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Write an essay on history template. How to write a history essay

An essay is a mini-composition on a specific topic. But very often writing it causes some difficulties for children, so I decided to put a little teaching material to help teachers and students how to write an essay on history

when writing essays I used websites

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To facilitate the work of preparing students for writing an essay, we offer various options for cliches that are appropriate to use in the exam paper.

http://www. edu. ru/ - Federal portal "Russian Education". Contains an overview of Internet educational resources, regulatory documents, educational standards and much more.

http://www. rusolymp. ru – federal portal of Russian Olympiads for schoolchildren

http://ecsocman. edu. ru/ - federal educational portal “Economics, Sociology, Management”. Materials on the social and economic history of Russia have been collected, including journal articles and materials from round tables devoted to the problems of the historical path of Russia.

http://www. mospat. ru/index. html is the official Web server of the Moscow Patriarchate.

http://his.1september. ru/index. php - electronic version of the newspaper "History" - a supplement to the newspaper "First of September".

http://www. historia. ru/ - Russian electronic magazine "World of History".

http://www. shm. ru/ - the website of the State Historical Museum presents materials from the main exhibition dedicated to the history of Russia, including those covering its initial period.

http://hermitage. museum. ru/ - the website of one of the largest museums in the world - the Hermitage - offers a virtual tour of its halls, including seeing exhibits illustrating the initial period of world and Russian history.

http://archaeology. kiev. ua/cultures/ - a multimedia portal containing comprehensive information about archaeological sites in Eastern Europe, materials for reconstructing the stages and nature of Russian-Scandinavian ties.

http://www. master. msk. ru/library/history/history1.htm - the site contains basic materials for studying Russian history. Here you can find the following texts: N. M. Karamzin. History of Russian Goverment; V. O. Klyuchevsky. Russian history course; N. I. Kostomarov. Russian history in the biographies of its main figures; S. M. Soloviev. History of Russia from ancient times; V. N. Tatishchev. Russian history; Metropolitan Macarius. History of the Russian Church; S. F. Platonov. A complete course of lectures on Russian history.

http://www. sib. net/n_russia/ - the site presents materials about the Scythians who inhabited the steppe part of Eurasia in the Greco-Roman era: dates; names; titles; description of dwellings, clothing, customs.

http://oldslav. chat. ru - the history of the settlement of Slavic agricultural tribes and their relationships with nomadic tribes from Asia.

http://paganism. ru/a-cloth. htm - history of ancient Russian costume: outerwear, headdresses, neck hryvnias. Illustrations.

http://lants. tellur. ru/history/danilevsky/ - lectures by the famous historian I. N. Danilevsky on the origin of the Eastern Slavs and the formation of the feudal state (including Kievan Rus, paganism, the adoption of Christianity, etc.).

http://his.1september. ru/2002/23/1.htm - materials from the new textbook by S. N. Bledny, I. V. Lebedev “History of Russia”. Presented are excerpts from the works of Herodotus, Procopius of Caesarea; fragments of the works of Russian historians - Klyuchevsky, Solovyov, Platonov.

http://lants. tellur. ru/history/ - library of links to informational articles and historical materials. Family tree of Russian princes IX – XI centuries, short biographies of the Rurik princes, chronological table (IX – XVII centuries), maps of Ancient Rus'. Several lectures from the course by I. N. Danilevsky “Ancient Rus' through the eyes of contemporaries and descendants (IX – XII centuries).” Handbook on the history of Rus', etc.

http://lib. userline. ru/689?secid=8324&num=1 – electronic version of “The Tale of Bygone Years”.

http://www. chrono. ru/libris/lib_p/index. html - electronic version of a course of lectures on Russian history by S. F. Platonov.

http://www. chrono. ru/libris/lib_s/skr00.html - the site contains an electronic version of the book by R. G. Skrynnikov “The Old Russian State”.

http://www. chrono. ru/dokum/pravda72.html - the site contains two texts: “Russian Truth” in a short and lengthy version.

http://oldru. people ru/ - electronic library: monograph by K. Egorov “Education of Kievan Rus”, historical sources, articles. Collection of cards. Bibliography.

http://www. master. msk. ru/library/history/makary/makary. htm - a complete electronic version of the multi-volume work of Metropolitan Macarius “History of the Russian Church”, written by him in 1866 – 1883. (covers the period from the 10th to the 18th centuries).

http://his.1september. ru/2001/42/no42_01.htm - domestic historians about the era of Ivan the Terrible.

http://ou. tsu. ru/hischool/his_JuF/ - the main stages in the history of the formation of the Russian state in the XIV – XVII centuries. Tables, diagrams, dictionary.

http://klio. webservis. ru/lec7_1.htm - lecture notes on the history of the reign of Ivan the Terrible. The formation of the autocratic system in Russia. Fragments of memoirs of contemporaries, as well as assessments of this period in the works of Russian historians. Dictionary hyperlinks on personalities, terms, etc.

http://www. chrono. ru/libris/lib_s/skrynn00.html - the site contains an electronic version of R. G. Skrynnikov’s book “The Third Rome”, dedicated to the history of Russia in the 15th – 16th centuries.

http://kursy. rsuh. ru/istoria/moskva/moskva. asp - a site dedicated to the history of Moscow. The site provides information on the history of the city in the 17th century.

http://old-rus. people ru/paper. html - this section of the site contains articles and studies that examine various periods of Russian history and ancient Russian literature, including those dedicated to the Time of Troubles.

http://sscadm. nsu. ru/deps/hum/readerhist10/smuta. html - electronic version of the anthology on the history of Russia (grade 10). Time of Troubles in Russia at the beginning of the 17th century. through the eyes of contemporaries.

http://www. moscowkremlin. ru/romanovs. html - a virtual tour telling about the Romanov dynasty. Chronology. Personalities, contemporaries, important events, regalia and personal belongings. Collection of images and photographs. Created on the basis of the CD-ROM “The Romanov Dynasty” by the Kominfo company.

http://www. hronos. km. ru/1700ru_lit. html - chronological table of the main cultural events in Russia in the 18th century.

http://grandwar. kulichki. net/books/dubov01.html - Russia's war with France, Suvorov's campaign in Italy, Russian policy in Europe. Map of Europe in 1799

http://rels. obninsk. com/Rels/Limited/Nsub/ml/9801/hist-1.htm - Catherine II: Charter to the cities of 1785

http://lichm. people ru/Part4/411.htm - the era of Peter's reforms.

http://syw-cwg. people ru/ - Seven Years' War.

http://fstanitsa. ru/gla_pugachev. shtml - biography of Emelyan Pugachev - leader of the peasant war of 1773 - 1775. Illustrations (reproductions of paintings).

http://his.1september. ru/2000/no09.htm - stories from Russian history of the 18th century. Fragments from a book of entertaining stories. Material for lessons in grades 6 – 9. Texts about the events of the 18th century: transformations of Peter I, palace coups, etc.

http://dinastya. people ru/ - the reign of Alexander III (1881 – 1894): coming to power, domestic and foreign policy, Russian nation-building, peacemaker tsar.

http://www. fictionbook. ru/author/lyashenko_leonid_mihayilovich/aleksandr_ii_ili_istoriya_trehodinochestv/lyashenko_aleksandr_ii_ili_istoriya_treh_odinochestv. html - book by L. M. Lyashenko “Alexander II”, a comprehensive description of the life of a man who occupies an exceptional place among Russian autocrats.

http://old-map. people ru/all-17.html - map of Russia and the tribes inhabiting it (1866).

http://www. hist. msu. ru/ER/Etext/PICT/russia. htm - library of electronic resources of Moscow State University.

http://www. nsu. ru/vk/info/d_205.htm#Heading - the website presents the material “Military reform of the 60s – 70s” in lecture form. XIX century."

http://dinastya. people ru/ - a site dedicated to the personality of Alexander III. The website presents materials from N. D. Talberg’s monograph “Alexander III”.

http://hronos. km. ru/biograf/alexand3.html - the “Chronos” project, which presents the biography of Alexander III. Here you can also get acquainted with the letters of K. P. Pobedonostsev to Alexander I.

http://www. arthistory. ru/peredvizh. htm is a site dedicated to the history of fine arts. This page contains information about Russian Peredvizhniki artists.

http://rusart. nm. ru/ - a site dedicated to the Itinerant artists.

http://www. altai. fio. ru/projects/group3/potok69/site/moguchaya. htm - the site tells about the work of the musicians who were part of the Mighty Handful.

http://www. encspb. ru/ - the site “Encyclopedia of St. Petersburg” talks about the architectural styles used by the city’s architects, including the styles of the second half of the 19th century.

http://www. alhimik. ru/great/mendel. html - the site “Great Chemists” talks about the outstanding discovery of D. A. Mendeleev. The biography of the great chemist is also presented here.

http://www. gramma. ru; http://www. krugosvet. ru – on these sites you can find interesting material about essays.

“History teaches nothing, but only punishes for ignorance of the lessons.”
(V.O. Klyuchevsky)

At first glance, it may seem that the outstanding Russian historian V. O. Klyuchevsky could not say that history teaches nothing. In my opinion, Klyuchevsky wanted to emphasize that if we do not know history, then we will be punished for it in life. And I agree with him.

History is one of the most ancient sciences. It arose with the appearance of man on earth. When studying history, we look at the path of humanity over thousands of years, i.e. we study the historical process. The historical process is a consistent series of successive events in which the activities of many generations of people were manifested.

There are events behind the story; certain past or passing phenomena, facts of social life. And each historical event has specific, inherent only to it features, and the clarification of these features makes it possible to more fully, more colorfully imagine this or that event. Moreover, every historical event is important.

It is necessary to study historical events to learn the right lesson. Of course, history never repeats itself twice. After all, social sciences differ from natural sciences, where some physical phenomenon can be reproduced any number of times. But history also has its own patterns. Knowing them, it is easier to predict modern social development and prevent disaster. They say that the French king Louis XUI, before his execution, read a book about the English king Charles I, who was also executed by the revolutionaries. And if he had read the book earlier, perhaps he would not have made the mistakes that provoked the revolution in France.

I would like to give examples from the history of Russia. Napoleon Bonaparte invaded Russian territory with the aim of capturing it. And it even seemed to him that with the capture of Moscow, Russia would be in his hands. And how shameful was his escape from Russia! In his memoirs, he warned others not to fight with Russia. But the ambitious fascist leader Adolf Hitler decided to attack Russia again. How did it end?! The defeat of Nazi Germany in Berlin. This is the punishment for ignorance of history and inability to draw appropriate conclusions. The same thing happens in everyday life.

So, we can conclude that history does not forgive her ignorance.

“World history represents the course of development of a principle, the content of which is the consciousness of freedom” (G. Hegel).

What is the historical development? What is the essence of social progress? These questions have worried humanity for a long time and continue to worry us to this day. Georg Wilhelm Friedrich Hegel, a German philosopher, one of the founders of German classical philosophy and the philosophy of romanticism, gives his answer to them. He believes that the entire course of history is a movement towards the recognition and protection of individual rights and freedoms, and this movement is progress. And I completely agree with this point of view.

If you look back at history, such a movement becomes obvious. Antiquity, with its republican institutions and the cult of the free citizen, was based on slavery. The Middle Ages “distributed” freedom more evenly: the difference between the feudal lord and the dependent peasant was great, but incomparable with the difference between master and slave; it should also be remembered that in the Middle Ages the path from one class to another was difficult, but open (small example: minister Philip the Handsome, Nogare, came from a merchant family). In addition, there were free cities, guilds, communes, autonomous universities, and royal power already in the mature Middle Ages was limited to popular representations. Yes, the individual was squeezed within the framework of his corporation, but within this framework he also received a certain freedom, but human freedom is always limited within some framework, the only question is which one. The framework of the Middle Ages was expanded by new times. The class system is being destroyed, the spiritual dictatorship of the church is coming to an end, restrictions continue, and in some countries the royal power is being overthrown and the rights and freedoms of citizens are being expanded. And finally, these days, people are becoming the most important thing.

You might think. that this process is taking place only in Europe, but in fact such changes are characteristic of the whole world: in most countries today there is a republican system, in many Muslim states women are successfully fighting for their rights.

And the question of whether individual freedom, the possibility of choosing one’s own path, fighting for one’s happiness is progress, does not need proof. These are like the axioms of geometry on which all theorems rest. Although personal freedom, like everything in this world, has its downsides. Squeezed within his group, a person always had protection and support at the same time. Having gained greater freedom, he simultaneously found its frequent companion - loneliness.

Thus, I came to the conclusion that the history of mankind is a development that consists of a movement towards freedom.

“A nation is a society of people who, through a common destiny, acquire a common character.” (O. Power)

In addition to classes and other social groups, the social structure of society is made up of historically established communities of people: tribes, nationalities, nations. We will try to answer the question of what a nation means and what definitions science gives to this concept. A nation is the most developed historical and cultural community of people. It develops over a long period of time as a result of the connection and interweaving of various tribes and nationalities. Among the properties of a nation, we can highlight the community of territory of residence, the national economy, self-government, and cultural characteristics. Usually representatives of one nation speak and write the same language. But language is not an undoubted sign of a nation.

For example, the British and Americans speak English, but they are different nations. The unity of the nation is facilitated by the commonality of their historical path. Each nation has its own roots in history and has traveled its own unique path.
I agree with the author’s statement and would like to cite as an example the basic values ​​of Russian culture. In Russia, unlike the West, nature did not give people the hope that it would one day be possible to “tame” and “domesticate” it. Nature has accustomed man to excessive short-term exertion of his strength, to work quickly and quickly. No people in Europe were capable of such intense labor for a short time as the Russians.

It seems that there was no such unaccustomment to even, moderate and measured constant work as in Russia. Until now, Russian people hope for “maybe” and put off until tomorrow.

Or take another people - the Japanese. The situation after World War II forced them to give up days off in order to get their economy back on its feet. Today they do not need this, but hard work is in their blood. It is interesting to see how historical fate can divide a single people. The South Slavs in the Middle Ages found themselves in different historical conditions. Croatia, which became part of the German Empire, was influenced by Western civilization; the Bosnians became Muslims, becoming part of the Turkish Empire. Now these are different peoples, although they have a common origin and language. Likewise, the differences between Western and Eastern Ukraine are explained by the difference in their historical destinies.

The list of examples could be continued, going into detail for each nation. However, we believe that all of them will only confirm the correctness of the statement.

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SECOND ROUND

FIRST PART

HISTORICAL ESSAY

  1. “The founding of Orel was an event of state, all-Russian significance, and the entire life of the townspeople, their military and creative efforts, the strength of spirit in the past centuries were proof of this” (“History of the City of Orel”).
  2. “The Christianization of Rus' and the kinship of the ruling family with the Byzantine court introduced Rus' into the family of European nations on completely equal terms” (D.S. Likhachev).
  3. “With the name of St. Sergius, the people remember their moral revival, which made their political revival possible, and confirm the rule that a political fortress is strong only when it rests on moral strength” (V.O. Klyuchevsky).
  4. “Ivan III is a ruler who, in terms of the scope of his activities, can only be compared with Peter I” (N.S. Borisov).
  5. “Just as Peter laid new foundations for our entire state life, so Lomonosov transformed, and partly founded, almost all areas of science” (V.F. Khodasevich).
  6. “It is easy to see that some of the undertakings of Peter III were of a progressive nature... However, this progressive nature is negated by the methods with which he tried to carry them out, indicating his complete lack of such an important quality as political realism” (A.B. Kamensky).
  7. “The main reason that did not allow the liberation of the peasants and an attempt to change the political system already at the beginning of the 19th century was the resistance of the overwhelming majority of the nobility” (S.V. Mironenko).
  8. “Due to the current historical situation, Alexander II turned out to be a reluctant reformer. Isn’t this where his most important political principle stemmed from: ... reforms should not lead to the destabilization of society, and the progress they achieve should not harm the position of any strata” (Sidorov A.V.).
  9. “By connecting Russia to the world economy, Witte forced the country to experience not only booms, but also global crises” (G.A. Bordyugov).
  10. “Russia was by no means defeated. The army couldfight on. But... St. Petersburg was “tired” of the war more than the army” (I.A. Denikin about the end of the Russian-Japanese War).
  11. “The revolution of 1917 was not a historical accident, but realized the most likely potential for the development of Russian society with all its contradictions that Russia had accumulated by the beginning of the twentieth century.” (A.S. Senyavsky).
  12. “The second front in the broad sense of the word began long before its formal opening” (D.A. Medvedev).
  13. “Our cosmonautics could not have achieved successes known throughout the world without the high level of education and technical development that the country had in Soviet times” (N.I. Ryzhkov).
  14. “The collapse of the Soviet Union was the greatest geopolitical catastrophe of the 20th century, primarily due to the destruction of the existing system of the bipolar world” (A.G. Lukashenko).
  15. “The Belovezhskaya agreements did not dissolve the USSR, but only stated its actual collapse at that time” (B.N. Yeltsin).

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SECOND ROUND,

Time to prepare the first and second parts is 3 hours.

FIRST PART

HISTORICAL ESSAY

Grade 11

Maximum score –50 points

You will have to work with statements by historians and contemporaries about events and figures in Russian history. Choose one of them that will become the topic of your essay. Your task is to formulate your own attitude to this statement and justify it with arguments that seem to you the most significant. When choosing a topic, assume that you:

  1. Clearly understand the meaning of the statement (it is not necessary to completely or even partially agree with the author, but you need to understand what exactly he is saying).
  2. You can express your attitude to the statement (reasonably agree with the author or completely or partially refute his statement).
  3. Have specific knowledge (facts, statistics, examples) on the topic.
  4. You know the terms necessary to correctly express your point of view.

When writing your work, try to assume that the Jury, when evaluating your essay, will be guided by the following criteria:

  1. The validity of the choice of topic (an explanation of the choice of topic and the tasks that the participant sets for himself in his work).
  2. The creative nature of the perception of the topic, its comprehension.
  3. Competency in the use of historical facts and terms.
  4. Clarity and evidence of the main provisions of the work.
  5. Knowledge of different points of view on a selected issue.
  1. “The geographical location in the west of Russia predetermined the special role of Smolensk, the “key city” to Moscow, and the Smolensk region as a whole in the defense of the country” (Yu.G. Ivanov).
  2. “The political successes of the peoples that became part of the Old Russian state... became possible only under certain conditions of their internal development. It would be naive to think that the unification of the Eastern Slavs and non-Slavic peoples under the rule of Kyiv is the result of any external intervention” (B. D. Grekov).
  3. “In all the actions of Svyatoslav we see the hand of a commander and statesman interested in the rise of Rus' and strengthening its international position. A series of campaigns by Svyatoslav were wisely conceived and brilliantly carried out” (B.A. Rybakov).
  4. “The Moscow princes early develop a unique policy, from the first steps they begin to act not according to custom, earlier and more decisively than others they leave the usual track of princely relations, looking for new ways” (V.O. Klyuchevsky).
  5. “Ivan III is a hero not only of Russian, but also of world history... Under him, Russia, as an independent power, majestically raised its head on the borders of Europe and Asia, calm within and without fear of external enemies” (N.M. Karamzin).
  6. “The naming of the Russian state as an empire, and Peter as the All-Russian Emperor, reflected profound changes in the internal and international situation of the country. The state, whose participation in international affairs was limited to relations with neighboring countries of Eastern and South-Eastern Europe, has now firmly entered the circle of European powers” ​​(N.I. Pavlenko).
  7. “Catherine can be called the culprit of serfdom not in the sense that she created it, but in the fact that under her this right from a fluctuating fact, justified by the temporary needs of the state, turned into a right recognized by law, not justified by anything” (V.O. Klyuchevsky).
  8. “Although many Russians, especially at court and in the army, had every reason to forget about Paul, in fact what Paul accomplished during the four years and three months of his reign turned out to be fundamental for Russia in the first half of the 19th century.” (Roderick McGrew, American historian).
  9. “The government system of Emperor Nicholas I was one of the most consistent attempts to implement the idea of ​​enlightened absolutism” (A.A. Kornilov).
  10. " Policy Nicholas II always boiled down to making minimal concessions to society in extreme cases, and not keeping these solemn promises if there was the slightest opportunity” (F.A. Golovin).
  11. “The war probably delayed the explosion of the bourgeois-democratic revolution, but brought the socialist revolution closer” (P.V. Volobuev).
  12. “It’s hard not to admit: a certain type of collectivization was dictated by the course of events. The old Russian peasant agriculture, by Western standards, was in the Middle Ages” (C. Snow).
  13. “When starting the war, the German leadership proceeded from the fact that the Soviet multinational state would disintegrate into warring national factions. However, this calculation did not come true” (O.A. Rzheshevsky).
  14. “Victory in the Great Patriotic War was achieved not so much thanks to Stalin, but in spite of him, despite his grave mistakes and crimes, which cost our people so dearly” (G.Ya. Rudoy).
  15. “What has been happening to Russia since 1991 cannot be called reforms. This is nothing more than a “revolution from above” (V.V. Zhuravlev).

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SECOND ROUND

RESEARCH PROJECT

The most important thing in the profession of a historian is the analysis of a source, the ability to extract the necessary information from it. Before you is one of the Statutory Charters, the most important documents of the peasant reform of 1861. Based on it, write a short paper on the topic:“Regulation of relations between peasant and landowner during the peasant reform of 1861.”

STATUTORY CHARTER OF NIZHNY NOVGOROD PROVINCE, GORBATOV DISTRICT, VILLAGE OF BARKIN, LANDLORD LIEUTENANT GENERAL ADVOTYA SEMENOVNA ERSHOVA. COMPLETED FEBRUARY 15, 1862.

I. 1) In the village of Barkin, according to the 10th national census, there are 44 male souls of peasants.

None of them were released after the audit.

2) Among those listed as peasants, they are not subject to allocation of land as those who refused it on the basis of Article 8. Local position - 5 souls.

3) Then, on the basis of the Regulations, they must receive for use a land plot of thirty-nine revision male souls.

II. 1) All the land was for the use of peasants before the promulgation of the Regulations on Peasants: 214 dessiatinas 1212 sazhens.

2) Of these, actually under peasant estate settlement there are five dessiatines, three hundred and sixty-six fathoms (which includes 1 dessiatine, 266 fathoms of pasture, which is for the use of peasants). (...)

3) For the area where the village is located, the highest per capita allotment is determined by the Local Regulations on the Land System of Peasants - 4 dessiatinas, and the lowest - 1 dessiatine 800 fathoms; and according to the number of souls in the village: the highest size of the allotment for the entire peasant society would be 156 dessiatines, and the lowest 52 dessiatines.

4) Although, based on the figures for the highest size of a per capita plot determined by the Local Regulations on Peasants, 156 dessiatines should remain for the use of the peasants of the village of Barkina, but as all the land convenient to the estate with forest is listed according to the plan as 214 dessiatines 1212 fathoms, then according to the right granted to the owners on the basis 20 tbsp. The local situation is to retain at its disposal up to one third of the total amount - one hundred and forty-three dessiatines 8 fathoms are left for permanent use by the peasants, while the rest of the land must be cut off and placed at the disposal of the landowner. (...)

III. 1) A peasant building with a settled estate cannot be moved to other places.

2) The watering hole located near the village remains for the common use of the landowner and peasants.

3) The drive of cattle to the watering hole from the land remaining at the disposal of the landowner to the pond should be along a country road going to the village of Barkinu.

4) The pasture located near the village remains for the use of the peasants.

IV. 1) For the land provided for the use of peasants in the amount of 3 dessiatinas 1600 fathoms per capita, on the basis of the quitrent regulations, from each per capita allotment eight rubles sixty-two and a half kopecks per year are due, and from all 39 per capita allotments - three hundred thirty-six rubles thirty-seven with half a kopeck in silver per year. But since the peasants, before the promulgation of the Regulations, paid a quitrent of two hundred seventy-four rubles and thirty-four kopecks from the entire society, then on the basis of Art. 170. Locally, they must remain with the existing quitrent, which will amount to seven rubles, three and a half kopecks per year for each revisionist soul.

2) Peasants are required to pay the quitrent on two dates: March 1 and October 1, 137 rubles each. 17 kopecks. (...)

4) The entire community of peasants is jointly responsible for the proper performance of duties on the basis of the rules established by the Local Regulations.

Lieutenant General Avdotya Semenovna Ershova had a hand in the original charter.

On October 20, 1862, the charter of the village of Barkina was verified by the mediator of the 1st section of Gorbatovsky district. Signed by the peace mediator Babkin, November 1862, 24 days.

The charter charter was approved by the Gorbatovsky district congress.

Signed by: global mediator of the 2nd section Beklemishev, global mediator of the 3rd section Astafiev and global mediator of the 4th section Gutyar.

With a genuine charter, it is true: peace mediator Babkin.

1. Statement of the problem, characteristics of the historical moment described in the source

2. Characteristics of the source and the opportunities it provides for illuminating the problem

3. Analysis of the situation of the peasants and the essence of how the relationship between the landowner and the peasants is defined in the document.

4. Conclusions. Assessing their significance for understanding the implementation of peasant reform.

We ask you to indicate with numbers the parts of the work that correspond to the points of this plan.

Keep in mind that the jury will focus on the ability to clearly formulate your points and argue them with the help of a source - pay special attention to the third point of the plan.

THIRD ROUND

HISTORICAL ESSAY

Maximum score – 50 points

Here are statements from historians and contemporaries about events and figures in Russian history. Choose one of them that will become the topic of your essay. Your task is to formulate your own attitude to this statement and justify it with arguments that seem to you the most significant. When choosing a topic, assume that you:

  1. Clearly understand the meaning of the statement (it is not necessary to completely or even partially agree with the author, but you need to understand what exactly he is saying).
  2. You can express your attitude to the statement (reasonably agree with the author or completely or partially refute his statement).
  3. Have specific knowledge (facts, statistics, examples) on the topic.
  4. You know the terms necessary to correctly express your point of view.

Please keep in mind that the Jury will evaluate your work based on the following criteria:

  1. The validity of the choice of topic (an explanation of the choice of topic and the tasks that the participant sets for himself in his work).
  2. The creative nature of the perception of the topic, its comprehension.
  3. Competency in the use of historical facts and terms.
  4. Clarity and evidence of the main provisions of the work.
  5. Knowledge of different points of view on a selected issue.

ESSAY TOPICS

  1. “After Kalita’s death, Rus' long remembered his reign, when for the first time in a hundred years of slavery she was able to breathe freely” (V.O. Klyuchevsky).
  2. “Prudence, slowness, caution, a strong aversion to decisive measures, with which one could gain a lot, but also lose, and at the same time, perseverance in completing what was once started, composure - these are the distinctive features of his activity” (S.M. Soloviev about Ivan III).
  3. “He still had one foot firmly planted in his native Orthodox antiquity, but the other was already over the line, and he remained in this indecisive transitional position” (V.O. Klyuchevsky about Alexei Mikhailovich).
  4. “The naming of the Russian state as an empire, and Peter as the All-Russian Emperor, reflected profound changes in the internal and international situation of the country. The state, whose participation in international affairs was limited to relations with neighboring countries of Eastern and South-Eastern Europe, has now firmly entered the circle of European powers.” (N.I. Pavlenko).
  5. “The Decembrists are a historical accident, overgrown with literature” (V.O. Klyuchevsky).
  6. “It would be unfair to deny the enormous successes made during this 30-year reign (of Nicholas I) in all sectors of the Russian government; in everything that was done during this period, the Sovereign had personal, direct leadership” (D.A. Milyutin).
  7. “One could completely disagree with many of the ideas of the Bolsheviks... but one must be impartial and admit that the transfer of power into the hands of the proletariat in October 1917, carried out by Lenin and Trotsky, led to the salvation of the country, saving it from anarchy” (V. Ignatiev) .
  8. “One of the main mistakes of the Germans is explained by the fact that they were deceived in their calculations about the lack of cohesion of the multinational Soviet state and underestimated the patriotic readiness of the Russians to fight for their Motherland” (From an English magazine, 1945).
  9. “Having won, despite colossal sacrifices and destruction, the Soviet Union increased its power and international authority to an unprecedented extent” (V.P. Smirnov).
  10. “Unfortunately, Kosygin was never able to complete the reform for a number of reasons, one of which, and the main one, in my opinion, was the lack of support from the majority of Politburo members.” (N.K. Baibakov).

SECOND ROUND

INSTRUCTIONS FOR THE JURY

Time to prepare the project and essay – 3 hours

Both tasks - the project and the essay - are given to the participants at the same time; they can independently allocate the time assigned for their completion.

Research project

The maximum total number of points for the project is 50. In accordance with the recommended work plan, paragraphs. 1, 2, 4 are assessed with a maximum of 10 points, item 3 (the main part of the work) - with a maximum of 20 points. When assessing each of the necessary elements of an essay, the jury should pay attention to the clarity and literariness of the presentation, the ability to formulate one’s thoughts and use facts and excerpts from the source to prove it. Gross speech and grammatical errors that make it difficult to understand what is written can also be considered grounds for deducting points.

  1. Statement of the problem, characterization of the historical moment (up to 10 points)

It is important that this part represents precisely a statement of the problem, and not a presentation of the corresponding sections of the textbook. In the latter case, the score for the entire first part of the work is no higher than 4.

The question must be clearly raised that, according to the Regulations on Peasants Emerging from Serfdom, the land was recognized as landowner land, while the peasants were legally assigned the right to buy out part of it. The size of the land to be redeemed was determined depending on the pre-reform peasant allotment, but if the pre-reform allotment exceeded the highest norm, cuts were made, and if it was less than the lowest, cuts were made. The amount of land was calculated based on the number of men taken into account by the audit; women and children born after the audit were not taken into account. Household people were also not subject to allotment of land. It is also important that the participant knows the term “temporarily obligated” and can explain its essence: until the peasants complete the redemption operation, they have the right to use the allotment land, but must bear feudal duties for this - corvee or quitrent. The size of the duties was calculated based on their pre-reform size, with adjustments up or down if it went beyond the higher or lower norms specified in the law for a given area.

  1. Characteristics of the source and the opportunities it provides for highlighting the problem (up to 10 points).

The participant must understand that the Statutory Charters determined the boundaries of peasant plots and the amount of duties and were drawn up by agreement of the landowner with the peasants with the participation of an amicable mediator. They recorded the relations between peasants and landowners for the entire period of temporary obligation. It is good if the participant knows that it was the signing of charters that caused the greatest difficulties in the first years of the reform: on January 1, 1863, peasants refused to sign about 60% of charters.

  1. Analysis of the situation of the peasants and the essence of how the document defines the relationship between the landowner and the peasants (up to 20 points).

The participant's reflections may contain the following ideas:

About the situation of peasants (up to 10 points). The village of Barkino, according to the Charter, appears as a small quitrent estate, in which there was no lordly economy before the reform. Judging by the fact that all the land was in the use of the peasants, there was no estate. At the same time, the village, apparently, was relatively poor, because the previously paid quitrent turned out to be lower than that established by law. The participant must say very clearly that as a result of the reform, the economic situation of the peasants has worsened, because the size of the plots was reduced by a third, but the size of the quitrent remained the same. It is also good if he knows that such a situation is not typical for the Nizhny Novgorod province, where extensions slightly prevailed over segments. At the same time, the author can note that the final sizes of plots in the village of Barkino are still close to the maximum norm.

About the essence of the relationship between the landowner and the peasants (up to 10 points). Works that at least attempt to determine the characteristics of the area in which the village under study is located should be highly appreciated. It would be ideal if the author is able to formulate the idea that in the Non-Black Earth Region, where the size of quitrents depended not so much on the size of the peasants’ field farming, but on the profitability of peasant crafts, calculating payments for the use of plots based on quitrents meant, in essence, the obligation of the peasants to redeem personal freedom . Judging by the fact that the charter was not signed by the peasants, this state of affairs caused their dissatisfaction.

It is very important that each of the points made is formulated clearly and supported by quotes from the source. Points should be deducted for unclear formulations or weak arguments.

If participants propose original ideas not covered by these instructions, the commission should make a collective decision in each specific case. In this case, the number of experts reading the work cannot be less than four, and their decision must be approved by a general vote of the jury.

  1. Conclusions. Assessing their significance for understanding the Peasant Reform (up to 10 points).

The jury must evaluate the depth of the conclusions reached and the clarity of their formulation. When assessing the significance of his results for understanding the implementation of the peasant reform, the participant must clearly understand that the document studied does not allow one to characterize this process as a whole and can only be used as an illustration, a special case.

Essay on history for All-Russian Olympiads

year 2013

1. “Cruelly dealing with his opponents from among other Russian princes,

not disdaining Tatar help for this, Kalita achieved significant strengthening

the power of the Moscow principality"

(L.V. Cherepnin).

I never thought that the idea expressed by the famous historian L.V. could touch me to the quick. Cherepnin that Ivan Kalita is a kind of “policeman”, a traitor to the entire Russian people, a protege of the Mongol Khan Uzbek. On the one hand, we can agree with this point of view, because in 1237, when the Mongol Khan Uzbek decided to create a puppet state in the Russian lands occupied by the Horde, he needed people who could control the situation in such vast spaces. They could suppress the constant Russian anti-Mongol uprisings, which threatened to result in the expulsion of the invaders from Rus'. And such traitors, according to L.V. Cherepnin. found - they were led by the prince of the then provincial city of Moscow - Ivan Kalita. He decided, relying on Mongolian spears and bows, to expand his possessions at the cost of betraying the Russian liberation struggle. And for this he received a label (the powers of a governor) and military assistance from Uzbek. In exchange, Ivan Kalita had to suppress all Russian anti-Mongol protests, which he did with sophisticated cruelty, as is typical of all traitors to his people.In 1960, the major work of L. V. Cherepnin was published, dedicated to the history of Rus' in the XIV – XV centuries. It contains and has given a characterization of the personality of Ivan Kalita. “Kalita does not need to be idealized. (What didn’t happen, didn’t happen! - N.B.) He was the son of his time and class, a cruel, cunning, hypocritical ruler, but smart, stubborn and purposeful.” ... “This prince (Kalita) cruelly suppressed those spontaneous popular movements that undermined the foundations of the Horde’s dominance over Russia... Cruelly dealing with his opponents from among other Russian princes, not disdaining Tatar help for this, Kalita achieved a significant increase in the power of the Moscow principality" .

Ivan Kalita, what can you say about the person who bore this name and this nickname? The first Moscow ruler... A hoarding prince, nicknamed the “money bag” for his tight-fistedness... A cunning and unprincipled hypocrite who managed to gain the trust of the Khan of the Golden Horde and led the Tatars into Russian cities in the name of his personal interests... Well, it seems , and that's it. This is the usual image of Ivan Kalita. But this image is nothing more than a myth, created for the needs of simple-minded curiosity. We will not find any unconditional confirmation of this in the sources. However, we will not find a complete denial of it. As is often the case, brief historical documents leave room for a wide variety of interpretations. In such cases, much depends on the historian, on what he wants to see when peering into the foggy mirror of the past.

Although, indeed, there are some paradoxes here that even the first Russian historian N.M. Karamzin noticed. “A miracle happened. The town, barely known before the 14th century, raised its head and saved the fatherland.” The ancient chronicler would have stopped there, bowing his head before the incomprehensibility of God's Providence. But Karamzin was a man of new times. The miracle as such no longer suited him. He wanted to find a rational explanation for it. And therefore he was the first to create the scientific myth about Kalita.

Based on sources, Karamzin defined Prince Ivan with the words that one ancient Russian author found for him - “Gatherer of the Russian Land.” However, this was clearly not enough, because all the Russian princes of that time collected land and power as best they could.

Then Karamzin offered additional explanations. Kalita was “cunning”. With this cunning he “gained the special favor of Uzbek and, with it, the dignity of the Grand Duke.” Using the same “cunning”, Ivan “lulled” the khan’s vigilance with caresses and convinced him, firstly, not to send his Baskaks to Rus' anymore, but to transfer the collection of tribute to the Russian princes, and secondly, to turn a blind eye to the annexation of many new territories to region of the great reign of Vladimir. Following Kalita’s behests, his descendants gradually “assembled Rus'.” As a result, the power of Moscow, which allowed it to gain independence from the Tatars at the end of the 15th century, is “a force trained by cunning.”

Another classic of Russian historiography, S. M. Solovyov, in contrast to Karamzin, was very restrained in his characterizations of historical figures in general and Ivan Kalita in particular. He only repeated the definition of Prince Ivan found by Karamzin as “The Gatherer of the Russian Land” and noted, following the chronicle, that Kalita “saved the Russian land from thieves.”
Some new thoughts about Kalita were expressed by N. I. Kostomarov in his famous work “Russian history in the biographies of its main figures.” He noted the unusually strong friendship between Yuri and Ivan Danilovich for the princes of that time, and said about Kalita himself: “The eighteen years of his reign were the era of the first lasting strengthening of Moscow and its rise above the Russian lands.” At the same time, Kostomarov could not resist repeating the stereotype created by Karamzin: Kalita was “a man of a non-military character, although cunning.”

The famous student of Solovyov, V. O. Klyuchevsky, was a great lover of historical paradoxes. In essence, the entire history of Russia seemed to them as a long chain of large and small paradoxes. “Life conditions,” said Klyuchevsky, “often develop so capriciously that large people are exchanged for small things, like Prince Andrei Bogolyubsky, and small people have to do big things, like the princes of Moscow.” This premise about “small people” predetermined his characterization of Kalita. According to Klyuchevsky, all Moscow princes, starting with Kalita, are cunning pragmatists who “diligently courted the khan and made him an instrument of their plans».

So, to the portrait of a flatterer and cunning created by Karamzin, Klyuchevsky added a couple more dark strokes - hoarding and mediocrity. The resulting unattractive image became widely known due to its artistic expressiveness and psychological authenticity. It was imprinted in the memory of several generations of Russian people who studied according to the gymnasium history textbook of D. I. Ilovaisky.

The debunking and blasphemy of Ivan Kalita ultimately raised a legitimate question: could such a base person have accomplished such a great historical task as the founding of the Moscow state? The answer was twofold: either he was not the founder, or the image of Kalita created by historians is unreliable.

Nine-tenths of all the information we have about Ivan Kalita comes from chronicles. These strange literary works, where there are only two characters - God and man, never ended. Each generation, by the hand of a scribe-monk, wrote new pages into them. The chronicle miraculously combines opposite principles: the wisdom of centuries - and almost childish naivety; the crushing flow of time - and the indestructibility of fact; the insignificance of man in the face of Eternity - and his immeasurable greatness as “the image and likeness of God.” At first glance, the chronicle is simple and unpretentious. The weather presentation of events in the form of short messages is sometimes interrupted by inserts - independent literary works, diplomatic documents, legal acts. But behind this external simplicity lies an abyss of contradictions. Firstly, the chronicler sees events and depicts them “from his own bell tower”: from the point of view of the interests and “truth” of his prince, his city, his monastery. Beneath this layer of unconscious distortion of the truth is another: distortions that arose when compiling new chronicles based on old ones. Usually, new chronicles (more precisely, chronicle “codes”) were compiled on the occasion of some important events. The compiler of the new chronicle (“compiler”) edited and arranged in his own way the contents of several chronicles at his disposal, and created new text combinations. Therefore, the order of events in the text of the chronicle annual article does not always correspond to their real sequence. Finally, the chroniclers were always very brief in their reports and, when describing the event, did not report its reasons.

Summing up the losses and problems, let us note the main thing: our knowledge about Ivan Kalita and his time is fragmentary and fragmentary. His portrait is like an ancient fresco, scarred by time and hidden under a thick layer of late oil painting. The path of knowledge of Ivan Kalita is the path of painstaking restoration. But at the same time, this is a path of self-knowledge. After all, we are dealing with the builder of the Moscow state, whose hand forever left its mark on its facade.

Ivan Kalita cannot be assessed only from a negative point of view, because at the end of his life he took monastic vows and wrote a will, after analyzing which, one can draw a conclusion about the moral qualities of the ruler: humility, kindness. It was Kalita who became the founder of Moscow “big politics”, determined its principles, goals and means. He gave a political order to his sons - to preserve by any means that “great silence”, under the cover of which the slow “gathering of Rus'” around Moscow took place. Two components of this “great silence” are peace with the Horde and peace with Lithuania.

In the chronicle account of the death of Prince Ivan, a sincere feeling of orphanhood breaks through the usual rhetoric of the obituary. “...And the crying, frightened Moscow people, who had lost their protector and leader, crowded into the square near the temple.”


Hello, friends. Ivan Nekrasov is in touch, the same one who hasn’t written a blog for a week. Where have I gone? Nowhere. We are preparing bomb material for a school preparing for the Unified State Exam in history and society. There are only a few weeks left until enrollment closes. All your energy and time go there, so you don’t have time to write regular articles, sorry. We are also already waiting for the start of the main stage of the Unified State Exam 2017 and the results of my graduates.

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In this article, I will debunk all your doubts about task 25 in history, tell you about the updated criteria for writing a historical essay, teach you how to deceive an expert when writing your work and fulfilling criterion K4, and so on. Interesting? Then read the article further!

Has historical writing changed?

So, just yesterday, a draft of an essay of this type for the period 1125-1132 was sent to me in a personal message on VKontakte:

1125-1132

The period of Russian history is 1125-1132. called the period of feudal fragmentation.
The main reasons for feudal fragmentation:
- princely civil strife, the desire of princes to strengthen and expand their possessions;
— formation of local princely dynasties;
- growth of cities, their transformation into centers of individual territories;
- strengthening of the local boyars, the desire of the boyars and local princes to strengthen and expand their possessions.
Years 1125-1132 - fall during the reign of Mstislav the Great, the son of the famous Vladimir Monomakh, whose activities were associated with the cessation of princely strife and the protection of Russian borders from raids by nomads.

Let's check your historical essay online

Let's figure it out, because... Five of the six essays contained similar questions and errors. What needs to be done? To begin with, download demo versions of the FIPI Unified State Examination in History 2017 and refer to the wording of the task itself:

1) 1125–1132; 2) 1825-1855; 3) 1945-1953

The essay must:
to a given period of history;
and using knowledge
stories.

Let's check this work and identify all the errors + give an answer to the question about the form of writing the work.

Working with criteria

We look at K1 - everything is fine, more than two phenomena and processes are indicated. Checking this criterion has always been very simple - you just need to find two historical dates in the work. If they are, you give two points.

K2 - Monomakh and Mstislav are in place. Last year, this criterion would have been taken into account, but now there is an amendment to the criteria stating that figures must have a commentary containing their role in the history of Russia. How to write and highlight a role? For this, a verb is used, for example issued, commanded, led, led, etc.

There is no role of a figure in this work - 0 points.

Cause and effect example

K3 - There are simply no cause-and-effect relationships in the work. What it is?

Cause-and-effect relationships are generally a situation where the influence of a period on subsequent years of the development of the state is shown. That is, you take the results and continue the thought, looking beyond the year 1132. The key question is: what did it lead to? In my courses, I recommend using a crossover model of writing cause-and-effect relationships using CAUSE-EFFECT keys.

An example of a cause-and-effect relationship. The role of Vasily Golitsyn is highlighted in blue:

Vasily Golitsyn, who was Sophia’s favorite, played a special role in the country’s foreign policy. In 1686 Golitsyn initiated the conclusion"Eternal peace" between Poland and Russia. The reason for this event there was a need for the final division of Ukraine between the spheres of influence of Russia and Poland. Consequence of this world final recognition of Left Bank Ukraine and Kyiv by Russia. In addition, Russia entered into an anti-Turkish coalition with Poland, Austria and Hungary. In this coalition, Russia was assigned a secondary role: the fight against the Crimean Khanate.

Result: 0 points

K4 - Consequence of the period on future history. Last year, the historical essay required knowledge of historiography for the graduate. This is a historical assessment on behalf of a famous historian, for example Karamzin. This year there is no such requirement. It is necessary to write what the period in the future influenced

An example of a correctly opened K4:

This period is assessed very controversially in domestic historiography. For example, L. Katsva believes that this period was favorable for the state, but at the same time, in these years the will of the people was not taken into account. It seems to me that this period is a period of very bold transformations that should have happened sooner or later. “Perestroika” subsequently led to the collapse of such a state as the Soviet Union and the creation of the Russia in which we live today.

As you can see - also 0 points.

K5 - Use of a historical term. In this case, it is civil strife. Plus one point.

K6 implies the absence of factual errors, as does criterion K7 - the form of work, like an essay. Thus, when answering a question, you need to write the answer to task 25 like an essay on Russian language and literature without using paragraphs and subparagraphs.

This is not observed here: 0 points.

Artasov's speech - video from courses for Unified State Examination experts

Thus, this essay can be assessed with a minimum number of points, but this is very easy to fix. Now I propose to complete a similar task for you and send it to me at personal messages on VKontakte. In addition, I strongly advise you to look at the commentary of the compiler of the Unified State Exam 2017 for changes in the historical essay - consolidate the material you have studied.

Practice on your own!

You need to write a historical essay about ONE of the periods of Russian history:

1) 1237–1240; 2) 1881-1894; 3) 1953-1964

The essay must:
– indicate at least two events (phenomena, processes) related toto a given period of history;
– name two historical figures whose activities are connectedwith the specified events (phenomena, processes),and using knowledgehistorical facts, characterize the role of these individuals in events(phenomena, processes) of this period of Russian history;
– indicate at least two cause-and-effect relationships that existedbetween events (phenomena, processes) within a given periodstories.
Using knowledge of historical factsand (or) the opinions of historians, giveone historical assessment of the significance of this period for the history of Russia.
During the presentation, it is necessary to use historical terms and concepts related to a given period.

Comment, like and subscribe to blog updates. This is where I end the article.

Want to understand all the topics in your history course? Sign up to study at Ivan Nekrasov’s school with a legal guarantee of passing the exam with 80+ points!

Best regards, Ivan Nekrasov

Similar materials

Methodological development “Historical essay on a given period of reign”

Explanatory note.
In 2016, the Unified State Examination in history, as we know, underwent dramatic changes: the previous tasks were complicated, new tasks were added. Particular difficulty for students is caused by tasks of high complexity with their own detailed argumentation, including an essay on a given period in the history of the Russian state. Teachers and students wondered: how to write an essay? It’s always difficult in the first year until there are any “intelligible” developments or hints. I developed an essay writing algorithm based on the evaluation criteria from the demo version. In addition, you can borrow ideas from a previous assignment - an essay about a historical figure. Below is the algorithm for an essay and a sample essay on the period of the reign of Yaroslav the Wise.

Algorithm for writing the task “Historical essay by period”

Evaluation criteria

K1. Events, phenomena, processes are indicated - 2 points
K2. Two historical figures and their role in events - 2 points
K3. Cause-and-effect relationships between events - 2 points
K4. Historical assessment of the period – 1 point
K5. Historical terms, concepts – 1 point
K6. Factual errors – 2 points
K7. Form, style of presentation – 1 point
K1 + K4 = must have at least 4 points for K6 and K7 to be assessed! (total – 11 points.)

This period belongs to the era...
During this period, important processes and phenomena took place (the formation of the Old Russian state, feudal fragmentation, the unification and gathering of Russian lands, the Rebellious Age, Palace coups...).
During this period, the great (outstanding, remarkable) ruler in the Russian state was ... (1st historical figure).
During this period, the great (outstanding, remarkable) statesman (politician, scientist-researcher) in the Russian state was ... (2nd historical figure).
The ruler (prince, emperor) managed to carry out many transformations that seriously influenced the life of the Russian state and society.
Due to the process/appearance, the ruler undertakes:

In domestic policy:

1. reforms of government bodies, state. and local government,
2. peasant reform,
3. education reform, encouragement of scientific research, book publishing,
4. active law-making, codification of laws,
5. reform and reorganization of the army,
6. socio-economic transformations, tax reform...

In foreign policy:

1. diplomacy, cultural, trade, economic relations with foreign states,
2. dynastic marriages,
3. expansion of territorial borders,
4. military campaigns, wars, repelling external aggression, foreign intervention.
The role of this ruler/figure is huge, great, indelible (ambiguous).

Activity results:

1. thanks to reforms in the field of management, a more advanced state was created. apparatus of power, reforms contributed to the strengthening and centralization of the state. authorities.
2. there was growth and economic development, economic indicators increased, regional specialization, trade development, and commodity-money relations developed.
3. a strong impetus to the development of science, art, culture, education, the opening of new educational and educational institutions.
4. Russia's international authority has increased, Russia has become one of the leading European powers.
5. The territory of the Russian state expanded significantly, new lands were acquired...

K3. Cause-and-effect relationships between events, processes, phenomena

The causes of the process (baptism, fragmentation, uprising, defeat-victory in war, revolution...) were... .
Because of... a war was started with.... The result, the consequence of the war, was...
Due to... and urgent need, the following reforms were implemented... . As a result of this, ... happened.

K4. Historical assessment of the period based on historical facts and opinions of historians

This period is important, turning point, significant in the history of the Russian state...
Famous historians (such as Solovyov, Klyuchevsky, Lomonosov, Tatishchev...) assess this reign as a complex, ambiguous period that influenced subsequent events and the entire subsequent history of the country. On the one hand, it strengthened/weakened the state, but on the other hand...

Essay on the period 1019-1054.
This period of reign refers to the heyday of the Old Russian state. The ruler of the state during these years was the outstanding Prince Yaroslav the Wise, who made a huge contribution to the development and prosperity of the Russian state. He actively carried out transformative reform activities that seriously influenced the life of the state and society.
The prince's rise to power was not easy. The civil strife between the sons and heirs of Prince Vladimir lasted for many years. In the struggle for the Kiev throne, the main rival of the Novgorod prince Yaroslav was his brother Svyatopolk, nicknamed the Damned for the cruel reprisal against his brothers Boris and Gleb. Yaroslav emerged victorious from this feud and began to rule wisely for many years.
Thus, under his leadership, the 1st set of laws was created for the first time - “Russian Truth” in 1051. The reason for the creation of the code was the need to streamline, systematize the numerous pre-existing customs and rules (some of them were quite barbaric, for example, the custom of blood feud, which was replaced with a more humane one - fine).
In order to strengthen power, a reform of government bodies was carried out: the positions of mayor and governor were introduced. In foreign policy, Prince Yaroslav tried to expand international relations between Rus' and foreign countries, which was greatly facilitated by dynastic marriages of relatives with Western rulers. So, he married his daughters to the kings of Norway and France, and, as you know, he himself took the daughter of the king of Sweden, Ingegerda, as his wife. Thus, the international authority of Rus' increased, ties and contacts with Western powers expanded. The prince did not forget about protecting his borders and actively repelled the military threat in the form of raids by the steppe nomads, the Pechenegs. Under his leadership, the Pechenegs were completely defeated.
The growing power and authority of Rus' allowed Yaroslav to appoint the first Russian metropolitan for the first time. In 1051, the outstanding writer and activist Hilarion became Metropolitan of Kyiv. He is the author of the religious-journalistic “Tale of the Law and Grace of God.” The role of this statesman and religious figure is great. He contributed to strengthening the position of the Russian Church, spreading literacy and education in humane customs.
Yaroslav, nicknamed the Wise, was indeed an educated, versatile personality of his time. He patronized culture and education, under him Christianity spread, literacy, book publishing, and libraries grew. Beautiful churches were erected - St. Sophia Cathedrals in Kyiv and Novgorod (1037, 1045), the Kiev-Pechersk Monastery. New cities were built - Yaroslavl, Yuryev.
The role of this ruler in the history of the Old Russian state is great. Thanks to his reforms, Rus' increased its authority in the international arena. Power reforms contributed to centralization and its strengthening. This ruler gave a strong impetus to the development of culture, art, chronicle writing, and education. The foundations of Russian legislation were laid.
Many historians, such as Klyuchevsky, Soloviev, evaluate this period as a significant era in the history of our state. These years saw the heyday and power of the Old Russian state. During these years, Rus' grew stronger, acquired a reserve of spirit, perseverance, wisdom and was able to reserve strength to meet the era of fragmentation and new trials.

Writing a history essay is actually very simple. Here are a few little tricks:

1. Say NO to dates.

Do not overuse dates in essays. Why? Yes, because the requirements do not say anything about dates, but 2 points can be deducted for an error. Therefore, before you write down the year-month-day-hour-minute of the events that you so meticulously studied, think - are you sure of its correctness? Of course, such significant dates as, for example, the Battle of Kulikovo (1380) or the Baptism of Rus' (988) should still be indicated, but you must answer for their correctness with your head.

2. You are not Pushkin. There is no need to write TO BE BEAUTIFUL.

Leave beauty for literature essays. There must be a beginning, a climax, and a disclosure of the theme. In a history essay, you WILL NOT get points for beauty. Therefore, we write clearly, informatively, it’s okay if the text seems clumsy, if it contains tautologies. The main thing is that the essay meets all the requirements for which points are awarded. But the expert will not appreciate your “beauty” - he will have more of these essays per day than you will write during the entire period of preparation.

3. You are not Tolstoy. There is no need to write SO MUCH.

Think about an expert: do you think he wants to read your opus? No, I don't want to. Therefore, we strictly write only what is specified in the requirements: 2 personalities, 2 events, 2 consequences and an assessment of the period. If possible, you can add one event and one consequence to each person - just in case, if suddenly the main events you indicated do not seem important enough. But no more. Have pity on the expert.

Before giving examples of essays on history, let's try to understand the essence of this term. In the encyclopedic dictionary, essay refers to the philosophical genre of journalistic, historical and biographical prose, which includes the author’s own position.

An essay on the history of Russia is a prose work of insignificant length. It has a free composition and is an attempt by the author to convey his own thoughts and impressions.

Signs

What should be included in a history essay? The writing template requires the use of certain parameters:

  1. A specific topic or question.
  2. Own perception of the problem being revealed.
  3. Minimum volume.

How to choose a topic for an essay on history? At the Unified State Exam, graduates are offered specific tasks that involve revealing the characteristics of historical figures and certain events.

Peculiarities

In order to successfully cope with the tasks offered at the final exam in history, during the lessons the children, together with the teacher, look at examples of essays on history and learn to argue their point of view. A work is considered successful only if the author manages to show the individuality of his position, his attitude to the period being described, and his personality.

Special attention is paid to the logic of presentation of material, speech, and the level of spatial thinking.

Amount of work

When discussing how to write an essay on history, we note that there are limitations on the amount of work. No strict framework is expected, but, as a rule, it is advisable to fit historical reflection into two or three pages of handwritten text in A4 format. This feature is associated with time restrictions, since the graduate still needs to provide answers to other questions.

Work structure

Let's continue the conversation about how to write an essay on history. In French, the word "essay" means "sketcher", "attempt", "test of the pen". This unusual genre has become especially popular recently. That is why they began to use it to assess the individual thinking of schoolchildren, including it in the final exam in history in the 11th grade.

Analyzing different examples of history essays, we can identify two genres that are opposite in purpose to each other.

The first option can be considered as a creative work intended for people who are interested in history. The scope of such an essay is not limited, so it resembles a detailed essay on a specific historical issue. The author of such an essay has every opportunity to demonstrate his knowledge of the issue under consideration and prove his position. Also, creative work means a strict form of presentation of knowledge in cases where there are strict time restrictions. How should such a history essay be structured? The template for work on the Unified State Exam involves a logical and brief presentation of the author’s position on a specific topic. It is mandatory to use several arguments to confirm your point of view.

School work requirements

How to plan an essay on history? First you need to decide on the topic of the work. Next, it is important to highlight the main idea of ​​the essay and select historical material on the basis of which it will be written. The author's position must be motivated, therefore the historical essay must provide clear arguments that are conclusive evidence of the point of view being considered. The listing of such facts is allowed in free form, but with the obligatory commentary of the author.

As a formal requirement for the work, we note one thing - the presence of an essay topic on history.

Any internal structure can be used. Since such material is considered a small form of written work, it does not necessarily require a repetition of the conclusions in the final part; they can be included in the main text or in the title of the work. All examples of history essays considered by high school students in preparation for the Unified State Exam contain several arguments.

Useful facts

What does a history essay outline involve? If in the abstract it is permissible to use a variety of introductory words, for example, “I want to tell ...”, “I came to certain conclusions,” then the essay is not supposed to clutter the work with lyrical digressions. For example, M. Epstein, analyzing the features of writing a historical essay, noted that its content should be specific and logical, containing the author’s personal position, supported by several convincing arguments.

What is important to consider in an essay

When formulating the topic of the problem under consideration, it is necessary to take into account that a historical essay is characterized by a certain topic, which is revealed by the author in full. Let’s say the author has chosen material from 1019 to 1936 for work. At this time, Rus' was divided between Mstislav the Brave and Yaroslav the Wise along the Dnieper. The essay can be called “Better courage than great wisdom”, proving in the course of reasoning that Mstislav as a ruler was the optimal choice for Rus'. In the same historical era, it will be interesting to consider the position of Rus' under the rule of the Tatar-Mongol yoke.

You can also choose the personality of Peter I to write a creative work by composing an essay that is interesting in content. The personality in history is extraordinary, so the material will be truly interesting and relevant.

For example, as material for work, you can take the period when the young king created his first fleet. The title of such an essay, “Children’s Hobby for the Benefit of Russia’s Prosperity,” will reflect the contribution that Peter I made to the development of the Russian fleet.

Since the essay is a subjective genre, its assessment depends on the persuasiveness of the author and the arguments that he gave to confirm the chosen position.

Only if you use the correct citation of sources and justify your own conclusions, you can count on getting a high score for your work on the final exam in history.

Problems and paradoxes in a historical essay

The best way to learn how to write good papers is to follow ready-made samples. Let's conduct a brief analysis of several works that were considered successful in order to understand what points it is important to pay special attention to.

For example, an essay on the topic “When another appears on the scene” involves consideration of moral aspects associated with the historical period of change of power in the state. To get a positive mark for your work, it is important to provide 2-3 arguments. What does this require? Possession of information about the main reforms being carried out in the country, the consequences of the change of government. There is no need to make a specific separate conclusion; it is enough to observe the logic of the presentation of the material in the structure of the work.

For example, the title of the work “Comprehension of War” indicates that the author places emphasis on events associated with military operations, hardships and hardships for the civilian population.

An essay on fascism involves citing not only the period 1941-1945, but also modern times as arguments.

Essay “The collapse of the USSR: disaster or blessing of the 20th century?”

In a short period of time there was a serious collapse of the communist country. The Soviet Union became financially bankrupt and therefore disappeared from the political map of the world. The 15 union republics that are part of it gained independence and began to choose a new path of development.

What is the reason for this collapse? First of all, we can talk about economic indicators. After the discovery and development of oil fields located in Siberia and the construction of a gas pipeline from the USSR to Europe, the country received a new type of income - from the export of gas and oil.

The high profitability of such a “business” hid the problems existing in agriculture, the scientific industry, and the food industry. The country did not take measures to develop and introduce into production new achievements of scientific and technological progress, and there was no incentive to increase labor productivity.

To solve all social problems, it was the income received from the sale of gas and oil that was used; they also covered the lack of their own food.

There is a version that the main cause of the death of the USSR was the arms race. A country with enormous potential purchased meat and grain abroad and imported equipment that was not produced domestically. The future of a great power depended only on the cost of oil and gas.

American analysts, considering the amount of money that the Soviet Union spent on military expenses, believed that the USSR was seeking to start a war in Europe and was a threat to the security of other powers.

Military expenditures had a negative impact on the economic situation of the country. The reason for bankruptcy is not in the personal qualities of Mikhail Gorbachev, not in the mustiness of the party leadership, but in the ineffectiveness of the Soviet political and economic system.

The main reasons for the crisis and destruction of the USSR were the industrialization of the country while destroying the independence of the peasantry, the transformation of the country into a major importer of food, and the huge costs of the arms race. An attempt to resolve problems by dividing a single state into independent republics also played a role.

The above is one example of writing an essay for the after-school exam. You can look at it in more detail.

Writing a history essay correctly is a prerequisite for getting a high grade in history in the final exam.