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

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there are questions about key dates of the national and world history, about the main provisions of the most important historical documents and about the general orientation of social movements.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

1)_________ 2)___________

Solution algorithm C4

2.1Specify an object

characteristics this object

2.3Indicate how much examples

meaning

examples have taken place

What other wording

Development of Siberia;

The struggle for access to the seas;

1.Example: Name

2.Name causes(at least three).

Task C5 SAMPLE QUESTION AND ANSWER.

other estimates Do you think most convincing? Bring no less three facts, provisions, which argue your chosen point of view.

"cold war"

1)_____2)_____3)______

Execution algorithm C5

2.1. Specify

first stage of work).

second stage of work).

2.7.Indicate how much arguments

third stage of work).

given

SAMPLE QUESTION AND ANSWER

"historical situation".

Vocabulary task C6

"Situation"

signs (attributes) situations more or

Execution algorithm C6

attribution of the situation).

first stage of work).

second stage of work).

Specify at least two reasons. IN Bring at least three judgments.

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

1) _____ 2) _____ 3 )_______

Novgorodians

1)____2) ____ 3)____4)___

Name I? Bring at least three provisions.

Reference diagram

Specify two reasons for the defeat in Saint-

speeches of the Decembrists: Petersburg - defeat- What is its impact?

1)____2) ____ 3) ____

Decembrist movement 2) _____ 3)_____

SAMPLE QUESTION AND ANSWER.

Compare

Lead differences:

Execution algorithm C7

2. Restructure the task text into a reference diagram:

meaning

Start implementation steam engines -completion - hard rehabilitation

Compare And in 1929-1933 Please indicate what happened general various(at least three differences).

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

Compare Please indicate what happened generalvarious(at least three differences).

Compare

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

Task C4 is the systematization of the material, the presentation of general characteristics.

SAMPLE QUESTION AND ANSWER

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

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

This task consists of two parts:

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

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

The basic diagram of this type of logical tasks can be presented as follows:

Basic diagram. C4 - General characteristics of the phenomenon.

The main technique, its components. Characteristic object

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

1)_________ 2)___________

Give three examples of wars, campaigns, expeditions

1) _________2)_________ 3)___________

Solution algorithm C4

2) Restructure the task text into a reference diagram:

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

2.2Indicate what and in what quantity is required to be named for characteristics this object (first stage of work, theoretical).

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

3.Remember what you know about this question, or try to collect the answer from the clues in the task itself.

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

4.1. Elements of the answer in the paragraph “name...”. It is possible that you indicated the same characteristics, just in different words. It is important that meaning your answer option strictly corresponded to the task, that is, it related to the characteristic object specified in it.

4.2. Elements of the answer in the paragraph “give examples...”. It is possible that you named other facts not listed in the answer template. Check if yours is valid examples have taken place in the historical period specified in the assignment or characterized it from the perspective specified in the assignment (achievements/problems, domestic policy/foreign policy, etc.). “The examples should specify precisely those generalized characteristics and directions that are formulated in the first part of the assignment.”

4.3. Wording of answers in the paragraph “name...”. Try to formulate directions (tasks, problems, etc.) in general terms, without detailing seas, lands, names, actions, etc., in order to convey only the essence of the object you are characterizing.

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

C4 - General characteristics of the phenomenon.Name two tasks of Russian foreign policy in the 17th century.

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

2. Achieving access to the Baltic and Black Seas.

3. Further advance to the East.

Give three examples of wars, campaigns, expeditions

1. Smolensk War 1632-1634.

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

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

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

What other wording directions of Russian foreign policy in the 17th century. Can high school students suggest without distorting the meaning of assignment C4?

Colonization of the eastern territories;

Discovery and development of new lands;

Development of Siberia;

The struggle for access to the seas;

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

2.Name at least three popular uprisings that occurred in the 18th century, and causes(at least three).

Task C5 - analysis historical versions and ratings. SAMPLE QUESTION AND ANSWER.

Many Western historians believe Soviet Union responsible for the outbreak of the Cold War in the second half of the 1940s. Which other estimates Do you know the reasons for the Cold War? Which of the estimates Do you think most convincing? Bring no less three facts, provisions, which argue your chosen point of view.

Basic diagram. C5 - Analysis of historical versions and estimates

The main technique, its components. Discussion problem

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

"cold war"

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

Choose an assessment that is convincing to you

Provide three facts and provisions to justify your choice:

1)_____2)_____3)______

Execution algorithm C5

2) Restructure the task text into a reference diagram:

2.1. Specify problem of discussion (problematic issue), if possible, specify its features: time of discussion, participants, key concepts (“ cold war", "Great Reforms", "NEP", etc.).

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

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

2.4.Indicate how many other points of view need to be cited (1 or 2) on this issue.

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

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

2.7.Indicate how much arguments it is required to provide an argument for the chosen point of view.

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

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

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

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

3.3. Elements of the answer in the paragraph “give arguments...”. It is possible that you gave other reasons not listed in the answer template. Check if all your arguments really apply to given point of view, convincingly defend it, and are connected with it by objective cause-and-effect relationships.

3.4. Wording of answers in the paragraph “other versions...”. Try to formulate other versions briefly, laconically (the supporter is the essence of the idea), without explaining the reasons or similar judgments, without evaluating the latter.

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

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

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

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

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

Vocabulary task C6

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

Necessary for historical characterization signs (attributes) situations more or

less fully represented in the condition of logical task C6:

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

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

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

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

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

8) Sources that document this situation and its consequences, often contradicting each other and differing in the presentation of details and comments.

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

What lay behind the turning point in history?

What were the positions of the participants in the events?

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

Execution algorithm C6

2. Restructure the task text into a reference diagram:

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

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

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

2.4. Based on the analysis of the data presented in the task and your own knowledge, formulate questions/solutions possible in the context of this situation, in the position of people who find themselves as active participants and/or observers ( first stage of work).

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

2.6.Indicate how many judgments, provisions, reasons, etc. required to be given in the second part of the task and what they will refer to:

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

b) or only one of them,

c) or to the historical situation itself.

2.7. Find out on whose behalf these clarifications need to be given.

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

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

Consider the historical situation and complete the task.

Khan Batu, after the defeat of Russian cities and lands, imposed tribute on them. The Mongols never “conquered” Novgorod, but the Novgorodians paid the Golden Horde tribute. Why didn’t the Mongols “conquer” Novgorod? Specify at least two reasons. IN Why were the Novgorodians forced to pay tribute to the Horde? Bring at least three judgments.

The main technique, its components. Signs of the situation

Give two reasons why 1237-1240- hikes Batu to Rus' - the Mongols “did not conquer” Novgorod Novgorod the Mongols did not capture, but tribute to the Horde its residents paid

1) _____ 2) _____ 3 )_______

Give three statements explaining why Novgorodians were forced to pay tribute to the Horde, although they were not conquered by Batu’s troops:

1)____2) ____ 3)____4)___

C6 Consider the historical situation and complete the task.

Participants in the secret societies that existed in Russia since 1816 spent a long time developing plans to seize power. However, the performance on December 14, 1825 on Senate Square in St. Petersburg was defeated. Name at least two reasons for the defeat of the Decembrists. What was the influence of the Decembrist movement on the development of social thought and on Nicholas’s internal policy? I? Bring at least three provisions.

Reference diagram.С6 - Analysis of the historical situation

The main technique, its components. Signs of the situation.

Specify two reasons for the defeat 1825 - Decembrist uprising V Saint-

speeches of the Decembrists: Petersburg - defeat- What is its impact?

on the society and politics of Nicholas I?

1)____2) ____ 3) ____

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

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

Comparative characteristics- a complex method of analysis, comparison and generalization along substantive lines of the essence of two or more homogeneous historical facts." An adequate means for this method of performing comparative operations and presenting their results is comparative summary table, a simplified example of which is in each version of control and measurement materials on the history of recent years.

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

Basic diagram. C7 - Comparison of two homogeneous facts.

The main technique, its components. Comparison object

Give general characteristics of industrial production in Russia: 1) ______2)______3)________

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

1800-1860/1870 1860/1870-1900

Execution algorithm C7

2. Restructure the task text into a reference diagram:

2.1.Select an object comparative characteristics and its components.

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

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

2.4. Analyze the event that separates the two components of the comparative characteristics from the point of view of its influence on them (reform, war, change of ruler, etc.).

2.5.Indicate how many common characteristics need to be identified during the comparison process.

2.6.Indicate how many differences need to be identified during the comparison process.

2.7.Identify or formulate independently lines (questions for) comparison.

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

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

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

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

4.3.Formulations " common features" They should be as accurate and generalized as possible, concise in conveying the essence of similarity (the transition from manufactory to factory, education Agriculture on socialist principles, persecution of cultural figures, etc.). There is no need to explain the causes and consequences of these signs, give them dates, evaluate the analyzed phenomena, etc.

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

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

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

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

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

Compare the state of agriculture in Russia since the beginning of the 19th century. before the reforms of 1860-1870.

after the reforms of the 1860-1870s. up to late XIX V. Indicate what was common (give at least three common characteristics) and what was different (name at least three differences).

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

Task C4 is the systematization of the material, the presentation of general characteristics.

SAMPLE QUESTION AND ANSWER

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

This task consists of two parts:

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

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

The basic diagram of this type of logical tasks can be presented as follows:

Basic diagram. C4 - General characteristics of the phenomenon.

The main technique, its components. Characteristic object

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

1)_________ 2)___________

Give three examples of wars, campaigns, expeditions

1) _________2)_________ 3)___________

Solution algorithm C4

2) Restructure the task text into a reference diagram:

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

2.2Indicate what and in what quantity is required to be named for characteristics this object (first stage of work, theoretical).

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

3.Remember what you know about this question, or try to collect the answer from the clues in the task itself.

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

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

C4 - General characteristics of the phenomenon.Name two tasks of Russian foreign policy in the 17th century.

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

2. Achieving access to the Baltic and Black Seas.

3. Further advance to the East.

Give three examples of wars, campaigns, expeditions

1. Smolensk War 1632-1634.

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

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

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

What other wording directions of Russian foreign policy in the 17th century. Can high school students suggest without distorting the meaning of assignment C4?

Colonization of the eastern territories;

Discovery and development of new lands;

Development of Siberia;

The struggle for access to the seas;

2.Name at least three popular uprisings that occurred in the 18th century, and causes(at least three).

Task C5 - analysis of historical versions and assessments. SAMPLE QUESTION AND ANSWER.

Many Western historians consider the Soviet Union to be responsible for the outbreak of the Cold War in the second half of the 1940s. Which other estimates Do you know the reasons for the Cold War? Which of the estimates Do you think most convincing? Bring no less three facts, provisions, which argue your chosen point of view.

Basic diagram. C5 - Analysis of historical versions and estimates

The main technique, its components. Discussion problem

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

"cold war"

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

Choose an assessment that is convincing to you

Provide three facts and provisions to justify your choice:

1)_____2)_____3)______

Execution algorithm C5

2) Restructure the task text into a reference diagram:

2.1. Specify problem of discussion (problematic issue), if possible, specify its features: time of discussion, participants, key concepts (“Cold War”, “Great Reforms”, “NEP”, etc.).