Line of UMK V.S.Myasnikov. General History (5-9)
General history
Problems of teaching general history in the context of the transition to a new model of history education
Features of the new model of studying history in the general education system; ICS on general history: conceptual and substantive features; Changing the content of school textbooks on general history in the context of the introduction of ICS;Normative documents affecting the filling of history courses at school: Federal State Educational Standard, Historical and Cultural Standards (IKS) - both for national and general history, as well as USE standards for history. These documents form a new model for teaching history in the general education system. This implies a change in the didactic elements that determine the content. There are more of them (elements) with the same number of hours for teaching, hence the inevitable change in the structure of courses.
About the model. It is registered in the IKS: Grade 5 - The Ancient World, Grade 6 - The Middle Ages and Ancient Russia up to the XV century, Grade 7 - fragments of the new history of the XVI-XVII centuries and Russia in the XVI-XVII centuries, Grade 8 - foreign and domestic XVII centuries, 9 class - foreign and domestic XIX century., Grade 10 - modern history and history of Russia XX-XXI centuries., Grade 11 - history of Russia in a global context. This is not a complete return to the "lineup", since grade 11 is a concentrum.
About ICS. The conceptual foundations of the study of general history have become the same as for Russian history. This is a conscious evaluative attitude towards historical figures, processes, phenomena - with a cultural-anthropological approach, a multi-level presentation of history, attention to the spiritual and cultural aspects of people's lives.
On the problems of the implementation of ICS. An excess of didactic units interferes with their full-fledged mastering (even makes it impossible) - new ones have been added to the old ones, nothing has been removed. The difficulty level of didactic units is not differentiated from 5 to 10 grades. Political and social, not spiritual and cultural content dominates.
Output. It is necessary to divide the material into mandatory and secondary. Based on the following criteria: 1) the cultural-anthropological principle of selection dominates, 2) the comparative approach facilitates perception, 3) reliance on basic concepts is systematic, 4) we look at the lists of mandatory dates according to the USE Codifier.
A separate question is how to work in grades 7-8. Even those textbooks that completely coincided thematically (grades 5-6) do not reflect all the didactic units of the ICS, you need to pay attention to this. As for the textbook for the 7th grade (Noskov V.V., Andreevskaya T.P.) for teaching in the 7th and 8th grades, then only 3 of its chapters correspond to the new model for the 7th: 1, 2, 3 chapters, others - partially ... That is, 28 hours and 16 paragraphs that relate to the history of the XVI-XVII centuries. The remaining hours are workshops, conferences and other types of independent creative work. "Countries of Central and Eastern Europe" teachers should develop and give independently. It will be more difficult in the 8th grade, where the textbook of Noskov and Andrievskaya almost does not cover IKS: yes, the 18th century and Europe in the era of the Great French Revolution, plus materials on the East - but these are only nine paragraphs. The teacher develops the topics that are compulsory according to the new model independently, and there are most of them.
So, IKS must be performed, educational and methodological equipment for IKS, if created, is not entirely legitimate. In addition, there is a possibility that the codifiers for the OGE and USE will also change due to the new teaching model.
Recorded by Lyudmila Kozhurina
The material was prepared on the basis of the webinar "Problems of Teaching General History in the Conditions of Transition to a New Model of History Education".
A fragment of the painting "Bonaparte at the Saint-Bernard Pass" by Jacques-Louis David, 1801 was used in the design of the material
Search for materials:
The number of your materials: 0.
Add 1 material
Certificate
about creating an electronic portfolio
Add 5 materials
Secret
present
Add 10 materials
Diploma for
informatization of education
Add 12 materials
Review
for any material for free
Add 15 materials
Video lessons
to quickly create effective presentations
Add 17 materials
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. V
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
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 World War II 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. That's why
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 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 the framework of 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, which
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 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 the "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 profile - 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 only possible 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
uniting Russians "value platform".
The second task is to provide conditions for the formation of schoolchildren
the 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 and 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.
Starts with the characteristics of the Stone, Bronze and Iron Age on
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 parish 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 state. 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, there are 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
that autocracy coexisted with estates
Zemsky Sobors, periodically convened since the middle of the 16th century, and
local elected zemstvo authorities. This process is said to be similar to
European, although, in my opinion, the British Parliament had much more
powers in the 1617 century than the Zemsky Sobors, worked on a full-time 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. The chambers worked a lot 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 during 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 for
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 met 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 for 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 at the end of the 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 Peter's reforms.
Russia has become an empire. To a large extent managed 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.
First, 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
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, corvee and quitrent economy, courtyard people, a plague riot in
Moscow, travel of Catherine II to the south in 1787
It should be noted 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, the 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's 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 - supposed a minister - reformer
the creation of an elected legislative body under the king of 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. And why to
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
economic successes, 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
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. v
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 the 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.
From 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, positive
the 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
hypercentralization 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-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
THE 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 L.I.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
CMEA, 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. An increase in oil exports in order 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 workers in the results of their
labor;
chronic problems in agriculture.
Of course, many of these are debatable, especially with the conclusion that
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.
Further, we are talking about the development of the social sphere in the USSR. And given
such 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 that
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 - Gaidaraoni are liberal by
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 to the question of a new form of government, since 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 promotion,
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
effects.
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 of funding for science, 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 also the topic of my
research - "Shock therapy". Hope my job becomes
a small contribution to the concretization of this problem period of our
stories.
The historical and cultural standard includes fundamental assessments of key events of the past, the main approaches to teaching Russian history in a modern school with a list of topics, concepts and terms, events and personalities that must be studied, and is accompanied by a list of "difficult issues of history" that cause heated discussions in society and for many teachers - objective difficulties in teaching.
Download:
Preview:
Characteristics of history textbooks from the point of view of the historical and cultural standard.
The historical and cultural standard includes fundamental assessments of key events of the past, the main approaches to teaching Russian history in a modern school with a list of topics, concepts and terms, events and personalities that must be studied, and is accompanied by a list of "difficult issues of history" that cause heated discussions in society and for many teachers - objective difficulties in teaching.
The standard is aimed at improving the quality of school history education, developing the research competencies of students in secondary schools, and forming 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, a textbook, teaching aids, books for a teacher, a set of maps, and electronic applications.
The list of “difficult questions of history” was 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. It is necessary to 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.
Russian history is the history of all territories, countries and peoples that were part of our state in corresponding eras.
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:
pay attention to the events and processes of universal history in terms of synchronizing 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 reduced 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 that are significant for certain regions of Russia.
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, and 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.
- The coverage of the problems of the spiritual and cultural life of Russia deserves a much greater specific weight. Students should learn that the production of spiritual and cultural values is no less important task than other types of human activity, and the study of the culture and cultural interaction of the peoples of Russia / USSR will contribute to the formation of schoolchildren's ideas about the common historical fate of our Motherland.
- Ethnocultural component: the history of the country through the history of the regions. In the school history course, it is necessary to emphasize the multinational and multi-confessional composition of the country's population as the most important feature of national history. Teaching regional history in the context of Russian history is a necessary component of the development of a democratic state, the formation of a modern tolerant personality, ready to perceive the ethnic and confessional diversity of the world. For each of the regions of Russia, a list of "cross-cutting" historical plots should be formed, based on the balance between the history of the state, society and individuals, between political, social and cultural history, between the history of the national, world and local.
- Developing a Conscious Value Attitudeto historical figures, processes and phenomena - the most important task of teaching history at school. Modern methods of teaching history imply much more student activity in the classroom than it was several decades ago. Therefore, the school history course should be provided with an educational and methodological complex, which includes, in addition to a textbook, anthologies, collections of historical texts, atlases. A student's work can be full-fledged and minimally laborious only with the constant use of information and computer technologies.
- The tutorial as a navigator.In the context of the development of communication means, the availability of high-speed Internet access in the overwhelming majority of schools (provided through the implementation of the Priority National Project "Education"), the role of the textbook as a "repository of knowledge" acquires new features and characteristics. The textbook should not only provide information and offer interpretations, but also encourage students to reason independently, analyze historical texts, draw conclusions, etc. In addition, a modern textbook should stimulate students to obtain historical knowledge from other sources, and the teacher should promote mastery of students research techniques, the development of their critical thinking, teaching the analysis of texts, methods of searching and selecting information, comparing different points of view, distinguishing between facts and their interpretations. It is important to include in the text of the textbook itself historical sources that reveal the essence of events through vivid and memorable images. It seems expedient to initiate the preparation of thematic modules for students (with appropriate teaching aids for teachers) devoted to various debatable issues of the history of 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 presentation has the goal of instilling 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 emphasize 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 advisable 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, undoubtedly, is 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 tolerance prevailed, the creation of a science and culture of world significance.
- The key link in the concept should be an 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. The tragedies, of course, cannot be hushed up, but it is necessary to emphasize that the Russian and other peoples of our country found the strength to together overcome the difficult trials 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 order in accordance with the age capabilities of the students. The study of material about the main events and personalities of Russian history should 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 (primarily Russian). 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”.
For teaching history at school, the role of the historical-anthropological approach is extremely important. It is the human dimension of history that instills interest and respect for its history, serves as a source and tool for the formation of a personal, emotionally colored perception of the past in the younger generation. There are corresponding traditions in Russian education that should be continued and developed. Thus, the education of patriotism and civic consciousness among schoolchildren in the study of national history is facilitated by the appeal to vivid examples of labor and military exploits of many generations of Russians. The greatness of victories and the severity of defeats are convincingly revealed through the lives and destinies of people, including the fathers and grandfathers of schoolchildren, through the history of their clan and family. Therefore, it is especially important that textbooks reflect the presence of a person in specific events. Interests and aspirations, values and motives of people's behavior should be shown. This approach helps the young person develop a sense of belonging to the history of the country. In this case, we are talking both about outstanding personalities, leaders, to whom separate biographical references are devoted, and about ordinary, "ordinary" people. Along with the event history, the standard is supposed to expand the material about the daily life of people in different historical epochs. The story should appear as a fascinating story about the past, about people and their characters, about everyday life.
The development of historical science in the world and the accumulation of new knowledge in the field of history, as well as the increased public interest in past events, dictated the need to create a history textbook of a new format in Russia. The created historical and cultural standard included fundamentally new assessments of all key events. In addition, he showed other approaches to teaching in Russian history, outlined a mandatory list of terms, topics, concepts, personalities and events. "Difficult questions", the list of which accompanies the historical and cultural standard, coupled with coverage of many topics brought up for discussion, caused heated discussions in all layers of society. This article will consider various points of view in this regard.
Direction
The historical and cultural standard should improve the quality of history education at school, develop the research competencies of students, and form a single cultural and historical space in Russia. With the implementation of the Standard, everything is supposed to be prepared, that is, you also need to create a course program, a textbook, teaching aids, books for a teacher, a set of maps and electronic applications. This important event will require many, many more efforts to fully integrate into the educational process.
First of all, the teachers themselves will need to completely change the approach to history lessons in secondary schools, which presents undoubted difficulties. The inclusion of relevant reference materials in teaching aids and additional books for teachers, in which all the brightest points of view on the events being studied in Russia are correlated, is necessary in order to master the "difficult questions of history", having received answers to them.
Main goals
It is necessary to create the proper conditions for the acquisition of solid knowledge of the subject by school graduates. The historical and cultural standard should form a clear understanding of the main stages in the development of the multinational Russian state.
It is necessary to show the entire history of Russia as an integral part of the world process and reveal its essence in the aggregate of efforts of all generations of Russians. The historical and cultural standard was conceived by the authors as a wide panorama, where the history of all countries and peoples throughout the entire territory that was part of Russia and the Soviet Union in the corresponding eras should be considered.
Tutorials
When preparing the texts of a new line of textbooks for a general education school, the Standard must be used. In the manuals it is necessary to rely on the following postulates.
- All processes and events in Russian history must be synchronized with the global historical process.
- A new approach to the history of Russian culture should be applied, since it is a continuous process leading to the acquisition of national identity, not limited to a listing of creative achievements and names, but logically linked to the country's development - both socio-economic and political.
- Internal contradictions and mutually exclusive interpretations of historical events should be excluded, even if they have a certain meaning for certain regions of Russia.
- The language of the articles should be figurative, the presentation is accessible.
The main principle
The principles of the historical and cultural standard must be respected inviolably. Professional expertise and public discussion will undoubtedly be essential in its finalization. This is an important event and the first step in overcoming the intellectual civil strife inherited from perestroika in the form of too ideologized interpretations and a senseless variety of interpretations that have nothing to do with the true state of affairs.
Understanding of historical processes should be based on basic knowledge, in a single logic, continuity, in all relationships and continuity. It is necessary to study the events in Russia with indispensable respect for all the pages, without exception, that make up its past. The reliability and scientific character of the information contained in school textbooks is a primary task, and it is not so difficult, even when it concerns the most controversial periods in the history of Russia. Biting words should not sound, all the more there should not be the slightest speculation, only figures and facts, without justifying them or condemning them, especially without insulting civil feelings.
Two types of tutorials
The idea of creating a standard and extended textbooks for studying the history of Russia and other humanitarian subjects is considered. Both types will contain as a basis the same historical and cultural standard, and the same canon. Moreover, a standard textbook is a full-fledged basic, not a surrogate course for "cook's children." Electives and all kinds of additional study aids will be created.
A manual for schoolchildren is already being prepared on military history, it is being published. Concerning the canon of historical knowledge, it should be explained that this is the acquisition of common sense and basic values, and not a revolution or populism. The introduction of new textbooks is under the vigilant supervision of public organizations and professional groups that are truly interested in the result and make constructive comments.
Approved courses
Since September 2015, schoolchildren have been studying using new textbooks that reflect the historical and cultural standard of Russian history. The three kits were hailed as free from any ambiguity and stylistically verified. Three publishing houses were engaged in the release of new textbooks for students of the sixth-tenth grades: "Russian word", "Bustard" and "Enlightenment". For example, in ninth grade, you can choose any of three approved textbooks from the following groups of authors:
- Torkunov, Danilov, Lewandovsky, Arseniev.
- Lyashenko, Volobuev, Simonova.
- Zagladin, Minakov, Petrov.
It will take about two or three years for a complete transition to a new historical and cultural standard.
Terminology reviews
The word "tolerance", which is often found in new textbooks, is considered by many who discuss the historical and cultural standard on the website of the Ministry of Education and Science to be completely inappropriate, suggesting that it be replaced by the phrase "friendship of peoples" or any other. The proof of inconsistency is the accurate translation of this term as a medical diagnosis.
The debaters unanimously assure that the clause regarding the GULAG as a symbol of Stalinism looks simply pathetic. Not only is the abbreviation purely graphically depicted in the Standard incorrectly, historians are outraged that there cannot be such a symbol to represent this difficult period. Particularly ironic options are offered: the cross is a symbol of tsarism, the Peter and Paul Fortress is a symbol of the authoritarianism of Peter the Great. Also, very many discussing are outraged by formulations such as "Stalin's great-power ambitions." At least the children won't understand.
Historical coverage reviews
Regarding the point about the activities of Smersh, there are especially many interesting reviews on the site, and history teachers assure that it will be difficult for them to adequately present this material, guided by the fact that they offer the requirements of the historical and cultural standard. Here they see inappropriate "quacking" journalism about billions of people shot, and they propose to reflect the work of this organization correctly, as, for example, in Bogomolov's book "The Moment of Truth. In August 1944". In addition, the discussion cites the official editions of the RF FSB archive with recommendations for teachers to familiarize themselves with.
It points to incompetent messages regarding the criticism of Gorbachev by Yeltsin, where it is noted that this was criticism from the left, while liberals regarding socialists and even social democrats were always on the right. Also, bewilderment was caused by a lot of terms and concepts introduced into the historical and cultural standard for the history of Russia. For example: imperial society, civil consciousness, civil society, civil initiatives (all of this - with the word "civil" - refers to the nineteenth century!), Social stratification, the generation of enlightened people, the post-war contingent of the GULAG - you can't list everything.