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Analysis of the historical and cultural standard.
History has several meanings. This is the past itself, and
a science that studies the past and a subject taught in schools. And in this
sense, it matters for the whole society. Events of the late 20th century
led to an identity crisis among the population of our country. Citizens
great powers, who for the most part shared common ideas
about common historical roots, found themselves in different states and the course
the history that was taught there was often in conflict with
the historical consciousness of the majority of the population. This problem is most striking
affected the countries of the near abroad, and did not bypass Russia. IN
post-Soviet period in textbooks, the authors made attempts to answer
to the needs of modern society, use new scientific approaches, but
the hasty nature of the preparation, political engagement created
a lot of problems for both the student and the teacher, which means for society in
the whole. In addition, the problem of educational literature on history attracted
attention and a number of foreign structures that tried to bring to its solution
their contribution by granting support to the authors of new textbooks. They are
proceeded from their own understanding of Russian history and development tasks
education in our country. All this led to the fact that the state
history education in Russia has been well-grounded criticism
sides of society and authorities. In addition, it happened in the background
global shifts in the state of world civilization, when frank
the most important events of modern and recent history are subject to revision, in
particular the Second World War and its results. This revision is distributed and
for earlier periods of history. An example is the controversy around
such historical figures as Alexander Nevsky, Ivan the Terrible, hetman
Mazepa. Under these conditions, the school and the school textbook turn into
the front line of the struggle for the minds and souls of the younger generation. therefore
the need for serious steps towards teaching Russian
history seems to be long overdue and in the interests of
Russian society.
The adoption of the historical and cultural standard is a landmark event for
modern Russian society. After a quarter of a century of polyphony in
interpretations of the past, the social order of Russian citizens to search for
consensus in understanding history. This is not about giving
The "only correct" assessment of the historical process, but to form
reliable landmarks based on a scientific understanding of history.
The ICS includes a list of "difficult questions of history", that is, discussion
problems. The creators of the standard were guided by four basic principles.
The first proclaims a cultural-anthropological approach. Much
more attention is paid to spiritual and cultural life.
The second pays special attention to the development of an evaluative attitude towards
stories.
The third is the active use of ICT.
The fourth interprets the textbook, not as a set of truths, but as a navigator, a tool
allowing you to find your way in the vast world of knowledge about the past.
For the first time in the centuries-old practice of teaching science about the past, the main
line, ideas, trips and personalities were discussed by representatives of all
interested groups of our state.
February 19, 2013 Vladimir Vladimirovich Putin at a meeting of the Council for
interethnic relations made a proposal to create unified
Russian history textbooks for secondary schools, designed for different
ages, but built within a single concept. April 5, 2013
a working group was created to develop the concept of a new training
methodological complex on the history of Russia. It consisted of 34 people,
among them Sergey Evgenievich Naryshkin, Dmitry Viktorovich Livanov,
Vladimir Rostislavovich Medinsky and other political, scientific and
public figures of our country.
The standard was approved by the Working Group on the preparation of the concept of a new
educational and methodological complex on Russian history and published 1
July 2013 on the Internet for broad public comment on
sites of the Russian Historical Society, the Russian military
Historical Society, Association of Teachers of History and Social Studies,
Public Council of the Ministry of Education and Science of Russia and the official page
Ministry of Education and Science of Russia in Live Journal.
For three months of public discussion, the authors of the project received
more than 600 reviews and suggestions. Discussion participants focused
focus on four main aspects of the project: conceptual
foundations of the Historical and Cultural Standard, organizational and regulatory
legal issues related to the implementation of the standard, its methodological
constituent and principle of selection and arrangement of factual material.
Most of the reviews regarding the content of the Standard refer to
topics related to the history of the twentieth century. There were a lot of responses,
containing critical remarks and constructive suggestions that
were taken into account by the working group when finalizing the draft Standard.
On August 28, 2013 at the Institute of General History of the Russian Academy of Sciences, a working group on
preparation of the concept of a new educational and methodological complex for
national history, an expert meeting was held with the authors
existing school textbooks on the history of Russia. Expert
the meeting opened a new cycle of work on the project of the Historical and Cultural
standard, within the framework of which it is planned to conduct a series of face-to-face
discussions.
On September 5, a round table was held at the Institute of Russian History of the Russian Academy of Sciences
"Discussion problems of Soviet and post-Soviet history in Istoriko
cultural standard ". The discussion was attended by experts in
Russian history of the XX century from the leading scientific and educational
institutions (Institute of Russian History RAS, Institute of General History
RAS, Moscow State University, Russian State University for the Humanities, Higher School of Economics, MGIMO, RANEPA, etc.)
As a result of intense discussions, the participants in the discussion managed to
reach agreement on a number of fundamental issues related to
periodization of the history of the twentieth century, terminology and key approaches to
coverage of the recent history of Russia.
In October 2013, there were many public and professional
discussions. This is a video conference in Volokolamsk, Moscow region,
place of the historical feat of 28 Panfilov Heroes, and a "round table" in
Scientific information and educational center "Memorial", and a meeting
authors of the Standard with members of the Moscow Council of Veterans, dedicated to
discussion of the history of the Great Patriotic War. October 9 held
discussion of the draft Concept within the framework of the meeting of the Interreligious Council
Russia, where a number of proposals were made to strengthen
the spiritual and moral component of the school history course. 16 october
a meeting of the authors and developers of the Concept with children's writers took place, and
October 17 videoconference with the participation of Russian schoolchildren.
After extensive discussion, the Standard was submitted for approval.
to the president.
Historical and cultural standard is the scientific basis
the content of school history education and may be applicable
both to the basic and to the specialized - in-depth level of study
history and humanities. In this regard, each section of the Standard
provided with a list of the main historical sources. Historical and cultural
the standard is accompanied by a list of "hard history questions" that
cause heated debate in society and for many teachers - objective
difficulties in teaching.
THE HISTORICAL CULTURAL STANDARD includes 9 sections.
Section I. From Ancient Rus to the Russian State.
Section II. Russia in the 16th - 17th centuries: from the grand duchy to the kingdom.
Section III. Russia at the end of the 17th-18th centuries: From kingdom to empire.
Section IV. Russian Empire in the XIX - early XX centuries.
Section V. Russia in the years of "great upheavals". 1914-1921
Section VI. Soviet Union in the 1920s and 1930s
Section VIII. The apogee and crisis of the Soviet system. 19451991
An indicative list of "difficult questions of the history of Russia"
The concept is aimed at improving the quality of school history
education, education of citizenship and patriotism, development
competencies of students of general education schools in accordance with
the requirements of the Federal State Educational Standard
(FSES) of basic general and secondary (complete) education, formation
common cultural and historical space of the Russian Federation.
The implementation of the Concept involves not only the preparation of educational
methodological complex, consisting of the curriculum of the course,
textbook, teaching aids, teacher books, a set of maps,
electronic applications, but also the formation of a unified scientific
educational space on the Internet.
Successful implementation of the Concept is possible only if
complex of measures aimed at the development of historical
information space, saturating it with scientifically based
materials for both teachers and students of general education
institutions.
The innovative nature of the ICS and the Concept of the new teaching and learning method for domestic
history is expressed in:
substantiation of the task of forming a unified scientific
educational space taking into account
opportunities and resources of the Internet;
the formulation of a strategy for the development of a common historical
education;
defining benchmarks for the formation
the content of history education;
formulating new content requirements
historical education.
ICS contains:
scientific historical assessments of key events of the past;
The main theoretical approaches to teaching Russian history in
modern school;
a list of topics, concepts and terms, events and
personalities;
a list of "difficult" (discussion) questions.
ICS tasks
The first task is
provide conditions for the actualization of historical memory, cultural
continuity of generations, the formation of national civil
identity (self-awareness) of young Russians based on understanding
relatively stable traditional version of the history of the Russian
statehood, which in this case is regarded as
the "value platform" that unites Russians.
The second task is to provide conditions for the formation of schoolchildren
ability to perceive historical information, becoming
social and civil competence of schoolchildren, which implies
mastering the techniques of historical analysis, the formation of historical
thinking.
The concept of national civil identity
Identity socio-psychological and cultural
phenomenon. From the Latin identifico - I identify 1.
Identity = this is a sense of belonging, a person's connection with a community
(people, country, collective, nationality), culture, tradition,
ideology.
Its three aspects: 1) a sense of identity, 2) the process of formation
identity, 3) identity as a result.
National civil identity spiritual connection with
1 S.I.Ozhegov, N.Yu.Shvedova. Explanatory dictionary of the Russian language, M., "Education", 2010, p. 132.
their country, civic-patriotic self-awareness,
worldview, worldview, attitude, perception
yourself as a responsible citizen of Russia, awareness of your
belonging to the community of Russian citizens.
Formed national civil identity is expressed in
patriotic position, commitment to values, interests of their
Homeland of Russia.
Let's consider each section in detail.
Section one.
Begins with the characteristics of the Stone, Bronze and Iron Age on
the territory of our country in ancient times. Even from the analysis of the preamble it becomes
it is clear that the authors of the document have moved away from the formational approach in
study history and analyze our historical past using
civilizational approach. Therefore, the first section is completely absent
the term feudalism, instead of the concept of "inheritance", the concept of a volost is introduced,
introduced earlier in a later period. Moreover, Old Russian
the state is included in the halo of European civilization and we are talking about it
begins with a talk about Europe, the influence of European political
processes at the beginning of the Russian statehood. However, it is indicated that
This question is debatable. As well as the social system of Russia.
It should be noted as a positive increase in attention to cultural issues,
especially the culture of everyday life - the position of women, raising children
etc.
The middle of the XII - the beginning of the XIII century previously belonged to the period of the feudal
fragmentation and the formation of specific principalities, now we are talking about
"The formation of a system of lands - independent states" and
"The formation of regional centers of culture."
In the XIIIXV centuries. special attention is paid to the peoples and states of the steppe
zones of Eastern Europe and Siberia, the state system and cultural
features. The cultural block is about intercivilizational
cultural interaction.
The 15th century is associated with the formation of a single state with the center in Moscow.
The old term "feudal war" has been replaced by internecine war. Big
importance is given to the growth of Moscow's church-political role in
Orthodox world after the fall of Byzantium.
At the end of the section, the basic concepts and terms, personalities and
dates, sources. Among the personalities of public and religious figures,
workers of culture, science and education find new names - Pakhomiy
Serb and Stefan Permsky.
Section two. Russia in the 16th and 17th centuries: from the Grand Duchy to the Kingdom.
The period as a whole is characterized as state-forming, with
unique features, namely civilizational and
confessional diversity, vast territory and duality in
state structure. Duality and inconsistency was
in the fact that the autocracy coexisted with the estate institutions
Zemsky Sobors, periodically convened from the middle of the 16th century, and
local elected zemstvo authorities. It is said that the process is similar to
European, although, in my opinion, the English parliament had much more
powers in the 1617 century than the Zemsky Sobors, worked on a permanent basis
and had a two-chamber structure.
In the textbook by Yu.A. Vedeneev, this is what it says about English
parliament: “.. parliament occupied a rather important place in the system
English statehood of the era of absolutism. He not only argued
orders of the crown, but also actively participated in the legislative
activities of the state 192. Chambers worked hard and fruitfully on
bills regulating various spheres of social
economic life of England (foreign trade, customs regulations and
duties, unification of weights and measures, shipping issues, price regulation
on goods produced in the country). For example, in 1597 Elizabeth I approved
43 bills passed by parliament; in addition, on her initiative,
48 more bills ”2. Note that in the Tudor era,
tendencies for members of parliament to acquire special "political" rights and
freedoms, originating at the turn of the XIVXV centuries. In the XVI century. members of both chambers
acquired a number of landmark legal privileges, the so-called
"Parliamentary freedoms" prototypes of future democratic rights
personality. “1523, the Speaker of the House of Commons, Thomas More, set a precedent
asking King Henry VIII the right to speak in parliament, without
fears of persecution for their words, and under Elizabeth I, this privilege was
legalized (although it was often violated in practice) ”3 notes the author of the manual.
Already in the XIV century. parliament agrees to collect extraordinary, and by the end
XIV century and indirect taxes. Soon, the House of Commons achieved this
same rights in relation to customs duties.
Thus, the king received the bulk of the financial income at
the consent of the lower house, which spoke here on behalf of those who were to
to pay these taxes. Only under Edward III (13271377) was the parliament convened
70 times. Zemsky sobors in the 1617 century were gathered about 57 times, that is, not
were permanent, elected and did not have such broad
4 L.V. Cherepnin in his detailed study of the estate
building in Russia gives the following reasons: “The date of the first
the famous cathedral in Russia in 1549 speaks of a later design
here, than in other countries, estate-representative monarchy. It is necessary
apparently, to explain the difficult conditions of the Tatar-Mongol
invasion and the two-century yoke of the Horde over Russia (the ruin of cities,
2 Yu. A. Vedeneev et al. Essays on the history of elections and electoral law:
Tutorial. Kaluga: Kaluga region. Historical Renaissance Foundation
cultural and spiritual traditions "Symbol". 692 d. 2002
3Yu. A. Vedeneev et al. Essays on the history of elections and electoral
rights: textbook. - Kaluga: Kaluga region. revival fund
historical, cultural and spiritual traditions "Symbol". - 692 th. 2002
4 Cherepnin L.V. Zemsky Sobors of the Russian State in the 16th and 17th centuries, Moscow: Nauka, 1978
Source: http://statehistory.ru/books/LVCHerepnin_ZemskiesoboryRusskogogosudarstvavXVIXVIIvv/
weakening of urban political organizations, developmental delays
class system, etc.) "5. Thus, the process certainly has
similarity, but does not coincide in time, and in the 18th century it completely stops at
for two whole centuries, very successful for the country, the revival of the estate
representation leads to the collapse of the empire and the fall
monarchy (certainly not without the influence of other factors).
It should be noted that new events appeared in the course of the history of the 16th century.
Starodub war with Poland and Lithuania, military clashes with
the Manchus and the Qing Empire.
Also new concepts - "sovereign court", "service city". And new
personalities Petrok Maloy, Matvey Bashkin, Innokenty Gizel.
The need to modernize the country is still interpreted as reasons
technical backwardness of Russia from the West, cut off from ocean trade
ways that did not allow the country to develop in a single channel with the great
sea powers of the era - Spain, England, Holland.
Section three.
Russia in the late 17th and 18th centuries: from kingdom to empire.
The 18th century in the history of Russia is designated as the beginning of modern times, poha
comprehensive modernization associated with the Peter's transformations.
Russia has become an empire. To a large extent, it was possible to achieve the status
world power. Thanks to the continuity in politics from Peter 1 to
Ekaterina 2, Russia managed to solve two most important tasks - to get an exit
to the seas and annex the territory of Ancient Russia. In this context
the 18th century is presented. The following shows how this became possible.
Firstly, thanks to the circulation of the litas, which was recruited from
nobility, instead of the old boyar. Secondly, thanks to the use
cheap serf labor, not only in agriculture, but also in
industry. The first became a source of instability in power (the era
palace coups, and the second in society (large-scale peasant
uprising).
5
In the same place.
Great importance is attached to the development of a secular culture that destroys
traditional foundations and gives impetus to the development of enlightenment, education,
science and art. In assessing foreign policy, traditional
approaches. In general, the same. Peter's transformations are presented as
controversial issue.
New events and concepts the transition of the Younger Zhuz in Kazakhstan under
the sovereignty of the Russian Empire, the formation of the Kuban Cossacks,
resettlement of colonists in Novorossiya, strengthening the beginnings of tolerance and
religious tolerance towards non-Orthodox and non-Christian
confessions, corvée and quitrent households, courtyard people, a plague riot in
Moscow, travel of Catherine II to the south in 1787
It is necessary to note the extensive coverage of issues of cultural development.
The influence of the ideas of the Enlightenment is recognized as decisive, especially in
journalism. And this is where new themes come up: strengthening linkages with
culture of countries of foreign Europe, Freemasonry in Russia, nobility: life
and the life of a noble estate, the second Kamchatka expedition, Russian
American company, Russian Academy. E.R.Dashkova, estate
educational institutions for youth from the nobility.
There are no significant changes in concepts, terms and personalities.
Section four.
Russian Empire in the 19th and early 20th centuries
XIX is called the century of specific Russian modernization, which
took place within the framework of the pan-European process of transition to industrial
society. The role of Russia as a leading European power is noted. But
it also talks about Russia's lag behind direct European competitors and
the reasons for that lag are named:
palliative measures to resolve the peasant question under Alexander 1;
economic modernization by authoritarian methods under Nicholas 1;
preservation of the estate system;
According to the authors, the lag was the reason for the defeat in the Crimean War,
although the war simultaneously with the two largest European
powers could hardly be successful. Rather a cause of failure
it is necessary to name the excessive activity of Nicholas 1 to suppress
European revolutions and the betrayal of the so-called allies (to
the example of Austria, which went over to the side of the European powers) this
careless policy led to war, and the emperor to death, and his son
to the realization that liberal reforms are necessary, and with Europeans
it is better to have a good relationship and play on their age-old contradictions that
allowed to revise such an unprofitable Paris peace in favor of Russia
without bloodshed, and the war with Turkey in 1877-1878. start at inappropriate
for Europeans a time when they are not ready to intervene in Russian
Affairs. The authors also call the rapid restoration of Russia's status as a great
powers after the unsuccessful Crimean War, the result of economic
development in the second half of the XIX century. In my opinion, rather
the result of the liberalization of domestic life, the policy of reforms and
diplomatic success.
A plus can be considered the fact that attention is paid to the issue of social
the effect of reforms, increased social mobility, the formation
civil society.
“However, the political system as a whole remained unshakable, and its
authoritarian character inevitably came into conflict with the fast
changing social, economic and legal landscape of the country "6
the authors use this statement to name reforms not
systemic, half-hearted and inconsistent. Although it is known that
project by M.T. Loris - Melikov - the minister - reformer assumed
creation of an elected legislative body under the tsar from representatives
zemstvos and cities. It is possible to create a representative body and its
further activities would allow both to correct and complete
reforms by changing the political system, which was prevented by the assassination of the king.
The authors continue to argue that the reforms were not systemic and
6
Historical and cultural standard
belated, making a reservation "according to European standards" 7. Why should
Russian reality to apply European standards, it is high time
work out your own. And from the point of view of Russian reality before the reforms and
after that, we can state the facts of the intensification of economic life and
successes of the economy, the development of civic consciousness, the dissemination of
education, improving the quality of life, the beginning of the modernization of the country.
The only big minus is that they were largely curtailed when
Alexandra 3.
The main issue of the century is the issue of relations between society and
the authorities, the main phenomenon of confrontation, that is, the opposition of the Russian
intelligentsia and authorities. The process of folding the batches went quickly, and
the state apparatus remained unchanged, which led to the disaster
1917 The reason for it is seen in the fact that in the politics of monarchs in the 19th century there were no
continuity, for example, and in the standard the policy of Alexander 1 is called
"State liberalism", and Nicholas 1 "state
conservatism "8.
As a very positive thing, it is necessary to note the great attention in this
section on socio-cultural and ethnic issues. Moreover
both folk culture and the culture of everyday life are mentioned. But surprise
is caused by the fact that such an integral and unique phenomenon as the “golden age
Russian culture ”is named only as part of European culture.
The policy of Alexander III has been called the “policy of conservative stabilization” 9.
The strengthening of state intervention in the economy is shown,
urbanization and industrialization processes. Much attention is paid to
7
Historical and cultural standard
8
Historical and cultural standard
9
Historical and cultural standard
cultural space and ethnocultural image of the empire, in
national policy indicated the desire for unification. How
positive, it should be noted that the whole spectrum of public
political movements in the late 19th century.
The third chapter of the section is titled "The Crisis of the Empire at the Beginning of the 20th Century"
New approaches are manifested in the way the role of foreign and
of domestic capital in the Russian economy. Social structure
Russian society is considered from the point of view of M. Weber's theory
social stratification, not Marxist class theory. Allocated
attention to the position of women in society, ethnic elites and
national cultural movements.
In the topic “The first Russian revolution of 1905-1907. Start
parliamentarism ", new concepts of" Banquet company "and
"Bulygin Constitution".
A detailed analysis of the political
spectrum of the beginning of the century, indicating the ideological orientation of the parties.
When considering the topic of the Silver Age, attention is paid to
discoveries of Russian scientists, achievements of the humanities,
the formation of the Russian philosophical school, the contribution of Russia at the beginning of the XX century. in
world culture.
The section ends with personalities and events and sources.
Section 5.
Russia in the years of "Great upheavals". 1914-1921
The first thing that catches your eye in this section is a change in approaches to
revolutionary events of 1917. They are not interpreted as two different
revolution (bourgeois in February 1917 and socialist in October), but how
a single revolutionary process called the Great Russian
the revolution. Thus. The authors deviate from Lenin's interpretation
phasing of the revolutionary process, there is no term "socialist
the revolution". October 1917 was called the "Soviet experiment", which, according to
influence on global processes is recognized as one of the most important
events of the twentieth century "10. The term is not very suitable for historical science
in general, and even more so for such a great tragedy of the peoples of Russia.
The formation of the Stalinist dictatorial regime is seen as
the aftermath of the First World War, and this is the novelty of the approach, previously
attention was paid to his personal qualities. World War I
is considered, as before, a kind of catalyst for the revolution.
More attention is paid to the civil war as a tragedy of the people and its
the consequences of child homelessness and millions of emigration.
As a positive note, we also note that the question of the Soviets has been raised separately.
as a form of power, because for modern schoolchildren who grew up in a new
Russia, this issue is difficult to study. And also what is separate
a new revolutionary culture and way of life associated with
secularization of the consciousness of Soviet people, gender equality.
Of the new concepts, the following "bagmen", "decossackization" are introduced,
"Black market", the Bolshevik plan of monumental propaganda.
Section VI. Soviet Union in the 1920s and 1930s
The section covers the period of the New Economic Policy and Stalinist modernization. The second
half of the 30s is called the period of the "socialist offensive" 11. Moreover
indicates that industrialization was carried out by extraordinary methods,
due to the devastation of the village, its price turned out to be too high. Shown
social consequences of industrialization, both positive and
negative, it is indicated that a number of social reforms were carried out in this
time in the USSR for the first time in the world. "The successes of the USSR in the field of
elimination of mass child homelessness and illiteracy, equality
women, introducing the basics of social hygiene, creating a security system
10
Historical and cultural standard
11
Historical and cultural standard
motherhood and childhood. In the 1930s. a universal free
primary education, and 7-year education in cities ”12.
At the same time, there is open talk about forced collectivization,
accompanied by brutal repression against the well-to-do
the peasantry, about the difficulties with food, the introduction in the cities
card supply system in 1930-1935 Collectivization and
excessive grain procurements that knocked down the village led in 1932-1933. To
hunger and epidemics.
The high cost of industrialization was also noted, expressed in a fall in the level of
life of the population in comparison with the years of the New Economic Policy, and positive
results of the emergence of entire branches of domestic industry:
automotive, tractor, chemical, machine tool building, motor building,
aircraft and military industries, as well as related science. Made
general conclusion that the modernization of the 30s laid the foundations for the Victory in 1945
and subsequent successes in the exploration of the atom and outer space.
The social system that has developed as a result of such large-scale
transformation is called "Stalinist socialism", in which, with one
social mobility, equality of citizens appeared, and on the other
hyper-centralization of government, dictatorship of the leader, substitution of party
authorities of the Soviets, the priority of administrative methods of solving
political and economic tasks. Close to industrial giants
the first five-year plans lined up the camp towers of the GULAG, where they used
forced labor of prisoners.
Among the advantages, I would like to note the great attention of the authors to social
history of this period - to the demographic situation, protest
movements, the emancipation of women, the formation of the health care system,
elimination of unemployment, organization of children's leisure.
Much attention is paid to the cultural space of the 30s.
Here the emphasis is placed on the formation and features of the new Soviet morality,
the creation of a "new man", the promotion of collectivist values,
education of internationalism and Soviet patriotism, public
the enthusiasm of the period of the first five-year plans.
12
Historical and cultural standard
For the first time, such concepts as "komchvanstvo", "Union of militants
atheists ”, the culture of the Russian diaspora, collective forms of life.
In assessments of foreign policy, the same approaches are retained, the innovation
is the consideration of the Katyn tragedy. Among the new personalities
P.A.Sorokin, E.V. Tarle, F.V. Tokarev.
Section VII. The Great Patriotic War. 19411945
General approaches.
1. The Great Patriotic War (19411945) of the Soviet Union against
Hitlerite Germany and its satellites was the most important part of the Second
World War (1939-1945)
2. The USSR made a decisive contribution to the victory of the Anti-Hitler coalition.
3. From the side of Nazi Germany, a racial and ideological war was waged on
the destruction of the Soviet Union along with its inhabitants
"Inferior" Slavic and other peoples. Nazi doctrine
considered the Soviet "Jewish Bolshevik" 13 regime as
enemy number one.
4. For the Soviet Union, this war became a nationwide, Patriotic,
a holy war for survival and preservation of their statehood.
5. The most important components of Victory were patriotic enthusiasm, unity
front and rear, as well as the failure of the Nazis to drive a wedge between
the peoples of the USSR.
6. For exceptional courage and heroism shown during the Great
World War II, more than 11, 6 thousand citizens were awarded the title of Hero
Soviet Union. Among them are representatives of different nationalities.
The youngest heroes were 14-year-old partisans Valentin Kotik and Marat
Kazei (both posthumously). The theme of children's heroism has long and undeservedly been
forgotten.
7. There are three main stages in the history of the Great Patriotic War:
(June 1941 November 1942), from autumn 1942 to the end of 1943),
(1944 – May 1945)
13
Historical and cultural standard
8. The liberation of the countries occupied by the Nazis by the Soviet troops
Central and Eastern Europe liberated their peoples from Nazism,
simultaneously facilitating their subsequent involvement in the orbit of influence
USSR. Thus, at the end of the war, the foundation was laid for the subsequent
expansion of the "socialist camp".
9.Victory has become a key factor in the post-war power of the country and
the transformation of the USSR into a world superpower.
The novelty of the approach lies in a more detailed consideration of each of
periods. In addition, attention is paid to such issues as the Nazi
occupation regime, "General plan Ost". mass crimes
Hitlerites against Soviet citizens, extermination camps, Holocaust.
Ethnic cleansing in the occupied territory of the USSR. Nazi captivity.
The extermination of prisoners of war and medical experiments on
prisoners. The hijacking of Soviet people to Germany. Looting and
destruction of cultural property.
The topic "Man and War" shows the hard everyday life of a military
time, as well as the cultural space of war, the problem is raised
the relationship between church and state during the war.
In each period, the relationship between the USSR and the allies in
anti-Hitler coalition, their dynamics can be traced.
New is the fact that the Soviet-Japanese war is considered separately.
1945 The defeat of the Kwantung Army. Fighting in Manchuria, on
Sakhalin and the Kuril Islands. Liberation of the Kuriles. Nuclear
bombing of Japanese cities by American aircraft and their consequences.
New terms collaborationism, "Vlasovites", repatriation.
New personalities M. Kazei, D.M. Karbyshev, V. Kotik, O. V. Koshevoy, N.I.
Kuznetsov, M.G. Pervukhin, A.A. Pechersky, N.M. Shvernik.
Section VIII. The apogee and crisis of the Soviet system. 19451991
The period is quite large in time, the authors divide it into 4 Stages:
1) the last years of the rule of I.V. Stalin (1946-1953);
2) de-Stalinization and "thaw" (the years when N.S. Khrushchev was in power,
1953-1964);
3) the era of stability or "stagnation" (reign of Leonid Brezhnev, 19641982
biennium);
4) the period of leadership of the country by Yu.V. Andropov (1982-1984),
K.U. Chernenko (1984-1985) and M.S. Gorbachev (19851991).
The first stage is the time of the strengthening of the Stalinist regime and the approval of the country for
the political arena in the status of a great power.
The second is "de-Stalinization", Khrushchev's liberalization, which, as
noted was "inconsistent and contradictory" 14, but it is necessary
say bold and decisive for his time. Its still
called the period of "thaw" 15.
The third Brezhnev period, considered the most stable in history
of our country in the twentieth century, is also called ambiguous due to the fact that
the nomenclature, using the possibilities of increasing the export of raw materials, made
emphasis on the conservation of the prevailing socio-political and economic
structures. Under loud phrases about building "developed socialism" in the country
a systemic crisis was brewing, the answer to which was politics
"Perestroika" in the USSR (19851991), and the subsequent disintegration
Soviet Union.
The economic model created in the USSR is called mobilization and
its effectiveness is recognized only during the recovery period,
which was marked by recognized successes: “Under the influence of the Soviet
Union, a socialist system arose, cooperation began within
Comecon, the military-political Warsaw Pact was signed. Significant
successes were achieved in the field of science and technology (launch of the first
artificial Earth satellite, the first manned flight of a man in
space, construction of industrial facilities of the fuel and energy complex and military-industrial complex) "16.
Then the reasons for the failures are named.
1. Maintaining military parity with NATO.
14
Historical and cultural standard
15
Historical and cultural standard
16
Historical and cultural standard
2.
3.
4.
Assistance to the allies in the socialist camp, financial
support for the international communist movement and
the countries of the "third world" freed from colonialism.
Fulfillment of social obligations to its own citizens,
which required more and more funds.
Concentration of resources on key areas of the military-industrial complex and fuel and energy complex, which
led to "residual" financing of other industries.
5. Increase in oil exports to replenish the budget, which led
to the dangerous dependence of the USSR on the conjuncture of world prices for
energy carriers, and when they fell sharply to an economic crisis.
Thus, the conditions of the scientific and technological revolution, which became
part of the global process of transition from industrial to
postindustrial society, the lag of the USSR was revealed, before
in all, in the field of innovative technologies.
The following are the main problems of the post-war economy.
lag behind the leading capitalist countries in
labor productivity;
lag behind the leading capitalist countries in quality
products;
extensive development;
lack of interest among employees in the results of their
labor;
chronic problems in agriculture.
Of course, many of these can be debated, especially with that conclusion,
that the extensive nature of development for such a huge country as
The USSR, and even during the recovery period, was bad, from the point of view
European, he is always bad, since in Europe there is no opportunity for such
development, but if there is such an opportunity, especially in rural
farm, why not. It enables cultivation
environmentally friendly products, in the presence of a developed factor
labor force can generate large profits for a long time.
In terms of product quality, the gap was not in all
industries, most pronounced in the light and automotive
industry.
Next, we are talking about the development of the social sphere in the USSR. And given
this thesis: “In the 1960-1970s. in the USSR, attention was increased to
social problems, which corresponded to the ideas of socialism and
general European tendencies of those years ”17. It seems that he
17
Historical and cultural standard
formulated the other way around - that is, these are European trends
social development could not fail to take into account the factor of existence
the socialist system, with its traditional focus on social
sphere. It was under the influence of the ideas of socialism in Europe and the USA
the Keynesian model of economic development marched triumphantly.
The Soviet education system is recognized as the best in the world, the people are the most
reading and literate, with which it is difficult to disagree.
The national policy is recognized as successful: “Much attention
was paid to international education, the promotion of friendship
peoples supporting national cultures that were considered the property of
multinational Soviet culture. The concept of
the formation in the USSR of a new community of people - the "Soviet people" 18
In general, in material and household terms, in a relatively short time
1960-1970s the life of the Soviet people has improved, but there has been
negative trend - the gap in the quality of life between the city and
village, the influence on the Soviet people of Western "consumer
revolution "19
As for the political regime, it is recognized that it began
softening, partial democratization, dissidents appeared, but
the political elite did not attach much importance to this, it turned out
to respond to the challenges of the times, which led to the development of conservative
trends in all areas of life.
Restructuring is characterized as a period of improvement
socialism - “an attempt to create on the basis of the existing model
"Developed socialism" a new ideological model of socialism "with
human face "20. But when trying to hold at the same time
economic, political and social reforms, the situation came out of
18
Historical and cultural standard
19
Historical and cultural standard
20
Historical and cultural standard
under control, M.S. Gorbachev began to criticize both "right" and "left",
which led to the creation of opposition in the person of Boris Yeltsin, and then
the collapse of the structures of the CPSU and the Soviets.
Apparently, the authors adhere to the position according to which
M.S. Gorbachev tried to keep the Union updated by signing
the new union treaty, the conservatives in the person of the State Emergency Committee prevented him
the coup, and the liberals took advantage of it and snatched
power at the cost of losing the state of the USSR.
New terms and concepts.
Soviet "atomic project", the case of the Jewish anti-fascist
committee, T. Lysenko and "Lysenkoism", de-Stalinization,.
"Anti-party group", "Sixties", "Soviet fashion",
informal culture, informal forms of social life:
"Cafes" and "kitchens", dudes.
Anti-religious campaigns. Persecution of the church. Dissidents. Samizdat
and tamizdat.
Restalinization, "Moon Race", "Nesuns", deficits and queues,
censorship liberalization, first wave democrats, plan
"Autonomization", "Forest brothers", "Bandera", "War of laws".
New personalities.
A.Yu.German, B.B. Grebenshchikov, L.M. Gurchenko, G.N. Danelia,
S.D.Dovlatov, I.O.Dunaevsky, E.A. Evstigneev, G.K. Ots, R.V. Pauls,
Yu.S. Rytkheu, E.A. Ryazanov, S.Z.Saidashev, B.N.Strugatsky, O.P. Tabakov,
A.A. Tarkovsky, R.Z. Sagdeev, N.N. Semenov, P.O. Sukhoi and others.
Section IX. Russian Federation in 1992-2012
The authors divide the post-Soviet period into three stages:
1991 end of 1993;
19932000 biennium;
20002012
The first period is called the transition from a command economy to a market one.
The following assessment of Yeltsin's reforms is given - Gaidara and liberal
content and radical in execution. Therefore, they went down in history
like Shock Therapy. Its components were dollarization, economies,
hyperinflation, voucherisation, and the consequence of a sharp drop in life
population level and growing dissatisfaction with national policy, this is the first
period problem.
The second problem is the solution of the question of a new form of government, because the Soviet one is already
did not work. Resolved during the 1993 political-constitutional crisis.
The authors paid more attention to it, clarifying its essence, showing clearly
that this is how Russian parliamentarism emerged on the basis of the separation of powers.
The third problem is interethnic relations in the Russian Federation, here it is given
attention to Islamic fundamentalism, relations with Tatarstan and
The Chechen Republic, and the concept of "Chechen war" has been replaced by
"Restoration of constitutional order in the Chechen Republic" 21.
The following shows the first consequences of shock reforms - an increase in the role of
foreign loans, the problem of tax collection and investment incentives,
deindustrialization trends and increasing dependence of the economy on
world energy prices, increased dependence on exports
food, the open appearance of pyramid schemes and collateral
auctions, withdrawal of monetary assets from the country. The default of 1998 and its
consequences.
Everyday life in that difficult period is also considered,
such problems as social polarization of society, the crisis of education and
science, the exodus of the Russian-speaking population from the republics.
The assessment of the foreign policy of the new Russia as the legal successor of the USSR is also given,
consolidated the status of a nuclear power, joined the "big seven".
The third period is associated with the presidency of V.V. Putin and D.A. Medvedev.
It points to the solution of two most important tasks - the restoration of a single
legal space and strengthening the vertical of power. Then adopted
course towards modernization of the country, demographic revival.
Foreign policy is associated with gradual recovery
leading positions of Russia in international relations, modern
the concept of Russian foreign policy in a multipolar world,
participation in the international fight against terrorism and in the settlement
local conflicts.
In the field of culture and science, the increasing role of the media is shown,
commercialization of culture, increasing the role of paid education,
reduction in funding for science, a decline in the prestige of scientific work.
21
Historical and cultural standard
The relationship between church and state is also affected.
New terms and concepts.
"Big seven" and "big twenty", oligarchs, "seven bankers",
power vertical, stabilization fund, shuttle traders (shuttle trade),
"Financial pyramids", "consumer basket", natural
monopoly, diversification of production, majority and
proportional electoral systems, Islamic radicalism
(fundamentalism), NATO expansion to the East, APEC, BRICS, SCO.
As an incompleteness, it should be noted that after the fifth section
there are no indications of sources, and at the end they are brought directly to 5
sections and only show the category of the material, and do not refer to
a specific document that will complicate the work of teachers.
At the end of the document, there is a list of difficult questions to learn.
history of Russia. Their difficulty lies in the lack of uniform approaches to
assessment of certain events with a lack of materials or their
unreliability.
In total, twenty complex topics are given, among which there is the topic of my
research - "Shock therapy". Hope my job becomes
a small contribution to the concretization of this problem period of our
stories.
It seems to me that the decision to pay more attention to the cultural component is not entirely correct. It has been studied enough anyway, culture is the true torment of a schoolboy, I truly say. It is not clear why it has to be studied several times - in the course of the MHC, literature and, in addition, history. It is clear that in this way a step is being taken towards the introduction of a civilizational approach, but still.
In my opinion, the word "tolerance" is not very appropriate. Why not replace it with the phrase "friendship of peoples" or just some other?
I would like the student to study the history of neighboring states, which, in my opinion, can contribute to strengthening respect for neighbors; why not tell him about the history of Uzbekistan, for example? It is not worth highlighting this in a full-fledged course, but it is possible to outline something in general terms. So I see what is being said about the conquests of Genghis Khan, plus, a very interesting topic.
The item "GULAG as a symbol of Stalinism" looks very, very poor, and I'm not even talking about the fact that the abbreviation itself is spelled differently. This is some kind of obvious stupidity, so obvious that bloody tears of indignation and sadness flow in me: why then are there no similar "Crosses as a symbol of tsarism" and "Peter and Paul Fortress as a symbol of Peter's authoritarianism"?
What does "Stalin's great-power ambitions" mean? Nonsense.
I see the item "SMERSH activity". I doubt that the teacher is able to adequately present the material without engaging in lampshading with billions of people shot. The work of the SMERSH authorities is correctly reflected in Bogomolov and in the official publications of the FSB archive, it would be worth recommending them.
The concept says that Yeltsin's criticism of Gorbachev is a critic from the left. Some kind of obvious incompetence, because the liberals are on the right with respect to the socialists, or at least the social democrats.
In general, finalize and refine. Remove the "symbol of Stalinism".
Edited at 2013-07-03 08:07 am (UTC)
There is no standard yet, as stated. So far, this is an average between the minimum content (2004) and the curriculum. More precisely - the author's project or a prospectus of a certain manual ("single"), and it is not clear - for the main. or high school?Everything from the use and introduction of concepts and terms ("imperial society"; "on the way to civil society", "civil consciousness" and "civil initiatives" - in the 19th century !, social stratification, "post-war contingent of the GULAG", special studies, indigenous , "generation of enlightened people", etc.), selection and registration of mandatory dates (Chigirin campaigns, the formation of the PRC ..., "1730-1740 - Anna Ioannovna" ... etc.), style (in the standard and Suddenly a quote with a question - "Life has become better ..."?) before the choice of personalities (Euthymius II, Gordon, Kheraskov, D. Bykov and a number of others. Why these names? ...) - cause bewilderment.
"Difficult questions" are named, but the answers are confused or hushed up. There are many conceptual "misunderstandings". So, it turns out, the repressions of the 30s - the fight "with the fifth column"!
What was the garden for?
Edited at 2013-08-21 03:20 pm (UTC)
Oh my God...
1. A crowd of history eaters are already knocking on your doors. Now they will suck every didactic unit, primarily the ideological aspect, which, of course, is present here in abundance. No consensus can ever be reached! Even this (funny, but completely innocent) I-K-standard will only inflame passions and only confuse the situation with teaching history. The very idea of a single concept, a single standard, a single textbook is evil from any point of view.
2. Why "Standard"? Does it have any legal weight? If so, which one? Why use the same word and confuse people? How will the legal status of the I-K-standard relate to the federal state educational standards for general education? How will they be correlated methodically and ideologically? This is, perhaps, the most important question, without having solved which it was not even necessary to start writing the text.
3. The I-K-standard essentially eliminates the study of the last decade of Russian history (even more - Putin-Putin-Medvedev-Putin). The idea is good (one could have guessed for a long time), but HOW will this correlate with the subject “Russia in the World” declared a year earlier, which was created with just the opposite goal - the study of modernity? One might think that the authors simply ignore the stillborn object, if not for the mention of it in the text of the I-K-standard (clause 7 of the "recommendations"). So studying Putin-Medvedev or not studying ?? Or does the IK-standard only concern history in elementary and basic school, and in the older, modernity will just go in the course "Russia in the world"?
4. Point 6 of the "recommendations" - to increase the amount of "sociocultural material, everyday history". And what do we see a few lines below, in the list of didactic units? The idea was announced, but not implemented. Purely mechanical execution, solid politics only with the addition of some "assemblies and fireworks" and the mention of cultural events in the list of dates. By the way, about dates. How canonical is this list for authors of programs and textbooks? If this is a canon, then let the authors explain why the most outstanding work of literature of the 19th century, worthy of mention, was "Woe from Wit" by Griboyedov, and on the 20th - "One Day in Ivan Denisovich" by Solzhenitsyn?
5. And the last thing. Who, how, by what criteria will assess the compliance of educational literature on history at the same time with the requirements of the Federal State Educational Standard and the requirements of the IK-standard? And once again: HOW DO THE "STANDARDS" RELATED LEGALLY, METHODOLOGICAL AND IDEOLOGICALLY?
Edited at 2013-07-03 09:50 am (UTC)
1. The emphasis on patriotic education is generally correct, but the standard of this "patriotism" contains a lot and the tasks of patriotic education are not very clearly formulated.
a) Firstly, history is still a science, which means that the facts that are offered to students for mastering should be selected on the basis of objective criteria, and not on the basis of their patriotic potential (they say, this is more patriotic, it is less and etc.). Therefore, there is a lack of a clearly defined methodology for selecting content, except for statements about culture, history of peoples, etc.
b) all the same, "fostering a sense of pride" is not a goal. Feelings cannot be brought up. It would be more correct to formulate it as "create the preconditions for .." or "promote the emergence of a sense of pride." Otherwise, if some of the students do not develop feelings? Standard will not be met?
Therefore, it is necessary to select facts on the basis of an objective scientific method, and structure them so that prerequisites are formulated not even for "pride", but for respect for the country's past.
c) "pride in military victories" - why is this emphasized? But what about pride in civil victories? Achievements in art? And how will the defeat of the Russian army be presented? There should be not only pride in victories, but respect for the military exploits of Russian soldiers. For example, in 1700 the Russian army lost the battle of Narva. How will this fact be interpreted?
d) "mass heroism in the wars of liberation" - but what about the heroism of people in the Russian-Turkish wars, the Crimean War (during the defense of Sevastopol, for example), in World War I? It would be better to remove the clarification about "liberation wars".
2. It is not clear what is meant by "the positive pathos of historical consciousness." Historical consciousness is an understanding of cause-and-effect relationships in the past, an understanding of the laws of historical development, which must be freed from pathos. Here is the "pathos of creation" - what is it about? In the history of Russia there have been victories and defeats, both creation and destruction, which should be perceived objectively, without pathos. Further - "a positive attitude in perception." Are all events in the history of Russia proposed to be perceived positively? There should be an objective perception of history as a pattern, as a chain of causes and effects. This is how students will form the correct attitude towards history as a science, and not as moralizing stories about the past.
3. The history of Orthodoxy as something that "permeates all content." This is correct for the history of Ancient and Medieval Russia, but already in the 18th century, a secular culture of the country began to form, based on the ideals of the Enlightenment, in which the role of religion was not the leading one. And is it really necessary to talk about the events of the 20s. 20th century through the history of Orthodoxy? The history of Orthodoxy and other religions should be part of the history of culture, but not the basis of the entire course.
4. Poorly disclosed theories of the origin of the name "Rus". The standard says "... received the name Rus" - from whom was this name received?
5. It is necessary to clarify the use of the concepts "Golden Horde" and "Mongol Empire". In the 13th century, Russia was not attacked by the "Golden Horde". The term "Golden Horde" refers to the 15th century and is a later rhetorical figure. As well as on the Kulikovo field, Dmitry Donskoy did not fight with the troops of the Mongol Empire, because by that time it had actually disintegrated into separate lands and Mamai was not the head of the Mongol Empire.
6. The phrase "restriction of the rights of other estates" in the context of the history of the 18th century raises some doubts. What estates' rights were restricted during this period? The clergy? Maybe if we mean the creation of the Synod and secularization. The peasants were already enslaved.
7. The Stolypin reforms cannot be assessed as interaction between the state and society, given how society perceived these reforms, what discussions took place in the Duma.
8. the phrase "" dismantling "by revolutionary means of the historically formed system of relations." This is hardly true. Because even the struggle of the populists is a struggle against the autocracy, and not against the system of relations, so is the struggle of the Social Revolutionaries, the RSDLP is a struggle for the rights of workers, against the relationship between power and society, and not against the "historically established system of relations."
9. It is necessary to look at the personalities. Why is "Woe from Wit" separately mentioned in the history of the 19th century, and "Eugene Onegin"? Why did M.E. Saltykov-Shchedrin, but Chernyshevsky stayed? What are the selection criteria? Why from the history of the 2nd floor. 20th century Brodsky is removed, and the emphasis is placed on the work of Solzhenitsyn and the publication of "One Day in Ivan Denisovich"? It seems that the lists of personalities need to be finalized, especially in the field of culture.
The instruction of the President of the Russian Federation ordered, by November 1, 2013, "... to submit, in accordance with the established procedure, proposals for the preparation of unified textbooks on the history of Russia for secondary schools." (List of instructions of the President of the Russian Federation following the meeting of the Council under the President of the Russian Federation for interethnic relations on February 19, 2013, p. No. 5)
The planned results in history are determined by the FSES of basic general education (approved by order of the Ministry of Education and Science of the Russian Federation No. 1897 dated December 17, 2010) and FSES of secondary (complete) general education (approved by order of the Ministry of Education and Science of the Russian Federation of May 17, 2012 year No. 413). An approximate educational program for basic general education has been developed. The Law of the Russian Federation "On Education in the Russian Federation" was adopted, establishing in Article 12 the procedure for the development, examination, approval and maintenance of the register of exemplary basic educational programs. (Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ)
In this context, "proposals for the preparation of unified textbooks on the history of Russia for secondary schools" boil down to the development of requirements for the only textbook on the history of Russia, the mechanism for its development, examination and approval.
It is obvious that the "road map" approved by S.Ye. Naryshkin, D.V. Livanov, V.R. Medinsky, which provides for the development of the concept of a new educational and methodological complex on the history of Russia, the historical and cultural standard, the concept of unified textbooks on the history of Russia for secondary schools, as well as methodological recommendations of teachers on covering the most controversial issues of Russian history, significantly distorts the instruction of the President of the Russian Federation.
In addition, in accordance with clause 9 of Article 11 of the Law of the Russian Federation "On Education in the Russian Federation", the procedure for the development, approval of federal state educational standards and amendments to them is established by the Government of the Russian Federation. (Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ)
I wonder which body and in what legal form made the decision to develop a historical and cultural standard? So you can start revising literature, art, music ...
Edited at 2013-07-05 03:37 am (UTC)
It's easier to write in the beginning, because the first context is incomparable. Now we have to compare with the past. and come up with something. The political presentation of history is compact, it is the foundation on which the student continues to improve his history education after school and college from literary and other sources, studying "the role of individuals, social institutions and structures, socio-cultural factors and everyday life of human life." Do the authors of this project understand what they are going to present in the textbook? Encyclopedias have already been written. There is also enough fiction. If someone doesn't like to read, they don't care about the history textbook. What should a textbook be like even for those who don't care about the history of their people? "... comprehension of the vicissitudes of" ordinary citizens "through whose fates social and political processes can be shown" - author !!!, do you understand what you wrote? Do you propose to study "War and Peace" and "How the Steel Was Tempered"?
"... coverage of the problems of spiritual and cultural life ..." - do you have geniuses who can present these problems for schoolchildren? Their perception - flew into one ear, flew into the other. At the age of 40, a person begins to understand the problem of spiritual and cultural life, and that is not all, and if he has not begun to regularly consume alcohol. The very understanding of these problems belongs to psychology. What are you going to write on this understanding in the history textbook? There is so little spiritual and cultural in history that it can only be mentioned as facts in context, emphasizing the student's attention with the style of presentation. But what does historical fate have to do with it? Spiritual and cultural uplifts. Surely, they were going to write something tragic, for a 17-year-old emotionality. At the age of 17, we can only talk about preparing for such a perception.
3. There is a pitfall here in the form of the self-determination of nations. This self-determination with modern education is carried out with the help of religion. It is necessary to give an example of self-determination through education.
"Based on these approaches, the following recommendations can be formulated ..."
"7. The history of religions ... should be presented systematically and permeate the entire content of the textbook."
In the history of our civilization, mythicized: the origin of man, judgment, consciousness, the concept of God, murder, ... This generalization in modern science is absent. What kind of systematic presentation do the author of the historical and cultural standard suggest?
"8. ... revolutions and civil wars are not the result of an external or internal conspiracy, but a consequence of objectively existing contradictions within the country." -------- "1. Cultural and anthropological approach. In modern school textbooks, the traditional attitude towards political history, rooted in the imperial and Soviet schools, continues to dominate."
Perhaps a contradiction. The roots go deep into the soul. Changes in the textbook will not be significant, the volume will be added in the form of literature.
"Section I.
From Ancient Rus to the Grand Duchy of Moscow
In the course of the settlement of the Slavs across the East European Plain in the 6th - 8th centuries, which was the final stage of the so-called. The Great Migration of Peoples - a grandiose migration movement that swept in the 1st millennium AD. The European continent, the eastern branch of the Slavs was formed. In Eastern Europe, more than a dozen large Slavic pre-state communities were formed, each of which had its own princes. "
Here are the "theory" of Darwin and the "Tale of Bygone Years", containing an artificial, modern religious and scientific, the beginning of the Russian land. This beginning determines the context of the entire textbook and the history of Russia.
After criticism, it is necessary to offer something different, not mythical.
"Reason is the name given to the totality of states of consciousness, grouped under determinants - thought, will, feelings." According to this definition of consciousness, future officials would write essays.
“As for the accusation that our School did not accept the sevenfold classification of the Brahmins, but confused it, this is completely unfair. To begin with, let us say that the“ School ”is one thing, and its interpreters (for Europeans) are completely different. The latter must first learn the ABC of practical Eastern Occultism, before they can correctly understand the terribly complex classifications based on seven definite states of Prajna or Consciousness; and above all, to fully grasp what Prajna is in Eastern Metaphysics. To give a Western student this classification means to make him assume that he can give himself an account of the origin of consciousness by explaining the process through which he attained a certain knowledge, even just one of the states of this consciousness; in other words, make him explain something that he knows on this plane with the help of the fact that he is absolutely does not know on other planes, that is, to direct him from the spiritual and psychological directly to the ontological. why the original ancient classification was adopted by Theosophists, although in reality there are many. "
These two quotations are taken from Blavatsky's Secret Doctrine. The definition of consciousness is in 1 volume, in 1 stanza, its 3 parts. The philosophy of consciousness is in volume 2, at the end of part 2. All etc. lies between these two quotes, representing the transition from education, from which the definition of consciousness is taken, to philosophy. The entire history of our civilization is also between these two quotes. The meaning of etc. E Blavatsky formulated: "a synthesis of science, religion and philosophy." Why does science need a synthesis with religion? What and whose science are we talking about? Modern civilization and science, the result of the aforementioned synthesis. Russia lives in a subculture alien to it. Authors T. D. the definition of consciousness could not be formulated, because it contradicts their ideology. In this book, they presented us with the fact of their priority in determining consciousness. Can we now write down the definition of consciousness formulated by our fathers in our textbooks? And if they ask who gave permission? We need to reestablish our priority on our history and to begin with outlining our ideology.
With Darwin's "theory" in education, religion has a cave origin in the Stone Age and fits into the "theory" of evolution, from ape to man, together with modern science, evolving to the present state and giving this "theory" educational completeness. Therefore, modern science and education cannot do without religion. In fact, religion has its origins in education. In the beginning there was the word light, and then the gods walking on our land called themselves saints. Platitudes and religion have such a beginning in education. Over time, vulgarity more and more penetrated education and the spirit was called divine. By the twentieth century AD, what is light and spirit has ceased to be known. Over time (in step), many began to be baptized and bowed down, and many officials followed their people. Lighting is a word from physics. Consecration - what is this pronunciation?
Edited at 2013-07-05 05:04 pm (UTC)
Add a textbook of nationalities I listened attentively to all the statements, words about the multitude of nations inhabiting the country, immediately made me remember the similar, there was the geography of the USSR, but there was, for example, the geography of the Stavropol Territory, I think others too. Make a single history of Russia with chapters in the history of the Ancient World, the Middle Ages and purely ours until the 17th year, the last chapter briefly describes a view of events on both sides of the conflict, just do not fall into polemics. The participants in the events are still alive, and the children to whom they told it, in 50 years, the results will be finalized, but only in this chapter. In the United States, there are also states with their own history, but they study the history of the country in general and are proud of it, than we are worse. The story is one common and final marks are given for it, but the History of the Tatar people, the History of the Dagestan peoples with short sections for each and so for others are also published, marks are also given for them, you can even choose a quarter, but annual for the final knowledge. Pride for the country must be instilled common for all, and the fact that the nations of this people sometimes fought among themselves does not mean that they have no common history, this happened all over the Earth and the fact that all peoples were able to survive in our country preserving their religion gives we have the right to say that we are one people with a thousand-year history and many nations and nationalities
Establishing such a standard is undeniably hard work. The authors, for sure, approached it with sufficient seriousness, having some methodological guidelines. Why not present to the public the very methodological program for creating the project? We all have the right and must know what is the purpose of creating a Historical and Cultural Standard - to foster pride and love for the Fatherland, or in Fursen's way - to abandon the creation of creators in favor of creating "rational consumers" (doomed in fact)? What is the purpose, what will the proposed textbooks shape? Next, what are the criteria and coordinate system? Indeed, the standard presents those events in the logical sequence that involves evaluating our history from the point of view of Western liberal concepts, where the priority is always given to the market, economy, and other attributes of the material world. But then it will never really be possible to understand why the Russians were, are and will be the most successful nation and where did we get one of the greatest stories, and indeed, a cognitive dissonance is ripening - should we not give up our place in the sun to other peoples - after all, they are much better are able to consume.
The project states the desire to "radically revise the content of the history course in high school." There is nothing of the kind there. NOTHING LIKE THIS!
Today there is an opportunity and a chance to make a truly historical breakthrough in the cultural and scientific life of Russian society and lay a solid foundation for its sustainable development. After all, so many valuable archaeological excavations have been documented (and not only in Novgorod), why are the authors unwilling to institutionalize these discoveries? Not a word about the Vedas, but the Vedic concept of the world order is ours, and it is one of the three that now define the entire universe.
Edited at 2013-08-04 10:19 am (UTC)
Where are the primordially Russian sources emphasizing our glory - the chronicle of the Servant Monastery on the Mologa River, the Joachim Chronicle, "The Legend of Slovenia and Ruse", the chronograph of Academician M.N. Tikhomirov, "Notes on Muscovy" by S. Herberstein, Solonevich, L. Gumilyov, ... Where is the explanation where this word "Russian" came from and where did it suddenly become "Russian" (again, a vestige of an information war, by the way - Dal Vladimir Ivanovich)?After all, where are some of the well-known but hidden major events of Russian history - the Battle of Molodi, the Azov seat, ...?
Why are there no parallels for the systemic assimilation of history? After all, Russia was almost always significantly ahead of Europe (and not only). Again, why should our graduates not know that Ivan the Terrible was not a cannibal, and for all 50 years of his reign he executed fewer people than in those days died in Paris alone in one St. Bartholomew's night, ten times more than he killed King Christian II in two days during the Stockholm Bloody Bath, but twenty times less than the peasants driven from their lands were hanged in England under the law of "vagrancy" or the Dutch were killed during the Dutch revolution. But after this vile picture with Ivan the Terrible, Repin's hand withered. The story should be presented in a connected and systemic way, otherwise it makes no sense.
It is not clear that one of the criteria of the term "Great Power" is that it can wage a war on two fronts. Russia almost always waged wars on two or even three fronts, even in the Time of Troubles - the Commonwealth and Sweden, the Patriotic War of 1812 in the west, and in the south with Persia ... society's understanding of the role of Parvus - Israel Lazarevich Gelfand, Leiba Davidovich Bronstein - Trotsky and Co. ? After all, this is where all the documents are available today. Why aren't they used? Isn't it time to give an objective (and not Khrushchev's) assessment of the personality of Joseph Vissarionovich? With a good comparative analysis with the West, especially the United States, France. After all, this is a titanic personality in our history, which cannot be bypassed in any way. And the draft proposes only to talk about "repression and the GULAG" - this is complete unprofessionalism or deliberate deception.
1920-1930 - "years of modernization and prosperity"! Who wrote all this? And the fact that in order to destroy Russian culture, not only villages, cities were cut out, Orthodoxy - the basis of culture - was made an enemy of the people, to the accompaniment of Kolontaev's "Parnassus of Pure Love", women were "socialized", and then they were found with coals in their genitals .. While in 1913 Russia had the largest reserve of gold, the gold ruble, labor productivity is almost the largest in the world, the GDP is the largest, they provided themselves for everything, the world was supplied with everything, including airplanes and locomotives ... And these are the authors called the "imperial" school? What is the authors' understanding of "empire"? Personally, I adhere to the point of view that this is "a superstate formation uniting several peoples and countries under the auspices of a universal idea of a religious, ethical or ideological nature." And that's not bad. And this is what we see everywhere even now, and this is what we will inevitably continue to see - there will be either empires or deserts.
And most importantly, this standard should lead to an unambiguous conclusion - we are not Europe, and not "Asiopa", we are Great Russia! No other secondary school course can set itself such grandiose and important goals for the individual and the state. I think that we must not love our people in order not to use such a chance! And send the project for revision, moreover, to seriously consider the composition of the group of authors.
Historical and cultural standard: content, concepts, recommendations.
INlast thingtimeteachersstories,pupilsand themparentsextremelyworriesquestionoperative perspectivesintroductionnewa singlehistory textbook,contentwhomwill bebuildaccordingwithnewhistorically- cultural standard. Everythingteachersstoriesourcities have passedcoursesenhancementsqualifications. SpecialistsAcademiesenhancementsqualifications andprofessionalretrainingeducation workersMishinaIrinaAnatolievnaand TyulyaevaTamaraIvanovnaintroduced the teacherswithnewhistorically- cultural standardand aboutperspectivesappearancesnewtextbookonstories.Needcreationnewhistory textbookOf Russiadictated,beforeTotal,developmentworldhistoricalscience,accumulationnew historicalknowledge,increasedpublicinterestToeventsof the past.
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· Accompanied by a list of "difficult questions of history" that cause heated debate in society and for many teachers - objective difficulties in teaching
The standard aims to:
Improving the quality of school history education,
Development of research competencies of students of general education schools,
· Formation of a single cultural and historical space of the Russian Federation.
The implementation of the Standard involves the preparation of an educational and methodological complex, consisting of a course curriculum, textbook, teaching aids, books for the teacher, a set of maps, electronic applications. The list of “difficult questions of history” has been compiled with the aim of including additional reference materials in teaching aids and books for teachers, correlating the most common points of view on these events.
Tasks of the educational and methodological complex:
· Create conditions for graduates to acquire solid knowledge of the history of Russia;
· To form an idea of the main stages of development of the multinational Russian state;
· Show the history of Russia as an integral part of the world historical process;
· To reveal the essence of the historical process as a combination of efforts of many generations of Russians.
It is assumed that the Standard will be used in the preparation of texts for the corresponding line of school textbooks. In these texts it is necessary:
· To pay attention to the events and processes of general history in terms of synchronization of the Russian historical process with the global one;
· To apply a new approach to the history of Russian culture as a continuous process of acquiring national identity, not limited to a listing of names and creative achievements, logically linked to the political and socio-economic development of the country;
· Exclude the possibility of internal contradictions and mutually exclusive interpretations of historical events, including those of significant importance for certain regions of Russia; to ensure the availability of presentation, the imagery of the language.
The corresponding priorities are supposed to be kept in mind when finalizing the Standard based on the results of professional expertise and public discussion.
Conceptual foundations of the historical and cultural standard. Cultural and anthropological approach.
Modern school textbooks continue to be dominated by the traditional attitude towards political history, rooted in the imperial and Soviet schools. This leads to the fact that the role of individuals, social institutions and structures, sociocultural factors and everyday life of human life fade into the shadows, ultimately distorting historical reality. In the proposed historical and cultural standard, along with great attention to political history, a special place is given to the personality in history, not only through studying the biographies of prominent people, but also through comprehending the vicissitudes of “ordinary citizens” through whose fates social and political processes can be shown. This approach will make it possible to more adequately reflect the current state of historical science.
1. MuchmorespecificweightsdeserveslightingproblemsspiritualandculturallifeRussia. Studentsmustlearn thatproductionspiritualandculturalvaluesnotlessimportanttask than othersviewshumanactivities andstudycultureandculturalinteractionspeoplesRussia / USSRwill bepromotethe formationatschoolchildrenviewsaboutoverallhistoricaldestinyour homeland.
2. Ethnoculturalcomponent:historycountriesacrosshistoryregions. INschoolcoursestoriesneed to strengthenaccenton themultinationalandpolyconfessionalthe compositionpopulationcountrieshowcritical featuredomesticstories.TeachingregionalstoriesincontextstoriesOf Russiais necessarycomponentdevelopmentdemocraticstates,formationmoderntolerant personality,finishedToperceptionethnicandconfessionaldiversitythe world. Forof eachfromregions of Russiashouldto beformedscrollCross-cuttinghistoricalplots,foundedon thebalance sheetbetween historystates,societiesandindividualof people,betweenpolitical,socialandculturalhistory, betweenhistorynational,world and local.
3. Production conscious evaluative attitudes towards historical figures processes and phenomena - the most important a task teaching stories in school. Modern methods teaching stories imply much great activity pupils on the lessons, rather than This It was some decades back. So the school well stories should to be provided educational methodological complex, including in myself, besides the textbook, anthologies, collections historical texts, atlases. Work pupil maybe to be full imimimally laborious only at permanent using information and computer technologies.
4. Textbook how navigator. IN conditions development funds communications, availability in overwhelming the majority high-speed schools access To the network Internet (provided per check implementation Priority national project "Education"), role textbook as "storage knowledge " acquires new traits and features.Tutorial should not only to give information and offer interpretation, but and to induce schoolchildren independently reason, analyze historical texts, do conclusions etc. except Togo, modern textbook should stimulate pupils To receiving historical knowledge from others sources and teacher -promote mastering pupils research receptions, development them critical thinking, teaching analysis texts, ways search and selection information, juxtaposing different points vision, discernment of facts and them interpretations. Important turn on in text most textbook historical sources disclosing the essence events across bright and memorable images. It appears it is advisable to initiate the preparation of thematic modules for pupils (with appropriate teaching aids for teachers) dedicated to various discussion issues stories Russia.
Based on these approaches, the following recommendations can be formulated, which can be used as the basis for the concept of a new school textbook for the course "History of Russia". The presentation of the material in the textbook should form students' value orientations aimed at fostering patriotism, citizenship and interethnic tolerance. At the same time, the presentation of historical material should not be "shallow", overload schoolchildren with an abundance of numbers, minor names, and insignificant events.
The patriotic basis of the historical exposition aims to instill in the younger generation a sense of pride in their country, for its role in world history, with the simultaneous understanding that in the historical past of Russia there were tremendous achievements and successes, but also mistakes and miscalculations.
One of the main tasks of the school history course is the formation of a civic all-Russian identity, while in the new textbook it is necessary to focus on the idea of citizenship, first of all, when solving the problem of interaction between the state and society, society and government. The problem of civic engagement, the rights and obligations of citizens, and the construction of a civil society is inherently associated with this approach. Attention should be paid (especially for high school students) to the historical experience of civic engagement, local self-government (communities, township self-government, guilds, scientific societies, public organizations and associations, political parties and organizations, mutual aid societies, cooperatives, etc.). At the same time, a clear line should be drawn between "normal manifestations" of civic activity and all kinds of extremism, terrorism, chauvinism, the preaching of national exclusivity, etc.
When developing a sense of patriotism among schoolchildren on the basis of Russian history, it should be borne in mind that pride in the military victories of their ancestors is an integral part of national historical consciousness. It is desirable to focus on mass heroism in the wars of liberation, primarily in the Patriotic wars of 1812 and 1941-1945. It is important to emphasize the feat of the people as an example of high citizenship and self-sacrifice in the name of the Fatherland. At the same time, since not only military victories should create a positive pathos of historical consciousness, the closest attention should be paid to the country's achievements in other areas. The subject of patriotic pride is undoubtedly the great work of the people in the development of the vast spaces of Eurasia with its harsh nature, the formation of Russian society on a complex multinational and polyconfessional basis, within which the principles of mutual assistance, tolerance and religious tolerance prevailed, the creation of a science and culture of world significance.
The key link in the concept should be the understanding of the past of Russia as an integral part of the world historical process. Russia is the largest country in the world. By virtue of this given, an essential component of the national historical consciousness has been formed - we are citizens of a great country with a great past. This thesis should become the reference point of the textbook, which will allow to logically and consistently consider the issues of interethnic relations. In this regard, it is necessary to expand the volume of educational material on the history of the peoples of Russia, with an emphasis on the interaction of cultures, on the strengthening of economic, social, political and other ties between peoples. It should be about the history of interethnic relations at all stages of national history. It should be emphasized that being a part of the Russian Empire had a positive meaning for its peoples: security from external enemies, an end to internal unrest and civil strife, economic development, the spread of education, education, health care, etc. perception of national history. Tragedies, of course, cannot be hushed up, but it must be emphasized that the Russian and other peoples of our country found the strength to jointly overcome the ordeals that fell to their lot.
It is necessary to increase the number of hours (paragraphs) on the history of culture, bearing in mind primarily the socio-cultural material, the history of everyday life. Now culture, as in former times, has again found itself on the periphery of the school course in Russian history. Schoolchildren must certainly know and understand the achievements of Russian culture in the Middle Ages, Modern Times and the Soviet era, great works of fiction, musical culture, painting, theater, cinema, outstanding discoveries of Russian scientists, etc. It is important to note the inextricable link between Russian and world culture. The history of religions, primarily Orthodoxy, should be presented systematically and permeate the entire content of the textbook. It is also imperative to include in the textbook information about the spread of the main non-Christian confessions (Islam, Judaism and Buddhism) on Russian territory.
Conceptually, it is important to form students' understanding of the process of historical development as a multifactorial phenomenon. At the same time, at various stages of historical development, the leading and decisive factors can be either economic, or internal political or foreign policy factors. It is necessary to create a clear idea among schoolchildren that revolutions and civil wars are not the result of an external or internal conspiracy, but a consequence of objectively existing contradictions within the country.
In accordance with the Federal Law "On Education" and the new Federal State Educational Standard, in the conditions of the so-called. The "concentric" system of history teaching, the content of the history course in high school should be radically revised. Acquaintance with Russian history occurs in elementary school when studying the course "The World Around", which should be more saturated with historical material. At the first level of school history education (grades 5–9), the study of the program material is carried out in chronological sequence in accordance with the age capabilities of the students. The study of material about the main events and personalities of Russian history must be based on the wide involvement of the texts of historical sources and their commentary. The main task at this level is to instill in schoolchildren an interest in history (first of all, domestic). At the same time, work with source texts should lay the foundations for competent work with retrospective information, its analysis - and teach children to independently draw conclusions based on the analyzed information. At the second level of school history education (grades 10-11), the knowledge that students received in basic school should serve as the basis for an analytical analysis of the historical process - with general characteristics and assessments, including elements of comparative analysis in the course “Russia in the World”.
FROM ANCIENT RUSSIA TO THE RUSSIAN STATE
Concepts and terms:
Appropriating and producing economy. Slavs. Russia. Slash and burn farming system. City. Village. Tribute, polyudye. Prince, veche, mayor. Druzhina. Merchants. Patrimony. Estate. Peasants. Corvee and rent. Smerds, purchases, slaves. Paganism, Christianity, Orthodoxy, Islam, Judaism. Monastery. Metropolitan. Autocephaly (ecclesiastical). Tithing. Graffiti. Basilica. The cross-domed church. Plinth. Fresco. Mosaic. Chronicle. Lives, hagiographic literature. Birch bark letters. Epics. Horde. Kurultai, baskak, shortcut. Crusaders. Centralization. Feeding. Tsar. Coat of arms.
Personalities:
Rurik. Askold and Dir. Oleg. Igor. Olga. Svyatoslav Igorevich. Vladimir Saint. Boris and Gleb. Svyatopolk the Damned. Yaroslav the Wise. Vladimir Monomakh. Daniil Galitsky. Yury Dolgoruky. Andrey Bogolyubsky. Vsevolod the Big Nest. Igor Svyatoslavich. Genghis Khan. Batu (Batu Khan). Alexander Nevskiy. Daniil Moskovsky. Mikhail Yaroslavich Tverskoy. Yuri Danilovich. Ivan Kalita. Yagailo. Vitovt. Mamai. Tokhtamysh. Edigei. Tamerlane. Dmitry Donskoy. Vasily I. Vasily the Dark. Ivan III.
Cyril and Methodius. Cue. Metropolitan Hilarion. Nestor. Daniel Zatochnik. Sergius of Radonezh. Epiphanius the Wise, Pachomius the Serb. Stefan Permsky. Metropolitans Peter, Alexy, Jonah. Sofia Vitovtovna. Dmitry Shemyaka. Theophanes the Greek. Andrey Rublev. Martha Boretskaya. Sofia (Zoya) Palaeologus. Afanasy Nikitin. Aristotle Fioravanti.
Events / dates:
860 - campaign of Russia to Constantinople
862 - Rurik's "calling"
882 - capture of Kiev by Oleg
907 - Oleg's campaign to Constantinople
911 - Treaty between Russia and Byzantium
941, 944 - Igor's campaigns on Constantinople, the treaty between Russia and Byzantium
964-972 - campaigns of Svyatoslav
978 / 980-1015 - reign of Vladimir Svyatoslavich in Kiev
988 - Baptism of Rus
1016-1018 and 1019-1054 - reign of Yaroslav the Wise
XI century - Pravda Russian (Short edition)
1097 - Lyubech congress
1113-1125 - reign in Kiev by Vladimir Monomakh
1125-1132 - the reign of Mstislav the Great in Kiev
The beginning of the XII century. - "The Tale of Bygone Years"
XII century. - Pravda Russian (Extensive edition)
1147 - the first mention of Moscow
1185 - Igor Svyatoslavich's campaign against the Polovtsi
1223 - battle on the river. Kalke
1237-1241 - the conquest of Russia by the Mongol Empire
1242-1243 - formation of the Golden Horde
1325-1340 - reign of Ivan Kalita
1327 - anti-Horde uprising in Tver
1359-1389 - reign of Dmitry Donskoy
1382 - the ruin of Moscow by Tokhtamysh
1389 - 1425 - reign of Vasily I
1395 - the defeat of the Golden Horde by Timur
1425-1453 - internecine war in the Moscow principality
1425-1462 - reign of Vasily II
1448 - establishment of autocephaly of the Russian Church
1462-1505 - reign of Ivan III
1478 - annexation of the Novgorod land to Moscow
1480 - "standing" on the river. Eel
1485 - annexation of the Tver Grand Duchy to Moscow
1497 - adoption of the all-Russian Code of Law
RUSSIA IN THE XVI - XVII CENTURIES: FROM THE GREAT DUCHY TO THE KINGDOM
Concepts and terms:
Localism. "Chosen Rada". Reforms. Complaints. Autocracy. Tsar's yard. Estates-representative monarchy. Zemsky Cathedrals. Orders. Oprichnina. Reserved summers. Lesson summers. Serfdom. Cathedral Code. Cossacks. Hetman. Serif line. Imposture. Posad. Sloboda. Manufactory. Fair. Old Believers. Split. Parsuna. New (foreign) regiments. Sagittarius. Yasak.
Personalities:
Vasily III. Elena Glinskaya. Joseph Volotsky. Ivan IV the Terrible. Fedor Ivanovich. Boris Godunov. False Dmitry I. False Dmitry II. Vasily Shuisky. Mikhail Fedorovich. Alexey Mikhailovich. Fedor Alekseevich. A.F. Adashev. Archpriest Sylvester. A.M. Kurbsky. Malyuta Skuratov. Metropolitan Philip (Kolychev). Ermak. Khan Kuchum. I.I.Bolotnikov. Patriarch Hermogenes. M.V. Skopin-Shuisky. K. Minin. D.M. Pozharsky. Patriarch Filaret. B.I.Morozov. Patriarch Nikon. Archpriest Avvakum. A.L. Ordin-Nashchokin. A.S. Matveev. Stepan Razin. B. Khmelnitsky. Dionysius. Ivan Fedorov. Andrey Chokhov. Simon Ushakov. Simeon Polotsky. Epiphany Slavinetsky. Karion Istomin. Sylvester Medvedev. Erofey Khabarov. Semyon Dezhnev. Vasily Poyarkov.
Events / dates:
1505 - 1533 - reign of Vasily III
1533 - 1584 - reign (reign) of Ivan IV Vasilyevich the Terrible
1533 - 1538 - regency of Elena Glinskaya
1547 - Ivan the Terrible accepting the tsar's title
1549 - the first Zemsky Sobor
1550 - adoption of the Code of Law
1552 - capture of Kazan by Russian troops
1556 - annexation of the Astrakhan Khanate to Russia
1556 - Cancellation of feedings
1558 - 1583 - Livonian War
1564 - publication of the first Russian printed book
1565 - 1572 - oprichnina
1581 - 1585 - the conquest of Siberia by Yermak
1584 - 1598 - reign of Fyodor Ivanovich
1589 - establishment of the patriarchate in Russia
1598 - 1605 - reign of Boris Godunov
1604 - 1618 - Troubles in Russia
1605 - 1606 - reign of False Dmitry I
1606 - 1610 - the reign of Vasily Shuisky
1606-1607 - uprising of Ivan Bolotnikov
1607 - 1610 - movement of False Dmitry II
1611 - 1612 - I and II Militia. Liberation of Moscow
1613 - 1645 - reign of Mikhail Fedorovich
1617 - Stolbovsky peace with Sweden
1618 - Deulinskoe truce with the Commonwealth
1632 - 1634 - Smolensk war
1645 - 1676 - reign of Alexei Mikhailovich
1648 - Salt riot in Moscow
1648 - Semyon Dezhnev's campaign
1649 - adoption of the Cathedral Code. Registration of serfdom in the central regions of the country
1649 - 1653 - campaigns of Erofei Khabarov
1653 - reforms of Patriarch Nikon, the beginning of the church schism
1654 - Pereyaslavl Rada. The transition to the rule of Russia of the Left-Bank Ukraine
1654 - 1667 - war with the Commonwealth
1656 - 1658 - war with Sweden
1662 - Copper riot
1667 - Andrusov armistice
1670 - 1672 - Stepan Razin uprising
1676 - 1682 - reign of Fyodor Alekseevich.
RUSSIA AT THE END OF XVII - XVIII CENTURIES: FROM KINGDOM TO EMPIRE
Concepts and terms:
Modernization. Reforms. Mercantilism. Guard. Empire. Senate. Collegiums. Synod. Province. Serf manufactory. Recruitment kits. Revision. Prosecutor. Fiscal. Profit worker. Assembly. The table of ranks. Town hall. Palace coup. Supreme Privy Council. "Condition". "Bironovschina". "Enlightened Absolutism". Secularization. Stacked commission. Guild. Baroque. Rococo. Classicism. Sentimentalism.
Personalities:
Peter I. Ivan V. Princess Sophia. Catherine I. Peter II. Anna Ioannovna. Anna Leopoldovna. John VI Antonovich. Elizaveta Petrovna. Peter III. Catherine II. Paul I.
V.V. Golitsyn. F.Ya. Lefort. P. Gordon. A.D. Menshikov. F.A. Golovin. B.P.Sheremetev. F.M. Apraksin. Ya.V. Bruce. P.P. Shafirov. I. Mazepa. ND Demidov. Stefan Yavorsky. E.I.Biron. A.I. Osterman. B.K. Minikh. A.P. Volynsky. I.I.Shuvalov. P.I.Shuvalov. A.P. Bestuzhev-Ryumin. A.G. Orlov. G.A. Potemkin. P.A. Rumyantsev. A.V. Suvorov. FF Ushakov. M.I. Kutuzov. E.I. Pugachev. Salavat Yulaev. E.R. Dashkova.
Feofan Prokopovich. A. Nartov. D. Trezzini. V.V. Rastrelli. I.N. Nikitin. M.V. Lomonosov. G. Bayer. N.I. Novikov. A.N. Radishchev. V.N. Tatishchev. V. Bering. A.D. Kantemir. N.M. Karamzin. G.R.Derzhavin. V.K. Trediakovsky. A.P. Sumarokov. D.I.Fonvizin. F.G. Volkov. IN AND. Bazhenov. M.F. Kazakov. V.V. Rastrelli. F.S. Rokotov. D.G. Levitsky. V.L. Borovikovsky. F.I.Shubin. I.I. Polzunov. I.P. Kulibin. D.S.Bortnyansky.
Events / dates:
1682-1725 - reign of Peter I (until 1696 together with Ivan V)
1682-1689 - reign of Princess Sophia
1682, 1689, 1698 - uprisings of the archers
1686 - Eternal peace with the Commonwealth
1687 - Foundation of the Slavic-Greek-Latin Academy in Moscow
1687, 1689 - Crimean campaigns
1689 - Treaty of Nerchinsk with China
1695, 1696 - Azov campaigns
1697-1698 - The Great Embassy
1700-1721 - Northern War
1700 - defeat at Narva
1705-1706 - uprising in Astrakhan
1707-1708 - uprising of Kondraty Bulavin
1708-1710 - establishment of provinces
1711 - establishment of the Senate; Prut hike
1714 - decree on single inheritance
1718-1721 - establishment of colleges
1718-1724 - carrying out the poll census and the first revision
1720 - battle at about. Grengam
1721 - Peace of Nystadt
1721 - the proclamation of Russia as an empire
1722 - introduction of the Table of Ranks
1722-1723 - Caspian (Persian) campaign
1725 - establishment of the Academy of Sciences in St. Petersburg
1725-1727 - Catherine I
1727-1730 - Peter II
1730-1740 - Anna Ioannovna
1741-1761 - Elizaveta Petrovna
1756-1763 - Seven Years' War
1761-1762 - Peter III
1762 - Manifesto on the Liberty of the Noble
1762-1796 - Catherine II
1768-1774 - Russian-Turkish war
1773-1775 - Uprising of Emelyan Pugachev
1774 - Peace of Kucuk-Kaynardzhi with the Ottoman Empire
1775 - The beginning of the provincial reform
1783 - Annexation of Crimea to Russia
1785 - Letters of gratitude to the nobility and cities
1787-1791 - Russian-Turkish war
1788-1790 - Russian-Swedish war
1791 - Peace of Yasi with the Ottoman Empire
1772, 1793, 1795 - Partitions of the Commonwealth
1796-1801 - reign of Paul I
1799 - Italian and Swiss campaigns of the Russian army
XIX - early XX centuries.
Concepts and terms:
Modernization, industrialization, urbanization, autocracy, bureaucracy, Slavophilism, Westernism, the theory of official nationality, populism, nihilism, liberalism, conservatism, socialism, radicalism, anarchism, Marxism, nationalism, nation, multiparty system, constitutionalism, parliamentarism, revolution, classicism, classicism, romanticism, symbolism.
Personalities:
Emperors: Alexander I, Nicholas I, Alexander II, Alexander III, Nicholas II.
State and military leaders: M. M. Speransky, A. A. Arakcheev, M. I. Kutuzov, M. B. Barclay-de-Tolly, P. I. Bagration, S. S. Uvarov, A. H. Benkendorf, P.D. Kiselev, V.A. Kornilov, P.S. Nakhimov, Grand Duke Konstantin Nikolaevich, N.A. Milyutin, D. A. Milyutin, M. T. Loris-Melikov, P. A. Valuev, M. D. Skobelev, K. P. Pobedonostsev, S. Yu. Witte, V. K. .Pleve, P.A. Stolypin, S.O. Makarov.
Public figures: P.I.Pestel, K.F. Ryleev, N.M. Muravyov, P.Ya. Chaadaev, A.S. Khomyakov, I.S.Aksakov, K.S.Aksakov, I.V. Kireevsky, N Y.Danilevsky, A.I. Herzen, P.L. Lavrov, P.N. Tkachev, M.A.Bakunin, S.L. Perovskaya, B.N. Chicherin, K.D. Kavelin, M.N. Katkov, K. N. Leontiev, G. V. Plekhanov, V. I. Zasulich, G. A. Gapon, V. M. Purishkevich, V. V. Shulgin, P. N. Milyukov, P. B. Struve , A.I.Guchkov, M.V. Rodzianko, V.M. Chernov, B.V.Savinkov, Yu.O. Martov, V.I.Lenin.
Cultural figures: G.R. Derzhavin, V.A. Zhukovsky, I.A. Krylov, E.A. Boratynsky, A.S. Pushkin, M. Yu. Lermontov, V. G. Belinsky, N. V. Gogol, I. S. Turgenev, I. A. Goncharov, M. E. Saltykov-Shchedrin, L.N. Tolstoy, F.M. Dostoevsky, N.G. Chernyshevsky, N.A. Nekrasov, F.I. Tyutchev, A.A. Fet, A.P. Chekhov, I.A. Bunin, D.S. Merezhkovsky, A.A. Blok, O.E. Mandelstam, M. I. Tsvetaeva, V. V. Mayakovsky, V. S. Soloviev, S. N. Bulgakov, N. A. Berdyaev, K. I. Rossi, A. N. Voronikhin, K. A. Ton, F. A. A. Shekhtel, K. P. Bryullov, I. N. Kramskoy, O. A. Kiprensky, V. A. Tropinin, V. G. Perov, I. E. Repin, V. M. Vasnetsov, V. A. Serov, M. A. Vrubel, M. I. Glinka, A. S. Dargomyzhsky, N. G. Rubinshtein, P. I. Tchaikovsky, M. P. Mussorsky, N. A. Rimsky-Korsakov, S. V. V. Rachmaninov, A.N. Scriabin, F.I.Shalyapin, S.P.Dyagilev, M.Petipa, Seraphim of Sarov, Metropolitan Filaret (Drozdov), Metropolitan Macarius (Bulgakov), Ambrose of Optina.
Scientists: N.M. Karamzin, N.I. Lobachevsky, D.I. Mendeleev, N.N. Zinin, N.D. Zelinsky, P.N. Yablochkov, A.N. Lodygin, A.S. Popov, N.I. Pirogov, I. I. Mechnikov, I. P. Pavlov, P. N. Lebedev, I. M. Sechenov, K. A. Timiryazev, M. M. Kovalevsky, T. N. Granovsky, M. P. Pogodin, S. M. Soloviev, V. O. Klyuchevsky, A. A. Shakhmatov, N.P. Pavlov-Silvansky, L.P. Karsavin.
Industrialists and patrons: P.M. and S.M. Tretyakovs, P.P. and V.P. Ryabushinsky, S.I. Mamontov, the Morozov dynasty, S.I.Shchukin, A.A. Bakhrushin.
Travelers: I.F.Kruzenshtern, F.F.Bellingshausen, Yu.F. Lisyansky, M.P. Lazarev, G.I. Nevelskoy, N.M. Przhevalsky.
Events / dates:
1801-1825 - years of the reign of Alexander I;
1811 - establishment of the Tsarskoye Selo Lyceum;
1812 - Peace of Bucharest with the Ottoman Empire;
1813 - 1814 - Foreign campaigns of the Russian army;
1815 - Congress of Vienna
1817 - 1864 - the war in the North Caucasus;
1821 - the formation of the Northern and Southern Societies;
1824 - the opening of the Maly Theater in Moscow;
1825 - opening of the Bolshoi Theater in Moscow;
1825 - 1855 - years of the reign of Nicholas I;
1826 - discovery of non-Euclidean geometry by N.I. Lobachevsky;
1828 - Turkmanchay peace with Persia;
1829 - Peace of Adrianople with the Ottoman Empire;
1837 - 1841 - reform of the management of state peasants by P.D. Kiseleva;
1853 - 1856 - Crimean War;
1856 - Treatise of Paris;
February 19, 1861 - the publication of the Manifesto on the emancipation of the peasants and the "Regulations on the peasants who emerged from serfdom";
1862 - establishment of the St. Petersburg Conservatory;
1863 - 1864 - the uprising in Poland;
1864 - judicial reform;
1864 - Zemstvo reform;
1866 - establishment of the Moscow Conservatory;
1869 - the discovery of the periodic law of chemical elements by D.I. Mendeleev;
1870 - the formation of the "Association of Traveling Art Exhibitions";
1870 - city reform;
1877 - 1878 - Russian-Turkish war;
1878 - Berlin Congress
1881 - 1894 - years of the reign of Alexander III;
1881 - the publication of the "Regulations on measures to maintain public order and public peace";
1884 - the publication of the new University Charter;
1890 - the publication of the new Zemsky Regulations;
1891 - 1892 - hunger in Russia;
1892 - creation of the Tretyakov Gallery;
1894 - the conclusion of an alliance with France;
1894 - 1917 - years of the reign of Nicholas II;
1897 - the introduction of the gold ruble;
1898 - the formation of the Moscow Art Theater (MHT);
1904 - 1905 - Russian-Japanese war;
October 17, 1905 - the Highest Manifesto on the granting of freedoms and the establishment of the State Duma;
February 20 - June 3, 1907 - the activity of the second State Duma and the publication of the electoral law on June 3, 1907;
1907 - the final formation of the Entente;
1907 - 1912 - work of the III State Duma;
1912 - 1917 - work of the IV State Duma.
RUSSIA IN THE "YEARS OF GREAT SHAKERS". 1914-1922
Concepts and terms: provisional government, "dual power", Soviet power, Constituent Assembly, Russian Communist Party (Bolsheviks) - RCP (b), dictatorship of the proletariat, All-Russian Central Executive Committee of Soviets, Council of People's Commissars, Supreme Council of People's Commissars, VChK, policy of "war communism", Decree on Land, Decree on the world, the Red Guard, workers' control, food appropriation, food detachments, kombed, bagmen, Civil war, "red", "white", "green", Workers' and Peasants' Red Army, Revolutionary Military Council, Volunteer Army, KOMUCH, rationing system, subbotnik, " black market ”, speculation, separation of the church from the state, the first wave of emigration,“ ROSTA Windows ”, the GOELRO plan.
Personalities: A.F. Kerensky, V.I. Lenin, Nicholas II, M.V. Rodzianko, G.E. Lvov, P.N. Milyukov, L.G. Kornilov, F.E. Dzerzhinsky, Ya.M. Sverdlov, L.D. Trotsky, A.I. Denikin, A.V. Kolchak, P.N. Wrangel, Patriarch Tikhon, M.N. Tukhachevsky, S.M.
Budyonny, M.V. Frunze, V.I. Chapaev, K.E. Voroshilov, G.I. Kotovskii, V.K. Blucher, N.I. Makhno.
Events / dates:
1915 - the formation of the Progressive Bloc;
May 1916 - Brusilov Breakthrough;
February 26, 1917 - shooting of a demonstration on Znamenskaya Square in Petrograd, part of the military units going over to the side of the rebels;
February - November 1917 - The Great Russian Revolution
November 1917-1922 - The period of the Civil War
February 1917 - February coup and fall of the monarchy
October 25-26, 1917 (November 7 - 8, new style) - October (Bolshevik) coup
Creation of the Council of People's Commissars - end of October 1917
November 1917 - Adoption of the Declaration of the Rights of the Peoples of Russia
December 1917 - Creation of the Cheka under the Council of People's Commissars
December 1917. - Creation of the Supreme Council of the National Economy (VSNKh)
January 1918 Creation of a regular Red Army
March 3, 1918 - The Bolsheviks signed the Brest-Litovsk Treaty with Germany and withdrawn from the First World War
May 1918 - the uprising of the Czechoslovak corps, the beginning of a large-scale civil war in Russia.
July 1918 - the uprising of the Left SRs.
July 1918 - adoption of the first Soviet constitution of Russia.
May-October 1919 - the offensive of the White Army under the command of Denikin.
1920 - the occupation by the Red Army of Azerbaijan, Armenia, Khiva and Bukhara.
1920 - Soviet Russia concludes peace treaties with Lithuania, Latvia and Estonia.
April - October 1920 - military operations during the Soviet-Polish war.
November 1920 - the defeat of Wrangel's white army in the Crimea.
1921 - Peace of Riga with Poland.
1921 - occupied by the Red Army of Georgia.
1920-1921 - Antonov uprising.
Concepts and terms: NEP, NEPman, "chervonets", "disenfranchised", "Antonovshchina", labor army, GOELRO, tax in kind, self-financing, trust, syndicate, concession, five-year plan, commune, cooperation, TOZ, People's Commissariat, kulaks, poor peasants, middle peasants, nomenklatura, educational program , workers' school, Komsomol, pioneers, Comintern, Proletkult, social elevators, renovationism, "komchvanstvo", "promoted", the Union of militant atheists, the emancipation of women, the Communist Academy.
Personalities: A.S. Antonov, G. Ya Sokolnikov, L. D. Trotsky, I.V. Stalin, M. Ya. Frunze, G.K. Ordzhonikidze, G.E. Zinoviev, L.B. Kamenev, N.I. Bukharin, A.I. Rykov, M.I. Kalinin, G.V. Chicherin, G.M. Krzhizhanovsky, M.N. Pokrovsky, A.V. Lunacharsky, A.M. Gorky, D. Poor, V.E. Tatlin, V.V. Mayakovsky, M.A. Bulgakov, S.A. Yesenin and V.I. Vernadsky, A.F. Ioffe, P.L. Kapitsa, I.M. Gubkin, V.E. Meyerhold, G.V. Alexandrov, A.P. Dovzhenko, L.P. Orlova, A.V. Shchusev, M. A. Sholokhov, A. S. Makarenko, N.A. Semashko, N.K. Krupskaya, I.E. Babel, B.A. Pilnyak, A.P. Platonov
Events / dates:
March 1921 - uprising in Kronstadt
1920 - adoption of the GOELRO plan
1921-1922 - Famine in Soviet Russia
1922 - the end of the civil war in the Far East.
1922 - creation of the USSR
1922-1924 - financial reform
1923 - creation of the State Planning Commission
1924 - adoption of the Constitution of the USSR
1924 - "USSR Recognition Strip"
1925 - the beginning of the development of annual national economic plans
1928-1929 - the collapse of the NEP
1928 - Shakhty trial
1929 - adoption of the first five-year plan
USSR in 1929-1941: "Stalinist socialism"
Concepts and terms:
"Great turning point", Stalinist dictatorship, personality cult, Soviet industrialization, collectivization, cultural revolution, urbanization, collective farm, state farm, MTS, workday, dispossession, special settlers, OSOAVIAKHIM, "Chelyuskinites", enemy of the people, shock workers, Stakhanovites, mass repressions, NKV , GULAG, Arctic exploration, socialist realism, communal life, barracks, rationing supply system, passport system, collective security system in Europe, Soviet-German non-aggression pact.
Personalities: I.V. Stalin, L.M. Kaganovich, N.I. Ezhov, L.P. Beria, S.M. Kirov, V.M. Molotov, G.K. Zhukov, K.E. Voroshilov, M.M. Litvinov, A.S. Yakovlev, A.N. Tupolev, N.N. Polikarpov, O. Yu. Schmidt, A.G. Stakhanov, V.P. Chkalov, A.I. Mikoyan, G.K. Ordzhonikidze, A.V. Lunacharsky, A.M. Gorky, M.A. Bulgakov, I. G. Ehrenburg, A.A. Fadeev, A.A. Akhmatova, A.T. Tvardovsky, D.A. Shostakovich, S.S. Prokofiev, I.O. Dunaevsky, V.I. Mukhina, S.M. Eisenstein, V.I. Pudovkin, G.V. Alexandrov.
Events / dates:
1928-1933 - the first five-year plan
1934-1938 - the second five-year plan
The first five-year plan - 1928-1932
The second five-year plan - 1933-1937
1929 - the transition to the complete collectivization of agriculture (the year of the "great turning point")
1930 - elimination of mass unemployment, closure of labor exchanges
1930-1935 - rationing system for supplying the population
1932 - introduction of the passport system
1932-1933 - famine in the USSR
1936 - adoption of the new Constitution of the USSR
1937-1938 - peak of mass repression
1940 - the entry of the Baltic states into the USSR
THE GREAT PATRIOTIC WAR. 1941-1945
Concepts and terms: anti-Hitler coalition, anti-fascist underground, general plan "Ost", plan "Barbarossa", blitzkrieg, GKO, blockade, Tehran conference, Yalta conference, Potsdam conference, Brest fortress, occupation, partisan detachments, liberation mission of the Red Army, turning point in the war, order No. 227 (“Not a step back!”), Evacuation, collaboration, “Vlasovites”, concentration camps, Holocaust, Lend-Lease, people's militia, forced resettlement, repatriation, second front, surrender, United Nations (UN), reparations
Personalities: A.I. Antonov, I.Kh. Baghramyan, A.M. Vasilevsky, N.F. Vatutin, K.E. Voroshilov, L.A. Govorov, M.A. Egorov, M.V. Kantaria, A.A. Zhdanov, G.K. Zhukov, V.G. Klochkov, I.N. Kozhedub, A.I. Pokryshkin, I.S. Konev, N.G. Kuznetsov, R. Ya. Malinovsky, K.A. Meretskov, D.G. Pavlov, I.V. Panfilov, K.K. Rokossovsky, I.V. Stalin, V.V. Talalikhin, S.K. Timoshenko, F.I. Tolbukhin, I. D. Chernyakhovsky, V.I. Chuikov, B.M. Shaposhnikov, M.S. Shumilov,
B.L. Vannikov, N.A. Voznesensky, S.V. Ilyushin, M.I. Koshkin, V.A. Malyshev, M.G. Pervukhin, A.N. Tupolev, D.F. Ustinov, A.I. Shakhurin, N.M. Shvernik, A.S. Yakovlev, S.A. Lavochkin, R. Sorge, S.A. Kovpak, Z.A. Kosmodemyanskaya, O. V. Koshevoy, D.M. Karbyshev, N.I. Kuznetsov, P.K. Ponomarenko, A.F. Fedorov, V.M. Molotov, A.A. Gromyko, M.M. Litvinov, I.M. Maisky, D.D. Shostakovich, K.S. Simonov, M. Jalil, L.A. Ruslanova, A.T. Tvardovsky, O.F. Berggolts, Yu.B. Levitan.
Events / dates:
November 7, 1941 - parade of the troops of the Moscow garrison and the Moscow defense zone on Red Square
March 26, 1944 - the exit of Soviet troops to the Romanian border, the beginning of the liberation of the European countries by the Red Army (1944-1945)
1943-1944 - deportation of the "repressed peoples" of the USSR
April 25 - June 26, 1945 - United Nations Conference in San Francisco. Adoption of the UN Charter
May 9, 1945 (Moscow time) - unconditional surrender of Germany, end of the Great Patriotic War
Personalities: L.P. Beria, A.A. Zhdanov, N.A. Voznesensky, S.P. Korolev, I.V. Kurchatov, S.M. Mikhoels, M.A. Suslov, G.M. Malenkov, N.S. Khrushchev, N.A. Bulganin, L.I. Brezhnev, Yu.A. Gagarin, V.V. Tereshkova, A.A. Leonov, A.N. Kosygin, Yu.V. Andropov, M.S. Gorbachev, N.I. Ryzhkov, L.I. Abalkin, G.A. Yavlinsky, B.N. Yeltsin, A.N. Yakovlev, E.A. Shevardnadze, V.A. Kryuchkov, A.A. Sobchak.
V.S. Vysotsky, E.I. Unknown, A.I. Solzhenitsyn, B.L. Pasternak, A.D. Sakharov, L.V. Kantorovich, M.V. Keldysh, S.I. Vavilov, L.D. Landau, R.Z. Sagdeev, S.F. Bondarchuk, V.M. Shukshin, A.A. Tarkovsky, L.I. Yashin, V.B. Kharlamov, L.P. Skoblikova, M.M. Botvinnik, A.E. Karpov, G.K. Kasparov. R.G. Gamzatov, S.Z. Saidashev, F.A. Iskander, Ch.T. Aitmatov, Yu.S. Rytkheu, M.M. Magomayev, A. Babadzhanyan, P. Bul-Bul Ogly, D.S. Likhachev, F.A. Tabeev, M.A. Zakharov, N.S. Mikhalkov, O. N. Tabakov, V.G. Rasputin, M.L. Rostropovich, A. V. Makarevich, A.B. Pugacheva, G.K. Ots, R.V. Pauls, B.Sh. Okudzhava, B.N. Polevoy, A.N. Pakhmutova, A.I. Raikin, G.V. Khazanov, M.F. Shatrov, V.S. Rozov, A.T. Tvardovsky, M.M. Zhvanetsky, S.A. Gerasimov, G.N. Danelia, E.A. Ryazanov, E.S. Piekha, T.E. Abuladze, O. N. Efremov, E.A. Evstigneev, E.P. Leonov, A.I. Khachaturian, I.O. Dunaevsky, V.P. Nekrasov, V.P. Astafiev, Yu.V. Bondarev, F.G. Ranevskaya, A.A. Galich, R.K. Shchedrin, M. Liepa, M.N. Plisetskaya, A.N. and B.N. Strugatsky, A.A. Voznesensky, R.I. Rozhdestvensky, E.A. Evtushenko, B.A. Akhmadulina.
Concepts and terms: Repatriation. Reparations. "Forest Brothers". "Bandera". Cosmopolitanism. "Jewish Anti-Fascist Committee". "Doctors' case". "Leningrad case". Atomic bomb. Nuclear weapon. The Marshall Plan. "Truman Doctrine". Cold War. Countries of "people's democracies".
United Nations Organization (UN). Cominformburo. North Atlantic Treaty Organization (NATO). Council for Mutual Economic Assistance (CMEA). Arms race. Destalinization. Rehabilitation. "Thaw". Virgin land. BAM, All-Union Komsomol construction projects. Economic Councils. Organization of the Warsaw Pact (ATS). World socialist system. Peaceful coexistence of states. Third World countries". Non-Aligned Movement. "Samizdat" and "tamizdat". Generation of the "sixties". "Khrushchevs". Amateur (bardic) song clubs. KVN movement. Hipsters. "Developed socialism". Hidden inflation. Oil dollars. Community of people "Soviet people". Kosygin reform. Self-financing. Agricultural and industrial complex. Shadow economy. Prague Spring. Country house. Commodity deficit. VIA
"Perestroika", "glasnost", "new political thinking", "acceleration strategy", "dollar needle", universal values, "socialism with a human face", anti-alcohol campaign, human factor, new political thinking, universal values, political pluralism, rule of law, separation of powers, interethnic conflict, titular nation, commercial bank, individual labor activity, conversion of defense enterprises, congress of people's deputies, Interregional deputy group, State Committee for a State of Emergency (GKChP).
Events / dates:
March 1946 - W. Churchill's Fulton Speech
1946-1991 - the period of the "cold war"
1947 - Marshall Plan
1946-1947 - famine in the USSR
1946 - Decree of the Central Committee of the All-Union Communist Party of Bolsheviks "On the magazines" Zvezda "and" Leningrad "".
1947 - Food ration canceled and monetary reform
1947-1956 - activities of the Cominformburo
1948 - the case of the Jewish Anti-Fascist Committee
1949 - creation of the Council for Mutual Economic Assistance (CMEA)
1949 - North Atlantic Treaty Organization (NATO)
1948 - 1949 - 1st Berlin Crisis
1949 - the first successful test of a Soviet nuclear bomb
1949-1950 - Leningrad case
1950-1953 - Korean War
1952 - XIX Congress of the CPSU (b). Renaming of the CPSU (b) to the KPSS
1953-1964 - N.S. Khrushchev - First Secretary of the CPSU Central Committee.
1954 - the beginning of the development of virgin lands
1955 - creation of the Warsaw Pact Organization (ATS)
1956 - XX Congress of the CPSU, exposure of Stalin's personality cult
1956 - Suez Crisis
1956 - political crisis in Hungary
1957 - World Festival of Youth and Students in Moscow
1957 - the USSR launched the world's first artificial Earth satellite
1961 - the second Berlin crisis. Construction of the Berlin Wall
1961 - XXII Congress of the CPSU. Adoption of the Program for Building Communism
1962 - events in Novocherkassk
1962 - Cuban Missile Crisis
1963 - space flight of the world's first woman cosmonaut V.V. Tereshkova
1964 - displacement of N.S. Khrushchev from the post of first secretary of the CPSU Central Committee.
1964-1982 - The first (since 1966 - General) Secretary of the CPSU Central Committee Leonid Brezhnev.
1965 - the beginning of the reform of A.N. Kosygin
1968 - "Prague Spring" and the entry of troops of the ATS countries into Czechoslovakia.
1969 - border conflict between Soviet and China
1972 - Soviet-American Treaty on the Limitation of Anti-Ballistic Missile Systems (ABM) and the Treaty on the Limitation of Strategic Arms (SALT-1)
1975 - the final stage of the Conference on Security and Cooperation in Europe (CSCE) in Helsinki.
1977 - the new Constitution of the USSR
1979 - Treaty with the United States on the Limitation of Strategic Arms-2 (SALT-2)
1979 - the entry of Soviet troops into Afghanistan
1980 - Summer Olympic Games in Moscow
1982 - death of L.I. Brezhnev
1982-1984 - General Secretary of the Central Committee of the CPSU Yu.V. Andropov.
1984-1985 - General Secretary of the CPSU Central Committee K.U. Chernenko.
1986, February - the proclamation of the main directions of the Perestroika policy at the XXVII Congress of the CPSU.
1990 March 15 - election of Mikhail Gorbachev President of the USSR at the III Congress of People's Deputies of the USSR
1990, May-June - Congress of People's Deputies of the RSFSR, Adoption of the Declaration on State Sovereignty of Russia.
1991, December - the collapse of the USSR (Belovezhskie agreements between the leaders of the Russian Federation, Ukraine and Belarus). They also signed the Declaration on the Creation of the Commonwealth of Independent States (CIS). Alma-Ata Declaration on the Purposes and Principles of the CIS (December 21, 1991)
Formation of a new Russia (1991-2012)
Personalities: B. N. Yeltsin, V. V. Putin, D. A. Medvedev, E. T. Gaidar, A. B. Chubais, B. C Chernomyrdin, R.I.Khasbulatov, A.V. Rutskoy, G.A. Zyuganov, V.V.Zhirinovsky, Yu.M. Luzhkov, A.I. Lebed, S.P. Mavrodi, A.V. Kozyrev , S.V. Stepashin, S.V. Kirienko, E.M. Primakov, S.M. Shakhrai, P.A.Grachev, B.E. Nemtsov, D.M. Dudaev, A.A. Maskhadov, B A. Berezovsky, V. O. Potanin, Yu.P. Lyubimov, M. A. Zakharov, O. N. Tabakov, A. P. Zvyagintsev, P.S. Lungin, N.S. Mikhalkov, A.N. Sokurov, A. V. Rogozhkin, O. E. Menshikov, V. A. Gergiev, V. T. Spivakov, Yu. A. Bashmet, A. Netrebko, Z. K. Tsereteli, I. S. Glazunov, A. M Shilov, M. Gelman, A. I. Solzhenitsyn, V. Pelevin, Yu. Shevchuk, B. Akunin, L. Ulitskaya, D. L. Bykov, V. L. Ginzburg, Zh. I. Alferov, Yu. S. .Osipov.
Concepts and terms: "Shock therapy", default, voucher, loans-for-shares auction, price liberalization, privatization, International Monetary Fund (IMF), impeachment, oligarchs, Islamic fundamentalism, international terrorism, power vertical, stabilization fund,
Events / dates:
1992 - the decree of the President of the Russian Federation on the introduction of the system of privatization checks (vouchers), the beginning of the privatization of state property
1993, September 21 - Decree of the President of the Russian Federation No. 1400 "On Phased Constitutional Reform", the announcement of the dissolution of the Congress of People's Deputies and the Supreme Council and the holding of a referendum on the new Constitution on December 12
1996 - elections of the President of the Russian Federation.
2000 - inauguration of the President of the Russian Federation V.V. Putin
2000 - creation of the institute of Plenipotentiary Representatives of the President of the Russian Federation in federal districts, creation of the State Council of the Russian Federation
2000 - approval of a new concept of foreign policy of the Russian Federation
2003 - elections to the State Duma
2004 - the election of V.V. Putin as President of the Russian Federation for a second term
2005 - the law on elections to the State Duma by party lists
2005 - the law on the new procedure for the election of governors
2005 - the proclamation of priority national projects, the beginning of their implementation (2006)
2006 - Iraqi crisis, aggravation of relations between Russia and the United States
2008 - D.A. Medvedev as the President of the Russian Federation
2008 - World financial crisis. Adjustment of the tactics of socio-economic development in the context of the financial and economic crisis in the Russian Federation (2008)
2008 - Approval of the Concept of long-term socio-economic development of the Russian Federation for the period up to 2020.
2008 - the law on increasing the term of office of the State Duma to 5 years and the President of the Russian Federation to 6 years
2012 - the election of V.V. Putin as the President of the Russian Federation
2012 - formation of the government of D.A. Medvedev. "Open government".
I decided to undertake a mini-research that is relevant for today: May 2016. To be honest, some graduates and teachers asked me questions, but will my USE courses 2017 is the historical and cultural standard implemented? But is this standard implemented in my video courses? I decided to put a big bullet point on this issue.
Where to find it
This means, firstly, for May 2016 there is simply no official document called "Historical and Cultural Standard". There is only his PROJECT, discussed (!) In Live Journal of the Ministry of Education and Science of the Russian Federation ... If you look at the website of the Ministry inside and out, it turns out that the last time this document appeared on February 21, 2014. After that, there was not a word about him.
All sites that are in one way or another connected with history and education also only have a draft of this standard. Therefore, no one has the right to demand that teachers or universities implement this standard before the adoption of an official document. For all, the Federal State Educational Standard is obligatory - the Federal Educational State Standard. There is a federal state educational standard for both secondary and higher education.
Nevertheless, the draft standard is posted on the website of the Ministry. Its purpose, as is clear from the information from the website of the Ministry of Education, is to unify the teaching of history (!) Both in schools and in universities. It is clear that in my opinion this is just some kind of nonsense. At the university, the study of history is not at all the same as at school: there is a greater bias in the study of sources, documents, historical processes are studied more than facts. In general, I can hardly imagine how they were going to unify historical education there.
Nevertheless, as can be seen from the words of colleagues and guys - the hysteria has already begun - according to the document that has not yet been adopted. In general, I found as many as three versions of this standard and I suggest you download them yourself (link at the end of the post).
What to do with the standard?
So, in theory, you should take this standard and check yourself what you know and what you don't. Personally, I use the draft standard to train my students' erudition in preparation for the exam. Having looked through the contents of the document, I did not find anything new there. Everything is taken from the Federal State Educational Standard plus, the terms and names for each period have been polished.
On my own behalf, I will say that the real tests of the exam do not correspond to the DRAFT of this standard! That is, the tests are more complicated. If you don't believe me, open the full USE history test 2016 and solve it. I assure you will be surprised. In particular, on culture: military cartoons, postage stamps of the USSR, many works of art are beyond the scope of this document. As well as the events of World History, as well as the events of the Great Patriotic War.
In short, I recommend using the DRAFT of this document for informational purposes only, well, and ask what you know from it and what you don't. I don't recommend hysteria. Are my video courses in line with this document? Yes, completely. Moreover, they give an expanded view of the entire course of both the history of Russia and World history. By the way, they will run out soon, I will not order new copies, so have time to buy them while they are available at all.
Where to download the standard. Yes, right here, after you like it on social networks in this block:
Download the historical and cultural standard =>
View the third option = >>
Finally, you can watch the official presentation and see what the document is for. Taking into account the speed of body movements of our Ministry, everything will not be created soon, maybe by 2020 ...:
Best regards, Andrey Puchkov