1G2A3D4B

AT 9. 1D2G3V4A

AT 10 O'CLOCK. Monomakh

Part 3

Note. Only brief answers are given here; they may be more detailed. The number of points for each required element of the answer and the total number of points are indicated in parentheses.

C1. Calling of Prince Vladimir Monomakh to the Great reign of Kiev (1) in 1113 (1) ( Total – 2.)

C2. The cause of the unrest was the dissatisfaction of low-income townspeople with debts to moneylenders (1), who, taking advantage of the patronage of the deceased prince, took high interest rates. The chronicler uses the word “Kievans” in two meanings: 1) rebels who plundered the yard of the thousand and the houses of the moneylenders (1); 2) noble townspeople who called on Prince Vladimir to calm the city (1). ( Total – 3.)

C3. Vladimir Monomakh did not have rights to the Kiev throne in accordance with the order of succession established by his grandfather Yaroslav the Wise, and did not want to violate it (1). However, the danger of growing unrest forced him to agree (1). ( Total – 2.)

C4. In domestic politics, Prince Oleg subjugated most of the East Slavic tribes (1) and created a state centered in Kyiv (1). However, there were no laws regulating this subordination, which created the ground for conflicts in the near future (1). In foreign policy, the main achievement of Prince Oleg was the successful campaign against Byzantium, which gave the Old Russian state a profitable trade agreement (1). ( Total – 4.)

C5. ( Total – 6.)

C6. The adoption of Christianity from Byzantium was facilitated by the long-standing trade (1) and cultural (1) ties of this country with Russia. In Byzantium, Vladimir’s grandmother, Princess Olga (1), was baptized. The Byzantine Empire was at that time the most powerful and rich state among Rus''s neighbors, and it was prestigious to accept religion from it (1). At the same time, Prince Vladimir did not want to ask for faith, but decided to achieve equality with Byzantium by becoming related to the imperial dynasty. This could only be achieved by force (1). ( Total – 5.)

C7. (Note: When performing tasks to consider historical versions and assessments, it is desirable that the examinee name extreme, polar opposite points of view, and his own point of view would be “intermediate”, neutral if possible, but at the same time be sufficiently reasoned.)

Two opposing points of view - extreme Normanism (the Old Russian state was created by the Varangians) (1) and extreme anti-Normanism (the participation of the Varangians in the formation of Old Russian statehood was insignificant) (1). The Normanists rely on the chronicle story about Rurik’s calling, as well as on the testimony of foreign authors who divided the Slavs and “Rus” (2). Anti-Normanists question many chronicle evidence, pointing to the bias of the authors (1). But the main thing is that, according to the modern point of view, the state cannot be created by an outside force; its emergence is the result of the development of objective socio-economic processes (1).

In my opinion, it was precisely such processes that unfolded in the territory inhabited by the East Slavic tribes (stratification into rich and poor led to the emergence of new social contradictions that could not be resolved within the framework of the tribal system; the need for defense from the raids of the Varangians and Khazars affected; the interest of the Slavic nobility in establishing mutually beneficial trade with Byzantium, and such trade could not be ensured by scattered tribes) (3). Consequently, the Eastern Slavs were moving towards the creation of a state, and if Rurik was invited to rule, then there was somewhere to invite. The Varangians, thus, played an important but auxiliary role in the creation of the Old Russian state (1). ( Total – 10.)
part 1

Lesson objectives:

Show the relationship between two eras: the Renaissance and current reality, through an analysis of the sociocultural situation, through identifying the value guidelines that prevailed and prevailed during these periods.
To consolidate children's knowledge of social studies: the main spheres of social life, the binary essence of man.
To develop communicative competencies in students so that they can gain cooperation experience. Develop the ability to defend one’s point of view and compare one’s position with the opinions of others, the ability to build a monologue, constructive dialogue and polylogue, the ability to request and receive help. Develop educational, cognitive and general cultural skills.
Construction of a universal model of a socially effective, socially significant and successful personality.
Encourage children to have a thoughtful attitude towards the place and significance of man, his personal qualities in the historical process.
To contribute to the formation of students’ beliefs about their own importance in the life of society, the formation of an active life position.

Tasks:

Show examples of the influence of changes in the social, economic, political spheres of society on the worldview, attitude and life priorities of people.
Developing the ability to build cause-and-effect relationships.
Developing the ability to compare one’s own point of view with the opinions of others.
Identification of essential differences in the views of the Renaissance man through analysis and comparison of the opinions of thinkers of the Middle Ages and the Renaissance about the purpose of man on earth.
Developing the skill of working in a microgroup, the ability to defend one’s opinion, and come to a common decision.
To build a model of the Renaissance man through his value characteristics.
Reinforcing ideas through description.
Development of the ability to abstract.
Draw an analogy between the Renaissance and the Modern world through the value characteristics of a person and personality.

Main questions:

Specifics and characteristic features of the Renaissance.
Fundamentals of the worldview of people of the Renaissance and the Middle Ages.
Value guidelines of the Renaissance man.
Value guidelines of modern man.
The role of personality in history.

Lesson vocabulary: value, titanium, nobilet, popolanstvo, asceticism, paradigm, patriciate.

PROGRESS OF THE CLASS

I. Organizational moment

Children sit in a circle. They are given information sheets with a dictionary and materials for the lesson, notebooks for notes, markers for work, and pens.

II. Energizer “What am I?”

Students stand in a circle. Everyone throws a ball to one of the circle, saying their name and a characteristic for themselves, which begins with the first letter of the name (for example, Valya is cheerful, Ulyana is smart)

III. Class opening

Teacher's word. Today’s meeting with you is the final one in a series of lessons dedicated to a bright page in the history of mankind - a page called the Renaissance or Renaissance. All researchers agree that the Renaissance took place and, having led Europe out of the Middle Ages, determined its further history. However, it is absent in the periodization used by scientific historiography. Here the Middle Ages last until 1600, then the Modern Age immediately begins. But few doubt that with the beginning of the great turn of art towards man, from whom the Renaissance takes its account, European humanity threw off its old rags and put on bright, shiny clothes, that this was a truly significant turn, a milestone in the history of mankind. And where else if not in social studies lessons can we talk about the significance of this kind of event, analyze the role of man in the historical process, draw analogies between the modern world and past centuries, and talk about the prospects for social development.
In this regard, it is worth identifying the purpose of today’s training: in the course of analysis, comparison of objective and subjective causes of changes that took place during the Renaissance and at the present time, draw analogies and connections between them. Make an attempt to create, as a result of joint reasoning, a universal model of a socially effective personality, successful and significant in society, to answer the question: “What is he like, a man of the world, a man of history, capable of influencing the life of society, directing it towards progressive changes?” I would really like each of you to think about your life priorities today, and over time, come to realize your own importance.

Principles of working in a circle.(Reading the principles on the board).

Everyone has the right to a personal opinion
Non-judgmental
It is important to be able to listen and hear
Kindness and respect for the opinions of others
Rejecting, offering
Don't say “I don't know”

IV. Skill Simulation

Exercise 1. “Associations”

Give students 5 strips of paper measuring 10 x 5 cm.

Exercise 1: On each strip, write down the association that will arise after the teacher pronounces the word.

The teacher says the same word every time–REVIVAL.
After students have written down their associations, they read them out in a circle without comment. Then they leave these associations in a common box, then choose 5 other strips at random and leave them on their chairs.

Exercise: Go around the circle, read the associations again, choose from the proposed associations the one that, in your opinion, most succinctly or meaningfully reflects ideas about the Renaissance. Everyone presents their opinion to the circle.

Teacher's word (generalization): The Renaissance is the time of the emergence of capitalist relations, the development of world trade relations, the formation of national states and absolute monarchies, a period of deep social conflicts: the peasant war in Germany, religious wars in France, the bourgeois revolution in the Netherlands.

Exercise 2 “Question in a circle”

– What place does the Renaissance occupy in history?

The guys speak out in a circle.

Teacher's word. Many historians associate the emergence of a new cultural paradigm with fundamental changes in social relations in Europe in all spheres of social life. List the main areas.

– Italy is the birthplace of the Renaissance. This was largely due to the growth of city-republics (city-communes), the growth of their industry, their political independence as a result of the liberation from the power of feudal lords. Since in social studies lessons we have repeatedly talked about the interconnection of all spheres, in this case we can see how changes in the social, political, and economic spheres could affect the spiritual sphere of society.

Exercise 3

Students are divided into 4 microgroups (3 people each), counting on: “ducento, trecento, quattrocento, cicquecento.”
Each microgroup receives a set of cards “Shifts in social relations in Italian commune cities in the 14th–15th centuries.” (cm. Annex 1). During the discussion, the guys fill out the table and answer the question “What changes in the worldview could occur as a result of these transformations, what changed in...”:

The outcome of the discussion (on the board) is written down in a column.

V. Energizer “Fruit salad”

VI. Skill training

Teacher's word. So, in the worldview and worldview of people, profound changes took place, characteristic of the entire Renaissance, which occurred, first of all, in the consciousness of people, associated with spiritual growth, so necessary for that time.
Artistic creativity is now becoming a universal language that allows us to understand the secrets of the “divine nature.”
It is natural that the time, which gave central importance to “divine” human creativity, brought forward individuals who, with the abundance of talents of that time, became the personification of an entire era in culture (personalities - “titans,” as they were romantically called later).

QUOTE: “The Renaissance is an era that needed titans and which gave birth to titans in strength of thought, passion and character, in versatility and learning.”

F. Engels

Exercise 4(backup) “Biographies”

Children are given descriptions of the lives of famous figures of the era, and guess who they are talking about.

Exercise 5 “Two Treatises”.

Cards with texts will be distributed - fragments of two treatises. One, reflecting the view of the medieval church on the place and purpose of man (an excerpt from the treatise of Pope Innocent III), the other - the opinion of the famous humanist (Poggio Bracciolini) on the value of man (see. Appendix 2).

Exercise: Compare the two passages, what do you think are the significant differences between these fragments?

The guys express their opinions in a circle.

Thank and summarize:

1st excerpt from the treatise of Pope Innocent III, which is designed to strengthen the “infallible” dogmas of the Catholic Church among the people. Here the idea of the insignificance of a person who is supposedly incapable of knowing even a simple truth is clearly expressed, his desire for knowledge is condemned and asceticism is openly preached.
The second sets out the opinion of the humanist Poggio Bracciolini about the true value of man and expresses a protest against the claim of the nobility to a special role in society. He defends a culture that is new in nature, one that advocates human freedom and recognizes only his own merits.

In essence, they reflect views of man from two eras - the Medieval and the Renaissance.

Exercise 6 “Dissociate statements”

This exercise continues the work of comparing the views of medieval man and Renaissance man.

Divide students into pairs. On separate clippings, distribute to students opinions and sayings characterizing a medieval man and a man of the Renaissance (see. Appendix 3). In 3–5 minutes, the guys need to divide the sayings into 2 columns. Then neighboring pairs compare opinions and justify their point of view.

Conclusion: These mentalities reflect the views of humanists who spoke in the field of philosophy, philology, and literary law against the feudal-church worldview. As you remember, humanism announced the greatness of man, the power of his mind, his ability to improve. Humanists considered the main moral norm to be virtu - valor, a virtue that every person should possess (but not virtue instilled by the church, but on the contrary - indomitable energy, desire for action, dexterity and dexterity, courage and even daring, manifested in the pursuit of one's goals).

Exercise 7 “Life Values”

Each student needs to write down 5 values important for Renaissance man in 1–2 minutes.
After completion, divide into small groups of 3 people. After discussion, each microgroup selects only 3 values.
The children’s answers are recorded on strips of paper measuring 8x20 cm. Then the students place the proposed values on a diagram of a person (Leonardo da Vinci “Proportions of the Human Body” - Appendix 4), answering the questions:

What is valuable and important to the mind?
What is valuable and important to the soul?
What is valuable and important for the business?
What is valuable and important to?

Thus, the “Renaissance Man Model” appears on the board.

Exercise 8(backup)

Viewing a fragment of the cartoon “38 Parrots”. After watching, students in a circle answer the question “Which of the heroes best suits the Renaissance?”
Based on the results of the statements, a task.

– Define “RENAISSANCE MAN.” Everyone writes down the definition in a notebook, then reads it out in a circle.

VII. Energizer

VIII. Consolidation of a skill

Exercise 9 “Substitution”

Exercise: Try replacing the words “Renaissance Man” with the words “Modern Man.” Will the definition be true? What do you think will remain the same? What should be removed or added?

Sayings in a circle.

Exercise: Can you call yourself a modern person based on this definition?

Exercise 10(backup) “Model of Man”

Teacher's word: All the media, the entire modern public note the complexity of current times. They are thinking about where the changes taking place in our society will lead. Is it necessary? Is it justified? The risk associated with breaking with resignation to fate?

– Before talking about the subjective personality traits of a modern person, let’s identify the objective factors that currently influence each of us.

Exercise: From the proposed poems, choose one or two lines that characterize modernity, the modern world. Then, in groups of 6 people, choose 4 signs of the current era from those found in the poems. After discussion, write down on pieces of paper and place these signs around the “Modern Man” diagram.

Exercise 11

– So, in these conditions a person of the 21st century has to act. However, what values do you think we should bring to the fore today in order to help direct the historical process towards positive change, so that we can talk about the revival of spirituality in our time?

The results of the discussion are written down on strips of paper and placed on a diagram of a modern person (on the person himself).

IX. Reflection

Each student speaks in a circle, continuing the phrase:

“I think that modern man...”
“I know that modern man...”
“I hope that modern man...”