Historical essays in the Unified State Examination appeared relatively recently. Since 2016, applicants are invited to write a paper on one of the three specified periods. Each of these periods belongs to one of three eras in the history of Russia, which are conventionally graded as “Antiquity and the Middle Ages” (IX-XVII), “Modern Time” (XVIII-XIX) and “Modern Time” (1914-2008). It is also important to note that within an era, periods are selected that are assessed in historiography as integral historical periods (For example, 1914-1917 or 1645-1676).
In such an “expensive” eleven-point assignment, the applicant must meet the following criteria:
1. Indicate at least two events (phenomena, processes) related to the selected period of history (K1, for which you can get a maximum of 2 points);
2. Name two historical figures whose activities are connected with the specified events (phenomena, processes), and, using knowledge of historical facts, characterize the role of the named personalities in these events, phenomena, processes (K2, for which you can get a maximum of 2 points);
3. Indicate at least two cause-and-effect relationships that existed between events (phenomena, processes) within a given period of history (K3, for which you can get a maximum of 2 points);
4. Using knowledge of historical facts and (or) opinions of historians, give one assessment of the significance of this period for the history of Russia (K4, for which you can get a maximum of 1 point);
5. During the presentation, use historical terms and concepts related to a given period (K5, for which you can get a maximum of 1 point);
6. Avoid factual errors (K6, for which you can get a maximum of 2 points);
7. Write an answer in the form of a consistent, coherent presentation of the material (K7, for which you can get a maximum of 1 point).
Format and scoring
What the work will look like, its logical and semantic content, experts leave the right free to the applicant writing the Unified State Examination in history. FIPI specialists do not regulate the volume of presentation of the work - it is a matter of time during the exam and the author’s inspiration. The applicant must remember that he is unlikely to receive points for criteria 6 and 7 if he could not score at least 4 points out of 8 possible for criteria 1-5. What to do if the work indicates both correct processes and phenomena and incorrect ones?
In his article to the FIPI magazine “Pedagogical Measurements,” the deputy head of the federal commission for the development of CIM for the State Academy of History, I.A. Artasov gives this interesting example:
“In the period 1825–1855. The Third Department of the Imperial Chancellery was created, and a reform of the state village was carried out. In addition, during the same period, military settlements began to be created in Russia.”
Artasov writes that this essay names two events related to the selected period, so the graduate will receive two points for K1 for this answer. Errors according to the K1 criterion are not taken into account, only correct positions are counted, therefore an actual error regarding the creation of military settlements will not lead to a decrease in the score according to the K1 criterion.
Thus, when assessing according to criterion K1, only the indication of events (processes, phenomena) is assessed, but their connection with each other, the sequence of presentation, etc. are not taken into account. The graduate is also not required to indicate the years (dates) of the events he named.
Indication of the individual and his role in the historical period
When taking into account the second criterion of work, where you need to indicate two individuals and their role in the specified period. It must be remembered that the role of a historical figure is understood as her activities, which significantly influenced the course and result of events in a given period of history. As Artasov notes, when assigning points according to the K2 criterion, the number of specified elements of the answer is taken into account. To obtain the maximum score for criterion K2, the answer must name two historical figures and the roles of both in the named events (phenomena, processes). The historical figures indicated in the essay can be both figures in the history of Russia and figures in the history of foreign countries.
It is also important not to forget that general formulations devoid of specific content cannot be assessed by Unified State Examination experts. Therefore, when you describe the significance of the role of Alexander Nevsky at the Battle of the Ice in 1242, we recommend that you note his exclusivity not with general phrases in the style of “he was an excellent commander,” “a good man,” “a true patriot of his land,” but to clarify what exactly he managed to ensure victory for the Russian army. For example:
“Alexander Nevsky forced the German knights, clad in heavy armor, to take battle in an inconvenient place for them - on the ice of Lake Peipsi with a steep bank, he successfully positioned his army, placing weaker troops in the center of his formation, and strong cavalry on the flanks.”
And since you are writing a single coherent text, you must remember that the events (processes, phenomena) in which the person played the role described in the essay must be named. This means that the answer according to criterion K2 cannot be counted as correct if, for example, the graduate wrote “I.V. Stalin put forward an autonomization plan, but then agreed with Lenin’s plan and supported it.", but did not indicate in any way that this was the role of I.V. Stalin in the development of the project for the formation of the USSR.
Applicants must also take into account that the description of the role of an individual cannot be replaced by an indication of status, title, position held, etc. Therefore, the role of M.I. Kutuzov in the Patriotic War of 1812 cannot be characterized as follows: “M.I. Kutuzov was the commander-in-chief of the Russian troops."
Cause-and-effect relationships
Since the third criterion involves assessing cause-and-effect relationships in a historical period, it will be important to understand the meaning of this formulation. A cause-and-effect relationship, as a rule, is understood as a connection between historical events (processes, phenomena), in which one event (process, phenomenon), called a cause, in the presence of certain historical conditions, gives rise to another event (process, phenomenon), called a consequence. For example, Russia's defeat in the Crimean War led to the neutralization of the Black Sea.
Therefore, it is necessary to take into account that there must be at least two cause-and-effect relationships between any events (processes, phenomena) indicated in the essay and relating to the selected period. It is also important to note that when indicating cause-and-effect relationships, not only causes, but also prerequisites for events (phenomena, processes) can be used. For example, the strengthening of foreign influence in the economic and cultural spheres in Russia in the 17th century. was not the direct cause of the transformations of Peter I, it was rather its prerequisite (i.e., the condition that influenced the beginning of this event).
Experts also count a connection between the occasion and the event, for example: “The assassination of Archduke Franz Ferdinand became the reason for the outbreak of the First World War.”
The main thing is not to forget that these cause-and-effect relationships must exist within a given period. This means that both cause and effect must be within this period. For example, if a graduate writing about the period 1801–1812 indicates a cause-and-effect relationship between Russia signing the Treaty of Tilsit and its joining the continental blockade, then this will be accepted as the correct answer. But if a graduate, when characterizing the same period, cites a cause-and-effect relationship between the victory in the war of 1812 and the birth of the Decembrist movement, then it will not be accepted (although it does not contain a factual error), since the creation of the first Decembrist organizations does not relate to this period of history.
Historical assessment of the period
Particularly noteworthy in this work are the conclusions that Unified State Examination experts take into account according to the fourth criterion, “assessment of the significance of the period.” We should not forget that the assessment represents a general conclusion about the significance of a given period for the history of the country as a whole, its influence on the processes characteristic of the era within which this period is identified. It is necessary to note that the essay should evaluate the period as a whole, and not individual events within this period.
According to the criteria, the assessment can be given based on historical facts and (or) the opinions of historians. This means that it is not necessary to indicate the opinions of historians in the work; a graduate can only use knowledge of facts to evaluate the period. For example, when assessing the period 1928–1941. It can be pointed out that the socio-economic policy pursued during these years made it possible to create a diversified military-industrial complex, which served as one of the prerequisites for the victory of the USSR in the Great Patriotic War. Behind this generalized conclusion there are historical facts, it is based on them.
The graduate can use the opinions of historians to assess the significance of a period. For example, he might give the following estimate for the period 1689–1725. (during the reign of Peter I): “According to V.O. Klyuchevsky, Peter bequeathed to his successors an abundant supply of funds, with which they supplemented for a long time, without adding anything to them.” In this case, the assessment of the period is given on the basis of the historian’s opinion, but without direct reliance on facts, and this is quite acceptable.
It is important to take into account that if a graduate does not mention a specific historian in the answer, but writes, for example, like this: “According to a number of historians...”, then the answer is also counted as correct if the point of view stated below is actually present in historiography. A general formulation devoid of specific content cannot be counted, for example: “It was a bad (good, difficult, etc.) period in the history of the country.”
Knowledge of terms and concepts
The fifth criterion in the applicant’s detailed work involves the use of historical terminology. The terms and concepts of historical science can be divided into three groups:
1) terms and concepts from written sources (for example, “Russkaya Pravda” contains a number of terms, without understanding which it is impossible to understand the meaning of individual articles: ryadovich, procurement, vira, etc.);
2) terms and concepts used to systematize heterogeneous historical material (for example, coup d'etat, civilization, etc.);
3) concepts and categories that are used not only in history, but also in other social sciences and humanities to define social phenomena (for example, state, society, etc.).
To receive one point according to the K5 criterion, a graduate only needs to correctly use one historical term in a historical essay. As you can see, it won't be difficult. In their work, experts also admit that the historical term may be used incorrectly. For example, a graduate may use the term “oprichnina” but write about zemshchina. If the essay does not contain other terms used correctly, then the graduate in this case will receive 0 points according to the K5 criterion. Such a situation is unlikely, but quite expected. In any case, the error in terminology will be taken into account when checking the work according to the K6 criterion.
How many mistakes can you make?
When evaluating work according to this criterion, factual errors of any nature made in any part of the essay are taken into account: incorrect indication of events (phenomena, processes), incorrect indication of historical figures, errors in the facts of their biographies, incorrectly indicated cause-and-effect relationships, assessments of the significance of the period, errors in indicating the opinions of historians, etc.
It should be noted that we are talking specifically about factual errors; stylistic, grammatical, spelling and punctuation errors made by the graduate are not taken into account.
Essay or plan - which is better?
Criterion K7 evaluates the form of presentation. The graduate has every right to refuse the essay format and give an answer, for example, in the form of a thesis plan in accordance with the content of the assignment. In this case, the expert will still evaluate the answer according to all criteria, but for K7 he will be forced to give 0 points.
Writing a final essay for the Unified State Examination in history is not an easy task, but it is not as difficult as it is usually imagined. Therefore, when preparing for such a task at home, we recommend that you select one of three periods of history in advance and draw up answer plans long before the exam itself. This way you can put your thoughts and logic of presentation in order, and at the time of the exam, remember the structure of the presentation of your essay at home.
Good luck with exams!
One of the elective subjects, which is indicated by the graduate in the application submitted before February 1, is the Unified State Exam in History 2018.
- Specification (description of the work, lists the necessary documents, reflects the structure of the Unified State Examination in history, provides a plan for the KIM version).
- Codifier (a list of skills and topics that are tested on the Unified State Exam in history. The codifier has an appendix that lists all the events in the history of foreign countries that will be tested in tasks No. 1 and No. 11).
- A demo version of the Unified State Exam in history (one version of the Unified State Exam in history), with which you need to start preparing for the state exam in history.
Structure of KIM Unified State Examination in History
Total 25 tasks
Part 1 Part 2
19 short answer questions 6 long answer questions
Part 1 presents the following tasks:
- knowledge of chronology (you need to know in what year, in what century an important historical event took place);
- knowledge of historical concepts and terms;
- knowledge of historical facts;
- two tasks on the ability to work with historical sources;
- knowledge of historical figures;
- to test the ability to work with information given in the form of a table;
- to work with a historical map;
- knowledge of the facts of cultural history;
- to work with illustrative material.
Part 2 consists of 6 tasks that require a detailed answer, which must be written in your own words.
3 tasks (No. 20, No. 21, No. 22) – tasks for working with a historical source.
Task No. 20 involves the attribution of a historical source (attribution is the determination of authorship, the determination of the time of creation of a historical source, the determination of the events mentioned in this historical text).
Task No. 21 is a task to search for information in a source.
Task No. 22 – testing contextual knowledge.
Task No. 23 – historical task or analysis of the historical situation.
Task No. 24 to check to argue historical points of view. This is the most difficult task in all the work.
Assignment No. 25 – historical essay.
The tasks of the first part can be considered tasks of a basic level, but the skills demonstrated by students in the second part belong to an increased level of complexity.
What skills must the graduate demonstrate?
Examiners expect the following skills from a graduate taking the Unified State Exam in history:
In the first part:
- ability to work with historical sources and texts;
- work with a historical map;
- ability to work with illustrative material.
In the second part:
- ability to argue in a historical essay;
- solve historical problems.
History is the science of facts
History is a subject that requires knowledge. You can know a lot, but it’s almost impossible to pass history well without knowing the facts. Need to know:
- dates, years of certain events;
- facts, events, processes and phenomena;
- historical figures;
- facts of cultural history;
- it is necessary to navigate the cause-and-effect relationships.
Learn more about long-answer assignments
It is clear that eleventh graders still have little life experience, and some things are difficult for them to analyze or compare. But in tasks with a detailed answer, knowledge of facts that are studied in the course of a school subject is tested. The age of students, of course, leaves an imprint on the understanding of these facts. Also, children do not always have the desire to delve into historical sources and understand the cause-and-effect relationships of events.
There were no changes in the work structure in 2017. There is only one change in task number 25 (this is a historical essay). The requirements have been specified and the evaluation criteria have changed slightly.
In a historical essay, you need to write a consistent, coherent text, that is, a mini-essay about one of the periods of history (to choose from three).
There are certain requirements for the essay:
- the work must present at least two processes or phenomena within the period chosen by the student;
- two individuals must be indicated, their roles in these events, processes, and phenomena characterized;
- at least two cause-and-effect relationships must be indicated;
- historical terminology should be used;
- You can't make factual mistakes.
Time to complete the work is 3 hours 55 minutes (235 minutes).
The maximum primary score that can be scored for completing the entire work is 55 points. These 55 points are converted into test scores using a special scale.
What difficulties do those taking the Unified State Exam in History encounter?
As a rule, the following tasks in the first part present difficulty:
- dedicated to the history of the Great Patriotic War (No. 8);
- on knowledge of historical personalities, historical figures (No. 9);
- on knowledge of the facts of cultural history (No. 17);
- for the analysis of illustrative material (No. 18 and No. 19).
The second part with a detailed answer also contains a task that turns out to be difficult for 11th grade students. This is an argumentation task (No. 24), where a certain debatable point of view that exists in historical science is presented, and graduates need to give 2 arguments from the point of view of supporters of this position and 2 arguments from the point of view of opponents.
The Unified State Exam model in history is flexible; it has been improved over the course of several years. This is due to the response of public opinion - the opinion of applicants, teachers, educators, and the expert community. Particular attention is paid to changes in the Unified State Exam and policies, since the life of society is constantly changing, which should be reflected in the tasks of the state exam in history.
The date for the Unified State Examination in history will be known in January 2018.
You can find out about the results of the Unified State Exam in history in 2018 in your general education organization or on the official website of the Unified State Exam.
Tips for preparing for the Unified State Exam in history can be found here:
It is only taken by those who have made this choice on their own. Successfully passing the Unified State Examination in history is necessary when applying to such popular specialties as law, linguistics, design, architecture and many others.
Review general information about the exam before you begin your preparation. The 2019 version of the KIM Unified State Exam has not changed compared to last year’s versions. Correct completion of tasks 3 and 8 now gives 2 points instead of 1. For assignment 25, the wording and assessment criteria have changed.
Unified State Examination
A decree from Rosobrnadzor has already appeared, which officially established the correspondence of primary and test scores in all subjects for 2019.
According to the order, in order to pass the Unified State Exam in History with at least a C, you need to score 9 primary points. To score them, it is enough to complete the first 6 tasks correctly or write a good essay (No. 25), which, if all criteria are met, will give 11 points. To get an A you need to score 39-55 primary points.
Structure of the Unified State Exam
In 2019, the Unified State Exam test in history consists of two parts, including 25 tasks.
- Part 1: 19 tasks (1–19) for choosing the correct answer, establishing correspondences, determining sequences or writing the correct answer (word, phrase, title, name, century, year, etc.);
- Part 2: 6 tasks (20–25) with a detailed answer, in which you need to analyze a given fragment of a historical source, a historical problem, historical assessments and points of view; the last task is a historical essay that can be written on one of three periods of Russian history.
Preparation for the Unified State Exam
- Pass Unified State Exam tests online for free without registration and SMS. The tests presented are identical in complexity and structure to the actual exams conducted in the corresponding years.
- Download demo versions of the Unified State Exam in history, which will allow you to better prepare for the exam and pass it easier. All proposed tests have been developed and approved for preparation for the Unified State Exam by the Federal Institute of Pedagogical Measurements (FIPI). All official versions of the Unified State Exam are developed in the same FIPI.
The tasks you will see most likely will not appear on the exam, but there will be tasks similar to the demo ones on the same topic.
General Unified State Examination figures
| Year | Minimum Unified State Examination score | Average score | Number of participants | Failed, % | Qty 100 points |
Duration - Exam length, min. |
| 2009 | 30 | |||||
| 2010 | 31 | 49,47 | 180 900 | 9 | 222 | 210 |
| 2011 | 30 | 51,2 | 129 354 | 9,4 | 208 | 210 |
| 2012 | 32 | 51,1 | 164 267 | 12,9 | 195 | 210 |
| 2013 | 32 | 54,8 | 164 219 | 11 | 500 | 210 |
| 2014 | 32 | 55,4 | 210 | |||
| 2015 | 32 | 45,3 | 210 | |||
| 2016 | 32 | 210 | ||||
| 2017 | 32 | 210 | ||||
| 2018 |
An essay on history is written on a certain significant stage in history. This could be the period of reign of a monarch, a war, or the cycle of activity of a social movement. For example, in tests you can find the following date: October 1917 - October 1922. This is the period of the Civil War, which means it will be the topic of the essay.
Requirements for an essay on history in the Unified State Examination
Before you start writing your essay, you should carefully read requirements to him.
In the 2019 demo version on the Unified State Exam developers website www.fipi.ru we read what is required in the essay (quote):
- Indicate at least two significant events (phenomena, processes) relating to a given period of history;
- Name two historical figures whose activities are connected with the specified events (phenomena, processes), and, using knowledge of historical facts, characterize the roles of the personalities you named in these events (phenomena, processes). Attention! When characterizing the role of each person you named, you must indicate the specific actions of this person that significantly influenced the course and (or) result of these events;
- Indicate at least two cause-and-effect relationships characterizing the causes of events (phenomena, processes) that occurred during a given period;
- Using knowledge of historical facts and (or) opinions of historians, assess the impact of events (phenomena, processes) of a given period on the further history of Russia;
- During the presentation, it is necessary to correctly use historical terms and concepts related to a given period.
History essay plan
Based on the stated requirements, history essay plan could be like this:
- Brief description of the period (you should give a name to what is hidden under the date: war, period of government, revolution, etc.).
- Disclosure of the first significant event (phenomenon, process) that happened in a given period. Here the causes and consequences of this event should be mentioned, as well as the person associated with the event and his specific affairs.
- Disclosure of the second significant event (phenomenon, process) that happened in a given period. It should be mentioned here the causes and consequences of this second event, as well as indicate the person associated with the event and his specific affairs.
- Assessing the significance of this period for the history of the country.
When disclosing the first and second events, indicate cause-and-effect relationships. In other words, explain and name the causes and results of reforms, wars, riots, revolutions and other facts.
Remember that there may be more than two indicated events and personalities in the essay. The main thing in an essay is to comprehensively reveal the content and significance of the selected period of history.
Analysis of an essay on history
Now let's look at a specific essay example, written according to the plan we proposed and will analyze it.
Period of Russian history: 1928 - 1940
The first point of our plan says:"Brief characteristics of the period." We do:
The years indicated cover the period of Joseph Stalin’s sole rule until the start of the Great Patriotic War. These were the years of industrialization, collectivization, terror and preparation for war.
The second point of our plan:"Disclosure of the first significant event (phenomenon, process) that occurred in a given period. Here the causes and consequences of this event should be mentioned, as well as the person associated with the event and his specific affairs should be indicated."
In 1929, the policy of industrialization began in the USSR. Industrialization is the modernization of industrial production, the creation of heavy industry in the country, new industries that meet the requirements of the time.
The reason for industrialization was the technical backwardness of the USSR, as well as the need to gain economic independence from Western countries. The results of industrialization were amazing: during the first three five-year plans of industrialization, a huge number of new enterprises, roads and industries appeared in the country, the country reached a new economic level.
Anastas Ivanovich Mikoyan (lived 1895-1978) took an important part in the events of industrialization. During this period, Mikoyan served as commissar of supplies and minister of foreign trade. He was involved in trade, food industry, and supply. In the food industry, Mikoyan introduced several revolutionary things: 1) he laid the foundation for “refrigeration technology” (not “refrigerators in every home”, that would come later, but a new way of preparing and storing food products, 2) introduced canning production technology and 3) conveyor technology production of semi-finished products.
Third point of the plan:"Disclosure of the second significant event (phenomenon, process) that occurred in a given period. Here the causes and consequences of this second event should be mentioned, as well as the person associated with the event and his specific affairs should be indicated."
To maintain high rates of industrialization, the USSR government resorted to various kinds of non-economic methods of coercion. This is the organization of the Stakhanov movement, on the one hand, and the use of slave labor of Gulag prisoners, on the other.
The reasons for the Stalinist mass repressions that unfolded precisely in the 1930s were Stalin’s desire to rid the country of all people who in one way or another caused distrust and were suspected of disapproving of the course taken by the country. The consequences of the repression were the ruined lives of a huge number of innocent people, as well as the formation in society of an atmosphere of fear and lack of freedom, internal and external.
The year of the apogee of repression is called 1937. The head of the NKVD, and therefore the leader of the policy of repression, was Nikolai Ivanov Yezhov.
He was involved in coordinating and carrying out repressions against persons suspected of anti-Soviet activities. Yezhov began with the “cleansing” of the state security agencies themselves, then switched to other categories of citizens. Under Yezhov, so-called orders appeared with the exact number of people who needed to be repressed in one or another part of the country. In 1938, Yezhov was relieved of his post. In 1939 he was arrested, accused of preparing a coup d'etat and sentenced to death.
Fourth point of the plan:"Assessment of the significance of this period for the history of the country."
Historians assess this period as a time of strengthening of the totalitarian system and Stalin’s personal power in the country. The heavy industry created thanks to industrialization helped the USSR fight the Great Patriotic War, but repressions bled the country dry and also destroyed the command staff of the army, which caused the future failure of the war in its initial period. Collectivization laid the foundation for a future global crisis in agriculture. People living at that time received serious psychological trauma, which had a serious impact on the formation of the people's mentality.
An example of a real Unified State Exam essay on history that received the highest score in the exam (11 points)
These are the years of the reign of Alexander III, who was nicknamed the peacemaker because under him the Russian Empire did not wage wars. Alexander III came to the throne as a result of the fact that his father, Alexander II the Liberator, was killed by members of the revolutionary organization Narodnaya Volya. Later, the main conspirators (Perovskaya, Rysakov) were executed.
Alexander III was a conservative. His policy was aimed at combating revolutionary organizations and sentiments. At the very beginning of his reign, in 1881, for this purpose, the “Regulations on measures to protect state order and public peace” were published. He also introduced strict censorship and expanded the secret police network.
Economic figures such as Bunge, Vyshnegradsky and Witte act under the emperor. Witte's activities occurred mainly during the reign of Nicholas II, but he took his position under Alexander III. Bunge took a serious step - the abolition of the poll tax. He also reduced redemption payments. These actions helped calm peasant discontent. Largely thanks to the above figures, the Russian economy continued to prosper.
In foreign policy, Alexander III chose a peaceful course. The diplomat Giers, who actively participated in international affairs, especially stood out. Through diplomacy, he dissuaded the German government from attacking France, which delayed the start of the First World War and gave the Russian Empire the opportunity to increase its military potential, which Emperor Nicholas II subsequently did not take advantage of, which was largely the reason for the failures during the First World War and that in turn, resulted in the February Revolution and the overthrow of the monarchy. Also in foreign policy, two blocs are finally formed: the Triple Alliance (Germany, Austria-Hungary, Italy) and the Entente (Russia, France, England).
Despite strict censorship and a tough fight against the revolutionary movement, the time of his reign cannot be called unfavorable for the country. Under him, the population breathed a sigh of relief, since men did not go to war. The economy continued to flourish. The peasantry did not rebel because the government tried to help them. In foreign policy, Russia took its place on the side of the Entente, an opponent of Germany’s aggressive plans. The reign of Alexander III prepared a worthy ground for the transition to a new century.
Criteria for evaluating history essays in the Unified State Examination
There are seven evaluation criteria in total. The maximum number of points that can be obtained for an essay is 11.
K1. Indication of events, phenomena
2 points: two events (phenomena, processes) are correctly indicated.
K2. Historical figures and their role in the specified events (phenomena, processes) of a given period of history
2 points: two historical figures are correctly indicated, the role of each of these personalities is correctly characterized, indicating their specific actions, which significantly influenced the course and (or) result of the named events (phenomena, processes) of the period in Russian history under consideration.
K3. Cause-and-effect relationships (cause-and-effect relationships named when indicating the role of the individual and counted according to criterion K2 are not counted)
2 points: two cause-and-effect relationships are correctly indicated that characterize the causes of events (phenomena, processes) that occurred during a given period.
K4. Assessment of the influence of events (phenomena, processes) of this period on the further history of Russia
1 point: an assessment is made of the influence of events (phenomena, processes) of this period on the further history of Russia, based on historical facts and (or) the opinions of historians.
K5. Use of historical terminology
1 point: historical terminology is used correctly in the presentation.
K6. Presence of factual errors
2 points: there are no factual errors in the historical essay
! 1 and 2 points for this criterion can be awarded only if, according to criteria K1-K4, a total of at least 4 points is assigned !
K7. Form of presentation
1 point: the answer is presented in the form of a historical essay (a consistent, coherent presentation of the material).
! 1 point for this criterion canbe awarded only if, according to criteria K1-K4, a total of at least 4 points is given!
If the criteria are not fully met, then the rates are reduced.
Video about personalities for essays on the period 1894-1917.
What will help you write a good essay?:
- Knowledge of all dates of reign of the heads of the Russian state, memorization of the names of the rulers and their sequence ()
- Knowledge of the dates of all major reforms, wars and uprisings ().
- Knowledge of all important personalities for the history of the country, their lifetime and contribution to the development of the state, its science and culture ().
Evaluation criteria:
K1 Indication of events (phenomena, processes) - 2 points
- Two events (phenomena, processes) are correctly indicated 2 points.
- One event (phenomenon, process) is correctly indicated 1 point.
- Events (phenomena, processes) are not specified or specified incorrectly 0 points.
K2 Historical figures and their role in the specified events (phenomena, processes) of a given period of history - 2 points
- Two historical figures are correctly named, the role of each of these personalities is correctly characterized, indicating their specific actions, which significantly influenced the course and (or) result of the named events (phenomena, processes) of the period of Russian history under consideration - 2 points.
- One or two historical figures are correctly named, the role of only one person is correctly characterized, indicating her specific actions (or specific action), which significantly influenced the course and (or) result of the named events (phenomena, processes) of the period in Russian history (or one) under consideration event (phenomenon, process)) - 1 point.
- One or two historical figures are correctly named, the role of each of them in the indicated events (phenomena, processes) of this period of Russian history is not characterized / characterized incorrectly. OR One or two historical figures are correctly named, while characterizing the role of each of them in the indicated events (phenomena, processes) of a given period of Russian history, general reasoning is given without indicating their specific actions, which significantly influenced the course and (or) result of the named events ( phenomena, processes) of the period under consideration in Russian history. OR Historical figures are named incorrectly. OR Historical figures are not named - 0 points.
K3 Causal relationships - 2 points
(According to this criterion, cause-and-effect relationships named when indicating the role of the individual and counted according to criterion K2 are not counted)
- Two cause-and-effect relationships characterizing the causes of events (phenomena, processes) occurring during a given period are correctly indicated - 2 points.
- One cause-and-effect relationship is correctly indicated, characterizing the cause of the occurrence of events (phenomena, processes) that occurred during a given period - 1 point.
- Cause-and-effect relationships are indicated incorrectly / not indicated - 0 points.
K4 Assessment of the influence of events (phenomena, processes) of a given period on the further history of Russia - 1 point
- An assessment is given of the influence of events (phenomena, processes) of this period on the further history of Russia, based on historical facts and (or) opinions of historians - 1 point.
- The assessment of the influence of events (phenomena, processes) of a given period on the further history of Russia is formulated in a general form or at the level of everyday ideas, without involving historical facts and (or) the opinions of historians. OR An assessment of the impact of events (phenomena, processes) of this period on the further history of Russia has not been given - 0 points.
K5 Use of historical terminology - 1 point
- Historical terminology is used correctly in the presentation - 1 point.
- All historical terms and concepts are used incorrectly. OR Historical terms, concepts not used 0
K6 Presence of factual errors - 2 points
(1 or 2 points according to the criterion can be assigned only if according to criteria K1–K4 a total of at least 4 points is assigned)
- There are no factual errors in the historical essay - 2 points.
- One factual error was made - 1 point.
- Two or more factual errors were made - 0 points.
K7 Form of presentation - 1 point
(1 point according to the criterion can be assigned only if according to criteria K1–K4 a total of at least 4 points is assigned)
- The answer is presented in the form of a historical essay (consistent, coherent presentation of the material) - 1 point.
- The answer is presented in the form of separate fragmentary provisions - 0 points.
Maximum score 11
Decide based on history.