Manual Methodical instructions for first-year students in "History". History manual

Ancient world history. 5th grade. Guidelines.

Shevchenko N.I.M

.: 2012. - 128 p.

The manual for teachers is an integral part of the educational and methodological set on the history of the Ancient World by A. A. Vigasin, G. I. Goder, I. S. Sventsitskaya. It contains methodological recommendations for the use in the educational process of the textbook “General History,” modified in accordance with the Federal State Educational Standard for basic general education. Ancient world history. Grade 5” by A. A. Vigasina and others. The manual includes an introduction that presents the goals of modern school history education, requirements for the results of history education in grade 5, as well as thematic planning and recommendations for each lesson. Format:

pdf Size:

1.7 MBWatch, download: november

.2019, links removed at the request of the publishing house "Enlightenment" (see note)
CONTENT
Introduction 3
Thematic planning 8
Lesson recommendations 14
Life of primitive people 14
Chapter 1. Primitive gatherers and hunters 14
Lesson 1. Ancient people 14
Lesson 2. Clan communities of hunters and gatherers 18
Lesson 3. The emergence of art and religious beliefs 20
Chapter 2. Primitive farmers and pastoralists 23
Lesson 4. The emergence of agriculture and cattle breeding 23
Lesson 5. The emergence of inequality and nobility 25
Chapter 3. Counting years in history 27
Lesson 6. Counting years in history 27
Ancient East 29
Chapter 4. Ancient Egypt 29
Lesson 7. State on the banks of the Nile 29
Lesson 8. How farmers and artisans lived in Egypt 32
Lesson 9. Life of an Egyptian nobleman 35
Lesson 10. Military campaigns of the pharaohs 36
Lesson 11. Religion of the ancient Egyptians 38
Lesson 12. Art of Ancient Egypt 39
Lesson 13. Writing and knowledge of the ancient Egyptians 41
Chapter 5. Western Asia in ancient times 43
Lesson 14. Ancient Mesopotamia 43
Lesson 15. Babylonian king Hammurabi and his laws 44
Lesson 16. Phoenician sailors 47
Lesson 17. Bible stories 49
Lesson 18. The Hebrew Kingdom 51
Lesson 19. Assyrian power 52
Lesson 20. The Persian power of the “king of kings” 55
Chapter 6. India and China in ancient times 56
Lesson 21. Nature and people of Ancient India 56
Lesson 22. Indian castes 58
Lesson 24. The first ruler of a united China 62
Ancient. Greece 64
Chapter 7. Ancient Greece 64
Lesson 25. Greeks and Cretans 64
Lesson 26. Mycenae and Troy 65
Lesson 27. Homer's poem "Iliad" 66
Lesson 28. Homer's poem "Odyssey" 67
Lesson 29. Religion of the ancient Greeks 68
Chapter 8. Polis of Greece and their fight against the Persian invasion 69
Lesson 30. The farmers of Attica are losing land and freedom. . 69
Lesson 31. The Birth of Democracy in Athens 71
Lesson 32. Ancient Sparta 73
Lesson 33. Greek colonies on the shores of the Mediterranean and Black Seas 74
Lesson 34. Olympic Games in ancient times 75
Lesson 35. Victory of the Greeks over the Persians in the Battle of Marathon. . 77
Lesson 36. Invasion of the Persian troops 79
Chapter 9. The rise of Athens in the 5th century. BC e. and the rise of democracy 80
Lesson 37. In the harbors of the Athens port of Piraeus 80
Lesson 38. In the city of the goddess Athena 81
Lesson 39. In Athenian schools and gymnasiums 83
Lesson 40. In the Athenian theater 84
Lesson 41. Athenian democracy under Pericles 85
Chapter 10. Macedonian conquests in the 4th century. BC uh 88
Lesson 42. The cities of Hellas are subject to Macedonia 88
Lesson 43. Alexander the Great's campaign to the East 89
Lesson 44. In Alexandria of Egypt 91
Ancient Rome 92
Chapter 11. Rome: from its origins to the establishment of dominance over Italy 92
Lesson 45. Ancient Rome 92
Lesson 46. Rome's conquest of Italy 94
Lesson 47. Structure of the Roman Republic 95
Chapter 12. Rome is the strongest power in the Mediterranean. . 96
Lesson 48. Second war between Rome and Carthage 96
Lesson 49. Establishment of Roman dominance throughout the Mediterranean 98
Lesson 50. Slavery in Ancient Rome 100
Chapter 13. Civil wars in Rome 102
Lesson 51. Land law of the Gracchi brothers 102
Lesson 52. Rise of Spartacus 103
Lesson 53. Autocracy of Caesar 105
Lesson 54. Establishing an Empire 108
Chapter 14. The Roman Empire in the first centuries AD 110
Lesson 55. Neighbors of the Roman Empire 110
Lesson 56. In Rome under Emperor Nero 111
Lesson 57. The first Christians and their teaching 112
Lesson 58. The rise of the empire in the 2nd century. n. e 114
Lesson 59. The Eternal City and its inhabitants 115
Chapter 15. The defeat of Rome by the Germans and the fall of the Western Roman Empire 117
Lesson 60. The Roman Empire under Constantine 117
Lesson 61. Capture of Rome by barbarians 120
Final control 121
List of digital educational resources 125
Recommended reading for teachers 125

"National history"

FEDERAL AGENCY FOR EDUCATION STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "UDMURT STATE UNIVERSITY" DEPARTMENT OF HISTORY AND POLITICAL SCIENCE

"National history"

EDUCATIONAL AND METHODOLOGICAL MANUAL FOR SEMINAR CLASSES

Compiled by: Ph.D., Associate Professor V.D. Batsekalo; Ph.D., Associate Professor S.K. White; Ph.D., Professor A.B. Buchkin; Associate Professor L.P. Grechkina; Ph.D., Associate Professor S.A. Danshina; Ph.D., Associate Professor L.N. Erokhin; Art. teacher O.V. Ilyina; Art. teacher D.V. Repnikov; Ph.D., Associate Professor S.A. Sterkhova; Art. teacher M.A. Fetzer; Ph.D., Associate Professor L.D. Firuleva; Ph.D., Associate Professor I.V. Chernysheva; Art. teacher A.K. Shadrin.

General editor: Doctor of Historical Sciences, Professor G.V. Merzlyakova, Doctor of History, Associate Professor L.N. Erokhin, st. teacher D.V. Repnikov, Ph.D., Associate Professor L.D., Firuleva.

Reviewer: Doctor of Historical Sciences, Professor A.A. Tronin

Domestic history: educational and methodological manual for seminar classes/Under the general editorship of G.V. Merzlyakova, L.N. Erokhina, D.V. Repnikova, L.D. Firuleva, Udmurt State University – Izhevsk, 2009. – 142 p.

UDC 94(47)(07) BBK 63.3(2)р30

The educational and methodological manual for the discipline “Domestic History” is compiled on the basis of the state educational standard of the Russian Federation in the block of general humanitarian disciplines, intended for 1st year students of all specialties of the State Educational Institution of Higher Professional Education “UdSU”.

1. Requirements for the mandatory minimum content of the basic educational program for training a specialist in the discipline

"National history"
2. Introduction
3. Program of seminars with methodological instructions
and reference and bibliographic materials
Topic 1. Formation of the Old Russian state
Topic 2. Rus' in the period of political fragmentation
Topic 3. Rus' in the era of the Mongol yoke
Topic 4. Formation and strengthening of a single
Russian centralized state
Topic 5. Socio-economic and political development
Russia in the 17th century
Topic 6. Russia in the era of reforms of Peter I
Topic 7. Russia during the reign of Catherine II
Topic 8. Reformation process in Russia in the 19th century
Topic 9. Socio-political movements in Russia in the 19th century
Topic 10. Revolutionary process in Russia at the beginning of the twentieth century
Topic 11. Socialist version of modernization of Russia
Topic 12. Foreign policy and international situation
Soviet state between the two world wars.
Soviet Union during World War II
Topic 13. Attempts to modernize socialism in the second half

Topic 14. Russia at the end of the 20th – beginning of the 21st centuries
4. Test assignments for the course
5. Dictionary of historical terms and concepts
6. Main events and dates

1. REQUIREMENTS FOR THE MANDATORY MINIMUM CONTENT OF THE BASIC

EDUCATIONAL PROGRAM FOR SPECIALIST TRAINING



	National history
Essence, forms, functions of the historical
knowledge. Methods and sources of the study of history.
		classification		historical
source. Domestic historiography in
past and present: general and specific.
Methodology and theory of historical science.
The history of Russia is an integral part					worldwide
stories. Ancient heritage in the era of the Great
migration of peoples. The problem of ethnogenesis
Eastern Slavs. Main stages of development
statehood. Ancient Rus' and nomads.
Byzantine-Old Russian connections. Peculiarities
social
Ethnocultural			socio-political
processes		formation
statehood.			Adoption	Christianity.
Spreading					Evolution
East Slavic statehood in XI-XII
centuries Socio-political changes in Russians
lands in the XIII-XV centuries. Rus' and the Horde: problems
mutual influence.				medieval
states		Europe and Asia. Specifics
formation of a unified Russian state.
The rise of Moscow. Formation of class
systems of social organization. Reforms of Peter I.
Age of Catherine. Background and Features
folding		Russian		absolutism.
Discussions about the genesis of autocracy. Peculiarities

And main stages of economic development of Russia. Evolution of forms of land ownership. The structure of feudal land tenure. Serfdom in Russia. Manufacturing industry. The formation of industrial society in Russia: general and special. Social thought and features of the social movement in Russia in the 19th century. Reforms

And reformers in Russia. Russian culture of the 19th century.

And her contribution to world culture. Role of the 20th century

in world history. Globalization of social processes. The problem of economic growth and modernization. Revolutions and reforms. Social transformation of society. The clash of tendencies of internationalism and nationalism, integration and separatism, democracy and authoritarianism. Russia at the beginning of the twentieth century. The objective need for industrial modernization in Russia. Russian reforms in the context of global development at the beginning of the century. Political parties of Russia: genesis, classification, programs, tactics. Russia in conditions of world war and national crisis. Revolution of 1917. Civil War

And intervention, their results and consequences. Russian emigration. Socio-economic development of the country in the 20s. NEP. Formation of a one-party political regime. Education of the USSR. Cultural life of the country in the 20s. Foreign policy. The course towards building socialism in one country and its consequences. Socio-economic transformations in the 30s. Strengthening the regime of Stalin's personal power. Resistance to Stalinism. USSR on the eve and during the initial period of World War II. The Great Patriotic War. Socio-economic development, socio-political life, culture, foreign policy

USSR in the post-war years. Cold War. Attempts to implement political and economic reforms. Scientific and technological revolution and its influence on the course of social development. USSR in the mid-60s - 80s: the growth of crisis phenomena. Soviet Union in 1985-1991 Perestroika. 1991 coup attempt

And his failure. Collapse of the USSR. Belovezhskaya agreements. October events of 1993. The formation of a new Russian statehood(1993-1999). Russia is on the path of radical socio-economic modernization. Culture in modern Russia. Foreign policy activity in a new geopolitical situation.

2. INTRODUCTION

The course “Domestic History” is focused on teaching students the ability to master historical material, systematize it, and develop their own point of view on the country’s past, its present and future.

The discipline solves educational and educational problems. Knowledge of the history of one’s Fatherland forms civic positions, develops a sense of national dignity, helps to reveal a person’s moral qualities, the origins of national culture, etc. Having enriched yourself with this knowledge, you can determine the place of national history in the world historical process, the contribution of your people to world civilization.

This course prepares the student for an in-depth understanding of the disciplines of the general humanitarian cycle (political science, law, sociology, economic theory, philosophy, cultural studies, art history, etc.) and subjects of professional training.

The main goal of the course is to show the place and role of Russia in the world historical process, to identify the features of its socio-political, socio-economic and cultural development.

The structure of the methodological manual is aimed at helping the student in independent work on the course “National History”. The manual highlights the elements of the entire educational complex. This is a program of seminar classes with methodological instructions and reference and bibliographic materials, test tasks, a dictionary of historical terms and concepts, and a chronological table.

In mastering the course “National History”, an important place is occupied by seminars, which involve in-depth study of the subject, the development of students’ skills in independent work with sources and scientific literature, the ability to prepare integral oral presentations and conduct a scientific discussion. One of the important tasks of seminar classes is also to supplement the corresponding lecture course, both in terms of factual material and in terms of the problems discussed. The student’s task is to, using the knowledge already acquired in lectures, learn to navigate literature and sources and correctly analyze and comment on them, compare facts and solve educational problems.

The seminar lesson plans take into account the requirements of the State educational standard and are part of a unified educational and methodological complex in the discipline “National History” for students of all faculties of the Udmurt State University in the cycle of general humanities disciplines.

the inconsistency of historical processes and, accordingly, debatability in their assessments.

Seminar lesson plans include a list of main issues for discussion and recommendations for preparing for the study of each topic. In addition, for each topic of the seminar lesson there is a bibliography consisting of basic and additional literature, and there is also a general list of Internet sources (at the end of Section 3 “Seminar lesson program with methodological instructions”). The teacher chooses the form of the seminar, a list of questions, determines the topics of reports, messages, abstracts.

The main types of seminar classes are collective discussion of topics and discussion of reports prepared by students. Collective discussions are mandatory; The topics of the reports are chosen by the students themselves. The seminar is planned to hold free discussions within the framework of the questions formulated in the program, listening and discussing short messages (5-7 minutes).

For better assimilation of historical material, questions and assignments, a dictionary of terms and concepts are given for each topic. The list of references and essay topics is intended to assist students in choosing a historical problem that will become the subject of more in-depth research.

Test assignments for the course, presented in the methodological manual, are designed for self-control of students. Working on the test will allow the student to identify key plots of the historical topics being studied. Tasks for midterm control may include some of the test tasks proposed in the manual. At the same time, for midterm control, each teacher prepares special test tasks that take into account the specifics of the specialty, the general level of preparation of students in a given group or stream, and the requirements of the Faculty of Economic Education.

Based on the experience of many foreign and domestic universities, Udmurt State University is introducing a point-rating system for assessing student performance. The main goals of this system are to stimulate the daily systematic work of students; reducing the role of chance when passing exams or tests; increasing competitiveness in learning; creation of objective criteria when identifying candidates for continuing education (master's, postgraduate) programs; ensuring participation in the Bologna and Copenhagen processes in order to increase the academic mobility of students and the competitiveness of its graduates in the international market of educational services.

The system for assessing student performance is based on the principles according to which the formation of a student’s rating is carried out during the current, intermediate and final control. In this case, it is assumed that the entire course will be divided into a number of more or less independent, logically completed blocks and modules and a control action will be carried out on them. The point-rating system includes all types

student’s academic load (theoretical material, essay, etc.). Impeccable mastery of an academic discipline is assessed at 100 rating points.

Current control is carried out during classroom lessons conducted according to a schedule, according to a schedule for performing independent work, at seminars, which are conducted in various forms (surveys, discussions of reports and abstracts, discussion discussions of problematic historical topics, etc.). The maximum number of points for this type of control that a student can receive is 10 points.

Midterm control is carried out in individual sections (modules) of the course. During the semester, three milestone tests are carried out, which will allow the student to be certified (or not certified) for the completed module of the subject being studied. A student’s module is considered credited if he/she completes to the required extent and defends all types of academic work provided for in this module of the discipline’s work program. When conducting direct midterm control (tests, tests, knowledge tests, etc.), a student can score up to 15 points. The sum of points during the current and midterm controls is considered positive if the student scores from 14 to 25 points. Accordingly, with three midterm controls, the maximum score is 75.

The final control is carried out at the end of the semester in the form of an exam or test, the maximum number of points that a student can receive at this stage is 25 points. Passing the exam/test is mandatory for all students.

The level of admission to intermediate control (test, exam) must be at least 41 points.

A student who has scored less than the established number of points in a discipline in a semester is not allowed to take exams and may be subject to expulsion for academic failure.

An exam or test can be replaced by Internet testing (FEPO), which shows the percentage of quality of completed tasks: 85-100%

– 5 (excellent); 66-84% – 4 (good); 51-66% – 3 (satisfactory); 0-49% – 2 (unsatisfactory).

Conversion of points into grades: “excellent” (91-100 points), “good (81-90 points), “satisfactory” (61-80 points), “unsatisfactory” (less than 61 points).

3. PROGRAM OF SEMINAR (PRACTICAL) CLASSES

TOPIC 1. FORMATION OF THE ANCIENT RUSSIAN STATE

1. East Slavic tribes in the pre-Kiev period.

2. Norman theory about the origin of ancient Russian statehood. Discussion between Normanists and anti-Normanists.

3. The Baptism of Rus' and its influence on the development of ancient Russian statehood and culture.

Topics of reports and abstracts

1. Historical portraits of the first Russian princes.

2. The beginning of ancient Russian writing, painting, and architecture.

For the first question of the seminar lesson, it is necessary to study and analyze the literature on the early history of the Slavs. First of all, you need to figure out which modern peoples are called Slavic and what three groups of Slavs are usually divided into. It is necessary to understand where scientists usually localize the ancestral home of the Slavs, when and in connection with what events the Slavs first appeared on the historical arena. Study the question of the origin of the ancient self-name of the Slavs. – Slovene. Trace the main directions of migration of the Slavs in the VI-VIII centuries. and understand the causes and consequences of these migrations. It is necessary to have a clear idea of how the Eastern Slavs settled by the 8th century. on the East European Plain, what tribal unions the East Slavic community consisted of, where specific tribal groups lived; from whose tribal centers the ancient Russian cities later grew: Kyiv, Novgorod, Chernigov, Smolensk, etc.

On the second question, you should get acquainted with the relevant literature and be able to tell what, in fact, the so-called “Norman theory” about the origin of ancient Russian statehood consists of, by whom and when it was put forward. Explain why this theory causes such heated and emotional debate between Normanists and anti-Normanists, which has been going on for the third century, what are the main arguments and counterarguments of the disputing parties; what political and ideological teachings and doctrines used the Norman theory for their own purposes. Formulate and try to justify your own point of view on this topic.

The third question of the seminar session requires special attention and especially thoughtful work. Meet the historical portrait of the Kyiv

MINISTRY OF AGRICULTURE OF THE RUSSIAN FEDERATION
FEDERAL STATE BUDGET EDUCATIONAL
INSTITUTION OF HIGHER PROFESSIONAL EDUCATION
"IZHEVSK STATE AGRICULTURAL ACADEMY"

I APPROVED
Vice Rector for Academic Affairs
Professor
________________P.B. Akmarov
"_____" _______________2011

STORY
Guidelines for 1st year students
full-time education

Compiled by:
S.V. Kozlovsky
L.V. Smirnova
S.N. Uvarov
I.B. Chernienko

Izhevsk

FSBEI HPE Izhevsk State Agricultural Academy
2011
UDC 94(078)

BBK 63.3я73-9

And 90

The guidelines are compiled on the basis of the Federal State Educational Standards for Higher Professional Education.
Reviewed and recommended for publication by the editorial and publishing council of the Izhevsk State Agricultural Academy, protocol No.____ dated ______________ 2011.
Reviewer
F.N. Ponosov – Candidate of Philosophical Sciences, Professor

Under the general editorship of S.N. Uvarova

Compiled by:

S.V. Kozlovsky, L.V. Smirnova, S.N. Uvarov, I.B. Chernienko –

Associate Professor of the Department of Russian History, Sociology and Political Science

The guidelines contain materials that will help students in studying history: a plan for seminars, assignments for independent work, a list of recommended literature and Internet resources, exam questions.
Designed for full-time students of the Izhevsk State Agricultural Academy.

UDC 94(078)

BBK 63.3я73-9

© Kozlovsky S.V., Smirnova L.V.,
Uvarov S.N., Chernienko I.B., compilation, 2011
© Federal State Budgetary Educational Institution of Higher Professional Education Izhevsk State Agricultural Academy, 2011

Introduction………………………………………………………… …………...
Methodological recommendations for studying the course…….……………..……..
Topic 1. Ancient Rus' (IX – XI centuries)………………………………………………………...…..
Topic 2. Russian lands during the period of fragmentation (XII – XV centuries)………..
Topic 3. The reign of Ivan IV the Terrible……………………………………..
Topic 4. Social development of Russia in the 17th century after the Time of Troubles……… Topic 5. Reforms of Peter I………….……………………………………………………..…
Topic 6. Evolution of the Russian Empire in the 18th century………..…….…..…
Topic 7. The reign of Alexander I………………………………………..….
Topic 8. Reforms and counter-reforms in the second half of the 19th century…….…
Topic 9. Russia at the beginning of the twentieth century……………………………..……….…..
Topic 10. Russia in the First World War….………………………….......
Topic 11. Civil War (1918-1920) ……………………………………
Topic 12. Course towards building socialism in one country (late 1920s - 1930s)………………………………………………………..
Topic 13. USSR during the Great Patriotic War…………………..
Topic 14. USSR in the Cold War………………….…….…..
Topic 15. Russia at the turn of the 20th – 21st centuries. …………………………………..
Topics of abstracts……………………………………………………… …..…..
Sample topics for analytical review…………………………….…….
Approximate topics of a historiographical review……………………………...
Questions for independent study and reflection…………….…
Exam questions……………………………..…………...…..
List of recommended educational literature.……………………….…….
Internet resources on history……………………………………………...
Appendix A……………………………………………………………...…………..…….
Appendix B ……………………………………………………………… …………………..

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INTRODUCTION

Respect for the past is the line
distinguishing education from savagery
A.S. Pushkin

Dear students! The study of humanities at a university begins with a history course. The fact is that the purpose of history is very great, and it performs a wide variety of functions in society.
The central one is cognitive. “By studying our grandfathers, we get to know our grandchildren, that is, by studying our ancestors, we get to know ourselves,” said the famous Russian historian V.O. Klyuchevsky. “Without knowledge of history, we must recognize ourselves as accidents, not knowing how and why we came into the world, how and why we live in it, how and what we should strive for.” In other words, history serves as an important means of understanding the world around us; it is impossible to understand the present without knowing the past.
Studying the past is necessary for the formation of a holistic system of ideas, personality development, the ability to make competent judgments and independent conclusions. Historical science develops the ability to think logically and weigh what is happening around.
History as a social science discipline, complementing professional education, helps to broaden one’s horizons and improve the general cultural level, which is necessary for university students. A high level of special training is very important, but not sufficient for a professional. After all, society is a specific and complex organism, and it is impossible to apply to it a system of thinking formed by purely professional education.
As the most important means of collective self-identification, history plays a huge role in periods of large-scale social change. Knowledge of national history helps us understand who we are and where we are going. There is every reason to say that the common memory of Russians is the main thing that still unites us into one people: not living together and having a common language, but still a common memory. As soon as we forget our history, we will disappear as one whole. On this score, the greats said: “A people who do not know their past turns into land and serves as soil for other peoples.”
A people who does not remember the past cannot have a future. A society deprived of historical memory becomes an easy target for any manipulation. And all - because of disrespect for their own history, forgetting traditions and historical roots, turning into Ivans who do not remember their kinship.
The great past is a source of pride and self-respect, and the memory of it is the basis of national self-preservation, therefore the study of history and the education of patriotism today are becoming the most important interconnected state tasks. History shapes citizenship in everyone and contributes to the development of such qualities as loyalty, duty, love for the Motherland, responsibility and honesty. Without knowing the history of your Fatherland, it is impossible to become a real citizen, aware of his involvement in the fate of Russia, and ready to sacrifice himself for its sake.
Knowledge of the patterns of development and characteristics of society helps in making the right management decisions. History turns out to be in actual demand when the experience of the past contributes to our self-determination in the present and does not allow us to once again “step on the rake” and “reinvent the wheel.”

Dear students! We present to your attention a teaching aid for the courses “History” and “National History”. Chronologically, the manual covers the history of Russia from the ethnogenesis of the Eastern Slavs until the beginning of the 21st century.
Tasks:
- give ideas about the stages of historical development of Russia;
- highlight the main patterns of the historical process;
- show the place and role of Russia in the history of mankind and in the modern world;
- teach how to analyze the processes that took place and argue their point of view.
This publication includes the materials necessary for the student to successfully solve the assigned problems. Conducting history classes includes the following forms: classroom lessons (lectures and seminars), independent work of students (reports, essays, analytical and historiographic reviews, scientific research) and testing of knowledge (surveys, tests, tests). The final form of knowledge testing is an exam.
Classroom attendance and preparation is mandatory. It is most necessary to prepare for seminars (practical classes). The seminar plan consists of a number of topics, each of which, in turn, contains a block of problems (questions) on the history of Russia. During the semester, every student must prepare for all questions of all topics.
After the topic questions, dates, terms and names of figures follow, knowledge of which is mandatory for university students. The plan of seminars also contains topics of reports, which are carried out at the request of the student.
Preparation for practical classes can be carried out using textbooks (list on pages 26-27), or using literature separately indicated for each topic. Literature, as a rule, is available in the library or reading rooms of the Izhevsk State Agricultural Academy (the journals “Questions of History” and “Domestic History” are available in reading room No. 3 of the educational building No. 1 of the academy). Much of the literature offered, including textbooks, is available on the Internet, but to find them you need to use a search.
At the end of the methodological manual there are lists of abstracts, sample topics of analytical and historiographical reviews, which are carried out at the choice of students (requirements for their implementation in the educational manual under paragraph No. 5 of the recommended educational literature). A separate chapter provides questions for independent study and reflection.
The application consists of table forms that are filled out by students independently using educational literature.
Studying history will allow you to develop the following general cultural competencies:
- ability to generalize, analyze, perceive information, set goals and choose ways to achieve it;
- the ability to construct a speech logically, logically and clearly;
- the ability and willingness to understand the driving forces and patterns of the historical process and determine a person’s place in the historical process, the organization of society, analyze events and trends, and participate responsibly in public life;
- the ability to scientifically analyze socially significant problems and processes, the willingness to use in practice the methods of historical science in various types of professional and social activities;
- the ability and willingness to treat historical heritage and cultural traditions with respect and care, tolerantly perceive social and cultural differences, to understand the diversity of cultures and civilizations in their interaction;
- ability and willingness to understand and analyze economic problems and social processes;
- the ability and willingness to carry out their activities in various spheres of public life, taking into account the moral and legal norms accepted in society.
PLAN OF SEMINAR LESSONS
TOPIC 1. ANCIENT Rus' (IX – XI CENTURIES)

Reports:

Dates: 862, 882, 907, 911, 912-945, 941, 944, 964-972, 980-1015, 988, 1019- 1054, 1068, 1097, 1113-1125

Terms: boyars, grand duke, Great Migration of Peoples, rope, veche, “military democracy”, gridi, tribute, church tithe, dynasty, squad, purchase, outcast, lyudin, metropolitan, fireman, slash-and-burn and shifting farming systems, churchyard , polyudye, the principle of “tribal eldership”, the path from the “Varangians to the Greeks”, clan, “Russkaya Pravda”, ryadovich, smerd, elder, lessons, serf, servants, ethnogenesis, paganism.

Historical figures: Rurik, Oleg, Igor, Olga, Svyatoslav, Vladimir Svyatoslavich, Svyatopolk the Accursed, Boris and Gleb, Yaroslav the Wise, Hilarion, Vladimir Monomakh, Mstislav the Great.

Literature:

TOPIC 2. RUSSIAN LANDS IN THE PERIOD OF FRAGRANCE
(XII – XV centuries.)

Reports:

Dates: 1132, 1147, 1169, 1223, 1237-1241, 1240, 1242, 1325-1340, 1326, 1327, 1359-1389 ., 1367, 1380, 1382, 1431-1453, 1425-1462, 1448, 1462-1505, 1480, 1497, 1505-1533

Terms: baskak, patrimony, Golden Horde, yoke, Josephites, feeding, kurultai, localism, “Moscow is the third Rome”, non-acquisitors, Horde exit, elderly, estate, posadnik, “Standing on the Ugra”, Sudebnik, darkness, inheritance, centralized state, label.

Historical figures: Yuri Dolgoruky, Andrei Bogolyubsky, Alexander Nevsky, Genghis Khan, Batu, Daniil Alexandrovich, Ivan Kalita, Dmitry Donskoy, Sergius of Radonezh, Mamai, Vasily I, Vasily II the Dark, Ivan III, Akhmat, Vasily III, Nil Sorsky, Joseph Volotsky .

Literature:

– 2005. – No. 5-6.

TOPIC 3. REIGN OF IVAN IV THE TERRIBLE

Reports:

Russia of the 16th century through the eyes of foreigners.

Secular and spiritual principles in Russian culture of the 16th century.

Dates: 1533-1584, 1547, 1549, 1550, 1551, 1552, 1556, 1558, 1558-1583, 1564, 1565-1572 ., 1571, 1581

Literature:

TOPIC 4. SOCIAL DEVELOPMENT OF RUSSIA IN THE 17TH CENTURY
AFTER THE TROUBLES

Reports:

Dates: 1598-1613, 1613-1645, 1645-1676, 1648, 1649, 1654, 1662, 1667, 1670-1671, 1676-1682 ., 1687

Terms: voivode, “Domostroy”, “reserved years”, colonization, serfdom, manufacture, “Copper revolt”, New Trade Charter, church schism, imposture, secularization (secularization), Slavic-Greek-Latin Academy, Council Code, “Solyanoy” revolt", Old Believers, "lesson summer", fair.

Historical figures: Mikhail Fedorovich, Filaret, Alexey Mikhailovich, V.D. Poyarkov, S.I. Dezhnev, E.P. Khabarov, Nikon, Archpriest Avvakum, A.P. Ordin-Nashchokin, S.T. Razin, Fedor Alekseevich, B.M. Khmelnitsky, Sofya Alekseevna, Ivan V Alekseevich.

Literature:

Sazanova, N.I. On the correction of liturgical books under Patriarch Nikon / N.I. Sazanova // Questions of history.

Reports:

The price of Peter's reforms.

Terms: absolutism, regular army, bureaucracy, Vedomosti, Grand Embassy, governor general, prosecutor general, general regulations, province, spiritual regulations, Europeanization, empire, collegiums, liberalism, magistrate, mercantilism, modernization, chief prosecutor, possession law, province, protectionism, audit, recruit, Senate, Synod, Table of Ranks, fiscal.

Historical figures: Peter I, Lefort, A.D. Menshikov, Feofan Prokopovich, K.A. Bulavin, F.M. Apraksin.

Literature:

Petrukhintsev, N.N. Two fleets of Peter I: technological capabilities of Russia / N.N. Petrukhintsev // Questions of history. – 2003. – No. 4.

Pisarkova, L.F. Russian bureaucracy in the era of Peter I / L.F. Pisarkova // Domestic history. – 2004. – No. 1-2.
TOPIC 6. EVOLUTION OF THE RUSSIAN EMPIRE IN THE 18TH CENTURY
1. Palace coups of the second quarter of the 18th century: causes, stages, consequences.

2. Reforms of Catherine II.

Russian culture of the 18th century.

Great Russian commanders: A.V. Suvorov and F.F. Ushakov.

Dates: 1722, 1725-1762, 1725-1727, 1727-1730, 1730-1740, 1740-1741, 1741-1761, 1755, 1756-1763 ., 1761-1762, 1762-1796

Literature:

/ L.V. Milov, N.I. Tsimbaev; edited by L. V. Milova.

Reports:

Decembrist movement.

Formation of a military-industrial center on the territory of Udmurtia.

Russian culture of the first half of the 19th century and its contribution to world culture.

Literature:

– 1997. – No. 6.
Degoev, V.V. Alexander I and the problem of European consent after the Congress of Vienna / V.V.

Reports:

Counter-reforms of Alexander III.

Terms: bourgeoisie, temporarily obligated peasants, redemption payments, industrialization, cartel, “counter-reforms”, concern, cooperation, multi-structure, monopoly, labor, sections, Pan-Slavism, industrial revolution, raznochintsy, syndicate, trust, “Charter Charter”, censorship.

Historical figures: Alexander II, D.A. Milyutin, M.T. Loris-Melikov, Alexander III, K.P. Pobedonostsev, F.M. Dostoevsky, N.I. Pirogov, L.N. Tolstoy, D.I. Mendeleev, A.S. Popov.

Literature:

Shestopalov, A.P. Supreme power and Russian society in the 60s – 80s of the 19th century / A.P. Shestopalov // Questions of history.

Reports:

The Russo-Japanese War of 1904-1905: the reasons for the defeat of Russia.

Culture of Russia at the beginning of the twentieth century.

Dates: 1900-1903, 1902, 1903, 1904-1905, January 9, 1905, October 17, 1905, December 1905, April 1906, April 27 - July 8, 1906 November 9, 1906, February 20 - June 3, 1907, 1907-1912, 1912-1917

Literature:

– 2008. – No. 1.

Reports:

Peace of Brest-Litovsk.

Dates: 1914-1918, May 1916, February 27, 1917, March 2, 1917, July 3-5, 1917, August 1917, October 25, 1917, March 3, 1918

Terms: Entente, surplus appropriation system, republic, Triple Alliance.

Literature:

Medushevsky, A.N. Reasons for the collapse of the democratic republic in Russia in 1917 / A.N. Medushevsky // Domestic history. – 2007. – No. 6.

Reports:

Terms: White movement, “war communism”, civil war, decree, “democratic counter-revolution”, dictatorship of the proletariat, “greens”, intervention, “reds”, red and white terror, nationalization, surplus appropriation, Council of People's Commissars, expropriation, emigration.

Historical figures: L.D. Trotsky, F.E. Dzerzhinsky, I.I. Vatsetis, S.S. Kamenev, M.N. Tukhachevsky, S.M. Budyonny, M.V. Frunze, A.I. Egorov, L.G. Kornilov, P.N. Krasnov, A.I. Dutov, A.M. Kaledin, A.V. Kolchak, A.I. Denikin, E.K. Miller, N.N. Yudenich, P.N. Wrangel, N.I. Makhno.

Literature:

1918-1921 / S.G. Kara-Murza. – M.: Eksmo, 2003 – 384 p.

Reports:

Causes, objectives and stages of industrialization.

Historical figures: I.V. Stalin, N.I. Bukharin, L.B. Kamenev, G.E. Zinoviev, G.M. Krzhizhanovsky, G.K. Ordzhonikidze, A.G. Stakhanov, N.D. Kondratyev, A.V. Chayanov, N.A. Berdyaev, M.P. Tomsky, A.I. Rykov, Patriarch Tikhon, A.V. Lunacharsky, A.A. Bogdanov, P.A. Sorokin, M.M. Zoshchenko, S.N. Bulgakov, N.I. Vavilov, V.I. Vernadsky, I.P. Pavlov, I.V. Michurin, M.A. Bulgakov, P.L. Kapitsa, N.N. Burdenko, O.E. Mandelstam, M.I. Tsvetaeva, I.O. Dunaevsky, S.S. Prokofiev, S.M. Kirov, N.I. Ezhov, L.P. Beria, M.N. Tukhachevsky, A.Ya. Vyshinsky, I.D. Papanin, V.P. Chkalov.

Dates: December 30, 1922, January 21, 1924, 1925, December 1927, 1928-1932, 1930-1933, 1933-1937, 1934, 1936, 1937 -1938

Literature:

– 2000. – No. 4-5.

Reports:

The decisive contribution of the Soviet Union to the defeat of fascism.

Udmurtia's contribution to the victory.

Terms: blockade, coalition, radical coup, Lend-Lease, occupation, Soviet-German pact.

Literature:

Müller, R.-D. Operation Barbarossa already in 1939? / R.-D. Muller // Domestic history. – 2011. – No. 3.

Reports:

Dissident movement. Tamizdat and samizdat.

The fight against corruption during the reign of Yu.V. Andropova.
Events of August 19-21, 1991 in the destruction of the USSR. State Emergency Committee.

etc.................

_______________________________
, Study guide.docx, Methodological guide.Tests on pathological anatomy for medical and pediatrics, Legal acts guide.doc, Setting up and testing automatic systems and ship electrical equipment.

MINISTRY OF EDUCATION AND SCIENCE

________________________________________________________________

RUSSIAN FEDERATION

MOSCOW ENERGY INSTITUTE

(TECHNICAL UNIVERSITY)

M.I.SMIRNOVA

Introduction to the course “National History”

Toolkit

according to the course Domestic history

for MPEI (TU) students,
students in all areas of training
MOSCOW 2009
Approved by the educational department of MPEI.Prepared at the Department of History and Cultural Studies of MPEI (TU) Reviewer: Doctor of History Professor, Head of the Department of Philosophy, Political Science and Sociology MPEI /TU/ Andreev A.L.

Smirnova M.I.

Introduction to the course “National History”:

Methodological manual for MPEI (TU) students studying in all areas of training

– M.: MPEI Publishing House. 2008. - 48 p.

The methodological manual formulates the goals and main tasks of studying the course of Russian history in higher educational institutions, gives the basic concepts of historical science, its auxiliary disciplines, highlights the main stages in the development of domestic historiography of Russian history and the leading directions of modern historical thought. The publication is intended for MPEI (TU) students studying in all areas of training.

© Moscow Energy Institute, 2009 National history

– a compulsory academic discipline of the federal component of the State Standard of Higher Education of the Russian Federation.

to form among students scientific ideas about national history;
introduce them to the leading trends and features of Russia’s historical path, alternatives for its development;
on the basis of knowledge about the past, explain the current processes of development of Russian society and identify possible prospects for the future;
contribute to the formation in students of humanistic values and patriotic feelings, pride and responsibility for the fate of the Fatherland.

As a result of studying the academic discipline “National History” student must

learn basic historical facts, dates, events of national history;
have scientific knowledge about the most important periods of Russian history in the context of world history;
be able to express one’s position on debatable issues of the course and on issues related to value orientation in the historical process.

Section I. The concept of history. Main branches of historical knowledge.

History (from the Greek historia) is one of the oldest sciences. As soon as a person had a past, an interest in knowing it inevitably arose. According to ancient Greek mythology, among the nine muses who formed the retinue of the god Apollo and patronized the sciences and arts, there was the irresistible Clio, the muse of history. She had the appearance of a young maiden with a spiritual face and a scroll of parchment in her hands. For centuries, she was worshiped by those who considered themselves educated and cultured people.

Concept« story" includes several meanings:

In a broad sense, history refers to any development process occurring in nature and society. In this regard, it is obvious that history represents the basis of scientific knowledge in all fields of knowledge;

A narrower interpretation of the term “history” denotes the process of development of human society, that is, everything that happened in the distant and recent past with each person individually and with society as a whole;

In addition, history is a special branch of knowledge, the science of the past of mankind. Like any science, history has its own source base, theory and methodology of knowledge, 11. 02. 02Maintenance and repair of radio-electronic equipment">research methodology, the history of historical science itself.

In higher education, the teaching and learning of history by students is of particular importance.

Possession of historical knowledge is a necessary quality of human education and culture. “You may not know, not feel any desire to study mathematics, Greek or Latin, chemistry, you may not know thousands of sciences and still be an educated person; but only a person who is completely undeveloped mentally can not love history,” argued N.G. Chernyshevsky.

Historical knowledge is not only a repository of human memory, but also an effective tool for understanding the present and predicting the future. Ancient people were sure that “History is the teacher of life” (“Historia est magistra vitae”). However, historical experience and lessons of history are often forgotten. The outstanding Russian scientist V.O. Klyuchevsky made the following entry in his diaries: “Although they often complain that history has taught no one anything, life takes cruel revenge on those who do not know history at all... It is not the flowers that are to blame for the fact that the blind doesn't see them. History teaches even those who do not learn from it: it teaches them a lesson for ignorance and neglect.”

hometsspruceAndhistorical science- explain the past modern processes of human existence and help determine development prospects.

Importantgreatest goalAndhistoricalOeducation- education by history, the formation of humanistic values and patriotic feelings, free from nationalism and chauvinism.

The reliability of historical research is determined by the completeness of the source base, the critical analysis of which is carried out by source studies.

Source study - a branch of historical science that studies and systematizes material and written sources as monuments of human activity.

Under the historical source understand every monument of the past that testifies to the history of human society. , printed books, buildings, household items, ancient customs, elements of ancient speech preserved in the language, etc. -

that is, all the remnants of past historical life.

Reference material.

Types of sources

In science, there is an idea of two types of historical sources

1 type - historical remains* Type 2 - historical tradition*
*1 type - historical remains- remains of direct human activity, direct witnesses of historical facts (for example, authentic acts, coins, architectural monuments, household items, etc.).

*2 type - historical tradition- reflection of any historical fact in the source. Historical tradition is the result of the impression that this fact made on contemporaries or descendants. It conveys a historical event as it was refracted in the minds of people (authors of chronicles or memoirs, singers and storytellers of epics, etc.).

for the preparation and defense of abstracts and creative works

in the discipline "History"

for students of professions:

151013.01. (15.01.09) Operator of logging and skidding machines, 190631.01 (23.01.03) Auto mechanic,

260807.01 (19.01.17) Cook, pastry chef

for all professions and have the goal of helping in writing and designing an essay, as the main type of creative work.

Preface

The training of students at the technical school is accompanied by various types of creative work. The main ones are an essay, course work, and final qualifying work.

Tests, practical and laboratory work, reports at seminar classes, performed by students at various stages of training, can also be of a creative nature.

Essay – the first step towards mastering the skills of creative work. It is a research work of a theoretical nature. Before you conduct your own creative research, you need to understand the problem and familiarize yourself with the published scientific data. This is what an abstract is for - working with sources of information to analyze, compare and summarize data obtained by other researchers on a chosen topic. It is important that in the process of writing an abstract you form your own view of the problem.

Contents of the abstract

The total length of the course work should be approximately 24 pages, typed on a computer in 14 font Times New Roman with one and a half spacing between lines.

The abstract contains:

Name
table of contents
introduction
the main part
conclusions
conclusion
list of used literature
applications:

thesaurus
diagrams, tables, graphs, diagrams, maps, drawings, etc.
excerpts from documents

Abstract titlelocated on the first title page (see Appendix 1. Sample title page of the ABSTRACT).

The title should reflect the essence of the problem being considered. It contains keywords (names of historical concepts and phenomena) related to the problem being studied, and indications of the thematic framework to which you are going to limit your work. For example, an abstract cannot be called “State”, since such a title does not say anything about the problem being studied. The title is much more informative: “Theories of the origin of the state among the ancient Slavs. Historical aspect”, “Types and forms of state”, etc.

In the introduction The following main points are reflected:

General formulation of the topic;

Theoretical and practical significance of the chosen topic, its relevance;

The degree of development of the problem;

Specific research objectives that the author set for himself;

Sources of information used in the work.

The introduction should be short (1-3 pages) and clear. It should not be overloaded with general phrases. The main thing is that the reader understands what the work is devoted to, what tasks the author has outlined for himself.

In the introduction, it is necessary to consider the relevance of the topic from the point of view of modern science, the current state of society and culture. You should indicate the place of the identified problem among others, both specific and more general, as well as the direction you have chosen to consider it. For example, the introduction may say that the problem of statehood relates to socio-legal issues; has been of great interest to researchers for many decades; is an area of clashes between different points of view, etc.

Main part dedicated to the research itself. In it, in accordance with the assigned tasks, the topic of the essay is revealed. Here you need to trace ways to solve the problem. This is done by quoting and paraphrasing the text of the literary sources you use. Own words, as a rule, are needed here for semantic connections and for expressing one’s attitude to the author’s position.

When preparing an abstract, it is important to learn how to highlight the main points in the texts of the primary sources with which you are working. First of all, you need to understand the title of the monograph or article, because it is in it, as a rule, that the author’s main idea is concentrated. Then look at the table of contents and index (to see if the book has what you need). Then you should find those parts of the text that contain the key provisions of the scientific problem being studied, and present not only the authors’ conclusions, but also the research that led to them.

To write the Main Part, you need to be especially careful in identifying the main provisions related to the problem from the scientific texts you have read, and then presenting them briefly, logically and literary correctly. For this purpose, it is useful to go from the general to the specific: the name and key concepts of the theory, its author, when it was proposed and why, what results it led to, by whom and how it was criticized, who supplemented and developed it, what is the current state of the problem.

At the same time, you can cite the opinions of different authors verbatim, enclosing them in quotation marks and making references (at the end of the quoted sentence, the number and page of the cited source is written in square brackets in accordance with the list of references at the end of the abstract, for example), or you can convey them in your own words , also indicating a literary source, but without indicating the page (for example,; if you simultaneously refer to several authors without citing, then you need to list the sources (for example,). Text taken from another author without indicating a link is considered plagiarism.

The main part can be a single text, or it can consist of several paragraphs, beginning with numbered subheadings. To illustrate the main content, you can use pictures, diagrams, graphs, tables.

conclusions complete the main part. They briefly summarize the main results of the work on points corresponding to the objectives of the study and reflect your opinion on the results of comparison or generalization of the authors’ positions. The Conclusions should show that the goal of your creative work or abstract has been achieved.

Conclusion represents a general summary of the work with a brief listing of the research stages you completed. For example, it can be said here that, having compared the points of view of domestic and foreign researchers of the twentieth century (you can briefly outline these points of view), you have traced the development of scientific ideas about the nature of the state and identified the most promising (name which ones) approaches to solving the identified problem . Here we can talk about ways of further research, about the possibilities of practical application of the results obtained, etc.

Bibliography. The search for the necessary scientific literature is the most important part of developing the student’s skills for independent scientific work and the basic basis of any creative research. This requires the ability to search for information on topics, keywords and names of authors in the library of your educational institution, in city libraries, and on the shelves of specialized departments of bookstores. Don't forget to ask your friends and acquaintances about books you are interested in. Do not ignore such a powerful information system as the Internet. On its websites you can find new, just published books, articles (and not only in Russian).

When looking through the selected book or article, pay attention to what sources the author refers to: perhaps they are also worth analyzing. Before you begin working directly on sources, consult your supervisor about their selection.

List of used literaturemust be arranged in alphabetical order.

Principles for compiling a bibliography.

For example:

1. Andreeva G.M. Social Psychology. 5th ed. - M.: Aspect Press, 2002. - 363 p.

2. Aronson E. Social animal / Transl. from English - M.: Aspect Press, 1998. - 517 p.

In special cases, the list can be presented chronologically (by date of publication), or by degree of importance (from the most to the least significant works for the abstract). Literature in foreign languages is usually placed after literature in Russian, also in alphabetical order.

2. Preparation of the abstract

The abstract usually contains 20 - 25 pages of printed text. The number of pages depends on the objective complexity of the topic and the availability of literary sources.

Paper format A 4, size 14, line spacing 1.5. Margins: left - 3cm, right -1cm, top -2.5cm, bottom - 2cm.

The first page of the abstract is the title page.

Page numbers are not placed on the title page and table of contents, although they are taken into account.

Starting from the Introduction, the number is placed in the lower right corner of the page.

The abstract must be bound in one way or another.

3. Criteria for assessing the abstract

When writing an essay, it is necessary to take into account that when evaluating an essay, the teacher usually uses the following criteria:

Ability to formulate the purpose of work;

Ability to select scientific literature on the topic;

Completeness and consistency of the topic;

Independence of thinking;

Stylistic literacy of presentation;

Correctness of conclusions;

Correctness of work design.

We have outlined the basic principles of writing and designing one of the types of creative work - an abstract. It should be added that your supervisor may, at his discretion, adjust both the form and content of the preparation of the essay in accordance with the specific objectives of the creative work.

Creative work must be submitted to the teacher no later than 10 days before the defense. Otherwise, the student may not be allowed to take the exams.

The final assessment of the work is made, based on the results of the defense, by the State Attestation Commission. It consists of teachers from the lyceum, and its chairman is the director of the vocational lyceum or one of his deputies. Members of the commission are presented with the work itself and a computer presentation.

In addition to traditional diagrams, summary tables, graphs, when defending a creative project, it is advisable to use modern technical means - projectors, audio and video recordings, computer presentation tools. For example, illustrative material (for example, a slide film) presented using the Microsoft Power Point computer program looks very professional and advantageous.

Speech by the author of the abstractis a very important part of protection. The assessment of your work largely depends on how interesting, well-reasoned and concisely the material is presented. Since the speech is limited to no more than 10 minutes, it is advisable to write and rehearse it in advance.

Approximate outline of a defense reportas follows:

appeal to the members of the commission,
title of the work, its purpose, objectives;
justification for the choice of topic, its relevance;
review and characteristics of the sources used;
a summary of the content of the work in accordance with its plan;
conclusions and recommendations

After your speech, you answer questions from the committee members. Then the student is given a final speech in which he thanks the members of the commission and everyone who helped him in performing creative work.

In conclusion, it should be noted that any creative work, especially in the field of history and social science, places very high demands on the subject of research. First of all, it is initiative, organization, and creative absorption in the problem. The thirst for knowledge of scientific truth and the desire for personal and professional development are important.

ANNEX 1

Sample title page

Name of educational institution

ABSTRACT

Discipline: ___________________

On the topic of: ________________________

Completed by: Full name student, group

Checked: Full name

teacher

city, year

Makeup. Skin and hair care. Manicure

Ancient world history. 5th grade. Guidelines.

Izhevsk

BBK 63.3я73-9

Compiled by:

S.V. Kozlovsky, L.V. Smirnova, S.N. Uvarov, I.B. Chernienko –

Associate Professor of the Department of Russian History, Sociology and Political Science

BBK 63.3я73-9

INTRODUCTION

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