1. List the main requirements of the winning countries.
2. What post-war conferences resolved issues of peaceful settlement of international relations?
3. Which countries benefited the most from the decisions of these conferences, and which lost?
4. What issues of international relations have not been resolved?
5. What is the Versailles-Washington system?
Determine which countries meet the goal of a peace settlement after the war:
1. Division of Germany into several weak states.
2. Return of Alsace and Lorraine. 3. Control over the industrial region of the Rhine.
4. German colonies in Africa and Turkish possessions in the Mediterranean.
5. Building a system of new international relations and the role of the “moral leader” of the world.
6. Preservation of a united Germany.
7. Division of the possessions of the Ottoman Empire.
8. Seizure of German possessions outside Europe.
Determine which conference solved the listed problems :
1. Territorial changes in Europe and the colonies.
2. The balance of forces in the Far East.
3. The new position of Germany in the post-war world.
4. Creation of an international organization - the League of Nations.
5. The balance of naval forces of the leading Pacific powers.
6. Return of prisoners of war and punishment of war criminals.
7. Solution of the Russian problem.
1. Explain what contradictions existed between the victorious countries. Could they have been resolved under those historical conditions?
2. Formulate the goals of creating the League of Nations and try to imagine under what conditions the activities of this organization could be productive.
3. Is it right to say that with the creation of the League of Nations, international relations moved to a new level?
4. What was the “Russian question” at the conferences and why was it not resolved?
5. Was the Versailles-Washington system durable? Justify your opinion.
Continue the historical statement:
As a result of the Paris and Washington conferences, a new balance of forces was established in the world, which could lead to...
Germany, having lost some of its possessions and being forced to pay huge indemnities, could...
The Versailles-Washington system could not resolve all controversial issues of international relations, because...
An attempt to organize a conference in the Princes' Islands can be regarded as...
British Prime Minister David Lloyd George spoke about the mandate system, under which former colonial possessions were transferred to the guardianship of advanced victorious countries: “Mandates are simply a disguise for annexations.”
Is it possible to agree with such a frank statement? How could you confirm or refute this statement?
Plan for studying a new topic
1. Goals of the victorious countries in the post-war peace settlement. 2. Paris Peace Conference and its decisions. 3. Washington Peace Conference and its decisions. 4. The fragility of the Versailles-Washington system.
The main problem of the lesson: what basic principles underlay the new post-war international relations and was there a lasting peace based on them?
Historical calendar
January 18, 1919 - January 21, 1920- Paris Peace Conference
November 12, 1921 - February 6, 1922- Washington Peace Conference
OPTION I. Work on issues.
Task 1. Questions to test knowledge of the material: 1. List the main requirements of the winning countries. 2. What post-war conferences resolved issues of peaceful settlement of international relations? 3. Which countries benefited the most from the decisions of these conferences, and which lost? 4. What issues of international relations have not been resolved? 5. What is the Versailles-Washington system?
Task 2. Determine which countries meet the goal of a peaceful settlement after the war:
1. Division of Germany into several weak states. 2. Return of Alsace and Lorraine. 3. Control over the industrial region of the Rhine. 4. German colonies in Africa and Turkish possessions in the Mediterranean. 5. Building a system of new international relations and the role of the “moral leader” of the world. 6. Preservation of a united Germany. 7. Division of the possessions of the Ottoman Empire. 8. Seizure of German possessions outside Europe.
Countries: 1. Great Britain. 2. France. 3. USA.
Task 3. Determine which conference solved the listed problems:
1. Territorial changes in Europe and the colonies. 2. The balance of forces on Far East. 3. The new position of Germany in the post-war world. 4. Creation of an international organization - the League of Nations. 5. The balance of naval forces of the leading Pacific powers. 6. Return of prisoners of war and punishment of war criminals. 7. Solution of the Russian problem.
Conferences: Paris Conference, Washington Conference.
Task 4. Analysis of factual material:
1. Explain what contradictions existed between the victorious countries. Could they have been resolved under those historical conditions? 2. Formulate the goals of creating the League of Nations and try to imagine under what conditions the activities of this organization could be productive. 3. Is it right to say that with the creation of the League of Nations, international relations moved to a new level? 4. What was the “Russian question” at the conferences and why was it not resolved? 5. Was the Versailles-Washington system durable? Justify your opinion.
Task 5. Continue the historical statement:
As a result of the Paris and Washington conferences, a new balance of forces was established in the world, which could lead to...
Germany, having lost some of its possessions and being forced to pay huge indemnities, could...
The Versailles-Washington system could not resolve all controversial issues of international relations, because...
An attempt to organize a conference in the Princes' Islands can be regarded as...
Task 6. Analysis of historical statements:
British Prime Minister David Lloyd George spoke about the mandate system, under which former colonial possessions were transferred to the guardianship of advanced victorious countries: “Mandates are simply a disguise for annexations.”
Is it possible to agree with such a frank statement? How could you confirm or refute this statement?
Task 7. Working with the map:
Use the map “The World after the First World War” to trace territorial changes based on conference decisions. Explain which countries they suited and why. Which countries were dissatisfied?
Task 8. Working with the document:
Read the extract from the Treaty of Versailles and answer the questions. What points in this document could cause future international conflicts? For what reasons were these moments allowed?
Task 9. Creative tasks:
1. Make a speech on behalf of a representative of any of the leading victorious countries justifying the principles of post-war international relations. 2. Compose an appeal on behalf of the League of Nations to the peoples of the world explaining the goals of this organization. 3. Compose memories of the conferences on behalf of one of the participants (of the student’s choice) with the use and explanation of historical concepts: annexation, indemnity, demilitarization, mandate system, reparations.
OPTION II. Work in groups “Historical hats”.
Students are divided into groups at the beginning of the lesson. 4-5 people each, and each group receives from the teacher a hat of a certain color: yellow, black, white, red and blue (the teacher can give the groups a colored picture of the hats, explaining the meaning of each color and the group's work with it).
The yellow hat is the optimist's hat.
The group receiving the yellow hat must find all the positive points in the topic covered. It is necessary to list all the issues of world politics that were resolved at conferences after the end of the First World War, to find successes in solving their problems for each country (where they exist).
The black hat is the pessimist's hat.
The group that received the black hat must find all the issues that were not resolved at the post-war conferences, highlight all the failures in international relations for each country, and show the injustice of the conference decisions.
The white hat is the hat of the objective observer.
The group that received the white hat must find and list only specific facts on the topic without judgment (what conferences took place, their results).
The red hat is the hat of the emotional participant.
The group that received the red hat must explain what emotions and feelings the countries participating in the conferences experienced and why, who was satisfied new system international relations and who doesn't.
The blue hat is the philosopher's hat.
The group that received the blue hat must prepare arguments on the following questions: how strong was the created Versailles-Washington system of international relations and whether it is legitimate to talk about strong international relations in general, whether the countries participating in the First World War learned any lessons from it, judging by the decisions post-war international conferences?
After group discussion (20 minutes), each group presents its message. Students of other groups have the right to add, ask questions, and argue with the statements made after the message. The teacher regulates the discussion of the performance of each group and summarizes it.
Homework. § 8.
Sections: History and social studies
Lesson objectives:
- Reveal the contradictions that arose during the preparation and signing of the Treaty of Versailles;
- Show the inconsistency of the Versailles-Washington system, the seeds of which conflicts in international relations were hidden in the system post-war treaties;
- Continue to work on developing positive and critical thinking, the ability to find a way out of the current situation, and find solutions for stability in society.
- Continue to develop the ability to work with a historical map, historical documents, and make an analysis of historical events and conclusions.
Main problems:
1. Objectives of the conference. Contradictions between conference participants. Did this complicate the environment in which the conference took place?
2. What were the basic principles underlying the new post-war international relations, and how durable was the Versailles-Washington system created?
3. Did the countries participating in the First World War learn lessons from it, judging by the decisions of the post-war international treaties?
Historical calendar (see Appendix)
November 12, 1921 - February 6, 1922 - Washington Peace Conference; “Treaty of the Four Powers”; “Treaty of the Five Powers”; "Treaty of Nine Powers".
Questions and tasks
Questions
Exercise 1
Determine, using documents, which countries meet the goal of a peace settlement after the war:
- Division of Germany into several states.
- Return of Alsace and Lorraine.
- Control of the industrial region of the Rhine.
- German colonies in Africa and Turkish possessions in the Mediterranean.
- Building a system of new international relations and the role of the “moral leader of the world.”
- Preservation of a united Germany.
- Division of the possessions of the Ottoman Empire.
- Capture of German possessions outside Europe.
Task 2.
Determine, using documents, at which of the conferences the listed problems were solved:
- Territorial changes in Europe and the colonies.
- The balance of forces in the Far East.
- The new position of Germany in the post-war world.
- Creation international organization- League of Nations.
- The balance of naval forces of the Pacific powers.
- Return of prisoners of war and punishment of war criminals.
- The solution to the Russian problem.
Task 3.
Continue with historical statements:
- As a result of the Paris and Washington conferences, a new balance of forces in the world was established that could lead...
- Germany, which lost some of its possessions and was forced to pay huge indemnities. could...
- The Versailles-Washington system could not resolve all controversial issues of international relations, because...
- An attempt to organize a conference in the Princes' Islands can be regarded as...
Task 4.
- Explain what contradictions existed between the victorious countries? Could they have been resolved under those historical conditions?
- Is it right to say that with the creation of the League of Nations, international relations moved to a new level?
- What was the “Russian question” at the conferences and why was it not resolved?
Task 5.
Analysis of historical statement:
1. British Prime Minister David Lloyd George spoke about the mandate system, under which former colonial possessions were transferred to the tutelage of the advanced victorious countries: “Mandates are simply a disguise for annexations.” Is it possible to agree with such a frank statement? How could you confirm or refute this statement?
2. T. Dreiser in his book “America is worth saving” writes: “And now long-suffering humanity receives a dummy in the form of the League of Nations, which declares war “outlawed.” It took a long time to work out the rules of this wonderful game of hide and seek, but even before they were worked out, new wars began to arise everywhere. From then until now there has hardly been a single day when there was not a war going on somewhere.” Is it so? Prove or disprove this statement.
Task 6.
Working with the map “The World after the First World War”.
Trace territorial changes as decided by conferences. Explain which countries they suited and why? Which countries were unhappy?
Finally, students express their views on the main issues.
Summing up the seminar lesson.
Date 09/11/17 8th grade
History lesson plan for 8th grade on the topic: “Industrial Revolution”
Target : consider the features of the modernization process of the early 19th century
Tasks:
Educational: understand the key concepts of the course
Developmental: promote the development of historical thinking based on an analysis of the essence of a long historical process
Educating: cultivate an understanding of the essence of the historical process
Lesson equipment: presentation
Lesson type: lecture - conversation
Basic concepts: modernization, industrialization, competition, free competition capitalism, monopoly, cartel, syndicate, trust, concern, imperialism.
Organizational part. Reporting the objectives of the lesson.
Transition to learning new material . Introductory conversation
What period of history did we study in the past? academic year? What is this period called?(history of modern times)
What is the chronological framework of the period of modern history studied last year?(1500-1800)
What are the main features of this time?(industrial Revolution, religious wars and reformation, the formation of capitalism)
Learning new material
Plan:
Chronological framework and features of the second period of modern history. Modernization
We have to study a new period in human history.
Let's get acquainted with the textbook and determine the chronological period of this time(1800-1913)
What event will mark the end of the new time period?(World War I).True, there is a point of view that the period new history ends in 1900.
A feature of the period is the beginning of the processmodernization.
Modernization – the process of transforming a traditional society into an industrial one
Features of modernization:
In the political sphere - democratization of public and political life
In the social sphere – rapid population growth, migration, urban population growth
In the economic sphere - industrialization
In the field of culture - rapid growth of scientific knowledge
Industrialization – the process of development and implementation of large machinery, production of machines using machines
The development history of different countries is uneven. This is the process of modernization in different countries began at different times - it depended on the time of the start of the industrial revolution.
What is the industrial revolution?(transition from manufactory to factory)
In which country did it start first?(In Great Britain)
Which countries still experienced the industrial revolution in the 18th century?(Holland, France, USA)
These countries became the first echelon of modernization - the countries of old capitalism.
Work on filling out the table:
Echelons of modernization in early XIX century
Second echelon
Third echelon
Countries of old capitalism
Countries of young capitalism
Traditional society
England
France
USA
Germany
Italy
Japan
Russia
Austrian Empire
China
Latin American countries
The development of capitalism proceeded naturally
Development of capitalism through reforms
Modernization processes are limited
Completion of the Industrial Revolution
Working with the presentation, filling out the table as the teacher tells the story
Technical inventions of the 19th century
Invention
Meaning
1800
Metal lathe
Maudslay (England)
Manufacturing machines using machines
Automatic textile machine
J. M. Jacquard (France)
Replaced manual labor
1856
Converter
G. Bessemer (England)
Steelmaking
Melting furnace
Brothers E. and P. Martin (France)
Smelting higher quality steel
1825
The first Stockton to Darlington railway
George Stephenson (England)
The beginning of a revolution in transport, the railway boom
1879
First train
Ernst Werner Siemens
Use of electricity for railway
1803
First steamboat (tested on the Seine River)
R. Fulton (France)
1807
Steamship "Clermont"
R. Fulton
Replacing the sailing fleet with steam
1819
Steamboat Savannah
made a transatlantic trip
1803
Steam engine car
Evans (USA), Trevithick (England)
The appearance of the first car
1885
Gasoline car
Karl Benz (Germany)
1895
The prototype of a modern car
Gottlieb Daimler (Germany)
1908
Model T car
Henry Ford (USA)
The advent of the cheap car
Flight of a hot air balloon
Montgolfier brothers (France)
improved by Jacques Charles
First flight in the air
1900
Zeppelin airship (length 128 m)
Ferdinand von Zeppelin (Germany)
Flight of a body heavier than air, controlled balloon
1902
Gasoline engine glider
Wright Brothers (USA)
The beginning of aircraft construction
1803
Invention of the spranel (explosive projectile)
H. Spranel (England)
The growth of lethal force of weapons
1862
Invention of nitroglycerin, production of dynamite
Alfred Nobel (Sweden)
Obtaining weapons of great destructive power
1835
Revolver
Samuel Colt (USA)
Automatic weapons
1875
Arc lamp
P.N. Yablochkov (Russia)
Electric lighting public places
1880
Incandescent lamp
T. Edison (USA)
Illumination of enclosed spaces
1843
Baltimore-Washington telegraph line using coded alphabet
Morse
Transfer of information, communication
1899
Wireless telegraph (radio)
A. Popov (Russia)
G. Marconi (Italy)
Transfer of information, communication
1876
Telephone
M. Gray, A. Bell (USA)
Transfer of information, communication
Conclusion: technical inventions laid the foundation for development modern society(the symbol of this time is the Eiffel Tower)
Free competition capitalism and monopoly capitalism
In the first half of the 19th century, the era of free factory capitalism, orfree competition capitalism.
Free competition capitalism - a social system based on unlimited competition in the economic sphere
Competition – the struggle between entrepreneurs for the most favorable conditions for the production and sale of goods, ensuring the highest profits
The first half of the 19th century was a period of free competition. But already by 1870-1880. the production sector is being conqueredmonopolies.
Monopoly - an association of capitalists that arises on the basis of the growing concentration of production and capital, concentrating production or sales in its hands and with the goal of establishing dominance in certain sectors of the economy and obtaining maximum profits.
Variousforms of monopolistic associations:
Cartel - an association in which the production and commercial independence of enterprises is preserved, but uniform prices are determined and sales markets are divided
Syndicate - an association engaged in joint marketing of products
Trust – complete merger of enterprises, loss of commercial and production independence
Concern - an association of trusts or enterprises dependent on a monopoly group
THAT. monopoly capitalism is emerging(imperialism).
Imperialism - a special stage in the development of capitalism, in which it seeks to extend its dominance in all areas of social life.
Consolidation of the studied material:
What new features have appeared in the development of capitalist production in Europe?
What is a capitalist monopoly?
What role did increased competition play in the formation of monopolies?
What forms of business mergers do you know?
Why is free competition capitalism in late XIX century is developing into monopoly capitalism?
Signs of imperialism - according to the textbook p. 20 - write out
Combination of free competition and monopoly
Merger of industrial and banking capital and formation of a financial oligarchy
The predominance of the export of capital over the export of goods
Economic division of the world into spheres of influence
Establishing a close connection between the financial oligarchy and the government
Homework:
§1-2, answer questions, vocabulary work
Topic: Technical discoveries and access to the world's oceans.
Lesson objectives: bring students to the understanding that thanks to technical inventions and progress in the development of productive forces, great geographical discoveries became possible; will find out the reasons for the Great Geographical Discoveries and give them a general description.
Tasks:
Educational: create in students a clear idea of the Great Geographical Discoveries and introduce them to the great navigators.
Educational: develop in students the ability to establish the causes, consequences and significance of historical events and phenomena, the ability to specify events; develop curiosity, interest in science, discoveries, the desire for self-affirmation, and to achieve goals.
Educational: evoke feelings of admiration for the great exploits of pioneering seafarers.
Lesson type: combined lesson with elements laboratory work with the textbook text and group work.
Explanation method: explanatory and illustrative.
Technologies: health care, person-centered learning, developmental learning.
Solved problems: How did discoveries and inventions affect people's lives?
Types of activities (content, control): they talk about technical discoveries, show the routes of sailors on the map.
Planned results:
Subject UUD: understand that the Great Geographical Discoveries were prepared by technical inventions, expanding knowledge about the Earth, and the growth of entrepreneurial activity of part of society.
Metasubject UUD: acquire the ability to work with educational information, use modern sources of information; demonstrate the ability to solve creative problems and present the results of their activities in various forms.
Personal UUD: comprehend humanistic traditions and values of society; acquire a pronounced, stable educational and cognitive motivation and interest in learning.
Basic concepts and terms: Arquebus, conquest, colonization, price revolution
Equipment: Textbook, § 2. Tasks from the workbook at the choice of the teacher and students. Map "Great geographical discoveries and colonial conquests in the XV-XVII centuries." The educational space is expanding through reading popular science and fiction: Encyclopedia for children: The World History. - M.: Avanta +, 1995. - T. 1. - P. 334-346. V. Travinsky. Star of the Mariner (Magellan). G. R. Haggard. Daughter of Montezuma. S. Zweig. Feat of Magellan; Amerigo Vespucci.
During the classes
1. Organizational moment.
Greeting students, checking readiness for the lesson.
2.Check homework on the topic “The transition from the Middle Ages to the Modern Age”
When did the term “New Time” appear?
Indicate the chronological framework of the New Age.
What traits did a modern man have?
What connects us with the New Time?
3. Transition to learning new material, plan:
a) New inventions and improvements.
b) Reasons for the Great Geographical Discoveries.
c) Enrique the Navigator and the discovery of the Middle Atlantic.
d) Around Africa to India.
To make a logical transition to learning new content, you should have a short conversation with the class. Reminding students that in the last lesson they began to study the history of modern times, the teacher suggests answering the following questions: when and in connection with what phenomena did the term “modern times” appear? Indicate the chronological framework of the New Time and Early Modern Time. Why do you think these two periods stand out in modern times? What traits did a modern man have? How was he different from a man of the Middle Ages? What purposes do you think the entrepreneurial spirit served?
Summarizing the answers of students, it is necessary to emphasize the desire of the most active part of society to abandon traditional forms of farming, their interest in comprehending new scientific data, the desire to see the world with their own eyes, and the ability to make decisions associated with a certain amount of risk.
Then the teacher reports the title of the first chapter of the textbook, emphasizing that the New Age originates from such phenomena as the Great Geographical Discoveries, the Renaissance and the Reformation, and suggests moving on to the study new topic, to which two lessons are devoted.
Having named the topic of the lesson and introduced the class to the plan written on the board, the teacher, during an introductory conversation, invites seventh-graders to think about the problem: which era corresponds more to the Great Geographical Discoveries - the Middle Ages or the Modern Age?
The teacher accompanies the explanation of the first question with comments on the drawings in the textbook and some additional information about inventions.
Talking about the role of printing for the development and dissemination of knowledge, the teacher invites students to comment on the drawing on p. 8, which shows a 16th-century printing house. Seventh graders recall that the founder of the introduction of printing into Western Europe was I. Gutenberg, who began his activities in the first half of the 15th century. He developed a method for making a printing form by typing text from individual letters, designed a device with which he cast letters from an alloy of lead and antimony, and built a manual printing press. He also compiled a recipe for a special printing ink. You could ask students to identify which of Gutenberg's listed inventions they see in this engraving. Seventh-graders will see the work of typesetters, typing text from individual letters under dictation; in the back of the room, one of the workers covers a printing form with paint; in the center, a worker on a machine makes impressions of the typed text on paper (a press rotating with a screw is clearly visible); an apprentice folds dried sheets .
Very interesting for understanding the inner world of a person in the 16th century. engraving “The Inventor of Gunpowder and the Evil Spirits” (woodcut, 1554). You can ask students to think about why the author of the engraving placed an image next to the inventor of gunpowder evil spirits(as people of that time imagined it). The teacher notes that people, having learned to make gunpowder, did not know why the explosion occurred. The roar, the puffs of smoke, the smell of sulfur, the terrible, destructive effect of new weapons - how can thoughts of the intervention of evil spirits not come to mind? On the engraving given in the textbook
Satan is depicted behind the shoulders of gunpowder discoverer Berthold Schwarz, who is carrying out his experiments. Obviously, contemporaries suspected that it was he who whispered to the learned monk the recipe that claimed so many lives. The great Leonardo da Vinci also saw a gloomy picture, who wrote: “Someone will come out of the depths who will deafen those standing nearby with terrifying screams and with his breath will bring death to people and destruction to cities and castles.” Who is this “someone”? Perhaps students can explain that this is a cannon that is cast from bronze in a hole dug in the ground (hence the “subsoil”). The most famous, powerful cannons were treated with respect, endowed with mysterious supernatural power, and given proper names: Wolf, Lion, etc. On the barrels of the guns were the following inscriptions: “I am called Lion, my roar is piercing”; “My name is Rooster. In a fight, I will break through”; “The sudden end of me. Prostrate yourself before me, I advise. I’m coming towards you with a sharp leap...” These examples help schoolchildren imagine the level of consciousness of people of that time, entangled in superstitions.
When introducing seventh-graders to the history of improvements in navigation and shipbuilding, they should refer to the document “Pedro Nunez” located at the end of the paragraph. Treatise in defense of the nautical map." By analyzing the text, seventh graders develop the ability to work with authentic sources.
Then the teacher can invite students to independently read in the textbook stories about the Portuguese discoveries of the Middle Atlantic and the expedition of Bartolomeu Dias, and find the routes of these expeditions on the map.
As a final test of what has been learned, students are instructed, using the textbook, to write down in a notebook the reasons for the Great Geographical Discoveries. Such a task can be performed either in the form of individual or in the form of group work (4-6 people in a group). If there is a lack of time, this task is transferred to home.
At the last stage of the lesson, seventh graders answer a problem task. Explaining why the Great Geographical Discoveries became one of the phenomena that ushered in the Modern Age, students give the following arguments. Great geographical discoveries became possible when:
1) people stopped adamantly following old traditions;
2) there was an understanding of the need to introduce new farming methods, technical inventions and improvements;
3) a person allowed himself to doubt the reliability of old geographical knowledge and wanted to know the true state of affairs;
4) Europeans grew in confidence in their capabilities and, when their land trade with the East was disrupted, they risked stepping into the unknown - opening a sea route to India;
5) people appeared in society with entrepreneurial activity, a desire to get rich, and capable of taking risks.
The existence of these phenomena is characteristic of the New Age.
4. Consolidation of the studied material.
What is the role of inventions in shipbuilding technology and navigational art in the implementation of the Great Geographical Discoveries?
What are the reasons for the Great Geographical Discoveries?
What is the role of the state in the preparation and implementation of the Great Geographical Discoveries?
5.Summing up the lesson
What material was difficult or incomprehensible?
What was easy?
Try to rate the lesson?
6. Homework: paragraph 1, questions after the paragraph.
Professor Uglov's diet 1. First breakfast at 9:00 Drink a cup natural coffee. You can also drink green tea with the addition of 1 teaspoon of natural honey. 2. Second breakfast at 11:00 You need to eat 1 boiled chicken egg and 8 prunes. 3. Lunch at 14:00 You should consume 200 g of boiled beef meat or 1 chicken breast without fat and skin. As a side dish, you need to prepare 100 g of white cabbage and carrot salad. You should also eat 1 orange for lunch. 4. Dinner at 19:00 You need to eat 30 g of hard cheese and 1 apple or orange. 5. 1 hour before bedtime, you should consume 200 g of yogurt or natural low-fat
OPTION 1
1. Advisory body to the emperor at the beginningXXV.:
A) The State Duma;
b) State Council;
c) Senate;
d) Zemsky Sobor.
2. Name the features of the socio-economic development of Russia at the beginningXXV.:
a) sectors of the national economy associated with new types of fuel - coal and oil - developed rapidly;
b) Russia was an industrial-agrarian country;
c) the presence of a powerful public sector of the economy;
d) among hereditary workers there was a high percentage of literate people.
3. Trying to take control labor movement at firstXXV. carried out:
a) S.V. Zubatov;
b) S.Yu. Witte;
in VK. Plehve;
d) P.D. Svyatopolk-Mirsky.
4. Later other events happened:
b) Russia’s entry into the First world war;
c) signing of the Portsmouth Peace;
d) conclusion of the Treaty of Versailles.
5. “In matters of agrarian policy and land relations, the party sets itself the goal of using, in the interests of socialism and the fight against bourgeois-proprietary principles, both communal and generally labor views, traditions and forms of life of the Russian peasantry, and in particular the view of land as a common the property of all workers." This is a program fragment:
a) RSDLP;
b) Mensheviks;
c) the Socialist Revolutionary Party;
d) "Union of the Russian People."
6. The words: “Give the population the unshakable foundations of civil freedom on the basis of actual personal inviolability, freedom of conscience, speech, assembly and union,” taken from the document:
a) Nikolai’s speechesIduring the coronation;
b) programs of the party “Union of the Russian People”;
c) Bolshevik leaflets during the armed uprising in Moscow;
d) Manifesto of October 17, 1905
7. What are the results of the first Russian revolution:
a) reducing the working day to 9-10 hours;
b) abolition of redemption payments for peasants;
c) workers received the right to create trade unions;
d) the issue of creating the first representative government body, the State Council, was resolved.
8. The first act of the government of P.A. Stolypin became a decree of November 9, 1906. Its core idea:
a) destruction of the peasant community by allowing secession from it;
b) destruction of the community and limitation of landownership;
c) restriction of landownership and resettlement of peasants to non-communal lands;
d) the elimination of communal ownership and the introduction of private ownership of land according to the labor standard.
9. Name the Russian scientist who at the beginningXXV. Nobel Prize was awarded to:
but not. Zhukovsky;
b) I.P. Pavlov;
c) E.V. Tarle;
d) S.A. Chaplygin.
10. Russia in the 1st World War sought:
a) become the mistress of the Black Sea straits and Constantinople;
b) reunite all Polish lands;
c) become the only patroness of the Balkans;
d) all of the above are true.
11. The first composition of the Provisional Government was headed by:
a) N.S. Chkheidze;
b) M.V. Rodzianko;
c) G.E. Lviv;
d) A.I. Guchkov.
12. After the Bolsheviks came to power, executive power was transferred to:
a) SNK;
b) Cheka;
c) All-Russian Central Executive Committee;
d) VRK.
13. The Bolshevik government presented the following as the main document for adoption by the Constituent Assembly:
a) Declaration of the Rights of the Peoples of Russia;
b) Declaration of the Rights of Working and Exploited People;
c) decree on equalizing the rights of men and women;
d) decrees establishing an 8-hour working day and eliminating the class division of society.
14. A compromise position on the issue of peace with Germany, expressed in the formula: “We will stop the war, we will demobilize the army, but we will not sign peace,” was taken by:
a) G.Ya. Sokolnikov;
b) L.B Krasin;
c) L.D. Trotsky;
d) G.V. Chicherin.
15. Name the measures of the policy of “war communism”:
a) transition to a tax in kind;
b) transition to surplus appropriation;
c) formation of committees of poor people;
d) accelerated nationalization of industrial enterprises.
16. Civil War in Russia was complicated from the very beginning:
a) interfering with it foreign countries;
b) the numerical superiority of the “reds”;
c) numerical superiority of “whites”;
d) the absence of universal military service in Russia.
17. The White movement, despite temporary successes and help from abroad, was defeated because:
a) its leaders were unable to offer the people an attractive program;
b) laws were restored in white-controlled territories Russian Empire;
c) property was transferred to new owners;
d) a and b are correct.
18. Name the republics that signed the treaty on the creation of the USSR in 1922:
a) RSFSR;
b) Kazakhstan;
c) Ukraine;
d) Belarus.
19. The period of diplomatic recognition of the Soviet state is considered to be the year(s):
a) 1923;
b) 1923-1924;
c) 1924-1925;
d) 1925-1926.
20. Name the first step of the NEP:
a) abolition of surplus appropriation;
b) abolition of the tax in kind;
c) introduction of a multi-party system;
d) introduction of the labor market.
21. During industrialization, in contrast to the NEP:
a) foreign capital was used;
b) market elements were allowed in the economy;
c) denationalization of small and medium-sized industry took place;
d) construction was carried out mainly at heavy industrial enterprises.
22. The core of the totalitarian system in the USSR became (became):
a) I.V. Stalin;
b) VKP (b);
c) Central Committee of the All-Union Communist Party (b);
d) the leader and a group of his closest associates.
23. In 1933-1939. in the field of foreign policy of the USSR, he pursued a course on:
a) alliance with Germany and Japan;
b) the outbreak of a world war;
c) refusal to join the League of Nations;
d) creation of a collective security system.
24. What territorial acquisitions did the USSR receive in 1939-1940:
a) Western Ukraine and Western Belarus;
b) Finland;
c) Estonia, Latvia, Lithuania;
d) Romania.
25. The given list: Zhukov, December, “Typhoon”, Vyazma - refers to the events of the Great Military Operation Patriotic War:
a) Kursk;
b) Stalingrad;
c) Moscow;
d) in Belarus.
26. The beginning of a radical change during the Great Patriotic War was laid by:
a) victory near Moscow;
c) the battle for the Caucasus;
d) victory at the Oryol-Kursk Bulge.
27. Name the post-war trials:
a) “the doctors’ case”;
b) “Leningrad affair”;
c) “mining case”;
d) “process of 193”.
28. An event occurred earlier than others:
A)XXCongress of the CPSU;
b) the first human flight into space;
c) the coming to power of N.S. Khrushchev;
d) entry of Soviet troops into Afghanistan.
29. In the industrial reform announced in September 1965, its main provisions were:
a) change in planning conditions;
b) economic incentives;
c) banking regulators (loans, securities, etc.);
d) a and b are correct.
30. The April 1985 Plenum of the CPSU Central Committee proclaimed a course to accelerate the socio-economic development of the country based on:
a) scientific and technological progress;
b) technical re-equipment of mechanical engineering;
c) activation " human factor»;
d) all of the above are true.
CONTROL TESTING ON RUSSIAN HISTORY FOR 9TH GRADE COURSE
Option 2
1. The highest executive body at the beginningXXV.:
a) State Council;
b) State Duma;
c) Committee of Ministers;
d) Senate.
2. Name the features of the Russian economy at the beginningXXV.:
a) rapid growth of industry;
b) the state actively intervened in all areas economic activity private enterprises;
c) foreign investment in the economy accounted for almost 40% of all capital investments;
G) Russian economy was not affected by the powerful economic crisis of 1900-1903.
3. The main opponent is S.Yu. Witte spoke on the issue of Russia's development prospects:
a) V.K. Plehve;
b) S.V. Zubatov;
V) Grand Duke Sergey Aleksandrovich;
d) P.D. Svyatopolk-Mirsky.
4. Before other events happened:
a) beginning Russo-Japanese War;
b) conclusion of the Versailles Peace;
c) finalization of the Entente alliance;
d) the beginning of construction of the Trans-Siberian Railway.
5. Ensuring the right of nations to self-determination and their equality, broad local self-government, the return to peasants of lands cut off from their allotments in 1861, the abolition of redemption and quitrent payments for land and the return of previously paid redemption amounts. This is a program fragment:
a) the Socialist Revolutionary Party;
b) RSDLP;
c) the cadet party;
d) "Union of the Russian People."
6. In the passage: “Hard day. Serious riots occurred in St. Petersburg as a result of the workers’ desire to reach the Winter Palace. The troops were supposed to shoot at different parts cities; there were many killed and wounded. Lord, how painful and difficult,” it says about the event that happened:
a) during the December armed uprising;
b) during accelerationIIState Duma;
7. Name political parties, formed during the revolution of 1905:
a) the Socialist Revolutionary Party;
b) constitutional democratic party;
d) "Union of the Russian People."
8. Social meaning of agrarian reform P.A. Stolypin was to:
a) create a wide layer of small bourgeois owners, who are the main factor of political stability in society;
b) disperse the peasants into farmsteads, and then it will be difficult for the revolutionaries to rouse them to revolt;
c) distract peasants from pressing political issues in society;
d) preserve the inviolability of autocracy.
9. The doctrines of the biosphere and noosphere, which laid the foundation for modern ecology, were developed by:
a) K.E. Tsiolkovsky;
b) V.I. Vernadsky;
c) I.P. Pavlov;
d) I.I. Mechnikov.
10. The main result of the military campaign of 1914 was (became):
a) missed opportunities for Russia;
b) the protracted nature of the war;
c) an unacceptable, but forced option for Germany, of waging a war on two fronts;
d) the Entente countries’ disruption of the German “blitzkrieg” plan.
A) G.E. Lviv;
b) A.A. Brusilov;
c) A.F. Kerensky;
d) P.N. Miliukov.
12. The first Soviet government consisted of:
a) Bolsheviks and Mensheviks;
b) some Bolsheviks;
c) Bolsheviks and Left Socialist Revolutionaries;
d) Bolsheviks and right Socialist Revolutionaries.
13. In the elections to the Constituent Assembly in November 1917 greatest number The party received votes:
a) Socialist Revolutionaries;
b) Bolsheviks;
c) Mensheviks;
d) cadets.
14. Against the proposal of V.I. Lenin spoke(s) on the need to conclude a separate peace with Germany:
a) I.V. Stalin;
b) Ya.M. Sverdlov;
c) L.B. Kamenev, G.E. Zinoviev;
d) N.I. Bukharin, F.E. Dzerzhinsky, A.M. Kollontai.
15. Name the first measures of the Soviet government in the field of economics:
a) the introduction of workers' control over factories;
b) introduction of a tax in kind;
c) banking has been declared a state monopoly;
d) nationalization railway transport, river and sea fleet.
16. The “Red Terror” took on wide dimensions after:
a) destruction of the royal family;
b) the beginning of foreign intervention;
c) murder of M.S. Uritsky and the attempt on Lenin’s life in Moscow;
d) formation of the Ufa Directory.
17. In 1920, Russia was at war with:
a) Germany;
b) Poland;
c) Hungary;
d) Czechoslovakia.
18. According to the Constitution of the USSR, adopted in 1924, the following were deprived of voting rights:
a) persons who used hired labor;
b) persons living on unearned income;
c) representatives of non-indigenous nationalities of the republics within the USSR;
d) clergy.
19. Later than other countries, the USSR received legal recognition from:
a) USA;
b) England;
c) France;
d) China.
20. NEP in the field industrial production led to:
a) repeal of the decree on the complete nationalization of industry;
b) transfer of small and part of medium-sized enterprises into private hands;
c) permission to rent out certain private enterprises to individuals;
d) all of the above are true.
21. During collectivization, unlike the NEP, the following occurs:
a) use of market methods;
b) accelerating the pace of development of the peasant economy;
c) socialization of the means of production;
d) permission to lease land.
22. In the USSR, not a single law could be adopted without his approval:
a) I.V. Stalin;
b) in the Politburo;
c) in the State Planning Committee;
d) The government.
23. From 1933 to 1939 Soviet foreign policy purchased:
a) anti-French orientation;
b) anti-English orientation;
c) anti-American orientation;
d) anti-German orientation.
24. In 1939 - 1940, the USSR led fighting against:
a) Finland;
b) Denmark;
in Norway;
d) Poland.
25. The following list: Order No. 227, November, Paulus, Zhukov - refers to the events of the battle of the Great Patriotic War:
a) Stalingrad;
b) Kursk;
c) for Leningrad;
d) Moscow.
26. The largest tank battle of the war with the participation of 1200 tanks and self-propelled guns happened:
a) in street battles in Stalingrad;
b) during the capture of Berlin;
c) near Prokhorovka;
d) near Moscow on Volokolamsk highway.
27. What changes in political system USSR occurred in the first post-war years:
a) The Council of People's Commissars of the USSR was transformed into the Council of Ministers;
b) sessions of the Soviets began to be convened less frequently;
c) the CPSU (b) was renamed the CPSU;
d) Councils received more powers.
28. Before other events happened (was happening):
a) opening of the Helsinki Conference on Security and Cooperation in Europe;
b) Cuban missile crisis;
c) transition to Kosygin reforms in the economy;
d) the rise to power of L.I. Brezhnev.
29. During the stay of L.I. Brezhnev at the highest post in the CPSU:
a) the system of benefits and privileges for the nomenclature has been improved;
b) the merging of individual corrupt groups of the party-state apparatus with the “shadow economy” began;
c) since the late 60s. a campaign for his aggrandizement began;
d) all of the above are true.
30. A feature of the elections of deputies to the Supreme Soviet of the USSR in the spring of 1989 was (was):
a) nomination of all candidates for deputies from public organizations;
b) election of all deputies based on popular vote;
c) alternative;
d) no alternative.
Topic: Enlightenment and science in the second half of the 19th century
Lesson Objectives:
to form students’ ideas about the peculiarities of Russian culture of the second half of the 19th century; fostering humanism, patriotism and respect for the traditions and culture of Russia;
introduce students to new phenomena in education, science, painting, architecture, music, theater;
improving skills in working with various sources of information; arguing your own point of view on problematic issues.
Lesson plan:
Introducing students to learning activities.
Learning new material.
Summing up the lesson.
D/z.
During the classes
I. Introduction of students to educational activities.
A) Organizing time;
b) creation among students educational motivation;
Problem solution:
Which definition of the term “culture” do you consider more complete? Give reasons for your answer.
A) Culture is a set of spiritual and material values created by man in certain eras.
B) Culture bears the imprint of a historical era.
Repetition of what has been covered:
What are the features of the development of culture in the first half of the 19th century?
What trends in artistic culture of the first half of the 19th century? were they leading? Name the largest writers and poets of the first half of the 19th century. What artistic movements can their work be classified into?
c) awareness and acceptance by students of the educational goal.
Lesson problem:How the folk character of the culture of the second half of the nineteenth century. manifested itself in various areas of culture?
II. Learning new material.
1. Working with handouts(students read the material and answer the question).
Question:How did the popular character of education and printing manifest itself? (the correct answer is attached with a magnet to the student’s board).Answer:education has become more accessible (AVAILABILITY).
Contents of the handout:
Enlightenment and printing of the 2nd half of the 19th century.
In the 60s XIX century a school reform was carried out, during which the classlessness of education, zemstvos and other public organizations received the right to open their own schools, the right to teach was granted to women. However, the new school charter, introduced in 1864, did not bridge the gap between various types educational institutions.
The most common type primary school V post-reform Russia became a three-year zemstvo school. During the first 10 years of the existence of zemstvos, 10 thousand such schools were opened, and by 1914 there were 40 thousand of them. Their program included reading, writing, arithmetic, the Law of God, geography, history, and the basics of natural science.
A more simplified education was provided by parish schools. In the 80s - 90s. The government strongly supported parochial schools. Their number during the reign of Alexander III increased 8 times (from 4 thousand to 32 thousand), and government spending on them increased 40 times.
In general, if before the abolition of serfdom in Russia only 7% of the population was literate, then in 1897 - 21.1% (among men - 29%, among women - 13%).
Basic form high school the gymnasium remained. In 1865 there were 96 gymnasiums in Russia, in 1882 - 136. In the 60s. Along with classical gymnasiums, six-grade real schools appeared, but their graduates did not have the right to enter universities.
With the rise in literacy in post-reform Russia, access to books has expanded. From 2 to 10 thousand book titles were printed per year, circulation increased, reaching several thousand copies. Many private publishing houses of various specializations have appeared. The most famous publisher of democratic literature was F. F. Pavlenkov.
Pavlenkov was the first to publish cheap editions of the works of Russian classics for public reading and for students. The number of bookstores increased to two thousand, and in addition to them, wandering peddlers-ofeni sold books.
In an effort to control the reliability of books sold to the people, the government in the 80s. decided that the Ofeni must obtain permission from the governor to trade, which required the submission of a complete catalog of the publications being sold.
2. Video presentation about the development of science in the 2nd half. 19th centurylasting 1 min. 4 sec. (students work in pairs and, as they listen, bring the table into line with the material in the video presentation) .
Periodic law of chemical elements
2. Zinin, Butlerov
Studied organic chemistry
3. Sechenov
Studied brain reflexes
4. Mechnikov, Kovalevsky
Lay the foundations of comparative embryology
5. Beketov
Studied the evolutionary morphology of plants
6. Timiryazev
Founded the Russian school of plant physiology
7. Yablochkov
Created the first electric arc light bulb
8. Zhukovsky
Proceedings on aerodynamics
Solovyov
Publishes “History of Russia since ancient times” (29 volumes)
Klyuchevsky
Created the “Russian History Course”
Sreznevsky
Studied Old Slavonic language and ancient Russian literature
Dahl
Published " Dictionary living Great Russian language"
Question:How did the folk character of the natural sciences manifest itself? (the correct answer is attached with a magnet to the student’s board).Answer:Science began to be more applied in nature. (APPLIED CHARACTER)
3. Study of painting.Students read the textbook material on page 256 and try to answer thequestion:How did the folk character of painting of the 2nd half manifest itself? 19th century? Answer: a depiction of the life and everyday life of ordinary people, a reflection of social motives, an appeal to history (the correct answer is attached with a magnet to the students’ board).
Let us consider in more detail the folk character of painting using the example of V. I. Surikov’s painting “Boyaryna Morozova”. 1887 (A reproduction of the work of art is displayed on the screen.)
Questions:
A) attribution questions: What event is depicted here? What events in Russian history does it refer to?
B) for description: Who is depicted in the center of the artistic composition? Which compositional group tells us about the rejection of Nikon’s church reform?
C) critical analysis of the image: How does the illustration show us a reflection of the essence of Nikon’s reform? Is it possible to treat the painting by V.I. Surikov as a reliable historical source?
D) axiological analysis: What do you think V.I. Surikov wanted to say to his contemporaries, referring to the events of the reign of Tsar Alexei Mikhailovich?
D) what is the significance of the picture for the study of the events of Ser. XVII century Are you aware of Russian history?
Summarizing the conversation by the teacher:The painting by V. I. Surikov “Boyaryna Morozova”, created in 1887, reflects a difficult period in the history of Russia - the reign of Tsar Alexei Mikhailovich. In 1654, Patriarch Nikon begins church reform. Those who did not submit to the reform were anathematized. A religious movement appeared in the country - the Old Believers. The Old Believers found support among the people. The Tsar and his entourage saw their own in the schismatics worst enemies. One of these moments of the struggle of the tsar and Nikon with the schismatics is depicted in the picture. In the center is the figure of the noblewoman Morozova, calling on the assembled people to disobey the official church. The sleigh with the noblewoman is accompanied by archers, crowding the people. In the lower right corner is a group of mourners over the tragic fate of the noblewoman. The figure of the blessed one is especially vividly depicted - as if he had already seen the future of the noblewoman and tragic fate the entire Old Believers movement. The crowd of onlookers on the left also reflects the attitude of the people towards the reform - the mocking attitude successfully hides the fear: if they had not accepted Nikon’s reform, they could have shared the fate of the noblewoman Morozova. The author of the picture used disturbing colors - black, brown, blue - to make it more tragic. The symbol of the schismatics, the double-fingered sign, with which the holy fool blesses the noblewoman, was also not ignored. This detailed illustration gives an idea of the essence of the reform, the split in society during the reform, and the life and way of life of the Russian people in the middle. XVII century The author’s social position is visible in the painting - he is entirely on the side of the Old Believers - this is evidenced by the emotionally and carefully drawn central figures of the canvas.
(Educational goal: studying the image in the context of historical events, mastering the skills of critical analysis of an illustrative image.
Developmental: formulating students’ ideas about a historical event based on a problematic conversation between the teacher and students about the plot of the picture.
Educational: developing a sense of involvement with the destinies of the Russian people through the search for personal meaning and attitude to the painting of the artist V. I. Surikov “Boyaryna Morozova.”)
4. Study of architecture, theater and music. (Presentation Culture of the 2nd half of the 19th century, paragraphs 2, 6, 7). (Students answer the question separately for each area of culture: architecture - the use of elements of the Russian-Byzantine style; theater, music - the creation of the Russian national theater, the development of realism, appeal to the historical past and folk motifs), (the correct answer is attached with a magnet to the board students).
Copying a diagram from the board into a notebook to the music of Tchaikovsky.
Scheme: “Characteristics of the folk character of the culture of the second sex. 19th century
availability
natural sciences
applied nature
painting
depiction of the life and everyday life of ordinary people, a reflection of social motives, an appeal to history
architecture
use of elements of Russian-Byzantine style
theater, music
creation of the Russian national theater, development of realism, appeal to the historical past and folk motifs
Conclusion:The 19th century was the time of the final formation of Russian national culture. National culture is the culture of a nation as a community of people, emerging during the formation of the capitalist system. The stage of its formation was Peter's reforms, the development in the second half of the 18th century of humanistic ideas in literature, art, and social thought, when the preaching of personal, non-class values became dominant. The peculiarities of its formation are associated with the patriotic upsurge caused by the victory in the War of 1812 and the abolition of serfdom. All these transformations changed the socio-spiritual image of the population, their way of life, living conditions, and influenced the growth of cultural needs.
III. Reflection. Grading.
IV. D/z.
§ 37 create a mini-project based on one of the figures of Russian literature of the 2nd half. XIX century using Internet resources.
Presentation on the topic: Post-war system of international treaties
1 of 8
Presentation on the topic:
Slide no. 1
Slide description:
Slide no. 2
Slide description:
1. List the main requirements of the winning countries. 2. What post-war conferences resolved issues of peaceful settlement of international relations? 3. Which countries benefited the most from the decisions of these conferences, and which lost? 4. What issues of international relations have not been resolved? 5. What is the Versailles-Washington system?
Slide no. 3
Slide description:
Determine which countries meet the goals of a peaceful settlement after the war: 1. The division of Germany into several weak states. 2. Return of Alsace and Lorraine. 3. Control over the industrial region of the Rhine. 4. German colonies in Africa and Turkish possessions in the Mediterranean. 5. Building a system of new international relations and the role of the “moral leader” of the world. 6. Preservation of a united Germany. 7. Division of the possessions of the Ottoman Empire. 8. Seizure of German possessions outside Europe.
Slide no. 4
Slide description:
Determine which conference solved the following problems: 1. Territorial changes in Europe and the colonies. 2. The balance of forces in the Far East. 3. The new position of Germany in the post-war world. 4. Creation of an international organization - the League of Nations. 5. The balance of naval forces of the leading Pacific powers. 6. Return of prisoners of war and punishment of war criminals. 7. Solution of the Russian problem.
Slide no. 5
Slide description:
1. Explain what contradictions existed between the victorious countries. Could they have been resolved under those historical conditions? 2. Formulate the goals of creating the League of Nations and try to imagine under what conditions the activities of this organization could be productive. 3. Is it right to say that with the creation of the League of Nations, international relations moved to a new level? 4. What was the “Russian question” at the conferences and why was it not resolved? 5. Was the Versailles-Washington system durable? Justify your opinion.
Slide no. 6
Slide description:
Continue the historical statement: As a result of the Paris and Washington conferences, a new balance of power was established in the world, which could lead to... Germany, which had lost some of its possessions and was forced to pay huge indemnities, could... The Versailles-Washington system could not resolve all controversial issues international relations, because... An attempt to organize a conference in the Princes' Islands can be regarded as...
Slide no. 7
Slide description:
British Prime Minister David Lloyd George spoke about the mandate system, under which former colonial possessions were transferred to the guardianship of advanced victorious countries: “Mandates are simply a disguise for annexations.” Is it possible to agree with such a frank statement? How could you confirm or refute this statement?
