Preparation for the exam in history becomes more effective not only with a thorough study of the material, but also with a preliminary acquaintance with typical tests and tasks of part C. This section of the site will help future graduates understand the structure of the exam tasks and prepare an algorithm for solving the most difficult points of the exam. Part C requires a free written answer, which is quite difficult for students. The USE format includes questions on the most important periods in the history of Russia - each task has a scientific area assigned to it. That is why a student who is familiar with several test options in advance is able to complete the tasks on the exam correctly.

- Most often in part A there are questions about key dates in national and world history, about the main provisions of the most important historical documents and about the general direction of social movements. Almost all questions relate to the history of the twentieth century.
- Abstracts of answers to tasks of the C-7 level in history are presented. To get a high score during the exam, you need to take these theses as a basis and, on their basis, draw up a detailed presentation of the events and justify your own attitude towards them.
- Work with tasks of the C-6 level assumes that the examinee will not only describe the actual course of events, but also explain what options existed and why, out of the many possibilities, this particular scenario of actions was chosen.
- Questions from part C-5 require concise answers containing a comparison of two historical phenomena. For the convenience of the applicant's preparation, the answers are presented in the form of tables, however, at the exam itself, the answer should be given in the form of a coherent text.
- The questions in section C-4 require short answers. The applicant must list the characteristic features of a social movement, the results of a historical event, the parties that formed the government, etc. The answers must be clear and comprehensive.

- Most often in part A there are questions about key dates in national and world history, about the main provisions of the most important historical documents and about the general direction of social movements. Almost all questions relate to the history of the twentieth century.
- Abstracts of answers to tasks of the C-7 level in history are presented. To get a high score during the exam, you need to take these theses as a basis and, on their basis, draw up a detailed presentation of the events and justify your own attitude towards them.
- Work with tasks of the C-6 level assumes that the examinee will not only describe the actual course of events, but also explain what options existed and why, out of the many possibilities, this particular scenario of actions was chosen.
- Questions from part C-5 require concise answers containing a comparison of two historical phenomena. For the convenience of the applicant's preparation, the answers are presented in the form of tables, however, at the exam itself, the answer should be given in the form of a coherent text.
- The questions in section C-4 require short answers. The applicant must list the characteristic features of a social movement, the results of a historical event, the parties that formed the government, etc. The answers must be clear and comprehensive.

Good day, friends!

Today we have a rather important topic on our agenda – work with historical sources. For some reason, many graduates do not pay due attention to it, not realizing that due to their stupidity they can lose up to 11 primary points in total, of which 5 points relate to the first part, and the remaining 6 points to the second (task No. 6 is estimated at 2 points, task No. 10 - 1 point, task No. 12 - 2 points, each task No. 20-22 - 2 points).

How to test a historical source?

So, what to do in order not to get into trouble and get your cherished points on the exam?
One of the most important points is attentiveness! Most often, it is precisely its absence that leads to poor results.

First of all, you need to carefully read the assignment. Understand every word. As you read the text, underline the words that you consider key (keywords are supporting fragments that carry the content of the entire text. Key words can be the names of rivers and cities, the names of princes, the names of state authorities, etc.) .

After you have carefully studied everything, highlighted the key words, you need to try to understand what kind of document (its name) is in front of you, what kind of event is described and what period it belongs to.
Read the question below. Read the question again. And maybe even one more time. Read until you understand exactly what they want from you. And now that you understand this, you can answer it.
Let's analyze everything with a specific example.

Let's move on to practice

From a historical source.
“In the year 6370 they expelled the Varangians across the sea, and did not give them tribute, and began to rule themselves, and there was no truth among them, and clan upon clan stood up, and they had strife, and began to fight with each other. And they said to themselves: "Let's look for a prince who would rule over us and judge by right." And they went across the sea to the Varangians, to Russia ... The Chud, Slavs, Krivichi and all said to the Rus: “Our land is great and plentiful, but there is no order in it. Come reign and rule over us." And three brothers with their clans were elected, and they took all of Russia with them, and the eldest, Rurik, came and sat in Novgorod, and the other, Sineus, on Beloozero, and the third, Truvor, in Izborsk. And from those Varangians the Russian land was nicknamed.

20. Give the title of the document and the name of its author. About the events of what century
does it say in the document?
21. What event is referred to in the passage? What caused it? Give at least two reasons.
22. What were the consequences of the event described in the historical source? List at least three consequences.

Please read this document CAREFULLY first. And along the way, highlight the keywords.
Let's look for a prince who would rule over us and judge by law.
Went across the sea to the Varangians.
Rurik, Sineus, Truvor.

We analyze all the information received. We understand that we are talking about the calling of the Varangians to Russia in 862. The document is the Tale of Bygone Years.

And now we begin to answer the questions posed to us.

How to translate the year from the Creation of the world into a new chronology?

But, of course, no matter how you research this source, you are unlikely to be able to answer correctly without connecting your historical knowledge. Therefore, we turn on the brain, answer the questions and get our 6 primary points.
A little hack. Reading the presented text, you may have asked yourself the question: “What kind of year is this - 6370?”. This is the year from the creation of the world. And in order to translate this number into a form that is more understandable to us, we need to subtract 5508. That is, 6370-5508=862.

Summing up

Let's consider another example?

From a historical essay by V. B. Kobrin.
“The candidacy of a representative of the Romanov family suited different strata, and even classes of society. For the boyars, the Romanovs were their own - they came from one of the most noble boyar families in the country. They were considered their own by those who were close to the oprichnina court ... but the victims did not feel alien to this family either; among its members there were those who were executed and disgraced during the years of the oprichnina, Filaret himself ended up in a sennik under the former oprichnik Boris Godunov. Finally, the Romanovs were very popular among the Cossacks, many illusions were associated with them, and Filaret's long stay in Tushino ... forced the former Tushinos not to fear for their fate under the new government. Since Filaret at one time headed the delegation that invited Vladislav to the Russian throne, the supporters of the Polish prince did not worry about their future under the Romanovs.

20. What event is referred to in the document? What year did it happen and what caused it?
21. Why was the preference given to the Romanovs? Specify at least three arguments?
22. What circumstances preceded the beginning of the reign of the Romanov dynasty on the Russian throne? List at least three positions.
The first thing that catches our eye is, of course, the surname - the Romanovs. We can immediately conclude that we are talking about the 17th century or later. But the candidacy is written there. This suggests that only the accession of a new dynasty took place. Those. 1613

Not difficult at all.

All questions, I think, you can answer yourself.
Happy preparation!

Do you want to understand all the topics of the history course? Sign up to study at the school of Ivan Nekrasov with a legal guarantee of passing the exam for 80+ points!

Sincerely, Ivan Nekrasov

1)_________ 2)___________

Solution algorithm С4

2.1 Refine an object

characteristics this object

2.3 Specify how much examples

meaning

examples have taken place

What other wording

Development of Siberia;

Struggle for access to the seas;

1.Example: name

2.Name causes(at least three).

Task C5 SAMPLE ASSIGNMENT AND ANSWER.

other estimates Do you think the most convincing? Lead at least three facts, provisions, which argue your chosen point of view.

"cold war"

1)_____2)_____3)______

C5 execution algorithm

2.1. Specify

first stage of work).

second stage of work).

2.7. Specify how much arguments

third stage of work).

given

SAMPLE QUESTION AND ANSWER

"historical situation".

Job vocabulary C6

"Situation"

signs (attributes) situations more or

C6 execution algorithm

situation attribution).

first stage of work).

second stage of work).

Specify at least two reasons. AT Lead at least three sentences.

Give two reasons why 1237-1240- hiking Batu Novgorod Novgorod the Mongols did not capture, but tribute to the Horde its residents residents paid

1) _____ 2) _____ 3 )_______

Novgorodians

1)____2) ____ 3)____4)___

name I? Lead at least three positions.

Reference scheme

Give two reasons for the loss Saint-

speeches of the Decembrists: Petersburg - defeat- What is its influence

1)____2) ____ 3) ____

Decembrist movement 2) _____ 3)_____

SAMPLE ASSIGNMENT AND ANSWER.

Compare

Lead differences:

C7 execution algorithm

2. Restructure the task text into a reference schema:

meaning

Start introduction of steam engines - completion - hard rehabilitation

Compare and in 1929-1933 Specify what happened general various(at least three differences).

Compare Specify what happened general various(at least three differences).

Compare Specify what happened generalvarious(at least three differences).

Compare

Algorithm for solving tasks of part C on the history of the Unified State Exam.

Task C4 is the systematization of the material, the presentation of a general characteristic.

SAMPLE QUESTION AND ANSWER

In the introductory presentation of tasks of this type, it is indicated that they involve the systematization of the material, the presentation of a general characteristic. Ideally, the reception of a general (generalizing) characteristic includes: a brief listing of essential features, cause-and-effect relationships, historical significance facts, as well as an indication of the events that determined this or that historical phenomenon or process. Such a generalization is made on the basis of (1) analysis and (2) evaluation of the relevant blocks of information, (3) highlighting the main, essential ones in them, (4) presentation of analytical material in a certain logic (systematization), (5) concretization with historical examples.

A. What are the main tasks that were solved in the foreign policy of Russia in the 17th century? (list at least two tasks). Give examples of wars, campaigns and expeditions of the 17th century undertaken to solve these problems (at least three examples).

This task consists of two parts:

1) theoretical - it is required to name / indicate tasks, problems, directions, reasons, etc., that is, the provisions accepted in historical science regarding certain facts of the Russian past;

2) factual - it is required to give examples of popular uprisings, economic achievements, socio-political reforms, military campaigns, etc., which can illustrate the above judgments.

The basic scheme of this type of logical tasks can be represented as follows:

Base scheme. С4 - Generalizing characteristic of the phenomenon.

The main reception, the components of its action. Feature object

Name two tasks of Russian foreign policy in the 17th century.

1)_________ 2)___________

Give three examples of wars, campaigns, expeditions

1) _________2)_________ 3)___________

Solution algorithm С4

2) Restructure the task text into a reference schema:

2.1 Refine an object generalizing characteristic ( foreign policy, directions of reforms, problems (difficulties, negative consequences) and its specific features: time, place, personalities.

2.2 Indicate what and in what quantity you need to name for characteristics this object (the first stage of work, theoretical).

2.3 Specify how much examples must be given to illustrate the content of the characterized object (second stage of work, factual).

3. Recall what you know on this issue, or try to collect an answer from the prompts of the task itself.

4. Get acquainted with the criteria for evaluating tasks with a detailed answer. Compare the standard answer with your answer along the following lines:

4.1. Response elements in the paragraph "name ...". It is possible that you indicated the same characteristics, only in different words. It is important to meaning of your answer option strictly corresponded to the task, that is, it related to the characteristic object indicated in it.

4.2. Elements of the answer in the paragraph "give examples ...". It is possible that you have named other facts that are not indicated in the answer standard. Check if your examples have taken place in the historical period specified in the assignment or characterized it in the perspective specified in the assignment (achievements/problems, domestic policy/foreign policy, etc.). “Examples should specify exactly those generalized characteristics, directions that are formulated in the first part of the assignment.”

4.3. The wording of the answers in the paragraph "call ...". Try to formulate directions (tasks, problems, etc.) in general terms, without detailing the seas, lands, names, actions, etc., in order to convey only the essence of the object you characterize.

4.4.Formulation of examples. Please note that in this case, on the contrary, an optimally specific answer is encouraged: date, name of the fact-event, main actor, a summary of the reform, etc. - and listing the facts in chronological order.

С4 - Generalizing characteristic of the phenomenon.Name two tasks of Russian foreign policy in the 17th century.

1. Return of the territories lost during the Time of Troubles.

2. Achieving access to the Baltic and Black Seas.

3. Further advance to the East.

Give three examples of wars, campaigns, expeditions

1. Smolensk war 1632-1634

Russian-Polish war 1654-1667
Russo-Turkish War 1676-1681

4. Crimean campaigns V.V. Golitsyn 1687-1689

Expeditions of Russian pioneers to Eastern Siberia and Far East(S.I. Dezhnev, E.P. Khabarov, V.D. Poyarkov and others).

What other wording directions of Russian foreign policy in the XVII century. can high school students suggest without distorting the meaning of task C4?

Colonization of the eastern territories;

Discovery and development of new lands;

Development of Siberia;

Struggle for access to the seas;

1.Example: name at least two main directions of transformations carried out in Russia during the reign of Alexander I. Give at least three examples the most important transformations relating to one of these areas.

2.Name at least three popular performances that took place in the 18th century, and causes(at least three).

Task C5 - analysis of historical versions and estimates. SAMPLE ASSIGNMENT AND ANSWER.

Many Western historians consider Soviet Union responsible for the outbreak of the Cold War in the second half of the 1940s. What kind other estimates Do you know the causes of the Cold War? Which of the ratings Do you think the most convincing? Lead at least three facts, provisions, which argue your chosen point of view.

Base scheme. C5 - Analysis of historical versions and estimates

The main reception, the components of its action. Debate problem

Give other assessments of the reasons “Who is to blame for the unleashing of the Cold War?

"cold war"

1. West: USSR 2.......................... ? 3.........................?

Choose a rating that suits you

Give three facts, provisions to argue your choice:

1)_____2)_____3)______

C5 execution algorithm

2) Restructure the task text into a reference schema:

2.1. Specify discussion problem ( problematic issue ), if possible, specify its features: the time of discussion, participants, key concepts (“cold war”, “Great reforms”, “new economic policy”, etc.).

2.2.Check the accuracy of the formulated problem in cross-examination of the first question C7.

2.3. Briefly formulate the point of view given in the condition of task C5 on the issue of discussion: protagonists (supporters), the essence of their positions.

2.4. Indicate how many other points of view you want to bring (1 or 2) on this issue.

2.5. By analogy, formulate another (two other) points of view ( first stage of work).

2.6. Analyze variable versions and choose one of them to justify the scheme, underline the desired version or indicate with an arrow - second stage of work).

2.7. Specify how much arguments required to argue the chosen point of view.

2.8. Formulate provisions justifying the chosen point of view ( third stage of work).

3. Get acquainted with the criteria for evaluating tasks with a detailed answer. Compare the standard answer with your answer along the following lines:

3.1. Elements of the answer in the paragraph “other versions, alternative to the one given in the task.” It is possible that you indicated the same provisions, only in different words. It is important that the meaning of your answer option strictly corresponds to the task, that is, it relates to the discussion problem indicated in it.

3.2. The presence in your answer of a clear indication of the point of view chosen for argumentation.

3.3. Elements of the answer in the paragraph "give arguments ...". It is possible that you gave other arguments that are not indicated in the standard answer. Check if all your arguments really apply to given point of view, convincingly defend it, are connected with it by objective causal relationships.

3.4. The wording of the answers in the paragraph "other versions ...". Try to formulate other versions briefly, concisely (the supporter is the essence of the idea), without explaining the reasons and such judgments, without evaluating the latter.

3.5.Formulirovki arguments. They are formulated in the form of simple detailed sentences:

a) based on a generalization of a set of specific historical events, indicating the consequences arising from them (“The refusal of the USSR and, under its pressure, the countries of Eastern Europe to accept the Marshall Plan further deepened the confrontation between the two states”;

b) in the form of trends characteristic of the policies/activities of the parties from the point of view of: the issue under discussion ("The post-war foreign policy of the United States and its allies is aimed at establishing its leadership in the world").

Task C6 - ANALYSIS OF THE HISTORICAL SITUATION. SAMPLE QUESTION AND ANSWER

The new component in task C6 becomes "historical situation".

Job vocabulary C6

"Situation"- a set of circumstances, position, situation.

Required for historical characterization signs (attributes) situations more or

less fully represented in the condition of the logical task C6:

3) The duration of the situation (chronological framework, historical period or year/month/day).

4) Location (country, region, city/village).

5) An event or set of events that determined the content of a particular situation.

6) People involved in this situation as participants or eyewitnesses of events / creators or victims of the circumstances / defenders or opponents of the situation.

7) Material objects that were related to the activities of people in a given situation as an end, means or result.

8) Sources in which this situation and its consequences are attested, often contradicting each other and diverging in the presentation of details and comments.

The actions that need to be done in task C6 look, at first glance, quite simple: consider the situation, indicate the questions (signs, events, development paths, etc.), characterize the positions (position, choice, etc.). In fact, task writers consider C6 one of the most difficult and difficult. Successful completion of task C6 requires a good knowledge of the facts, the activities of historical figures, the ability to answer questions:

What was the basis of the turning historical situation?

What were the positions of the participants in the events?

What influenced the outcome of events, how did they end?

C6 execution algorithm

2. Restructure the task text into a reference schema:

2.1. Analyze the task condition and highlight all known signs of a historical situation(dates, place, event, people, consequences, sources of information about it - situation attribution).

2.2. Indicate how many questions / ways to solve the problem / reasons, etc. is required to result from the analysis of this historical situation.

2.3. Select the key (most important) event for this situation and try to mentally imagine the situation (problem situation) created in connection with it.

2.4. Based on the analysis of the data presented in the task and your own knowledge, formulate questions / solutions that are possible in the context of this situation, in the situation of people who turned out to be its active participants and / or observers ( first stage of work).

2.5. Check if all the data in condition C6 is used to complete the first part of the task.

2.6. Indicate how many judgments, positions, reasons, etc. it is required to give in the second part of the assignment and what they will relate to:

a) to all the provisions given in the first part of the assignment,

b) or only one of them,

c) or to the historical situation itself.

2.7.Find out on whose behalf these clarifications should be given.

2.8. Imagine how the question about the reasons (defeat or victory), motives for choice, etc., posed in the task, could be answered by the persons acting in this situation (“voice from the past”). Summarize these responses second stage of work).

2.9.Check whether their content corresponds to the problems of the assignment as a whole and, specifically, its second part.

Consider the historical situation and complete the task.

Khan Batu, after the defeat of Russian cities and lands, imposed tribute on them. The Mongols never “conquered” Novgorod, but the Novgorodians paid tribute to the Golden Horde. Why did the Mongols "not conquer" Novgorod? Specify at least two reasons. AT why did the Novgorodians have to pay tribute to the Horde? Lead at least three sentences.

The main reception, the components of its action. Signs of the situation

Give two reasons why 1237-1240- hiking Batu to Russia - the Mongols "did not conquer" Novgorod Novgorod the Mongols did not capture, but tribute to the Horde its residents residents paid

1) _____ 2) _____ 3 )_______

Give three reasons why Novgorodians were forced to pay tribute to the Horde, although they were not conquered by the troops of Batu:

1)____2) ____ 3)____4)___

C6 Review the historical situation and do the task.

The members of the secret societies that had existed in Russia since 1816 had been developing plans for seizing power for a long time. However, the performance on December 14, 1825 on Senate Square in St. Petersburg was defeated. name at least two reasons for the defeat of the performance of the Decembrists. What was the influence of the Decembrist movement on the development of social thought, on internal politics Nicholas I? Lead at least three positions.

Reference scheme.С6 - Analysis of the historical situation

The main reception, the components of its action. signs of the situation.

Give two reasons for failure. 1825 Decembrist uprising in Saint-

speeches of the Decembrists: Petersburg - defeat- What is its influence

on the society and politics of Nicholas I?

1)____2) ____ 3) ____

Give three statements about influence Decembrist movement on the development of social thought and the internal policy of Nicholas I: 1) ______ 2) _____ 3)_____

Task C7 - Comparison of two homogeneous facts. SAMPLE ASSIGNMENT AND ANSWER.

Comparative characteristics- a complex technique of analysis, comparison and generalization along the content lines of the essence of two or more homogeneous historical facts". Adequate to this technique, a means of performing comparative operations and presenting their results is comparative summary table, a simplified sample of which is in each version of control and measuring materials on the history of recent years.

Compare industrial production in Russia (types of enterprises, technical equipment, nature of the workforce used) with early XIX in. before the reforms of the 1860s and 1870s. and A after the Great Reforms until the end of the Industrial Revolution. Indicate what was common (give at least three general characteristics) and what is different (specify at least three differences).

Base scheme. C7 - Comparison of two homogeneous facts.

The main reception, the components of its action. Comparison object

Provide general characteristics of industrial production in Russia: 1) ______2)______3)_______

Lead differences: (1st component) (2nd component)

1800-1860/1870 1860/1870-1900

C7 execution algorithm

2. Restructure the task text into a reference schema:

2.1. Isolate the object of comparative characteristics and its components.

2.2. If necessary, translate their parameters into a single sign system (chronological frames, verbal characteristics, marker symbols).

2.3. Find a logical or historical basis and combine two homogeneous objects into a single process or phenomenon.

2.4. Analyze an event that separates two components of a comparative characteristic in terms of its impact on them (reform, war, change of ruler, etc.).

2.5. Indicate how many common characteristics you want to identify in the comparison process.

2.6. Indicate how many differences you want to identify in the comparison process.

2.7. Select or formulate independently the lines (questions for) comparison.

3.Remember what you know about each of the questions of the comparative characteristics, fill in the comparative table in the areas: "General" and "Differences".

4. Get acquainted with the criteria for evaluating tasks with a detailed answer. Compare the answer standard with your answer along the following lines.

4.1 Common features of two homogeneous objects. It is possible that you indicated the same feature only in different words. It is important to meaning of your answer option strictly corresponded to the task, that is, it related to the object of the characteristic indicated in it as a whole.

4.2 Differences. It is possible that you named features that are not indicated in the answer standard. Check whether your examples really refer to each of the two halves of the object (paired features) or characterize one of them (unpaired features).

4.3.Formulirovki "common features". They should be as accurate and generalized as possible, concise in conveying the essence of similarity (transition from manufactory to factory, and the formation of agriculture on socialist principles, the persecution of cultural figures, etc.). It is not required to explain the causes and consequences of these signs, to name them and the dates, to evaluate the analyzed phenomena, etc.

4.4 Statements of "differences". On the contrary, they should, in the context of the question, emphasize the special that distinguishes one object of comparative characteristics from another ( Start introduction of steam engines - completion technical re-equipment; usage market methods and mechanisms- hard command and control system; repression against representatives of culture - rehabilitation a number of previously convicted cultural figures, etc.).

An analysis of the content of variable C5 tasks led us to the conclusion that the objects of comparative characteristics are usually industrial production or the state of agriculture in different periods of time, directions of state policy in the social, cultural, national and other spheres, forms of land ownership, political programs, historical figures, military events, etc.

Compare the content of state policy towards the peasantry in 1921-1928. and in 1929-1933 Specify what happened general(at least two common characteristics), and what - various(at least three differences).

Compare the main features of the development of culture in the USSR in 1945-1953. and 1953-1964 Specify what happened general(at least two characteristics), and what - various(at least three differences).

Compare two forms of land ownership - patrimony and estate. Specify what happened general(at least two common features) that - various(at least three differences).

Compare the state of agriculture in Russia since the beginning of the XIX century. before the reforms of 1860-1870

after the reforms of the 1860-1870s. up to the end of the 19th century. Indicate what was common (give at least three common characteristics) and what was different (name at least differences).

Algorithm for solving tasks of part C on the history of the Unified State Exam.

Task C4 is the systematization of the material, the presentation of a general characteristic.

SAMPLE QUESTION AND ANSWER

In the introductory presentation of tasks of this type, it is indicated that they involve the systematization of the material, the presentation of a general characteristic. Ideally, the reception of a general (generalizing) characteristic includes: a brief listing of essential features, cause-and-effect relationships, the historical significance of facts, as well as an indication of the events that determined this or that historical phenomenon or process. Such a generalization is made on the basis of (1) analysis and (2) evaluation of the relevant blocks of information, (3) highlighting the main, essential ones in them, (4) presentation of analytical material in a certain logic (systematization), (5) concretization with historical examples.

This task consists of two parts:

1) theoretical - it is required to name / indicate tasks, problems, directions, reasons, etc., that is, the provisions accepted in historical science regarding certain facts of the Russian past;

2) factual - it is required to give examples of popular uprisings, economic achievements, socio-political reforms, military campaigns, etc., which can illustrate the above judgments.

The basic scheme of this type of logical tasks can be represented as follows:

Base scheme. С4 - Generalizing characteristic of the phenomenon.

The main reception, the components of its action. Feature object

Name two tasks of Russian foreign policy in the 17th century.

1)_________ 2)___________

Give three examples of wars, campaigns, expeditions

1) _________2)_________ 3)___________

Solution algorithm С4

2) Restructure the task text into a reference schema:

2.1 Refine an object generalizing characteristics (foreign policy, directions of reforms, problems (difficulties, negative consequences) and its specific features: time, place, personalities.

2.2 Indicate what and in what quantity you need to name for characteristics this object (the first stage of work, theoretical).

2.3 Specify how much examples must be given to illustrate the content of the characterized object (second stage of work, factual).

3. Recall what you know on this issue, or try to collect an answer from the prompts of the task itself.

4. Get acquainted with the criteria for evaluating tasks with a detailed answer. Compare the standard answer with your answer along the following lines:

4.4.Formulation of examples. Please note that in this case, on the contrary, an optimally specific answer is encouraged: date, name of the fact-event, main character, summary of the reform, etc. - and listing the facts in chronological order.

С4 - Generalizing characteristic of the phenomenon.Name two tasks of Russian foreign policy in the 17th century.

1. Return of the territories lost during the Time of Troubles.

2. Achieving access to the Baltic and Black Seas.

3. Further advance to the East.

Give three examples of wars, campaigns, expeditions

1. Smolensk war 1632-1634

Russian-Polish war 1654-1667
Russian-Turkish war 1676-1681

4. Crimean campaigns V.V. Golitsyn 1687-1689

Expeditions of Russian pioneers to Eastern Siberia and the Far East (S.I. Dezhnev, E.P. Khabarov, V.D. Poyarkov and others).

What other wording directions of Russian foreign policy in the XVII century. can high school students suggest without distorting the meaning of task C4?

Colonization of the eastern territories;

Discovery and development of new lands;

Development of Siberia;

Struggle for access to the seas;

2.Name at least three popular performances that took place in the 18th century, and causes(at least three).

Task C5 - analysis of historical versions and estimates. SAMPLE ASSIGNMENT AND ANSWER.

Many Western historians consider the Soviet Union to be responsible for the outbreak of the Cold War in the second half of the 1940s. What kind other estimates Do you know the causes of the Cold War? Which of the ratings Do you think the most convincing? Lead at least three facts, provisions, which argue your chosen point of view.

Base scheme. C5 - Analysis of historical versions and estimates

The main reception, the components of its action. Debate problem

Give other assessments of the reasons “Who is to blame for the unleashing of the Cold War?

"cold war"

1. West: USSR 2.......................... ? 3.........................?

Choose a rating that suits you

Give three facts, provisions to argue your choice:

1)_____2)_____3)______

C5 execution algorithm

2) Restructure the task text into a reference schema:

2.1. Specify discussion problem (problem issue), if possible, specify its features: the time of discussion, participants, key concepts (“cold war”, “Great reforms”, “new economic policy”, etc.).