Thematic planning of history 10 11. Work program and calendar - thematic planning on history (grade 10). Historical photo documents, reproductions

Grade 10.

A basic level of. (68 hours, 2 hours a week)

Tutorials:

A.A. Danilov, L.G. Kosulina, M.Yu.Brandt Russia and the World: Antiquity, Middle Ages, New Time: Tutorial for 10th grade of educational institutions. M. Enlightenment (material from other textbooks is used to explore the universal history block).

The block on the history of Russia is studied in the textbook I.L.andreyev, I.N. Danilevsky, V.V. Kirillov. History of Russia from ancient times until the end of the 19th century. Tutorial for OU grade 10. M.Monozin.
Methodical materials

1. V.M.ANTONOV. System approach in teaching history. Ufa.2002 (given thematic planning for textbooks: V.M. Khacaturyan. History of world civilizations; History of Russia from ancient times until the end of the 19th century Ed. N.I. Pavlenko, in 2 parts. Planning is given from Calculation of 3 hours per week. The paper also provides guidelines for the study of a number of issues of universal and domestic history in the 10th grade. Partially these recommendations entered the article by V.M. Yantonova "Integrating material on domestic and universal history in high school" Teaching Stories and social studies in high school. 2003, .№ 1).

2. V.M.ANTONOV. Didactic materials on the history of Russia. Part1.Uf.2002.

3. V.V. Kirillov, M.N. Chernova. HISTORY OF RUSSIA 1800-2002GG. Driving methodical developments and scenarios of lessons ("Book for Teacher". Rostov - to Don. Orenburg.2002.

4. L.N.Aleksashkin. About the systemic approach to the development of schoolchildren's skills when studying history in the main school. PIOYOH. 2011, number 5.

5. Exemplary history program for general educational institutions. 10-11 Classes (Basic Level) PIOOSH. 2011, №№ 2-3.

6. Approximate history program for general educational institutions. 10-11 classes (profile level) PIOOSH. 2011, №№ 4-5.

7. Approximate thematic planning. History.10-11 classes. Profile level. PIOYOH. 2011, Nos. 7.

8. O.Yu.strekova, E.E. Vyazemsky. Year of Russian history and historical education. PIOYOH. 2012, №№ 2-3.

9. V.M. Khacaturian. History of world civiizations.10-11 classes. Methodical manual for the textbook. M., Drop. 2001.
List of articles

in the journal, the teaching of history and social studies, which can provide substantial assistance in preparing for specific lessons on the "History of Russia" block in the 10th grade.

A.P. Bogdanov. "Who built the Russian state." 2011, №9-10.
E.S. Galkina, Yu.V. Kalinina. "On the current state of the Norman problem." 2008, №7.
ON THE. Abdulayeva. "End of troublesome time." 2008, №7.
L.G. Kupastina. Lesson on the topic "Paul: Tiran or a failed reformer." 2011, №9.
IN. Mushinsky. "Feldmarshal Kutuzov through the eyes of a writer and historian." 2008, №36-7.
G.V. Semshova. "Materials for the lesson dedicated to the 200th anniversary of the victory in the Patriotic War of 1812." 2012, №2.
IN AND. Egorova, V.G. Yaroshenko. "The lesson is the workshop on the topic" Decembrists' uprising. 2009, №1.
E.N. Titova, L.M. Andriyankina. "The movement and uprising of the Decembrists: a lesson - the game" Debates ", 2009, №3.
V.I.Egorova. "Materials for the study of the topic" Peasant reform of 1861 ". 2001, №10.

10.L.M. Talvanova. "Foreign policy of Russia in the last third of the 19th century." 2007, №1.

11.L.M. Lyashenko. "On some problems of the history of Russia in connection with the epoch of Alexander 2. 2004, No. 2.

12.A.G. Parelin. "Sergey Yulievich Witte: the State Worker of the Transition Epoch." 2009, №4-5.

13. N.P. Ovchinnikova. "Ivan the terrible eyes of contemporaries and descendants. Development of lesson. " 2005, No. 6.

14. N.P. Ovchinnikova. "The lesson on the topic" Westerners and Slavophiles on the fate of Russia. " 206, № 8

List of articles on the "Universal History" block

M.Yu.Brandt, A.A. Danilov, L.G. Kososulina "Integrated course" Russia and the world "in the 10th grade." Methodical recommendations for individual lessons. 2006, №№3-5.
G.A. Lymkina. "Device figures of April 17-19: political portraits." 2007, №8.

Approximate thematic planning on history.

Grade 10. A basic level of.

68 hours, 2 hours a week.

№№ lesson	Subject		Type of lesson	Lesson plan	Studied material
		Introduction (2 hours).
1	History and historical process		Lesson - lecture with conversation and circulation of schemes and tables	1. What is the story? 2. Space and time history. 3.Blems of periodization. 4.The story in the context of world history	1 One can exclude the material "One World History", the emphasis on the manifold.
2	History and knowledge of history		Laboratory lesson (LPZ) based on students with textbook text	1.Social cognition and historical science. 2. Historical event and historical fact	2. Material about the formation, civilizational approaches to history in school can and it is desirable to consider in the classes of social and humanitarian and socio-economic profiles, adding an additional hour.
Primitive. History of the ancient world (7 hours).
3	Primitive world and the birth of civilization		Lesson-block	1. Theory of the human origin. 2. Periodization of ancient history. 3. Larctivity. 4. The powerful revolution. 5. Transfer from the primitiveness to civilization.	3 to the "Archaic Civilizations of the Ancient East".
4	The Ancient East		LPZ: work with a map, textbook text, document fragments	1. Civilization of the Ancient East: Historical Picture, Periodization 2. Common and state economy. 3.There. Form of states. 4.Social groups and classes in the most ancient societies.	3 to the end.
5-7	Antique civilizations of the Mediterranean		Lecture with the work with the card and the preparation of the table (see V.M.Nontov. System approach in the history of history). LPZ based on working with cards, documents, textbook text.	1. Cartoon ancient world. Periodization of ancient history. 2. The general features and features of the ancient Greek and ancient Roman civilization. 3. RESERGREGREE Cities - states (political system, aristocracy and demos). Antique democracy. 4. Afins and Sparta. 5. Incidental policy of Greek cities - states: Colonization, war. 6. Holder Alexander Macedonsky. 7. Graim Republic: Power. Laws, personality status. 8. Damn Rome. Slavery. 9.This Republic to the Empire. Roman Empire: Territory, Management. 10. The emergence of Christianity and its distribution. 11. Rim world and barbarians. Falling the Western Roman Empire.	4-5.
8	The spiritual world of ancient civilizations		"Wreath of wisdom." Lesson-Conference with reports about the life and discoveries of outstanding scientists and philosophers.	1. Cartin of the world of ancient people. 2. Time and distribution of religious and ethical teachings (Buddhism, Confucianism, Judaism, Christianity). 3. Formation of scientific thinking in antiquity.	7.
9	Historical and cultural heritage of ancient civilizations		Lesson - a seminar based on working with the textbook material and reporting reports on the achievements of the culture of ancient civilizations		8.
Section 2. The history of the Middle Ages (6 hours).
10-12	Medieval civilization of Europe		1 lesson - lecture with interview elements. Drawing up schemes, tables (1-4 questions). 2-3 lessons - LPZ based on working with documents. Textbook text, illustrations, execution of tasks to 9-10	1. The average century: concept, chronological framework, periodization. 2. The Middle Ages: Power of Franks, the formation of a medieval society in Western Europe. 3. European Medieval Society: Senorial Structure. 4.Fodalism: concept, main features. 5. Middle Ages; City republics. 6. The structure and the estate hierarchy of the medieval society. Social movements. 7. Aservial state. Registration of the class representative office. Power secular and church. 8. Eastern religion and church in the life of a medieval society. 9. Evropic society in 14-15VV.	9-10.
13	Byzantine Empire: Power, Management, Culture		The lesson is a workshop on working with a card and textbook text (it is possible to compile a cluster).		11.
14	Khalifat and East in the Middle Ages		Lesson-conference with students' reports.	1.Arabs: The emergence and distribution of Islam, the formation of caliphate, the world of Arab culture. 2. Arabs and Christian Europe. 3.Imantic expansion. Drop Constantinople.	11.
15	Cultural heritage of the European Middle Ages		Lesson conference with students' reports.	1. Cartin of the world of medieval Europeans. 2. Camera and knowledge. 3. Shop and universities. 4.European medieval art.	Chapter 12 in the textbook: L.N.Aleksashkina, V.A. Golovin. Universal history.10 class M.Mneozina 2008. And subsequent editions.
Section 3. Ancient and medieval Rus.
16	Introduction		Lecture lesson with interview elements, compilation and discussion of schemes. It is based on schemes and benefits V.M. Antonova, make a dynamic presentation (schemes should occur on the screen gradually along the reasoning or conversation)	1. The historical of Russia is part of the World History. 2. Rolle geopolitical, natural-geographical, ethnic, religious, economic factors in the history of Russia. 3. Periodization of domestic history.	Introduction to the textbook I.L. Andreev, etc. on the history of Russia. Additional material V.M.Nantonov Studying the topic "Thinkers of the Past and Modernity on Society and His Development" "Basics" Basics of Modern Civilization "Ufa.1995 (a number of schemes for the impact of the natural geographical factor on the development of Russian civilization are given. You can also use the appropriate Chapter from the textbook V.M. Khacaturian "History of World Civilizations".
17	Ancient population in Russia		LPZ	1. People in Russia: settlement, natural conditions, classes. 2. Anticious colonies in the Northern Black Sea region. State of the Volga region, the Caucasus. 3.Selfings. Allocation of Eastern Slavs. 4.Bedicated unions of Eastern Slavs and their neighbors: Lifestyle, classes. beliefs. First option: The first two questions are considered reviewing during the summary of the teacher. On 3-4 questions are possible: In search of the Pranodina of Slavs. The lifestyle of life, customs, legends of the Eastern Slavs. Second option: Working with fragments of documents on the first partition and picture of the artist of the second half of the 19th century G.I. Semiradsky "burning of Rus" in the history of Russia by Russia, by the oldest times to 17 century. M.Myros. 1994. Work is organized by groups of 5 people. This Reader is unique for the teacher: it contains documents, fragments of the works of historians of the past and modernity, comments to them, rich documentary and artistic image material, questions and tasks.	1-2.
18-19	Ancient Rus in 9-12 centuries.		LPZ: work with textbook text, documents from the specified textbook, illustrations in the textbook.	1. Discussions about the formation of statehood in the Eastern Slavs and the "Varryagov". 2. The first Rurikovichi: power and management. 3. The sale of Christianity under Vladimir 1 and its meaning. 4. Installation of written legislation under Yaroslav Mudrome. 5. The system of the princely power. Interdobicians. 6. Home destinations and outcomes of the foreign policy of ancient Russia. 7. Culture of ancient Russia. 8.Niving Russia 9-early 12th.: Early feudal society or profiled society? Discussion: - "Where did the Russian land go?". - "The legendary and real in the vocation of Varyagov." Debates about the nature of the ancient Russian society. Possible project topics: Metropolitan Illarion and his "Word of Law and Grace." The first Rurikovichi through the eyes of chroniclers and historians. Rus legendary by the eyes of the descendants. Byzantine tradition in architecture and iconography	3-5 textbooks M.Yu. Bernnadt and others. Scheme "Old Russian princes".
20-21	Rus specific in 12-13 centuries.		LPZ.	1. Continules, reasons, consequences of Rus fragmentation. 2. Morning independent centers of Russia. 3. I and steppe. Power of Genghishagan and the beginning of the conquest campaigns of the Mongols. 4. The target of Batya in Russia and its consequences. 5. The Baby of the North-West Rus against expansion from the West. Alexander Yaroslavich. 6.In and the Golden Horde. Power and society during the period of Ordia rule. 7. Discussions of historians about the Orda rule and its influence on Russian history. Conversation on 1 question. Discussion of students prepared by students of the overview characteristics of the largest cents of Russia specific. Workshop on the question: Fighting Rus at 18 V. Against invasion from the East and West (work with card and sources) Discussion on the problem of the influence of the invasion of the Mongols and the dominion of the Golden Horde in Russian history. Possible topics of projects	6-7; 15-16 panels M.Yu. Brandt et al. (Selective, especially important material on the evolution of the Prince of Power and the Evening Organization during the Ordane rule: point of view). Khrestomatiya Ch.1. Section 3.
22-23	Moscow Rus in the 14th early 16 V.		1 lesson - lecture, 2 lesson - LPZ	1. Conditions of political centralization and association of Russian lands to the National State. 2.Moscow and Tver in the struggle of the primacy in Northeast Russia. 3. Movement of Moscow as the Center for the Association and Combating Horde Master. Kulikovsky battle. 4. Creation of the political association of Russian lands. 5. Hang 3: Formation of autocratic power. 6. Formation of centralized state administration and single communional investment. 7. The POSITING Church and the state. "Moscow is the third Rome." 8.Moscow and Lithuania. Work with sources: "Kulikovskaya battle in the testimony of contemporaries and historians' estimates" Discussion of portrait characteristics of Ivan Kalita, Dmitry Donskoy, Ivana 3. Project Topics: Ivan Kalita: Personality and Acts and estimates of contemporaries and historians. Personality of Dmitry Donskoy in Russian chronicles, works of literature, historical writings. Kulikovsky battle through the eyes of contemporaries and historians. Byzantine tradition in Russian statehood. Sergius Radonezh and his abode. Theory "Moscow - Third Rome" in the public and church life of Russia in 15-16 centuries.	9.110.8 M.Yu.Brandt. Scheme "Moscow and Tver Princes. Reader. Gl.1, sections 4,5,6.
24	Culture of Moscow Rus 14-15 centuries.		Lesson-workshop	1. Investigation and development of Russian culture. 2. Remons of literature. 3.Mide. 4. Color icon painting: Feofan Greek, Andrei Rublev.	11.
25-26	The main directions of the internal and foreign policy of Ivan 4 liters of the Epoch of Ivana 4 in the history of Russia		1 lesson - lecture, 2 lesson - LPZ with elements of the discussion: "Ivan Grozny: Selected Rada or Officient", "Ivan Grozny and Andrei Kurbsky": various views on state development, "Okrichnina: point of view, disputes in historical science."	1. Reforms of the elected Rada -Much of the development of the Russian state as a specifically representative monarchy. 2. Appointment as a means of approval of the autocratic despoty. 3. In fact and society in the reign of Ivana 4. 4. Ensuring policies: tasks and main directions	12,13,14,15 "Completion of the Livonian War", "End of the reign of Ivana 4". Khrestomatiya Ch.1. Section 7.
27	Ivan Grozny and his time in the estimates of contemporaries and historians.		Lesson - discussion or lesson - debate.		N.P. Ovchinnikova. Ivan the terrible eyes of contemporaries and descendants. PI and Osh, M.V. Korotkova Methods for holding games and discussions in the lessons of history. M.2002.

Explanatory note

The working program on history is intended for 10 classes of general educational institutions. It is based on the federal state educational standard of the main general education and an exemplary program on history, the program of the main general formation of the Malyomayak school; Regional curriculum of general education institutions implementing programs LLC and C (P) O 2016 - 2017.

The main purpose of studying history in modern school - Education, development and education of the student of a schoolboy capable of self-identification and identifying its value priorities on the basis of understanding the historical experience of his country and humanity as a whole, actively and creatively applying historical knowledge in educational and social activities. The contribution of the main school to achieving this goal is to basic historical training and socialization of students.

Tasks for studying history in school :

- formation of the young generation of landmarks for civil, ethnic, social, cultural self-identification in the environment;

- formation of students in a holistic idea of \u200b\u200bthe historical path of Russia and the fate of its peoples inhabiting its main stages, on the most important events and major figures of national history, about the place and role of Russia in the world-historical process;

- education of patriotism, respect for their Fatherland, Rights and Freedoms of another person, social responsibility, commitment to humanistic and democratic values, convictions in the need to respect the moral standards adopted in society;

- development of students' ability to analyze information about events and phenomena of the past and present, guided by the principle of historicism, in their dynamics, relationships and interconnection;

- the formation of skills to apply historical knowledge to understand the essence of modern public phenomena, in communicating with other people in modern society.

Methods and forms of control

Checking the homework by carrying out the front survey makes it possible to control the learned material learned.

Conduct written work with problematic issues, writing an essay, filling the tables in the process of independent work, allow you to check the skill of the search for the desired information from sources created in various iconic systems, the separation of secondary information from the main, transmission of information adequately set, working with the texts of various styles , Creating your own works.

Forms of interim certification of students are: participation in round tables, conferences, testing, preparation of multimedia presentations on certain problems learned.

Testing - allows you to control the content elements of knowledge and the required cognitive skills. The following elements of training on the history of students in the basic school are checked:

Knowledge of dates, periods of the most significant phenomena, processes, work with chronology.

Knowledge of facts (place, circumstances, participants in events), work with facts.

Work with sources: Search for information in the source (Definition of dates, events, the personalities of the source in question), the contextual analysis of the source (disclosure of the essence of the described events, phenomena with the involvement of knowledge from the history course)

Description of historical events.

Explanation, analysis of historical events: an explanation of historical concepts, terms; correlation of facts and summarized knowledge, concepts; indication of the characteristic, essential signs of events, phenomena; explanation of the causes and consequences of events; systematization, grouping of facts, concepts, phenomena on the indicated basis; Statement and explanation of estimates of historical events, phenomena, personalities.

Working program on history for grade 10 is based on

Federal Component of the State Standard of Middle (Full) General Education on the Basic Level History ("Teaching History and Social Science at School" №4,5 2010)

Exemplary training program for medium (full) general education at the basic level on history

XIX. century. Grade 10". IN AND. Ukolova, A.V. Revyakin. Bases. "Education",

XIX. century. Grade 10". N.S. Borisov, A.A. Levandowsky. Bases. "Education".

Used educational and methodical kit

"General history. From ancient times to the endXIX. century. Grade 10". IN AND. Ukolova, A.V. Revyakin. "Enlightenment", 2014.

"The history of Russia from ancient times to the endXVII century. Grade 10". N.S. Borisov. "Enlightenment", 2014.

"Russian history XVIII – XIX. century. Grade 10". A.A. Levandovsky, Yu.A. Bristles. "Enlightenment", 2014.

Studying history on the step of medium (complete) general education at the base level aims to achieve the following goals:

upbringing of citizenship, national identity, the development of ideological beliefs of students on the basis of understanding the historically established cultural, religious, ethno-national traditions, moral and social attitudes, ideological doctrines;

the development of the ability to understand the historical conditionality of the phenomena and the processes of the modern world, to determine its own position in relation to the surrounding reality, relate their views and principles with historically emerged ideological systems;

the development of systematic knowledge about the history of mankind, the formation of a holistic representation of the place and role of Russia in the world-historical process;

mastering the skills and skills of searching, systematization and integrated analysis of historical information;

the formation of historical thinking is the ability to consider events and phenomena from the point of view of their historical conditionality, compare various versions and assessments of historical events and personalities, identify their own attitude to the discussion issues of the past and modernity.

Features of the course of history studied at the step of medium (complete) general education at the base level. The main substantive lines of the program are implemented within two courses - "History of Russia" and "Universal History". It is assumedintegrated Study, based on a problem-chronological approach. Priority is given to the training material related to educational and developing tasks, important from the point of view of socializing schoolchildren, the acquisition of socially significant knowledge, skills, skills.

The total content of history course in the 10th grade

Russian history

(42 h)

Peoples and ancient states in Russia (1 h)

The natural and climatic factors and features of the development of the territory of Eastern Europe and the North of Eurasia. Stone Parking. Transition from assigning farming to the producing. Cattlers and farmers. The appearance of metal guns and their influence on primitive society.

The great resettlement of peoples and its influence on the formation of Praslavyansky ethnos. Place of Slavs among Indo-Europeans. East Slavic tribal unions and their neighbors: Baltic, Thro-Finnish, Turkic-speaking tribes. Classes, public system and beliefs of the Eastern Slavs. Strengthening the role of tribal leaders, property bundle.

Rus in the IX - early XII1 centuries. (3 hours)

The origin of the statehood of the Eastern Slavs. "Tale of time years." The emergence of an ancient Russian state. Novgorod. The origin of the word "Rus". The beginning of the Rurikovsky dynasty. Tribute and citizenship. Princes and their squads. Evening orders. Trade path "From Varyag to Greeks". Camping for Byzantium. Adoption of Christianity. Development of the rules of law in Russia. Categories of the population. Princely gravestics.

Christian culture and pagan traditions of Russia. Contacts with the cultures of the West and the East. Influence of Byzantium. Monastery construction. The culture of ancient Russia as one of the factors of the formation of ancient Russian nation.

Russian lands and principalities in the XII - middle of the XV centuries. (6 h.)

Causes of the collapse of the ancient Russian state. Strengthening the economic and political independence of Russian lands. The largest land and the principality of Russia inXII. - early XIII. explosive Monarchies and republics. Orthodox church and the idea of \u200b\u200bthe unity of the Russian Earth. Rus and Steppe. The flourishing of the culture of the Domongolian Rus.

The formation of the Mongolian state. The invasion of Russia. The inclusion of Russian lands into the Mongolian management system of conquered lands. Golden Horde. The adoption of ORDA Islam. The role of Mongolian conquest in Russia's history. Expansion from the West. Fighting crusading aggression. Russian land as part of the Grand Principality of Lithuania.

The beginning of the revival of Russia. Internal population migrations. Restoration of the economy of Russian lands. Forms of land tenure and population category. The role of cities in the unifying process.

The struggle for political hegemony in northeastern Russia. The political, social, economic and geographical and geographical reasons for the transformation of Moscow to the Center for Combining Russian Lands. The relationship between the processes of the association of Russian lands and the struggle against the Ordia rule. The origin of the national self-consciousness in Russia.

Great Principality of Moscow in the system of international relations. The beginning of the decay of the Golden Horde. Education of the Kazan, Crimean, Astrakhan Khanni. The consolidation of Catholicism as a state religion of the Grand Duchy of Lithuania. Avtochefalia of the Russian Orthodox Church.

Cultural development of Russian lands and principalities at the endXIII. - Middle XV centuries. The influence of external factors on the development of Russian culture. Formation of Russian, Ukrainian and Belarusian peoples. Moscow as a Center for the Development of the Culture of the Great Russian Nature.

Russian state in the second half of 16 - 17 (6 hours)

Completion of the union of Russian lands and the formation of the Russian state. Features of the process of folding a centralized state in Russia. The overthrow of the Goldenordinian yoke. Changes in the social structure of society and the forms of feudal land tenure. Formation of a new country management system. The role of the church in state construction. "Moscow is the third Rome."

The establishment of royal power and its sacralization in public consciousness. Folding ideology autocracy. Mid XVI reforms. Creation of organs of a representative monarchy. Development of the local system. Establishing serfdom. Official. The establishment of the patriarchate. Expansion of Russia in the XVI century. The growth of the international authority of the Russian state.

The causes and nature of the troubled. Suppression of the ruling dynasty. Boyar groupings. The exacerbation of socio-economic contradictions. Fight against the aggression of the Commonwealth and Sweden. National rise in Russia. Restoration of the country's independence.

Zemstvo Cathedral 1613 and restoration of autocracy. First Romanovs. Expansion of the territory of the Russian state inXVIIin. The entry of the left bank of Ukraine into Russia. The development of Siberia. Russia's participation in wars inXVII in.

Legal registration of serfdom. New phenomena in the economy: the beginning of the folding of the All-Russian market, the formation of manuff. Development of new shopping centers. Social movements in Russia in the second half of the XVII century. Church split and its meaning. Old Believers.

The culture of the peoples of the Russian state in the second half of the XV-XVII century. explosive Strengthening secular elements in Russian culture. New forms of architecture. The flourishing of Russian painting and decorative and applied art. Start of typography and dissemination of literacy. The birth of journalism. Slavic Greco-Latin Academy. "Domostroy": Patriarchal traditions in life and ingredients. Peasant and city life.

Features of the Russian traditional (medieval) culture. Formation of national self-consciousness. Discussion about the premises of the transformation of the social system and the nature of the modernization process in Russia.

Russia in the XVIII - XIX centuries. (24 hours)

Petrovsky transformations. The reform of the army and fleet. Creation of the factory industry. Protection policy. New system of government and management. Proclamation of the Empire. The transformation of the nobility into the dominant estate. Features of Russian absolutism. Russia during the period of palace coups. Expansion of the rights and privileges of the nobility. Enlightened absolutism. Legislative registration of the class system.

Attempts to strengthen absolutism in the first half of the XIX century. Reforms of the public administration system. Growing opposition sentiment in society. Decembrist movement. Registration of the Russian conservative ideology. Theory of "official nationality". Slavophiles and Westerners. Russian utopian socialism.

The features of the economic development of Russia in the XVIII - the first half of the XIX century. Development of capitalist relations. Start of industrial coup. Formation of a single domestic market. Changes in the social structure of Russian society. Preservation of serfdom in the conditions of deployment of upgrades.

Transformation of Russia into the world power. Russia in warsXVIII in. Imperial foreign policy. Sections of Poland. Expansion of the territory of the state in the XVIII - middle of the XIX centuries. Russia's participation in anti-brass coalitions during the revolutionary and Napoleonic wars. Patriotic War of 1812 and the passage of the Russian army. Russia in the Holy Union. Crimean War.

The culture of the peoples of Russia and its connection with the European and World Culture of the XVIII - the first half of the XIX centuries. Features of Russian enlightenment. Scientific and technical thought and scientific expeditions. Foundation of the Academy of Sciences and Moscow University. Scientists of societies. Creating a system of folk education. Formation of a Russian literary language. The development of musical and theatrical art. Innovation and continuity of artistic styles in visual arts. Changes in urban planning principles. Russian manor.

The beginning of the board of Alexander 2. The peasant reform of 1861. The content of reform, exercise. Socio - economic development of Russia after the peasant reform. Development of agriculture. Industrial production. Industrial lift. S.u Witte. Start of work movement. Results of socio-economic development. Reforms 60 - 70 years. Zemskaya and urban reforms. Judicial reform. Military reform.

Society and power in the second half of the 50s and early 80s, the attitude of society to reforms. Rransvative, liberal, radical trends in public thought, their representatives. Distributions. Origins of population. People's organizations. Terror and its consequences. "Constitution" M.T. Loris - Melikova. Killing Alexander 2.

Domestic politics and social movements in Kingdom A 3. Strengthening state power. Attempts to counterperforms. Features of the social movement. Working Movement. Rasmian Liberal - Democracy

Russia's foreign policy in the second half of the 19th century. Main directions. A.M. Gorchakov. The aggravation of the Eastern Question. Causes of the Russian - Turkish war. Alexander 3 Peacemaker. The aggravation of the contradictions between Russia and Germany. Rapid with France and Anshlya. Accession of Kazakhstan and Central Asia to Russia.

Russian culture of the second half of the 19th century.

Democratization of culture. The beginning of the highest female education in Russia.

The most important discoveries of Russian scientists and their importance for the development of society (D. Mendelev, I.M. Sechenov, etc.) Literature, themes of genres. Theatrical art. Music. Creativity of fogs. Creative unions and their influence on the cultural life of Russian society.

History like science.

GENERAL HISTORY

Ancient history of mankind

Modern scientific concepts of man and society origin. Natural and social in the man and the human community of the primitive era. Neolithic revolution. Changes in the lifestyle and forms of social relations. Trembling relationship.

Civilizations of the ancient world and Middle Ages

Civilization of the Ancient East. Formation of Indo-Buddhist and Sino-Confucian civilizations. The philosophical heritage of the Ancient East.

Antique civilizations of the Mediterranean. Policy-legal organization and social structure. Democracy and tyranny. Roman Republic and empire.

The emergence of Islamic civilization. Social norms and motives of public human behavior in Islamic society.

Christian medieval civilization in Europe. Folding by the Western European and Eastern European regions of civilizational development. The formation and development of a corporate building in the European Medieval Society. Feudalism as a system of social organization and power relations. Traditional (agricultural) society in the West and East: features of the social structure, economic life, political relations. Upgrade background.

New Time: The Epoch of Modernization

The concept of "New Time". Modernization as a transition process from traditional (agricultural) to industrial society.

Great geographical discoveries and the beginning of European colonial expansion. Formation of a new spatial perception of the world. Trade and manufactory capitalism. Internal colonization. Innovations in the lifestyle, the nature of thinking, value landmarks and social norms in the era of the Renaissance and Reformation. The formation of Protestant political culture and social ethics. Confessional split of the European Society.

From the estate and representative monarchies to Absolutism - the evolution of European statehood. Bourgeois revolutions of the XVII-XIX centuries. The ideology of enlightenment. Constitutionalism. The formation of civil society. The emergence of ideological doctrines of liberalism, conservatism, socialism, anarchism. Marxism and working revolutionary movement. Nationalism and its influence on social and political life in Europe. Technical progress in a new time. Development of capitalist relations. Industrial coup. Capitalism of free competition. "Echelons" of modernization as various models of transition from traditional to industrial society. The worldview of the person of industrial society. The role of geopolitical factors in the international relations of the new time. The colonial section of the world. Traditional societies of the East in the context of European colonial expansion.

Personal, Meta-submissible, Substantia Relevant Results of the Course Construction

The program ensures the formation of personal, meta-delta and subject results.

Personal

- education of Russian civil identity, patriotism, love and respect for the Fatherland, feelings of pride for their homeland, for the historical past of the multinational people of Russia;

- awareness of educational ethnicity, knowledge of the culture of their people and its land in the context of global cultural heritage;

- the assimilation of the traditional values \u200b\u200bof multinational Russian society, humanistic traditions and values \u200b\u200bof modern civilization, respect for human rights and freedoms; understanding the socio-moral experience of preceding generations, the ability to define its position and responsible behavior in modern society;

- understanding the cultural diversity of the world; respect for the culture of their and other peoples; Tolerance as a value of a conscious and friendly attitude towards another person, his opinion, worldview, culture, language, faith, civil position, history, culture, religion, traditions, languages, the values \u200b\u200bof the peoples of Russia and the world.

MetaPermet the results of studying the history of the educational basic school include:

- the ability to consciously organize and regulate their learning activities, carry out control on the result and method of action at the level of arbitrary attention, to make the necessary adjustments to execution and method of action, both at the end of the action and in the course of its implementation;

- ownership skills to work with educational and out-of-school information, various logical actions (definition and limitation of concepts, the establishment of causal and transitional relations, etc.);

- the use of modern sources of information, including materials on electronic media and Internet resources;

- the ability to solve creative tasks, represent the results of their activities in various forms (message, essay, presentation, abstract, etc.);

- willingness to cooperate with coarterebrals, collective work, mastering the basics of intercultural cooperation at school and social environment;

- ownership skills to work in a group, listen to the partner, formulate and argue your opinion. Correctly uphold your position and coordinate it with partners, productively resolve conflicts on the basis of accounting of interests and positions of all its participants, finding and evaluating alternative ways to resolve conflicts.

Subject The results of studying the history of the educational basic school include:

- the formation of a valid attitude towards the history of its fatherland as a single and indivisible multinational state; Development of students' desire to contribute to the solution of global problems facing Russia and humanity;

- the formation of the most important cultural and historical landmarks for the civil, ethnic, social, cultural self-identification of the personality, the world and the knowledge of modern society, its most important social values \u200b\u200band public ideas: citizenship and patriotism, humanistic and democratic values, peace in understanding between people; the assimilation of basic national values \u200b\u200band ideals based on the study of the historical experience of Russia;

- mastering a holistic idea of \u200b\u200bthe historical path of the peoples of Russia, basic knowledge of the laws of Russian history;

- the formation of the ability to apply historical knowledge, the conceptual apparatus and the techniques of historical analysis to disclose the essence and the significance of events and the phenomena of the past and modernity, to understand life in a modern polycultural, polyethnics and multi-cell world;

- development of the ability to analyze, compare and evaluate information about events and phenomena of the past contained in various sources, redeeming its cognitive value;

- expanding the experience of appraisal activities based on the understanding of life and acts of individuals and peoples in the history of Russia;

- the acquisition of the experience of active development of the historical and cultural heritage of their people, the native land, Russia, the desire to preserve and multiply the cultural heritage;

- creating a basis for forming a part of schoolchildren interest in the further expansion and deepening of historical knowledge and choice of history as a specialized subject at the step of medium (complete) general education, and in the future and as a sphere of their professional activities.

It is assumed that as a result of the study of the history of Russia in the main school, students must master the followingknowledge and skills:

Knowledge:

1) key historical events (time, place, participants, circumstances);

2) periodization of key phenomena and processes (chronological framework, grounds);

H) major information sources in historical periods;

4) the most common and scientifically based interpretations and assessments of events, phenomena and personalities of the past, which were reflected in the textbook and the recommended literature;

Skills:

1) extract the necessary information from various sources (original sources, historical writings, textbook, historical cards, graphics, etc.);

2) to compare data from different sources, historical events and phenomena, to determine the general and differences;

3) distinguish the facts and interpretations, evaluations; classify facts on various reasons; relate single facts and common phenomena;

4) give the definitions of the most important historical concepts through the genus and species differences;

5) based on the facts and with the help of historical concepts to describe the events of the past and historical objects, characterize the conditions and lifestyle of people of different historical eras, identify characteristic, essential signs of historical events and phenomena;

6) to determine and argue their attitude to the most significant events and personalities in the history of Russia;

7) apply historical knowledge to interpret and evaluate modern events, in communication, in a multicultural environment.

The work program establishes the following system of distribution of educational material and academic time for the 10th grade:

Volume of study time

HISTORY

Russia

Universal

Grade 10

70 ch

Russian history

XIX. in.) - 42 h

General history

(from ancient times to the endXIX. in.) - 28 h

Graduate preparation requirements

As a result of studying history at the basic level, trainee

know / understand

basic facts, processes and phenomena characterizing the integrity and systemality of domestic and world history;

periodization of the World and Domestic History;

modern versions and interpretations of the most important problems of domestic and world history;

the historical conditionality of modern social processes;

features of the historical path of Russia, its role in the global community;

be able to

conduct a search for historical information in sources of different types;

critical to analyze the source of historical information (characterize the authorship of the source, time, circumstances and purpose of its creation);

analyze historical information presented in different iconic systems (text, card, table, scheme, audiovisual series);

distinguish between the facts and opinions, historical descriptions and historical explanations in historical information;

establish causal relations between phenomena, spatial and time frames of studied historical processes and phenomena;

participate in discussions on historical issues, formulate their own position on the issues discussed, using historical information for argument;

present the results of the study of historical material in the form of abstract, abstract, reviews;

use acquired knowledge and skills in practical activity and everyday life for:

definitions of their own position in relation to the phenomena of modern life, based on their historical conditionality;

use of historical analysis skills in the critical perception of the external social information obtained by the outside;

correlation of their actions and acts of others with historically emerged forms of social behavior;

awareness of itself as a representative of a historically established civil, ethnocultural, confessional community, a citizen of Russia.

Evaluation criteria

Rating "5" put if the student:

1. shows a deep and complete knowledge and understanding of the entire scope of software; Full understanding of the essence of the concepts under consideration, phenomena and patterns, theories, relationships.

2. Able to draw up a complete and correct answer based on the material studied; allocate the main provisions, independently confirm the answer to specific examples, facts; Alone and argued to make analysis, to somehow, conclusions. It establishes interdimensional (based on previously acquired knowledge) and intre -ceitable communication, creatively applies the knowledge gained in an unfamiliar situation. Consistently, clearly, connected, reasonably and unmistakable, but outlines the training material: gives an answer in a logical sequence with the use of the accepted terminology; makes his own conclusions; forms an accurate definition and interpretation of basic concepts; When responding, the textbook text is not repeated; sets out the material with a literary language; Correctly and thoroughly responds to additional teacher questions. Independently and rationally uses visual aids, reference materials, textbook, additional literature, primary sources.

3. On his own, confidently and unmistakably applies the knowledge gained in solving problems at the creative level; It allows for no more than one shortcoming, which easily corrects at the request of the teacher.

Evaluation "4" put if the student:

1. Shows the knowledge of the entire studied software material. Gives a complete and correct answer based on the theories studied; allows minor error and shortcomings when reproducing the material studied, determining concepts, inaccuracies when using scientific terms or in conclusions and generalizations; The material sets out in a certain logical sequence, while pre-allowed one non-bug or no more than two shortcomings and can be screted independently when demanding or with a small help of the teacher; basically learned the training material; confirms the answer to specific examples; Correctly answers additional teacher questions.

2. Self-independently allocate the main provisions in the studied material; Based on the facts and examples to generalize, draw conclusions, install inside and subject connections. Applies the knowledge gained in practice in a modified situation, complies with the basic rules of culture of oral and written speech, uses scientific terms.

3. Does not have a sufficient skill work with reference literature, commercials, primary sources (correctly oriented, but it works slowly). Allows not non-violations of the rules for registration of written works.

Rating "3" put if the student:

1. He learned the main content of the curriculum, has gaps in the assimilation of ma-territories, which are not preventing the further absorption of the software; The material sets out undischarged, fragmentary, not always consistently.

2. shows the insufficient formation of individual knowledge and skills; Conclusions and generalizations argues weakly, makes errors in them.

3. It made errors and inaccuracies in the use of scientific terminology, the definition of concepts was not clearly clear; I did not use the conclusions and generalizations from observations, facts or made errors in their presentation.

4. It is difficult to apply knowledge when explaining specific phenomena on the basis of theories, or in confirming specific examples of the practical application of theories.

5. Responds incomplete to teacher's questions (Ilight and main), or reproduces the content of the textbook text, but does not understand certain provisions that are important in this text.

6. Detects an insufficient understanding of individual provisions when reproducing the text of the textbook (records, primary sources) or is incomplete to the teacher's questions, allowing one - two rough mistakes.

Rating "2" put if the student:

1. did not well and did not reveal the main content of the material; does not make conclusions and generalizations.

2. Does not know and does not understand the significant or major part of the software mat-rial within the questions of the questions or has weakly formed and incomplete knowledge and does not know how to apply them to solve specific issues.

3. When answering one question) allows more than two gross errors that cannot be corrected even with the help of a teacher.

4. Can not respond to any questions about their issues.

5. I have not fully understood the material.

Evaluation "1. "Put if the student:

1. Refused to answer the topic with a disrespectful reason or with the full ignorance of the main provisions of the topic.

Educational and methodical complex on history, grade 10 :

Universal History, V.I. Ukolova, A.V. Revyakin, GEF, ed. "Enlightenment", 2014, Basic level.

History of Russia, 1Chest, N.S. Borisov, GEF, ed. "Enlightenment", 2014., Basic level.

History of Russia, 2 part, A.A. Levandovsky, GEF, ed. "Enlightenment", 2014, Basic level.

Revyakina E.Yu. Universal history, grade 10: Workbook. - M.: "Enlightenment", 2012.

Levandowsky A.A. History of Russia, Grade 10: Workbook. - M.: "Enlightenment", 2012.

Educational - methodical support

Printed benefits.

Calendar - thematic planning on history history 10, base level,

68 hours

Planned results

Wood

Homework

metaPermet

personal

Introduction (1 hour)

(W) * The subject of historical science, periodization and chronology.

Historical Memory, Historical Source, Civilization Theories, Anthropology, Modernization Theory

P. 5-15, prospecting on page 14, analysis of the DCUM. on page 15.

Primitive (1 hour)

(W) prehistory.

Prehistory \u003d primitiveness, Neolithic revolution

§1, analysis of the DCUM. on page 26

Ancient world (6 hours)

(W) Middle East.

Agricultural civilization, irrigation agriculture, patriarchal slavery, despotium.

§2, learn the map on page 30, the analysis of the DCUM. on page 38-41

(V) India and China in antiquity.

Varna, Varism, Buddhism, Confucianism, Taoism, "Axial Time"

Accept and maintain a learning task; Plan your actions. Symbolic tools are used, including models and schemes for solving cognitive tasks. Argument your position.

Show empathy, as a conscious understanding of the feelings of other people and empathy.

§3, examine the card, analysis of the DCUM. on page 50-51

(W) Ancient Greece. From the first states before the breakdown of the policy.

Antiquity, Policy, Classic Slavery, Democracy, Oligarchy, Glohacia

Determine the sequence of intermediate purposes, taking into account the final result; Agree on the distribution of functions and roles in joint activities; ask questions necessary for organizing their own activities and cooperation with partner

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§4 will examine the card, the analysis of the dip. on page 60-61

(V) Ancient Greece. From the policy to the Hellenistic world.

Hellenism, Hellenistic monarchy, tyranny

§5, Sost. East. port., Examine the card, analysis of the DCUM. on page 71

(V) Ancient Rome. From the occurrence of the city to the fall of the republic.

Patricia, Plebei, Republic, Plebescit.

§6, examine the card, the analysis of the DCUM. On page 82-84, task over a slave.

(V) Ancient Rome. The Roman Empire

Empire, Principles, Dominate, Christianity

§7, message, etc. Work on page 93

Middle Ages (6 hours)

(V) Western European Middle Ages. Development of the feudal system

Feudalism, vassal relationships, estates, immunity, fragmentation, estate and representative monarchy

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§8, learn the map on page 98, 101,104,

105, analysis of the DCUM. on page 107-109

(V) flourishing and crisis of the Western European Christian world. Practical work

Come, Guild, Municipal Movement, Burgery, Scholasticism

Accept and maintain a learning task; Plan your actions. Symbolic tools are used, including models and schemes for solving cognitive tasks. Argument your position.

Show empathy, as a conscious understanding of the feelings of other people and empathy.

§9, analysis of the DCUM. on page 117-118

(V) Byzantine Middle Ages.

Autocrat, iconobocremia, Isicham, canon, fah construction and passing.

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§10, Sost. East. port., Examine the map on page 122, the analysis of the DCUM. on p.130-131

(V) Islamic world in the Middle Ages.

Islam, Shiism, Sunnism, Khalifat

Adequately perceive the proposals and assessment of teachers, comrades, parents.

Choose the most efficient solutions, control and evaluate the process and results of activities. Agree on the distribution of functions and roles in joint activities

Determine their personal position, an adequate differentiated assessment of their success in studies.

§11, learn the map on page 135, the analysis of the DCUM. On page 141-142, task over the slave.

(V) India in the Middle Ages.

Casta, Varna-Custom Story, Raja, Dharma, Akhims, Sikhism

Putting educational tasks based on the correlation of what is already known. Independently isolated and formulate an informative goal. Formulate your own opinion and position.

Comprehensive humanistic traditions and values \u200b\u200bof modern society.

§12, learn the map on page 45, work. Slave. P.149

(V) China and Japan in the Middle Ages.

Pagoda, Shintoism, Samurai, Segunte

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§13, examine the map on page 159, if desired, is yours. Slave, task

№ 2.3, p. 162

Prepare for tests on universal history

Part 1. Introduction. The history of Russia is part of the World History (1 hour)

Tests on the topic "West and East countries in antiquity and Middle Ages" for 20 min

The history of Russia is part of the World History.

The originality of Russian civilization.

World History, Regional History, Historical Sources.

Creation. Task: "Medieval civilizations"; P.4-12.

Section 1. Ancient Russian state in IX. - XIII. explosive (7 o'clock)

Historical roots of Slavs. Eastern Slavs B.VII- IX.bB

Indo-Europeans, Praslavyan, Migration, Colonization, Evening, Kaganat

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§1, examine the card, analysis of the DCUM. on page 20-22

Kievan Rus.

State, Prince, Druzhina, Boyar, Varyagi, Dan, Lesson, Grax, Reform, Found.

Accept and maintain a learning task; Plan your actions. Symbolic tools are used, including models and schemes for solving cognitive tasks. Argument your position.

Show empathy, as a conscious understanding of the feelings of other people and empathy.

§2-3, study the map, comp. East. (identity to choose from); Fill the table. on page 41

Culture of Kievan Rus

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§4, work. Task, analysis of the DCUM. on page 53

Russian lands in the 12 - early 13V. Heirs of Kievan Rus

Grazing, Russian True, Vacation, Sidda, Hop, Salar.

Adequately perceive the proposals and assessment of teachers, comrades, parents.

Choose the most efficient solutions, control and evaluate the process and results of activities. Agree on the distribution of functions and roles in joint activities

Determine their personal position, an adequate differentiated assessment of their success in studies.

§5-6, examine the card, subd. Post. About the great princes of Kievan Rus

Culture of Russia 12-13 centuries.

Food, congress, patriotism, chronicle, epics.

Putting educational tasks based on the correlation of what is already known. Independently isolated and formulate an informative goal. Formulate your own opinion and position.

Comprehensive humanistic traditions and values \u200b\u200bof modern society.

§7, work. Task, analysis of the DCUM. on page 61-62

Mongolian invasion. Russian land under the rule of the Golden Horde.

Igo, Ordinsky, Baskak, Label, Residence, Kipchak.

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§8, learn map, design work

Section 2. Education of a single Russian state in XIV - XV explosive (3 hours)

Strengthening the Moscow Principality at 14 - 1 Half 15.

Zemsky Cathedral, orders, centralized state, estate and representative monarchy.

§9-10, examine the map, task over the slave.

The final stage of creating a single Russian state (second half of 15 - early 16B)

Noblemen, Streletsky army, reserved summer

§11-12, examine the map, analysis of the judiciary 1497

Russian cultureXIV-XV.explosive

kaftan, flavia

§13, project work

Section 3. Russia in XVI - XVII explosive (6 o'clock)

Russia B.XVI century.

Zemsky Cathedral, orders, centralized state, estate and representative monarchy. Apparent, terror.

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§14-15, examine the card, analysis of the DCUM. on page 175-176

Time of Troubles.

Accept and maintain a learning task; Plan your actions. Symbolic tools are used, including models and schemes for solving cognitive tasks. Argument your position.

Show empathy, as a conscious understanding of the feelings of other people and empathy.

§17-18, examine the card, analysis of the DCUM. on page 205-206, comp. East. Portrait. personality (to choose); Podg. Presentation of din.romanovye

The revival of the country after the troubled. The internal policy of the first Romanovs.

Serday people, peasants owner, palace, proteinous, pain. Yuriev day.

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§19, examine the map, fill in Table. on page 220

Foreign policy of Russia inXVII century.

R.K. Bakhchisarai world 1681g.

Adequately perceive the proposals and assessment of teachers, comrades, parents.

Choose the most efficient solutions, control and evaluate the process and results of activities. Agree on the distribution of functions and roles in joint activities

Determine their personal position, an adequate differentiated assessment of their success in studies.

§20, learn the map, task over the slave.

Russian cultureXVI- XVII explosive

Putting educational tasks based on the correlation of what is already known. Independently isolated and formulate an informative goal. Formulate your own opinion and position.

Comprehensive humanistic traditions and values \u200b\u200bof modern society.

§13,21, work. Task or project work (to choose)

Prepare for counter test.

Control testing on the topic "Russia since ancient times to xVII Century "

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

Revival (1 hour)

(W) Revival as a cultural and historical era.

Revival (Renaissance), Humanism, Utopia, Mannerism

§14, examine the map on page 167, Pratte. Rab. On page 173

New time. Economy and Society (4 hours)

(V) The emergence of the global market.

Great geographical discoveries, price revolution, capital, capitalism, stock exchange

§15, examine the map, subig. Post. On the discoverers of new lands

(V) Society and the economy of "old order"

Old order, three-pole, enhancement, manufactory

§16, analysis of the DCUM. on page 196

(V) Industrial Revolution.

Industrial coup, protectionism, mercantilism

§17, Sost. Present. On the topic: "Stock Exchange: Historical Past and Present"

(W) Industrial Society.

Industrialization, Modernization, Urbanization, Monopoly, Bourgeoisie

§18, graphic analysis, practical. Slave. On p. 219

Spiritual life of society (3 hours)

(V) Religion and Church at the beginning of the new time.

Reformation, Indulgence, Lutheranism, Calvinism, Anglican Church, Counterpractification

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§19, analysis of the DCUM. on page 231-232, comp. Present on the topic: "Reformed movement in Europe"

(V) Science and social and political thoughtXVII- XIX.explosive

Scientific Revolution, Enlightenment, Civil Society, Legal State, Principle of Separation of Authorities, Liberalism, Socialism, Communism, Positivism

Accept and maintain a learning task; Plan your actions. Symbolic tools are used, including models and schemes for solving cognitive tasks. Argument your position.

Show empathy, as a conscious understanding of the feelings of other people and empathy.

§20, Sost. East. Port. Accidental (to choose), analysis of the DCUM on page 243-244

(V) Art CultureXVII- XIX. explosive

Classicism, Baroque, Rococo, Ampire, Romanticism, Eclecticism, Realism, Impressionism, Postmingness

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§21, practical. Slave. 254-255, comp. gift. (sector of culture to choose from)

Political development (3 hours)

(V) State in the West and East.

Absolutism, enlightened absolutism, despotism

Put training tasks based on the correlation of what is already known and learned, and what is still unknown;

independently allocate and formulate an informative goal;

§22, learn map, practical. Slave. On page 266

(V) Political RevolutionsXVII- XVIII

Puritanism, Republic, Limited monarchy

Plan their actions in accordance with the task and conditions of its implementation, including in the internal plan

adequately use speech tools for effective decision-shaped communicative tasks.

Define the internal position of the study at the level of positive from wearing to the educational process; understand the need for the teachings expressed in the prevalence of educational and informative motives and the preference of the social way of assessing knowledge

§23-24, examine the card, the analysis of the DCUM. on page 281-282

(See) the formation of liberal democracy.

Conservatism, liberalism, democracy

Take and maintain a learning task, take into account the actions allocated by the teacher in new educational material in collaboration with the teacher;

put and form a lesson's problem, independently create an activity algorithm in solving the problem;

§25, Sost. Synchronistic table. on page 294

International Relations (2 hours)

(V) Meeting of the worlds: West and East in a new time.

Colonia, Metropolis, Balance of Force, Dynamic War

They plan their actions in accordance with the task and conditions of its implementation, including in the internal plan.

put and formulate the purpose and problem of the lesson; consciously and arbitrarily build messages in oral and writing, including creative and research;

adequately use speech tools to effectively solve a variety of communicative tasks.

Determine the internal position of the studying in urvna positive from wearing to the educational process; understand the need for the teachings expressed in the prevalence of educational and informative motives and the preference of the social way of assessing knowledge

§26,27, learn map, practical. Work on page 305

European equilibriumXVII- XVIIIexplosive

(V) Conflicts and ContradictionsXIX.in.

Legitimism, real policy

Determine the sequence of intermediate purposes with a read end result, make up a plan and an algorithm of action.

focusing in the variety of ways to solve cognitive tasks, choose the most effective of them.

agree on the distribution of functions and roles in joint activities; ask questions necessary for organizing their own activities and cooperation with partner

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life

§28, learn map, practical. Slave. On page 329

2 part. Section 1. Russia in the era of Peter the Great (4 hours)

Beginning of the Board and Peter reformI..

German Sloboda, Great Embassy, \u200b\u200bStreletsky Riot Senate, College, Emperor.

Take and maintain a learning task, take into account the actions identified by the teacher in a new educational material in collaboration with the teacher.

put and form a lesson's problem, independently create an activity algorithm in solving a problem.

show activity in cooperation to solve communicative and informative tasks (ask questions, formulate soybeans, offered assistance and cooperation)

Have a holistic, socially-oriented view of the world in the unity and diversity of peoples, cultures and religions

P.5-10, §1,2, comp. East. Portrait. Petra_

Foreign policy of PeterI..

recreate set, regular army,

formulate your own opinion and position, ask questions, are building a statement clear to the partner

Multiple the humanistic traditions and values \u200b\u200bof modern society

§3, learn map, comp. gift. "Foreign Politics Petraі"

"The cultural revolution in Russia at the beginningXVIIIin.

Assembly, Kunstkamera

It is argued with its positions and coordinate its discosses of partners in collaboration in the development of a general decision in the Sovklass

§4, project work

Section 2. Russia in the middle and second half XVIII century (5 hours)

Russia after Peter.І. The era of palace coups.

Supreme Secret Council, Condition, Cabinet Ministers, Bironovschina,

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§5, working with tab., Documen analysis., Subship. gift. "Palace coups"

"Enlightened absolutism" Ekaterina II. Peasant War

enlightened absolutism, laid commission, complained diplomas,

Accept and maintain a learning task; Plan your actions. Symbolic tools are used, including models and schemes for solving cognitive tasks. Argument your position.

Show empathy, as a conscious understanding of the feelings of other people and empathy.

§6.7, the analysis of the DCUM. on page 64-65, 73-74

Foreign policy of Russia inXVIII century.

R.K. The struggle for entering the Black Sea. The accession of the Crimea to Russia.

Anti-Manzu coalitions

Novorossia

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§8, examine the map, fill in the table. on page 82, analysis "Manifesto on the accession of Crimea to Russia" of April 8, 1783.

The reign of PaulI..

Conspiracy

Adequately perceive the proposals and assessment of teachers, comrades, parents.

Choose the most efficient solutions, control and evaluate the process and results of activities. Agree on the distribution of functions and roles in joint activities

Determine their personal position, an adequate differentiated assessment of their success in studies.

§9, analysis of the DCUM. on page 88-90

Russian cultureXVIIIcentury.

"Golden Age" of Russian Culture

Putting educational tasks based on the correlation of what is already known. Independently isolated and formulate an informative goal. Formulate your own opinion and position.

Comprehensive humanistic traditions and values \u200b\u200bof modern society.

§10, work. Work

Russia in the first half XIX. century (8 hours)

Economic development of Russia inXVIII- First halfXIX. century.

Fortress system, market relations,

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§11, fill in Table. on page 111, project work

Reforms AlexanderI..

Ministerial reform, system of popular education, "State Transformation Plan",

Accept and maintain a learning task; Plan your actions. Symbolic tools are used, including models and schemes for solving cognitive tasks. Argument your position.

Show empathy, as a conscious understanding of the feelings of other people and empathy.

§12, Characteristics of Alexander's reforms

Fighting Napoleon.

continental blockade, Great Army, Patriotic War, Maneuver, Partizan Movement,

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§13, examine the map, comp. East. Portrait. M.I. Kutuzov, sub force. Presentation "Patriotic War"

Reaction period. Decembrists.

R.K. Decembrists in the history of the Crimea.

constitution, Reaction, Military settlements

Adequately perceive the proposals and assessment of teachers, comrades, parents.

Choose the most efficient solutions, control and evaluate the process and results of activities. Agree on the distribution of functions and roles in joint activities

Determine their personal position, an adequate differentiated assessment of their success in studies.

§14, comparative analysis of southern and northern societies

Internal policy of NicholasI..

codifications of laws

There are training tasks based on the correlation of what is already known and learned, and what is still unknown.

independently isolated and formulate an informative goal.

formulate your own opinion and position, ask questions, are building a statement clear to the partner

Multiple the humanistic traditions and values \u200b\u200bof modern society

§15, the characteristic of the reforms of Nicholas i

Foreign policy of Russia in the second quarterXIX. century.R.K. Krymskaya War 1853-1856.

eastern question, Muridism,

Adequately perceive the proposals and assessment of teachers, comrades, parents and other people.

choose the most effective ways to solve problems, control and evaluate the process and result of activity.

agree on the distribution of functions and roles in joint activities

Determine their personal position, adequate differentiated self-esteem of their success in studies

§16, learn the map, fill in the table. on page 155, subf. Post. About the Crimean War

Social movement during the reign

Nicholas I..

westerners and Slavophiles, national self-consciousness.

Accept and maintain a learning task; They plan their actions in accordance with the task and conditions of its implementation, including in the internal plan.

independently allocate and formulate a cognitive goal, use general techniques for solving the tasks.

participate in collective discussion of problems, show activity in cooperation to solve communicative and cognitive tasks

Show friendlyness and emotional-moral responsiveness, empathy, as an understanding of feelings of other people and empathy

§17, Sost. Compared. Table. "Westerners and Slavophiles"

Culture of Russia First HalfXIX. century.

Accept and maintain a learning task; They plan their acts in accordance with the task and the conditions for its implementation, including in the internal plan.

use iconic symbolic products, including models and schemes, to solve cognitive tasks.

it is argued with its positions and coordinate its discosses of partners in collaboration in the development of a general decision in the Sovklass

Show empathy, as aware of the ideas of other people's feelings and empathy

§18, project work

Section 4. Russia in the second half XIX. century (7 hours)

Beginning of the board of AlexanderII.. Peasant reform 1861

Redempted operations, redemption payments, put on, segments, temporary shared

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§19, working with table., Doc. analysis. on page 183

Reforms 60-70 GG.

19th century.

working legislation, Zemstvo, World Court, Crown Court, Appeal, Universal Military Meament,

Accept and maintain a learning task; Plan your actions. Symbolic tools are used, including models and schemes for solving cognitive tasks. Argument your position.

Show empathy, as a conscious understanding of the feelings of other people and empathy.

§21, comp. Table. "Reform60-70GG.19B."

The socio-economic development of the Boreframe Russia.

Development, community, work

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life, are expressed.

§20, subf. gift. "Russia after 1861"

Public movements of the 50-60s. 19th century Confrontation of power and revolutionaries in the 70s - early 80s. 19B.

Dedicular intelligentsia, Ishutinians, Nechaevshchina, Publicism, "Walking in the People", Individual Terror, Tsarubiyism, Counterpordable, Marxist Movement, Liberal Publicism

Adequately perceive the proposals and assessment of teachers, comrades, parents.

Choose the most efficient solutions, control and evaluate the process and results of activities. Agree on the distribution of functions and roles in joint activities

Determine their personal position, an adequate differentiated assessment of their success in studies.

§22,23, practical. slave "Revolutionary organizations of the 60-70 GG. 19V. ", Doc. analysis. on page 208, 215-218

Domestic politics and social movement during the years of the Board of AlexanderIII. Russia's foreign policy in the second half of the 19th century.

Council, industrial rise

Putting educational tasks based on the correlation of what is already known. Independently isolated and formulate an informative goal. Formulate your own opinion and position.

Comprehensive humanistic traditions and values \u200b\u200bof modern society.

§24,25, examine the card, analysis of the DCUM. on page 234.

Russian culture of the second half of 19V.

Sustainable aesthetic preferences and orientations on art, as a significant sphere of human life.

§26, work. Work

Prepare for cont.

test.

Control testing on the topic "Russia in 18 - 19VV"

classic gymnasiums and real.

Accept and maintain a learning task; Plan your actions. Symbolic tools are used, including models and schemes for solving cognitive tasks. Argument your position.

Show empathy, as a conscious understanding of the feelings of other people and empathy.

* W - Universal History

1. Deliven note

Goal

No. p / p	Sections, themes	Number of hours
		Approximate program	Working programm
	Volume of study time			Sections, themes	Number of hours
	The history of Russia (from ancient times until the middle of the XIX.)
	Universal history (from ancient times to middle xix.)
	Time reserve
	History like science
	The history of Russia is part of the world history.


						Working programm
	Rus in the IX-early XIIIV.

History like science (2 hours)

The main concepts of historical development of mankind: historical and cultural (civilizational) theories, formation theory, theory of modernization .

The history of Russia is part of the World History (2 h)

Features of the formation and development of Russian civilization.The role and place of Russia in world development: history and modernity. Sources on the history of the Fatherland.

Ancient history of mankind (2 h)

Modern scientific concepts of man and society origin. Natural and social in the man and the human community of the primitive era.The resettlement of ancient humanity.Formation of races and linguistic families.Neolithic revolution. Changes in the lifestyle and forms of social relations. Trembling relationship.

Peoples and ancient states in Russia (4 h)

Civilizations of the ancient world and Middle Ages (10 hours)

Archaic civilizations. Features of material culture. Development of statehood and forms of social organization. Mythological picture of the world. The emergence of writing and accumulation of knowledge.

Civilization of the Ancient East. Formation of Indo-Buddhist and Sino-Confucian civilizations. Social norms and spiritual values \u200b\u200bin the ancient Indian and ancient Chinese society.The emergence of a religious picture of the world.The philosophical heritage of the Ancient East.

Antique civilizations of the Mediterranean. Policy-legal organization and social structure. Democracy and tyranny. Roman Republic and empire. Roman law.Mythological picture of the world and the formation of scientific form of thinking in an antique society.Philosophical heritage of ancient Greece and Rome. The formation of a Judeo-Christian spiritual tradition, its religious and ideological features.Early Christian Church.

The emergence of Islamic civilization. Social norms and motives of public human behavior in Islamic society.Socio-cultural features of the Arab and Turkic society. Islamic spiritual culture and philosophical thought in the Epoch of the Middle Ages.

Christian medieval civilization in Europe. Folding by the Western European and Eastern European regions of civilizational development.Sociocultural and political influence of Byzantium. Features of social ethics, relations to work and property, legal culture, spiritual values \u200b\u200bin the Catholic and Orthodox traditions.

The formation and development of a corporate building in the European Medieval Society. Feudalism as a system of social organization and power relations.The role of the church in the European society.Cultural and philosophical heritage of the European Middle Ages.

Traditional (agricultural) society in the West and East: features of the social structure, economic life, political relations. D.ishimika development of European medieval civilization.Socio-political, religious, demographic crisis of the European traditional society in the XIV-XV centuries. Upgrade background.

Rus in the IX - early XII centuries. (5h)

The origin of the statehood of the Eastern Slavs. "Tale of time years." The emergence of an ancient Russian state. Novgorod.The origin of the word "Rus". The beginning of the Rurikovsky dynasty. Tribute and citizenship. Princes and their squads. Evening orders.Trade path "From Varyag to Greeks". Camping for Byzantium. Adoption of Christianity. Development of the rules of law in Russia. Categories of the population.Princely gravestics.

Christian culture and pagan traditions of Russia.Contacts with the cultures of the West and the East. Influence of Byzantium. Monastery construction.The culture of ancient Russia as one of the factors of the formation of ancient Russian nation.

Russian lands and principalities in the XII - middle of the XV centuries. (8 h)

Causes of the collapse of the ancient Russian state. Strengthening the economic and political independence of Russian lands. The largest land and the principality of Russia in the XII - early XIII centuries. Monarchies and republics.Orthodox church and the idea of \u200b\u200bthe unity of the Russian Earth. Rus and Steppe.The flourishing of the culture of the Domongolian Rus.

The formation of the Mongolian state.The invasion of Russia.The inclusion of Russian lands into the Mongolian management system of conquered lands. Golden Horde. The adoption of ORDA Islam. The role of Mongolian conquest in Russia's history.Expansion from the West. Fighting crusading aggression.Russian land as part of the Grand Principality of Lithuania.

The struggle for political hegemony in northeastern Russia. The political, social, economic and geographical and geographical reasons for the transformation of Moscow to the Center for Combining Russian Lands.The relationship between the processes of the association of Russian lands and the struggle against the Ordia rule. The origin of the national self-consciousness in Russia.

Great Principality of Moscow in the system of international relations.The beginning of the decay of the Golden Horde. Education of the Kazan, Crimean, Astrakhan Khanni. The consolidation of Catholicism as a state religion of the Grand Duchy of Lithuania. Avtochefalia of the Russian Orthodox Church.

The cultural development of Russian land and principalities at the end of the XIII - the middle of the XV centuries.The influence of external factors on the development of Russian culture. Formation of Russian, Ukrainian and Belarusian peoples. Moscow as a Center for the Development of the Culture of the Great Russian Nature.

Russian state in the second half of the XV - XVII centuries. (13h)

Completion of the union of Russian lands and the formation of the Russian state.Features of the process of folding a centralized state in Russia.The overthrow of the Goldenordinian yoke. Changes in the social structure of society and the forms of feudal land tenure. Formation of a new country management system.The role of the church in state construction. "Moscow is the third Rome."

Establishment of royal powerand its sacralization in the public consciousness. Folding ideology autocracy. Mid XVI reforms. Creation of organs of a representative monarchy. Development of the local system. Establishing serfdom. Official. The establishment of the patriarchate.Expansion of Russia in the XVI century. The growth of the international authority of the Russian state.

The causes and nature of the troubled.Suppression of the ruling dynasty. Boyar groupings. The exacerbation of socio-economic contradictions. Fight against the aggression of the Commonwealth and Sweden.National rise in Russia. Restoration of the country's independence.

Zemstvo Cathedral 1613 and restoration of autocracy. First Romanovs.Expansion of the territory of the Russian state in the XVII century.The entry of the left bank of Ukraine into Russia. The development of Siberia.Russia's participation in wars in the XVII century.

Features of the Russian traditional (medieval) culture. Formation of national self-consciousness.Discussion about the premises of the transformation of the social system and the nature of the modernization process in Russia.

New Time: The Epoch of Modernization (12 hours)

The concept of "New Time". Modernization as a transition process from traditional (agricultural) to industrial society.

Great geographical discoveries and the beginning of European colonial expansion.Formation of a new spatial perception of the world.

Strengthening the role of man-made factors of social development during modernization.Trade and manufactory capitalism.Internal colonization. Innovations in the lifestyle, the nature of thinking, value landmarks and social norms in the era of the Renaissance and Reformation. The formation of Protestant political culture and social ethics.Confessional split of the European Society.

From the estate and representative monarchies to Absolutism - the evolution of European statehood. The emergence of the concept of state sovereignty. Bourgeois revolutions of the XVII-XIX centuries. The ideology of enlightenment.Constitutionalism. The formation of civil society. The emergence of ideological doctrines of liberalism, conservatism, socialism, anarchism. Marxismand working revolutionary movement. Nationalism and its influence on social and political life in Europe.

Technical progress in a new time. Development of capitalist relations. Industrial coup. Capitalism of free competition. The cyclic nature of the development of a market economy. Class Social Structure of the Company in the XIX century. Bourgeois and proletaria. Evolution of traditional social groups in industrial society."Echelons" of modernization as various models of transition from traditional to industrial society.

The worldview of the person of industrial society. Formation of the classical scientific picture of the world in the XVII-XIX centuries. Cultural heritage of the new time.

The evolution of the system of international relations at the end of the XV - middle of the XIX centuries. The emergence of international law. The role of geopolitical factors in the international relations of the new time. The colonial section of the world. Traditional societies of the East in the context of European colonial expansion ..

Russia in the XVIII - middle of the XIX centuries. (12h)

Petrovsky transformations. The reform of the army and fleet. Creation of the factory industry. Protection policy. New system of government and management.Proclamation of the Empire. The transformation of the nobility into the dominant estate.Features of Russian absolutism. Russia during the period of palace coups. Expansion of the rights and privileges of the nobility. Enlightened absolutism. Legislative registration of the class system.

Attempts to strengthen absolutism in the first half of the XIX century. Reforms of the public administration system.Growing opposition sentiment in society.Decembrist movement. Registration of the Russian conservative ideology. Theory of "official nationality". Slavophiles and Westerners. Russian utopian socialism.

Transformation of Russia into the world power.Russia in the wars of the XVIII century. Imperial foreign policy. Sections of Poland. Expansion of the territory of the state in the XVIII - middle of the XIX centuries. Russia's participation in anti-brass coalitions during the revolutionary and Napoleonic wars. Patriotic War 1812and abroad of the Russian army. Russia in the Holy Union. Crimean War.

The culture of the peoples of Russia and its connection with the European and World Culture of the XVIII - the first half of the XIX centuries. Features of Russian enlightenment. Scientific and technical thought and scientific expeditions. Foundation of the Academy of Sciences and Moscow University. Scientists of societies. Creating a system of folk education.Formation of a Russian literary language.The development of musical and theatrical art. Innovation and continuity of artistic styles in visual arts. Changes in urban planning principles.Russian manor

know / understand

be able to

Preview:

1. Deliven note

The Working Program on History is based on the federal component of the State Standard of the Middle (Full) General Education at the Basic level. The sequence of study was changed, so in the 2010-2011 academic year there was a compound of the history of Russia and universal history in one single course - history.

The working program specifies the content of subjective items of the educational standard, gives the allocation of study clocks on the courage sections and the recommended sequence of studying the topics of the study subject, taking into account the interdisciplinary and domestic communications, the logic of the educational process, the age characteristics of students. The working program promotes the implementation of a single concept of historical education, while maintaining conditions for the variational construction of history courses.

The work program performs two main functions:

Information and Methodical Function Allows all participants in the educational process to obtain an idea of \u200b\u200bthe goals, content, general training strategy, education and development of students with the means of this educational subject.

Organizational planning function It provides for the allocation of training stages, recommended structuring of educational material, determining its quantitative and qualitative characteristics on each of the stages, including to compile thematic planning of the course, meaning the content of intermediate student certification.

Goal

The study of history at the stage of medium (complete) general education at the base level is aimed at achieving the following goals:

upbringing of citizenship, national identity, the development of ideological beliefs of students on the basis of understanding the historically established cultural, religious, ethno-national traditions, moral and social attitudes, ideological doctrines;
the development of the ability to understand the historical conditionality of the phenomena and the processes of the modern world, to determine its own position in relation to the surrounding reality, relate their views and principles with historically emerged ideological systems;
the development of systematic knowledge about the history of mankind, the formation of a holistic representation of the place and role of Russia in the world-historical process;
mastering the skills and skills of searching, systematization and integrated analysis of historical information;

General education skills, skills and ways of activity

The Working Program provides for the formation of students of general educational skills and skills, universal ways of activity and key competencies. For historical education, a priority can be considered to be the development of the skill on their own and motivated to organize their cognitive activities (from the purpose of obtaining and evaluating the result), to use the elements of causal and structural and functional analysis, to determine the essential characteristics of the object being studied, independently choose criteria for comparison, comparison , Estimates and classifying objects.

The information and communicative activity of students, within which the skills and skills of finding the necessary information are developing in the sources of various types, extracting the necessary information from sources created in various iconic systems (text, table, schedule, diagram, audiovisual row, etc.), separation of basic information from the secondary, critical assessment of the accuracy of the information received, transmitting the content of information adequately set (compressed, full, selectively), translation information from one character system to another (from text to the table, from Audiovisual series in text, etc.), the choice of iconic systems of adequately cognitive and communicative situations. Students should be able to deploy to substantiate judgments, to give definitions, provide evidence (including otherwise), explaining the studied provisions on independently selected specific examples, own the main types of public speeches (statements, monologue, discussion, controversy), follow ethical standards and rules of reference dialogue (dispute).

Taking into account the specifics of the goals and the content of the premune training, the requirements for the reflexive activities of students, including the objective assessment of their study achievements, behavior, the features of their personality, ability and willingness, take into account the opinions of other people in determining their own position and self-esteem, to understand the value of education as Means of development of culture of the personality. Historical education plays an important role in the formation of the ability to formulate its ideological views, consciously define its national, social, confessional affiliation, their own attitude to the phenomena of modern life, its civil position.

Table thematic distribution of the number of hours

No. p / p	Sections, themes	Number of hours
		Approximate program	Working programm
	Volume of study time			Sections, themes	Number of hours
	History of Russia (second half of the XIXV-beginning XXIV)
	Universal history (second half of the XIXV-beginning XXIV.)
	Time reserve
	From the new to the latest history: the path of development of industrial society.
	Russia in the second half of the XIX early XXVV.
	Revolution 1917 and civil war in Russia.					Working programm
	Soviet Society in 1922-1941.
	Soviet Union during the Great Patriotic War.
	USSR in the first postwar decades.
	USSR in the mid-1960s-early 1980s.
	Soviet society in 1985-1991.
	Humanity at the stage of transition to the information society.
	Russian Federation (1991-2003)

From the new to the latest history: the path of development of industrial society (16 hours)

The main directions of scientific and technological progress: from the technical revolution of the end of the XIX century. to the scientific and technical revolution of the XX century. Monopolistic capitalism and contradictions of its development. Transition to a mixed economy in the middle of the twentieth century. "Welfare State."The evolution of property, labor relations and entrepreneurship in the second half of the XIX century. - The middle of the twentieth century. Changes in the social structure of industrial society. "Consumption society" and the reasons for its crisis in the late 1960s.

The crisis of classic ideologies at the turn of the XIX-XX centuries. and the search for new social development models.Social liberalism, social democracy, Christian democracy. Formation of social legal state. Changes in the principles of constitutional construction. Democratization of social and political life.Protest forms of public movements. The evolution of the communist movement in the West. "New left". Youth, anti-war, environmental, feminist movement. The problem of political terrorism. Background of systemic (economic, socio-psychological, ideological) crisis of industrial society at the turn of the 1960s - 1970s.

Models of accelerated modernization in the XX C.: Discussions about "catching development" and "special path".

Discussion about the historical nature of totalitarianism and authoritarianism of the newest time.Marginalization of society in the conditions of accelerated upgrades.Political ideology of totalitarian type.Fascism. National Socialism. Features of state-corporate (fascist) and part-time totalitarian regimes, their policies in the field of state-legal construction, social and economic relations, culture.

Formation and development of the global system of socialism.Totalitarian and authoritarian traits of "real socialism".Attempts by democratization of the socialist building.

"New Industrial Countries" (NIS) Latin America and Southeast Asia: Economic Reforms,authoritarianism and democracy in political life. National liberation movements and regional peculiarities of the modernization process in Asia and Africa.

The main stages of the development of the system of international relations in the last third of the XIX - middle of the twentieth centuries. World Wars in the history of mankind: economic, political,socio-psychological and demographic Causes and consequences. Folding the international legal system. League of Nations and the UN. Deploying integration processes in Europe."Bipolar" model of international relations during the Cold War.

Spiritual culture in the period of the latest history. Formation of a non-classical scientific picture of the world.Modernism - a change in the worldview and aesthetic foundations of artistic creativity. Realism in the artistic work of the twentieth century. Phenomenon counterculture. The increase in technocraticism and irrationalism in the mass consciousness.

Russia in the second half of the XIX - early XX centuries. (6 h)

Abolition of serfdom. Reforms of the 1860s - 1870s.Autocracy and class system under modernization processes. Speeches of the discharge intelligentsia. Publicism. Political terror. Policy of counter-reviews.

Approval of the capitalist model of economic development. Completion of industrial coup. Russian monopolistic capitalism and its features. The role of the state in the economic life of the country. Reforms S.Yu. Witte. Agrarian reform P.A. Stolypin. The aggravation of economic and social contradictions in the conditions of forced modernization. Saving the residues of serfdom.The role of the community in the life of the peasantry.

Ideal flows, political parties and social movements in Russia at the turn of the centuries of the XIX-XX centuries. Revolution 1905-1907 And her results.The formation of Russian parliamentarism.

"Eastern Question" in the foreign policy of the Russian Empire. Russia in the system of military political unions at the turn of the XIX-XX centuries. Russian-Japanese War 1904-1905 Russia in the First World War 1914-1918.Influence of war on Russian society. Public and political crisis on the eve of 1917

The spiritual life of Russian society at the turn of the centuries of the XIX-XX centuries. Development of the education system. Scientific achievements of Russian scientists. Revival of national traditions in the art of the late XIX century. Innovative trends in the development of artistic culture.Ideal search for the Russian intelligentsia at the beginning of the twentieth century. Russian religious philosophy. Reflection of the spiritual crisis in decades artistic culture.

Revolution of 1917 and Civil War in Russia (4 h)

Revolution of 1917. Fall of autocracy. Temporary government and advice. Proclamation of Russia by the Republic."Revolutionary defense" - supporters and opponents. The crisis of power. Marginalization of society.Army decomposition, deepening economic difficulties, position on national outskirts. Causes of the weakness of the democratic forces of Russia.

Political tactics of Bolsheviks, their coming to power. Approval of Soviet power.The nature of the events of October 1917 in the estimates of contemporaries and historians. The first decrees of Soviet power.The convening and dissolution of the Constituent Assembly. Brest world. Creating RSFSR. Constitution 1918The formation of a single-party system in Russia.

Civil War and Foreign Intervention: Causes, Stages, Participants. The objectives and ideology of the opposing parties. Politics "Military Communism"."White" and "Red" terror. Causes of white motion damage.

Economic and political position of Soviet Russia after the civil war. Transition to new economic policy.

Soviet Society in 1922-1941. (7 h)

Education of the USSR.Controversy about the principles of national-state construction.Party discussions about paths and methods for building socialism in the USSR. The concept of constructing socialism in a separate country.Successes, contradictions and crises of NEPA.Causes of NEP coagulation. Choosing a strategy of forced socio-economic development.

Industrialization, its sources and results. Collectivization, its social and economic consequences. Contradictions of socialist upgrades. Constitution of 1936 centralized (command) management system.Mobilization character of the Soviet economy.The power of the party-state apparatus. Nomenclature.The cult of the personality I.V. Stalin. Mass repressions.

The ideological foundations of the Soviet society and Culture in the 1920s - 1930s. Approval of the method of socialist realism. Tasks and results of the "cultural revolution".Creation of the Soviet education system. Science in the USSR in the 1920-1930s.Russian abroad. Split in the ROC.

Foreign Policy Strategy of the USSR in the period between world wars.Diplomatic recognition of the USSR.The growth of military threat in the early 1930s. and collective security problems.Munich treaty and its consequences. Military clashes of the USSR with Japan at Lake Hasan, in the Khalhin Gol River area. Soviet-German relations in 1939-1940. The USSR policy at the initial stage of the Second World War. Expansion of the territory of the Soviet Union.

Soviet Union during the Great Patriotic War (6 h)

German attack on the USSR. Great Patriotic War: The main steps of hostilities.Causes of failures at the initial stage of war.Occupational mode on Soviet territory. Smolensk battle. Leningrad blockade. Military-strategic and international importance of the victory of the Red Army near Moscow. The defeat of the troops of the aggressors near Stalingrad and at the Orlovsk-Kursk arc: a radical fracture during the war. Liberation of the territory of the USSR and military operations of the Red Army in Europe.The capitulation of Nazi Germany. The participation of the USSR in the war with Japan.Development of Soviet Military art.

Mobilization of the country to war. Civil uprising. Partisan traffic and its contribution to the victory. Translation of the USSR economy for military rails.Evacuation of the population and production facilities to the east of the country. Ideology and culture in the war years.Russian Orthodox Church during the war years. The heroism of the people at the front and in the rear.

USSR in antihytler coalition. Conferences of allies in Tehran, Yalta and Potsdam and their decisions.Land Liz and its meaning. The results of the Great Patriotic War.Victory price. The role of the USSR in World War II and solving the issues of the post-war device of the world.

USSR in the first post-war decades (4 hours)

The socio-economic situation of the USSR after the war. Mobilization methods Restoration of the economy.Ideological campaigns of the late 1940s. Cold War and its influence on the economy and foreign policy of the country.Creating rocket and nuclear weapons in the USSR.

The struggle for power in the highest leadership of the USSR after the death of I.V. Stalin.XX CPSS Congress and the conviction of the cult of personality.Concept of constructing communism.Economic reforms of the 1950s - early 1960s, reorganization of authorities and management.

Bipolar character of the post-war system of international relations.Formation of the global socialist system. USSR in global and regional conflicts in the 1950s - early 1960s. Caribbean crisis and its meaning.

Spiritual life in the postwar years.Tightening party control over the sphere of culture. Democratization of public life during the "thaw" period. Scientific and technical development of the USSR, achievements in the development of space.

USSR in the mid-1960s - early 1980s. (3 h)

Economic reform of the mid-1960s. The slowdown in the pace of scientific and technological progress.The deficit of goods of public consumption, the development of the "shadow economy" and corruption."Stagnation" as a manifestation of the crisis of the Soviet model of development.The concept of developed socialism.Constitution 1977 Dissident and human rights movement. Attempts to overcome crisis trends in the Soviet society in the early 1980s.

USSR in global and regional conflicts of the mid-1960s - early 1980s. Soviet Union and political crises in Eastern Europe."Doctrine Brezhneva". Achieving the military-strategic parity of the USSR and the United States.Helsinki process. The discharge policy and the reasons for its breakdown. Afghan war and its consequences.

Soviet culture of the mid-1960s - early 1980s. New trends in artistic work.The role of Soviet science in the deployment of the scientific and technical revolution.

Soviet Society in 1985-1991 (4 h)

Attempts to upgrade the Soviet economy and the political system in the second half of the 1980s.Strategy "Acceleration" of socio-economic development and its contradiction. Introduction of the principles of self-sufficiency and germination, the beginning of the development of entrepreneurship.Consumption crisis and lifting a strike in 1989

Glaznost's policy. Cancellation of censorship and the development of pluralism in the media.Democratization of public life.Formation of multiparty.Crisis of communist ideology.The loss of the leading role of the CPSU in the life of the Soviet society. Causes of tension growth in inter-ethnic relations. The rise of national movements in the Union republics and the policy of leadership of the USSR. Declarations on the sovereignty of the Union republics. August events 1991Causes of the collapse of the USSR.

"New political thinking" and a foreign policy strategy based on it. Soviet-American dialogue in the second half of the 1980s.Disintegration of the world socialist system.

Humanity at the stage of transition to the information society (11 h)

Discussion about the post-industrial stage of social development. Information revolution of the end of the twentieth century. The formation of the information society.Property, work and creativity in the information society.

Globalization of social development at the turn of the XX-XXI centuries. Internationalization of the economy and the formation of a single information space. Features of modern socio-economic processes in the West and East.The problem of the "world south".

The system of international relations at the turn of the XX-XXI centuries. The collapse of the "bipolar" model of international relations and the formation of a new structure of the world order.Integration and disintegration processes in the world after the end of the Cold War.European Union.The crisis of the international legal system and the problem of national sovereignty.Local conflicts in the modern world.

Features of the development of political ideology and representative democracy at the turn of the XX-XXI centuries. The role of political technologies in the information society. The ideological foundations of the "neoconservative revolution". Modern Social Democratic and Liberal Ideology.Attempts to form the ideology of the Third Path. Antiglobalism.Religion and church in modern public life. Ecumenism.The reasons for the revival of religious fundamentalism and nationalist extremism at the beginning of the XXI century.

Features of the spiritual life of modern society. Changes in the scientific picture of the world.The ideological foundations of postmodernism. High-tec culture. The role of elitar and mass culture in the information society.

Russian Federation (1991-2003) (5 hours)

The formation of a new Russian statehood.Political crisis of September-October 1993 The adoption of the Constitution of the Russian Federation 1993. The socio-political development of Russia in the second half of the 1990s. Folding new political parties and movements.Interethnic and interfaith relations in modern Russia. Chechen conflict and its influence on Russian society.

Transition to a market economy: reforms and their consequences. "Shock therapy". Structural restructuring of the economy, change in property relations.Discussion on the results of socio-economic and political reforms of the 1990s.

Presidential elections 2000. The course for strengthening statehood, economic rise, social and political stability, strengthening national security worthy of Russia in the world community. Change in the alignment of socio-political forces.The role of political technologies in the socio-political life of the country. Parliamentary elections 2003 and presidential elections 2004

Russia's participation in the formation of a modern international legal system. Russia in global integration processes. Russian Federation as part of the Commonwealth of Independent States.Russia and challenges of globalization.Russia and the problems of combating international terrorism.

Russian culture in the conditions of radical social transformations and information openness of the Company. Search for worldview landmarks. Appeal to historical and cultural heritage. Revival of religious traditions in spiritual life. Features of the modern development of artistic culture.

3. Requirements for graduate preparation

As a result of studying history at the basic level, the student must

know / understand

basic facts, processes and phenomena characterizing the integrity and systemality of domestic and world history;
periodization of the World and Domestic History;
modern versions and interpretations of the most important problems of domestic and world history;
the historical conditionality of modern social processes;
features of the historical path of Russia, its role in the global community;

be able to

conduct a search for historical information in sources of different types;
critical to analyze the source of historical information (characterize the authorship of the source, time, circumstances and purpose of its creation);
analyze historical information presented in different iconic systems (text, card, table, scheme, audiovisual series);
distinguish between the facts and opinions, historical descriptions and historical explanations in historical information;
establish causal relations between phenomena, spatial and time frames of studied historical processes and phenomena;
participate in discussions on historical issues, formulate their own position on the issues discussed, using historical information for argument;
present the results of the study of historical material in the form of abstract, abstract, reviews;

use acquired knowledge and skills in practical activity and everyday life for:

definitions of their own position in relation to the phenomena of modern life, based on their historical conditionality;
use of historical analysis skills in the critical perception of the external social information obtained by the outside;
correlation of their actions and acts of others with historically emerged forms of social behavior;
awareness of itself as a representative of a historically established civil, ethnocultural, confessional community, a citizen of Russia.

Preview:

Calendar - thematic planning on history of grade 10.

Lesson number		Total amount Watch	date	Equipment, clarity	D / z	reiteration
			plan	fact

	History like science.
	History in the system of humanitarian sciences.				Scheme "Various theories of historical development"	P.1С5-15, tasks number 2-4.	terms
	The main concepts of historical development.				Scheme "Periodization of Morgan History"	P.2-3C.15-36, Quests№4,7	Formation approach
	History of Russia-part of the World History.
	Introduction The history of Russia-part of world history.				documentation	C.3-5	C4-7AC.6kl.
	Sources on the history of Russia				documentation	P.5-6	C.4-7AC.6kl: p.1
	The oldest history of mankind.
	At the origins of the genus of human.				Map "Settlements of the most ancient people"	P.4 s.36-47	terms
	Neolithic revolution.				illustrations	P.5C.47-57, Task # 8.	Concepts
	Peoples and ancient states in Russia.
	Place of Slavs among Indo-Europeans.				Illustrations Map "Research of Slavic Tribes"	P.1С.7-24	P.1ch.6kl.
	Eastern Slavs in VIII-IXVV.				Illustrations Map "Slavs and their neighbors in VII- IXVV. "	P.24-31	P.1ch.6kl.
	Slavs and their neighbors.					P.2C.31-34	P.2AC.6k.
	Religion of the Eastern Slavs.				Presentation "Eastern Slavs in antiquities"	Clause 2 p.34-38	P.1ch.6kl.
	Civilization of the ancient world and the Middle Ages.
	Civilization of the Ancient East.				Map "Conquering campaigns of Egyptian Pharaohs"	P.6S.57-67, Quests№4-5	terms
	Expansion of the range of civilization.				Map "Persian Empire for Daria I"	P.7-8S.67-80	terms
	Antique civilizations of the Mediterranean.				Map "Greek colonies in the Mediterranean"	P.9S.80-88	terms
	The struggle for domination over the Mediterranean.				Map Greco-Persian Wars	P.19S.88-96, Quest №7
	Rome elevation.				Table "Punic Wars"	P.11С.96-110, Task #6.
	Sunset of the Roman Empire.				Table "Causes of the decline of Rome"	P.12-13C.110-127, Task #6.
17	Early Empire Europe and their decay.	1			Map "Decay of the Empire of Karl Great"	P.14c.127-136, Task #1.
18	The emergence of Islamic civilization	1			Map "Arab Khalifat in the prime of its power"	P.15S.136-145	P.6, Universal History
19	Western Europe XII-XIIIIV.	1			documentation	P.19c.170-179, Task№3-4	P.6, Universal History
20	Education of centralized states.	1			Table "Authorities of the Clarification"	P.20-21С.179-192, Task number 6, prepare a message	P.9, Universal History
	Rus in the IX-early XIIIV.	5
21	The emergence of the state Rus. The first Russian princes.	1			Illustrations Map "Ancient Rus to IX-XIB."	Clause 38-44	P.4h.6kl.
22	The first Russian princes.	1			Scheme "Camping Svyatoslav"	P.444-61
23	Old Russian state under Vladimir and Yaroslav Mudrome.	1			Illustrations documentation	P.5-6S.61-82.	P.6Uh.6kl.
24	Rus after Yaroslav Wise.	1			documentation	P.7-8S.82-111	P.9Uh.6kl.
25	Culture of Russia in the X-early XIIV.	1			illustrations	P.1.133-150	P.7AC.6kl.
	Russian lands and principalities in the XII-century XVVV.	8
26	Political fragmentation of Russia.	1			Map "Russian principalities specific time "	P.9S.111-133	P.9Uh.6kl.
27	Mongol-Tatar invasion on Russia.	1			Map "The Invasion of Mongols on Rus"	Paragraph/1/1/151-163	P.17.6k.
28	On the Natisa of Conquerors to the North-Western Borders of Russia.	1			Schemes "Nevsky Battle", "Ice passing "	P.163-172	P13.6kl.
29	Rus and Golden Horde.	1			Documentation, illustrations	P.13С.172-183	P.14och.6kl.
30	Walking in Moscow.	1			Map "Moscow Principality at the beginning of XIVV."	P.14 p.183-199	P.18och.6kl.
31	Kulikovsky battle.	1			Scheme "Kulikovskaya battle"	P.15 p.199-218	P.18och.6kl
32	Feed war in Russia.	1			Documentation illustrations	P.16 p.218-225	P.21och.6kl
33	Culture and life in XIV-XVVV. Only phenomena in Russian culture.	1			Illustrations	P.19.23С.256-271.307-314	P.26och.6C.
	Russian state in the second half of the XV-XVIIIV.	13
	Moscow Princes and Tsari Dynasty Rurikovich.	7
34	Ivan III: external and internal policy.	1			Portraits Map "Russia at the beginning of XVIV."	P.17 p.225-243	P.22och.6kl
35	Economy, power and church in XVV.	1			illustrations	P.18 p.243-256	P22ooch.6kl
36	Ivan IV.reforms of the elected glad.	1				P.20 p.271-281	P23h.6kl
37	Foreign policy of Ivan the Terrible.	1			Map "Russia with Ivan Grozny"	P.21 p.281-294	P24ach.6kl
38	Oprichnina, its influence on the life of the country.	1			Scheme "Aleksandrovskaya Sloboda"	P.22 p.294-307	P25och.6kl
39	Russia at the turn of the century. The crisis of society and the state.	1			Illustrations portraits	Clause 1-2-25-24
40	The first and second militia. Liberation of Moscow.	1			Table "Periods of Troubles"	Clause 3 p.24-35	P.2AC.7kl.
	First Romanovs.	6
41	Russia after the troubled.	1			illustrations	P.4 p.35-48	P.3 .7kl.
42	New features in Russia's development.	1				P.5C.48-60
43	Buntish age.	1				P.6S.60-68.
44	Internal and foreign policy Alexey Mikhailovich.	1			portraits	P.7S.68-82.	P.5h.7kl.
45	Peoples of Russia in the XVIIV, and their culture.	1			illustrations	P.8 S.82-89 P.19S.101-113	P.8Uch.7kl.
46	Russia at the end of the XVII century.	1				P.9 S.89-101	P.5, HISTORY OF RUSSIA
	New time: the era of modernization.	12
	Early new time.	3
47	The era of great geographical discoveries.	1			Table "Great Geographical Opening"	P.26-27S.220-234, Quest №5	P.21, the history of Russia
48	Western Europe: a new stage of development.	1			Map "Basic Trading Roads in Europe"	P.28-294-2466.	Clause 17, History of Russia
49	Bourgeois revolutions. The crisis of the classroom building.	1			Table "Development of the British Bourgeois Revolution"	P.32S.259-268, Quest №7	Claim 1-2, History of Russia
	From the Epoch of Enlightenment to Late New Time.	9
50	Epoch of Enlightenment.	1			Table "The policy of enlightened absolutism"	P.33S.268-280, Task # 7.	P.26, Universal History
51	War for independence in North America.	1			Map "War for US Independence"	P.34С.280-292, Task # 8.	C.3, HISTORY OF RUSSIA
52	The French Revolution.	1			Table "Causes of Revolution in France"	P.35-36С.292-310, Quest №11.	P.32, Universal History
53	Industrial coup in England and its consequences.	1			documentation	P.37-38С.310-324, Tasks №3,5	P.28, Universal History
54	Idean-political development of countries in Western Europe XIX.	1				P.34С.324-332, Quest №3	P.33, universal history
55	Western Hemispheres XIX countries.	1				P.43S.358-370, Task #6.
56	East to XVIIIV.: The offensive of the colonial system.	1			Map "India in the XVII-XVIIIIIV"	P.44-45С.370-384, task№9.
57	Colonialism. Completion of the colonial partition of the world.	1			Map "India and China in XIXV."	Clause 46-47c.384-399, Task # 5.	P.26, Universal History
58	Evolution of the system of international relations in a new time.	1			document	P.48C.399-409, Task #6.
	Russia in the XVIII-mid-XIXVV.	12
	Russia in the XVIIIV.	7
59	Peter I. The most important policy.	1			Table "Northern War"	P.11c.113-129	P.14och.7kl.
60	Reforms of Peter the Great.	1			Table "Peter reform"	P.12-13С.129-157	P.15h.7kl.
61	The era of palace coups.	1			Illustrations portraits	P.14-15С.157-179	P.21och.7kl.
62	Russia in the first years of the Board of Catherine II.	1			Illustrations portraits	P.16S.179-194	P.24och.7kl.
63	Russia's foreign policy in the second half of the XVIIIV.	1				P.17c.194-204	P. 7-28h.7kl.
64	Economics, culture and life of Russia in the second half of the XVIIIV.	1				P.18c.204-216 p.19c.216-230	P.26och.7kl.
65	Board of Paul I.	1			Illustrations portraits	P.20 p.230-239	P.29och.7kl.
	Russia in XIX.	5
66	The beginning of the board of Alexander I.	1			Illustrations portraits	P.21 p.239-252	P.1 .8kl.
67	Patriotic War 1812.	1			Table "The course of the Patriotic War 1812"	P.22-23 p.252-282	P.4h.8kl.
68	Russia after the war. Decembrist movement.	1			Scheme "Decembrist uprising on the Senate Square"	P.24-25 p.282-305	P.9AC.8kl.
69	Internal and foreign policy of Nicholas I.	1			Illustrations portraits	P.26-28S.305-344	P.10 .8kl.
70	Public and spiritual life of Russia.	1				P.29-30 p.344-375

Municipal General Education

Drovninsk secondary school

WORKING PROGRAMM

by history

(a basic level of)

Grade 10

Compiler:

Lebedev Lyudmila Viktorovna,

history teacher and social studies 1 category

Explanatory note

1. The initial documents for drawing up a working curriculum program are:

the federal component of the State Educational Standard, approved by the Order of the Ministry of Education of the Russian Federation of 05.03.2004 No. 1089;

approximate program for basic general education. A basic level of;

history programs for general education institutions. 5-11 classes / Sost. A.A. Moviesin, G.I. Goder, I.S.Svencitskaya "History of the Ancient World. Grade 5 "; V.A.Vyushkin "The history of the Middle Ages. 6th grade"; A.Yu.Yudovskaya, L.M.Vanyushkin "New story. 7-8 classes "; A.O.Soroko-Tsype, O. Yu.strelova "The newest history of foreign countries. XX-beginning xxi century. Grade 9; A.A. Danilov, L.G. Kosulina "History of Russia. 6-9 classes "- m," Enlightenment ", 2009; Zhuravleva ON, Andreevskaya T.P., ISROVSKAYA L.V., Shevchenko S.V. "History. 10-11 class "- M," Ventana-Count ", 2014;

the basic curriculum of general education institutions of the Russian Federation, approved by the Order of the Ministry of Education of the Russian Federation No. 1312 from 09. 03. 2004;

order of the Ministry of Education of the Moscow Region dated 04/15/2016 No. 1427;

2. This program is drawn up on the basis of the author's program Zhuravleva ON, Andreevskaya TP, ISROVSKY L.V., Shevchenko S.V. "History. 10-11 class, "amended the program.

The teacher reserves the right to make minor changes to the program when adjusting the number of topics - the number of hours.

3. Goals and course tasks:

The study of history at the level of medium (full) general education is aimed at achieving the following goals:

· Education of citizenship, national identity, the development of ideological beliefs on the basis of understanding of historically established cultural, religious, ethno-national traditions, moral and social attitudes, ideological doctrines; expanding the social experience of students when analyzing and discussing the forms of human interaction in history;

· Development of the ability to understand the historical conditionality of the phenomena and the processes of the modern world, critically analyze the obtained historical and social information, to determine its own position in relation to the environment, relate it to historically emerged worldview systems;

Zagladin N.V., Zaglin Kh.T. Course program and thematic planning for the textbook N.Vog Zagladina, N.A.Simony "Universal History Class" for 10 class of general educational institutions. M.: LLC "TID" Russian Word-RS ", 2010.

N.Vablin, N.A.Simony "Universal History Class" for 10 class of general educational institutions. M.: LLC "TID" Russian Word-RS ", 2010.

History. 10-11 classes: Work programs for textbooks N.S. Borisov and A.A. Levandovsky. Basic level / Avt.-Cost. T.V. Kovrigina. Volgograd, 2011.

Borisov N.S. History of Russia from ancient times until the end of the XVII. : Grade 10: studies. For general education. Institutions: Basic level. M: Enlightenment, 2010.

Levandowsky A.A. History of Russia XVIII-XIX centuries: Grade 10: studies. For general formation. Agency: Basic level. M: Enlightenment, 2010.

The number of hours on the program -68, according to plan -68.

The history of Russia is 44 hours; Universal history - 24 hours.

The name of the section and themes	Clock	Preparation Requirements		control
The name of the section and themes	Clock	Basic knowledge	Basic skills	control
		General history
Section 1. History like science.
1.1. History in the system of humanitarian sciences. § one.		The value of the study of history. History in the system of humanitarian sciences. The subject of historical science and stages of its development.	Call in chronological sequence the stages of human development, their chronological framework. Explain the features of the cognition of the past.	Abstract
1.2. Problems of historical knowledge. § 2.		The problem of the reliability and falsification of historical knowledge. Principles of research in the study of the past: a specific historical approach, the principle of objectivity, authentication and the reliability of historical sources. Principles of periodization of history. Stages of human development. Periodization of the latest history.	Explain the principles of studying history. Call the stages of human development. Characterize the theories of historical development. To identify the positive and negative sides of the Marxist concept of history, the theory of local civilizations, the theory of world civilizational development.	Frontal survey
Section 2. Humanity at the dawn of its history.
2.1. The origin of mankind. §four		Modern concepts of the origin of man and society. Anthropology, archeology and ethnography about the oldest past of man. Mythological and religious versions of the protoistore of humanity. Human society and natural communities. Stages of the formation of a person. The origin of human races. Humanity in Paleolith and Mesolith.	Characterize the basic concepts of human origin. Show the regions on the map, which are the pranodina of humanity. Characterizes the role of climatic and geographical factors in the formation of a person.	Oral survey.
2.2. Stages of the development of the human community. §§4.5.		Man and Nature: the first conflict. Neolithic revolution. Transition from assigning to the manufacturing farm. Agrarian cattle cultures. Transition from the matriarchate to Patriarchate. The offensive of the Eneolyta.	Explain the concept of "Neolithic Revolution." Characterize changes in the text of life and forms of social relations in the transition from the assigning farming to the producing. Characterize changes in human economic activities related to the Neolithic Revolution.	Oral survey.
Section 3. Civilizations of the ancient world.
3.1.-3.2. The first state of the ancient world. §6, §§7-8		Backgrounds of the emergence of the state. Slavement and public relations in the ancient world. Culture and beliefs in ancient Egypt. Features of the development of despoty antiquity. Military despoty of the ancient world. Ancient India. China in an antiquity era. New stage of spiritual life.	Call and show the regions on the map the emergence of the first state formations. Characterizes the social structure, the features of political power, the spiritual life of antiquity civilizations. Characterizes religions (Zarhibrism, Buddhism, Confucianism, Judaism).	Oral survey Abstract
3.3.-3.4. Antique era in the history of mankind.		Antique Greece. Greece state cities. Cities-states of Italy. Rome base. Greek-Persian wars. V century BC. Peloponess Wars IV - V BB. BC. The elevation of Macedonia. Conquest Alexander Macedonian. Domination over Italy. Punish wars. Crisis of the Roman Republic. The formation of the Roman Empire. Spiritual heritage of antiquity.	Call key events of the era of antiquity. To identify the fectures of the economic activity of Greece. Characterizes the development options for an ancient Greek policy. Identify the similarities and differences in the Roman and Athenian policies. Express evaluation judgments about the nature of the conquest of A. Macedonian. Characterize the most ancient systems of legal norms.
Section 4. Middle Ages.
4.1. Islamic civilization.		The emergence of Islamic civilization. Islamic Society: Development Features. Arab conquest. Disintegration of the Arab Caliphate. The historic heritage of the Arab Caliphate. Islamic spiritual culture and philosophical thought in the Epoch of the Middle Ages.	Estimate in the chronological sequence of an event associated with the occurrence of Islam. Show on the map the territory of the settlement of the Arab tribes. To identify the causes of Islam. Understand the difference between Islam from other world religions. Determine the value of the historic and cultural heritage of the Arab Caliphate for world culture.	Oral survey.
4.2. The formation of a Christian-medieval civilization. §13, §15, §§16-17		Ranner referring publications in Europe and the causes of their decay. The role of the church in the early refortel society. Catholic and Orthodox spiritual traditions.	Call and show on the map areas of the settlement of German tribes in the process of the great resettlement of peoples. Determine the reasons for the decay of early refortel states in Europe. Characterizes the role of the Church in the early refortel society. Call similarities and differences in Catholic and Orthodox spiritual traditions.	Oral survey.
4.3.-4.4. Feudalism in Western Europe. §18, §§20-21, §22		Socio-economic relations in the early Middle Ages. Features of feudal relations. Religious and secular power in Europe. Norman conquest and creation of the Sacred Roman Empire.	Determine the growth value of cities as centers of economic, social, spiritual life; To identify the socio-economic and political factors of the centralization process. Call the reasons for strengthening the power of monarchs in Western European states. Call the main achievements of the culture and science of the European Middle Ages.	Oral survey. Teams.
4.5. The crisis of traditional society in Western European countries. §19, §§20-21.		Traditional societies in the West and East. Growth of cities in Western Europe: causes and consequences. Conflict of secular and spiritual power. Knight's Order and the Inquisition Strengthening Royal Power in Western Europe. Cities and royal power. Creating organs of the class representative office. Eastern Europe in the XII-early XV centuries.	To identify the prerequisites for strengthening the central government in Western Europe. Characterize the prerequisites for the start of the modernization process. Compare ways to develop the countries of Western, Central and Eastern Europe, Europe and Asia.	Oral survey.
4.6. Reperatively generalizing lesson on the "Civilization of the Ancient World and Middle Ages".		Repetition and generalization.		Test control.
Section 5. New Time: The Epoch of Modernization.
5.1. What is "New Time"?		The concept of "New Time". Principles of periodization. Modernization as a process of transition from traditional to industrial society.	Determine the concept of "New Time". Characterizes the principles of periodization of the new time. To identify the features of modernization as the transition process from traditional to industrial society.	Oral survey.
5.2. Great geographical discoveries. §27.		The main milestones of great geographical discoveries. Formation of a new spatial perception of the world. The beginning of the colonial expansion of the European powers.	Call and show the regions on the map, open in the era of great geographical discoveries. To identify the reasons that prompted Europeans to look for new naval roads to India. Characterization of the pre-columbian civilizations of America, identify the peculiarities of the colonization of North America. Determine the meaning and consequences for the Western countries to create colonial empires and the opening of new marine trading paths.	Oral survey.
5.3. -5.4. Western European countries in the XV-Mid-XVII century. §§28-29, §§30-31		Trade and manufactory capitalism. The formation of single domestic markets in Europe. Innovations in the lifestyle, the nature of thinking, value landmarks and social norms in the era of the Renaissance and Reformation. Confessional split of the European Society. The effect of Catholicism and Protestantism on the political culture of society, social psychology, aesthetic worldview. The thirty-year war and its consequences for the spiritual life of European states.	Define socio-psychological, economic and technological factors of modernization. Characterizes changes in the spiritual appearance of Europe. Characterize the main flow of reformation (Lutheranism, Calvinism). Determine the causes of religious wars. To determine the effect of Catholicism and Protestantism on the political culture of society, social psychology, aesthetic worldview.	Oral survey. Table.
5.5. Absolute monarchies in Western Europe. §§28-29, §§30-31		The formation of absolutism. The emergence of the concept of state sovereignty. Philosophy and ideology of enlightenment. State sovereignty as a reflection of the universal recognition of the state power of the monarch over his subjects ..	Determine the concept of "absolutism". To determine the characteristic features of absolutism, to identify the prerequisites for the enhancement of the central government in the countries of Western Europe. Call features of the formation of absolutism in various European countries. To detect the differences between absolutism from despotic antiquity regimes.	Oral survey.
5.6. Industrial coup and its value. §38, §39, §§40-41.		Socio-economic prerequisites of industrial coup. From manufactory to industrial production. Growth of industrial production. Problems of social development of industrial countries. Bourgeois and proletaria. Marxism and revolutionary movement. The formation of trade unions and the first working parties.	To define the concept of "industrial coup, call his signs. Characterizes the social consequences of the second industrial revolution. Characterize the position of the working class of industrial countries, identify the peculiarities of the working movement of England, France, Germany. Characterizes the ideas of Marxism and the reasons for their popularity in the working movement. Characterizes the ideas of liberalism, socialism, conservatism, anarchism.	Oral survey.
5.7. The socio-political and spiritual development of Western European countries in the 1st half of the XIX century. §40.		The worldview of the person of industrial society. Formation of a classic scientific painting of the world. Cultural and philosophical heritage of the new time.	Call features of the formation of the scientific picture of the world. Characterizes the features of the human world of industrial society. Characterize the main directions of development of literature and art in a new time. Call outstanding cultural figures and their achievements.	Oral survey.
5.8. International relations in the era of the new time. §48.		Evolution of the system of international relations in a new time. The emergence of international law. Westphalian Miscellaneous System. Napoleonic wars. Vienna Congress and the creation of a sacred union. International relations of the second half of XIX.: Rivalry of national states. The colonial section of the world.	Call the main changes in the system of international relations at the end of the XV-century XIX century. Determine the features of the Westphalian system. Characterizes the Vienna system. To identify the role of geopolitical factors in the international relations of the new time. Identify the features of the colonial partition of the world.	Oral survey.
5.9. Asia states in a new time. §§44-45, §§46-47		The influence of European colonial expansion on traditional societies of the East. Economic development in colonial and affiliates. The first anticolonial speeches of the peoples of the East. Restoration of Meiji in Japan and the first experience of modernization development in Asia.	Determine the reasons for the crisis of traditional society in Asia countries. Characterize the forms of their manifestation and consequences. Determine the features of the anticolonial movement of the peoples of the East. Characterizes economic development and social movements in colonial and affiliates.	Oral survey Teams.
5.10. Final generalization and control.				Control test
		Russian history
Section 1. Formation of Russian civilization
1.1. Peoples and ancient states in Russia.		The history of Russia is part of the worldwide history. The natural and climatic factors and features of the development of the territory of Eastern Europe and the North of Eurasia. Stone Parking. Transition from assigning farming to the producing. The appearance of metal guns and their influence on primitive society. Great relocation of peoples. Prashlia. Archaeological monuments of Udmurtia.	Determine the main factors for the development of Russia. Compare the factors that determine the civilization development of Russia and one of the countries of the West or East. Determine the reasons for the differences between the historical path of development of Russia. Analyze historical information.	Oral survey
Section 2. Ancient Russian state inIX. – XIII. explosive
2.1. Eastern Slavs in VI-IX centuries. Education of an ancient Russian state. §one.		East Slavic tribal unions and their neighbors. Classes, public system and beliefs. Strengthening the role of tribal leaders, property bundle. The path "from Varyag in the Greeks". Calling Rüric. Norman theory.	Call the reasons and stages of folding the state in the Eastern Slavs; theory of the formation of an ancient Russian state; Show on the map the territory of the settlement of the eastern Slavs, their neighbors; Analyze documents.	Oral survey.
				Table, work with a map
		Causes of the collapse of the ancient Russian state. Strengthening the economic and political independence of Russian lands. The largest land and the principality of Russia in the XII- early XIII century. (Veliky Novgorod, Galician-Volyn Principality, Northeast Russia). Monarchies and republics. The formation of ancientudmurt nation.
2.6. Culture of Russia XII-beginning XIII century. §4, §7.		Christian culture and pagan traditions of Russia. Contacts with the cultures of the West and the East. Influence of Byzantium. Monastery construction. The flourishing of the culture of the Domongolian Rus. The culture of ancient Russia as one of the factors of the formation of ancient Russian nation.	Determine the essence and peculiarity of the culture of Kievan Rus and Russia XII-beginning of the XIII century. The influence of the collapse of Kievan Rus on the development of culture. Show the achievements of Kievan Rus on specific examples. Analyze historical sources.
2.7-2.8. Mongolian invasion. Russian land under the rule of the Golden Horde. §eight.		The formation of the Mongolian state. The invasion of Russia. The inclusion of Russian lands into the Mongolian management system of conquered lands. Golden Horde. Udmurtia under the authority of the Golden Horde. Expansion from the West. Fighting crusading aggression.	Determine the reasons for the conquest of Russia Mongol-Tatars. Characterizes the Mongolian management system of Russian lands and foreign policy activities A.Nevsky. Characterizes the Mongol-Tatar Igo and its historical consequences, showing conquering campaigns of Mongol-Tatars, Germans, Swedes, battleships on the map.	Survey on the map Kim Test number 6
2.2.-2.3. Kievan Rus. §§2-3.		Tribute and citizenship. Princes and squads. Evening orders. Adoption of Christianity. Development of the rules of law in Russia. Categories of the population. Lubache Congress. Foreign policy.	To determine the trends in the development of ancient Russian state, its internal and external tasks. Characterizes early refortional relations in Kievan Rus, allocate their features. Compare historical sources, analyze documents, give an assessment of the activities of the first princes., Show military campaigns by princes on the map.	Table, work with a map
2.4.-2.5. Russian lands in the XII-early XIII century. Heirs of Kievan Rus. §§.5-6.		Causes of the collapse of the ancient Russian state. Strengthening the economic and political independence of Russian lands. The largest land and the principality of Russia in the XII- early XIII century. (Veliky Novgorod, Galician-Volyn Principality, Northeast Russia). Monarchies and republics.	Determine the reasons for the collapse of the ancient Russian state; The historical value of feudal fragmentation. Prove that the feudal fragmentation stage of the progressive development of society; Take the comparative characteristic of the principalities.
Section 3. Education of a single Russian state inXIV- XV explosive
3.1.-3.2. Strengthening the Moscow Principality in the XIV-first half of the XV century. §§9-10.		The struggle for political hegemony in northeastern Russia. The political, social, economic and geographical and geographical reasons for the transformation of Moscow to the Center for Combining Russian Lands. The relationship between the processes of the union of Russian lands and the struggle against the Ordia rule. The origin of the national self-consciousness in Russia.	Define the political, social, economic and geographical and geographical reasons for the transformation of Moscow to the Center for the Association of Russian Lands. Characterizes the role of the Church and its leaders in the events of the XIV-first half of the XVT. Call the causes and consequences of the Kulikov battle, the essence and features of the centralized state; Causes and consequences of feudal war. Characterizes the activities of the princes, to evaluate.	Kim Test number 7
3.3.-3.4. The final stage of creating a single Russian state (the second half of the XV-beginning of the XVI century). §§11-12.		Features of the process of education of the Russian state. The overthrow of the Goldenordinian yoke. The beginning of the decay of the Golden Horde. Attachment of Udmurtia to the Russian state. Changes in the social structure of society and the forms of feudal land tenure. Formation of a new country management system.	To determine the relationship of the process of combining Russian lands and liberation from the Goldenophagean yoke, to characterize the activities of Ivan III. Call stages of the formation of a system of serfdom. Estimate the content of the judiciary 1497 compare the processes of education of a single state in Russia and in the West; Dise the thesis.	Table, the thesis plan.
3.5. Culture of Russia in the XIV-XV centuries. §13.		Books and literature. Monuments of the Kulikovsky cycle. Life of saints. Board words. Travel stories. Chronicles. Stone book. Moscow architecture. Architecture of Novgorod and Pskov. Shimmering brush. Andrei Rublev. Feofan Greek. Dionysius.	Determine the features of Russian culture of the XIV-XV centuries. Characterizes its achievements, identify the distinctive features of architectural monuments.	News Kim Test number 9
Section 4. Russia inXVI- XVII in.
4.1.-4.2. Russia in the XVI century.		Agriculture. Craft and trade. Society and power. Political system. Control system. Vasily III: Fresh Victory. Moscow ideology. Boyar rule. Ivan Grozny: at the head of advisers. Ivan Grozny: at the head of the Ochrichnikov. Foreign policy: on the East. Livonian war. On steppe borders. Last Rurikovich. Support classes. The death of Tsarevich Dmitry.	Determine the role of the natural climatic factor in Russia's life; Successes of crafts and trade; Changes in the position of certain segments of the population. Call the function of the organs of a representative monarchy. Characterizes the role of the church in the development of feudalism, in the formation of the ideology of autocracy. Analyze the management system of Russia in the XVI B; compare the estate-representative monarchy in Russia and in Europe; synchronize and compare domestic political and foreign policy events during the reign of Ivan IV.	Kim Test number 10
4.3.-4.4. Time of Troubles. §§17-18.		The causes and nature of the troubled. Suppression of the ruling dynasty. Boyar groupings. The exacerbation of socio-economic contradictions. Fight against the aggression of the Commonwealth and Sweden. National rise in Russia. Restoration of the country's independence. Zemsky Cathedral 1613	Determine the causes and nature of the troubles. Call basic events. Characterizes the activities of B. Godunov, Samostvants, Boyar, headed by V. Shuisky, Bolotnikov, Pozharskoye, Minina, M.ROromanova. Evaluate the events of dismay. Analyze documents.	News Kim Test number 12
4.5. The revival of the country after the troubled. The internal policy of the first Romanovs. §nineteen.		Restoration self-adjusting. First Romanovs. Social movements. Legal registration of serfdom. Expansion of Russia in the XVI century. Udmurtia in the XVII century. Church split and its meaning.	Determine the level of development of farm and trade; The essence of serfdom, the causes of its design in Russia; the causes and essence of the reforms of public administration and the formation of classes; The provisions of the church reform of Patriarch Nikon. Give an assessment of the activities of the historical personality. Characterizes the estate structure of Russian society.
4.6. Foreign policy of Russia in the XVII centuries. §twenty.		Pillars world. Deulin truce. Smolensk war. Reunion of Ukraine with Russia. Wars with Poland, Sweden and Turkey.	Call the main directions of Russia's foreign policy in the XVII century. Analyze its basic events. Assess the reunion of Ukraine with Russia. Characterize the results of foreign policy. Make a table, work with a card.	Survey on the map
4.7. Culture of Russia in the XVI - XVII centuries. §16, §21.		Pen Maxim Greek. Summarizing works. Publicistics. Beginning of typography. Architecture. Painting. Artistic craft. Strengthening secular elements in Russian culture. Features of Russian traditional culture. Expansion of cultural ties with Western European countries. Slavic Greco-Latin Academy.	Call the main works of culture. Determine the features of cultural development in the conditions of autocracy approval. Establish the relationship between political history and culture. Analyze the works of culture. Determine the features of education, enlightenment, literature, architecture, Iconopy XVII V. Culture of the XVI and XVII centuries.	News Kim Test No. 11, 15.
Section 5. Russia in the era of Peter the Great.
5.1. The beginning of the Board of Peter I. Reforms of Peter I. §1, §2.		Petrovsky transformations. The reform of the army and fleet. The creation of the factory industry is a pollta of protectionism. New system of government and management. Proclamation of the Empire.	Characterize the internal and foreign policy of Sophia, Petrovsky transformations. Analyze, structure the material in the schema, table.
5.2. Foreign Policy of Peter I.		Azov campaigns. In search of allies. The beginning of the Northern War. War for the Baltic States. The campaign of Charles XII to Russia. Poltava battle. The end of the Northern War. Nesteadsk world. Folk uprisings	Call the main events of Petra's foreign policy. Establish causal relationships, compare folk performances.	Work with a map. Kim Test No. 16-18.
5.3. "Cultural Revolution" in Russia at the beginning of the XVIII century. §four.		Innovations in everyday life. Education and enlightenment. The science. Public thought. Fiction.	Call the features of Russian enlightenment under Peter I; The main achievements and directions of the culture of Russia of the first quarter of the XVIII V. Prepare messages, analyze documents.	Community
Section 6. Russia in the middle and in the second halfXVIII in.
6.1. Russia after Peter I. The era of palace coups.		The first successors. "Cleaning" the supremes. Bironovshchyna. "Braunschweig surname". Board Elizabeth Petrovna. Peter III and the Manifesto of the Validity of the Noblest.	To call the main directions of the internal policy of the successors of Peter, changes in the position of the nobility. Determine the reasons for palace coups. Make a chronological table. Compare the autocratic and oligarchic rule, to compare the Board of Peter I and its successors.	Table, document analysis.
6.2. "Enlightened Absolutism" Catherine II. §6.		Path to the throne. Catherine II and enlighteners. Claimed Commission.	Call features of the internal policy of Catherine II, the main provisions of enlightened absolutism. Compare Zemskie cathedrals and laid commission. Make a scheme of central and local government. Evaluate the results of Catherine II transformation.	Work with a scheme, table.
6.3. Catherine Social Policy. Peasant war. §7.		Provincial reform. Nobility and peasantry. Mercury and Posad. Praised diplomas. Peasant War (1773-1775). The participation of the Udmurt people in the peasant war under the leadership E. Pugacheva.	Call changes in the social sphere that occurred in Catherine II, the rights and obligations of the nobility. Analyze the peasant war of Pugachev. To make plan.	Work with the card Kim Test No. 21, 22
6.4. Russia's foreign policy in the XVIII century. The reign of Paul I.		Insension of foreign policy. Fight for entering the Black Sea. Sections of speech compulculated. Russia in European politics. New emperor. Domestic policy. Foreign policy. Conspiracy and murder of Paul I.	Call the main directions of Russia's foreign policy. Characterize Russia's relations with the Crimean Khanate, the Ottoman Empire, the speech of the associate, leading European countries. Characterizes the main directions of the external and domestic policy of Paul I. Work with a card. Analyze Pavlo I. policies.	Oral survey Work with the card
6.5. Culture of Russia XVIII century.		Features of Russian enlightenment. Scientific expeditions. University of Moscow. Scientists of societies. The system of folk education. Urban planning. Culture and life of Udmurtia in the XVIII century. A.N. Radishchev about Udmurts.	Characterizes the features of the development of science, literature, architecture, music, theater. Compare the views of Novikova, Shcherbatov, Radishchev for Russian reality. Assess the role of Lomonosov in the development of science and culture.	Community Kim Test
Section 7. Russia in the first halfXIX. in.
7.1.-7.2. Economic development at the end of the XVIII - the first half of the XIX century. Alexander I. reform §11, §12.		New in the Russian economy. Trade, transport, city. Fortress manufactory. Manufactory with free labor. The serfdom of the late XVIII - early XIX century. The impact of market relations. "Young friends." The establishment of ministries and the transformation of the Senate. Peasant question. Creating a system of folk enlightenment. MM Speransky and his "State Transformation Plan." "Note" N.M. Karamzin. The socio-economic situation of Udmurtia in the first half of the XIX century.	To determine the features of the socio-economic development of Russia at the end of the XVIII - the first half of the XIX V.Sravnoy the serf and voltentene manufactory. Call reforms conducted by Alexander I. Characterizes his personality, the activities of the unlawful committee. Schematically depict the system of central and local governments, compare plans of the Speransky, Karamzin, the results of the reform of public administration. Analyze the document.	Oral survey.
7.3. Fighting Napoleon. §13.		Wars 1805-1806 The aggravation of Russian-French relations. Preparation for war. The ratio of forces. Patriotic War of 1812. The participation of the population of Udmurtia in the Patriotic War. Completion of wars with France. Eastern question.	Define the tasks of Russia's foreign policy at the beginning of the XIX B; reasons, move, meaning of the Patriotic War; goals, results of foreign trips; Eastern solutions. Characterize the continental blockade.	Kim Test number 27
7.4. Reaction period. Decembrists. §fourteen.		Reaction. The first Decembrist organizations. Northern and South Society. Decembrist revolt.	Define the influence of the Patriotic War on public consciousness. Call the first secret organizations. Characterizes the causes, tasks, the move, the value of the Decembrist uprising. Give your assessment to movement. Compare program documents of secret societies.	Oral survey
7.5.-7.6. Internal and foreign policy of Nicholas I. Caucasian War. §§15-16		Features of the Nikolaev management system. Theory of "official nationality". Strengthening Ustiva. Attempts by reforms. "Gloomy seven years." Russia and Europe. Eastern question. Crimean War. Russia and the Caucasus. The beginning of Caucasian War. Muridism. Imamat Shamil. Ending war	Call features of the internal policy and the main directions of the foreign policy of Nicholas I. Characterizes the identity of Nicholas I. Analyze the main provisions of the theory of "official nationality". To assess the contribution of Nikolai I to the improvement of public administration, education, the decision of the peasant question. Analyze Russia's foreign policy. Characterizes territorial and military-political changes after signing peace treaties. Determine the causes of the Crimean and Caucasian wars.	Oral survey. Work with a map. Kim Test No. 29, 30
7.7. Public movement in the years of the reign of Nicholas I.		Registration of the Russian conservative ideology. Slavophiles and Westerners. Russian utopian socialism.	To call the main directions of public thought during the reign of Nicholas I. Determine the importance of magazines, salons, friendly circles in the development of social movement. Analyze the views of Westerners and Slavophiles. Compare the views of Slavophiles and supporters of the theory of "official nationality" on Orthodoxy, autocracy, nation. Characterize the activities of Petrashevtsev. Analyze the statements of Herzen.	Oral survey. Working with a table.
Section 8. Russia in the second halfXIX. century.
8.1.-8.2. Alexander II peasant reform. Socially economic development of the Boreframe Russia. §19, §20.		Preparation of reform. The content of reform. Peasant Management Agriculture. Industrial production. Bourgeoisie and proletariat. City. Transport. Internal and foreign trade .. The value of reform. Approval of the capitalist model of economic development. Completion of industrial coup.	Call the reasons and stages of preparation of cancellation of serfdom. Determine the main provisions of the reform and its value. Analyze the role of reform in the country's development. Characterized by Alexander II as a Tsar liberator. Determine the ratio of peasants to cancel serfdom. Characterizes the economic development of the country in the pureform period.	Oral survey Kim Test No. 33, 34
8.3. Reforms of the 60-70s. XIX century		Zemskaya and urban reforms. Judicial reform. Military reforms. Reforms in the field of folk enlightenment and printing. Conducting the reform of 1861 in Udmurtia.	Characterize the content of reforms. Establish causal relationships between cancellation of serfdom and liberal reforms. To assess the role of land in society, innovations in court. Evaluate military and urban reforms. Analyze transformations in the field of enlightenment. Diagrams, the thesis plan.
8.4. Public movement of the mid-50-60s. XIX century The opposition of power and revolutionaries in the 70s of the 80s. XIX century §22, §23.		The phenomenon of the discharge. "Earth and Will". Polish uprising. Nihilism. Circle of Ishutinians. Nechaevschina. Publicism. "Walking to the people." The reaction of power. "Earth and Will".	Compare the main directions of social movement. Analyze documents. Structuring the training material in the table.	Oral survey
8.5.-8.6. Public movement, domestic and foreign policy during the years of Alexander III rule. §24, §26		Strengthening administrative and police power. Counter does. Enlightenment policy and censorship. The social movement of the 1880s - the first half of the 1890s. Fight for the revision of the Paris Peace Treaty. Eastern crisis of the mid-70s. XIX century Russian-Turkish War 1877-1878 Exacerbation of contradictions with Germany. Russian-French Union. Accession of Central Asia.	To identify the main directions of the internal policy of Alexander III, the peculiarities of the social movement during the years of his rule. Analyze the counter-processors of the 80s. Systematize information on the public movement of the 1880s-first half of the 1890s., By drawing up a scheme. Compare the ideas of Marxism and revolutionary populists. Characterize the main directions and objectives of foreign policy, oriental crisis. Compare the conditions of the San Stefan world and the decision of the Berlin Congress. Analyze the relations between Russia and Germany. Evaluate the Russian-French Treaty. To determine the consequences of the accession of Central Asia for Russia and Central Asian peoples.	Oral survey Work with the card Kim Test No. 37, 38
8.7. Culture of Russia XIX century. §25		Development of the education system. Scientific achievements. Revival of national traditions in literature, musical and theater art, architecture, painting. Education. Printing and libraries. The science. Russian primer discovers. Literature. Theatre. Music. Painting. Sculpture. Architecture.	Determine the features of the development of culture, the science of the XIX century. Characterize the main achievements. Analyze the works of culture, science. Compare the development of a system of enlightenment into the reign of Alexander I and Nicholas I. prepare messages.	Community.
9.1. History of Russia since ancient times to the endXIX. in.		Final generalization.		Final test at the rate.
TOTAL