Historical and cultural standard for the general history of the characteristic. Public discussion of the draft historical and cultural standard. Shvetsov Alexander Gennadievich

Search for materials:

Number of your materials: 0.

Add 1 material

Certificate
about creating an electronic portfolio

Add 5 materials

Secret
gift

Add 10 materials

Diploma for
informatization of education

Add 12 materials

Review
on any material for free

Add 15 materials

Video lessons
to quickly create impressive presentations

Add 17 materials

Analysis of the historical and cultural standard.
The term "history" has several meanings. This is both the past and
a science that studies the past, and a subject taught in schools. And in this
meaning it matters to the whole society. Events of the late 20th century
led to an identity crisis among the population of our country. citizens
great power, which for the most part shared common ideas
about common historical roots, ended up in different states and the course
the history that was taught there often clashed with
historical consciousness of the majority of the population. This problem is most pronounced
affected the countries of the near abroad, did not bypass Russia. IN
post-Soviet period in textbooks, the authors attempted to answer
to the demands of modern society, to use new scientific approaches, but
the hasty nature of the preparation, political engagement created
a lot of problems for both the student and the teacher, and therefore for society in
in general. In addition, the problem of educational literature on history attracted
attention and a number of foreign structures that tried to contribute to its decision
contribution through grant support to the authors of new textbooks. They are
proceeded from their own understanding of Russian history and development tasks
education in our country. All this led to the fact that the
historical education in Russia has been subjected to justified criticism from
aspects of society and government. Moreover, it happened in the background
global shifts in the state of world civilization, when frank
the most important events of modern and recent history are subject to revision, in
particular Second World War and its results. This revision is distributed
to earlier periods of history. An example is the controversy surrounding
such historical figures as Alexander Nevsky, Ivan the Terrible, hetman
Mazepa. The school and the school textbook under these conditions turn into
front line of the struggle for the minds and souls of the younger generation. That's why
the need for serious steps in relation to the teaching of national
history seems long overdue and in the interests of
Russian society.
The adoption of the historical and cultural standard is a landmark event for
modern Russian society. After a quarter of a century of polyphony in
interpretations of the past, the social order of Russian citizens to search for
consensus in understanding history. It is not, however, about giving

"the only correct" assessment of the historical process, but to form
reliable reference points based on a scientific understanding of history.
The IKS includes a list of "difficult questions of history", i.e. debatable
problems. The creators of the standard proceeded from four basic principles.
The first proclaims a cultural anthropological approach. Much
more attention is paid to spiritual and cultural life.
The second one pays special attention to the development of an evaluative attitude towards
stories.
The third is the active use of ICT.
The fourth interprets the textbook not as a set of truths, but as a navigator, a tool
allowing you to find your way in the vast world of knowledge about the past.
For the first time in the centuries-old practice of teaching the science of the past, the main
line, ideas, campaigns and personalities were discussed by representatives of all
interest groups of our state.
February 19, 2013 Vladimir Vladimirovich Putin at a meeting of the Council for
interethnic relations made a proposal to create a unified
Russian history textbooks for high school designed for different
ages, but built within a single concept. April 5, 2013
a working group was created to develop the concept of a new educational
methodological complex on the history of Russia. It consisted of 34 people
including Sergey Evgenievich Naryshkin, Dmitry Viktorovich Livanov,
Vladimir Rostislavovich Medinsky and other political, scientific and
public figures of our country.
The standard was approved by the Working Group on the preparation of the concept of a new
educational and methodological complex on national history and published 1
July 2013 on the Internet for wide public discussion at
websites of the Russian Historical Society, the Russian Military
Historical Society, the Association of Teachers of History and Social Studies,
Public Council of the Ministry of Education and Science of Russia and the official page
Ministry of Education and Science of Russia in LiveJournal.

For three months of public discussion, the authors of the project received
over 600 reviews and suggestions. The participants of the discussion focused
focus on four main aspects of the project: conceptual
fundamentals of the Historical and Cultural Standard, organizational and regulatory
legal issues related to the implementation of the standard, its methodological
component and principle of selection and arrangement of factual material.
Most of the feedback regarding the content of the Standard relates to
topics related to the history of the twentieth century. There have been many responses
containing critical remarks and constructive suggestions, which
were taken into account by the working group when finalizing the draft Standard.
August 28, 2013 at the Institute all common history RAS working group on
preparation of the concept of a new educational and methodological complex for
national history, an expert meeting was held with the authors
existing school textbooks on the history of Russia. Expert
meeting opened a new cycle of work on the project of the Historical and Cultural
standard, under which a series of face-to-face
discussions.
On September 5, a round table was held at the Institute of Russian History of the Russian Academy of Sciences
"Debatable problems of Soviet and post-Soviet history in the Historical
cultural standard." The discussion was attended by experts in
Russian history of the XX century from the leading scientific and educational
institutions (Institute of Russian History RAS, Institute world history
Russian Academy of Sciences, Moscow State University, Russian State University for the Humanities, NIUHSE, MGIMO, RANEPA, etc.)
As a result of intense discussions, the participants of the discussion managed to
reach agreement on a number of fundamental issues relating to
periodization of the history of the twentieth century, terminology and key approaches to
coverage of the recent history of Russia.
In October 2013, there were many public and professional
discussions. This is a video conference in Volokolamsk, Moscow Region,
place of the historical feat of 28 Panfilov Heroes, and a round table in
scientific information and educational center "Memorial", and a meeting
authors of the Standard with members of the Moscow Council of Veterans, dedicated to
discussion of the history of the Great Patriotic War. October 9
discussion of the draft Concept within the framework of the meeting of the Interreligious Council
Russia, where a number of proposals were made regarding the strengthening

spiritual and moral component of the school history course. October 16
there was a meeting of the authors and developers of the Concept with children's writers, and
October 17 videoconference with the participation of Russian schoolchildren.
After extensive discussion, the Standard was submitted for approval
the president.
The historical and cultural standard is the scientific basis
content of school history education and may be applicable
both to the basic and to the profile - in-depth level of study
history and humanities. In this regard, each section of the Standard
provided with a list of major historical sources. Historical and cultural
the standard is accompanied by a list of "difficult questions of history" that
cause heated discussions in society and for many teachers - objective
difficulties in teaching.
HISTORICAL AND CULTURAL STANDARD includes 9 sections.
Section I. From Ancient Russia to the Russian state.
Section II. Russia in the XVI-XVII centuries: from the Grand Duchy to the Kingdom.
Section III. Russia at the end of the XVII XVIII centuries: From kingdom to empire.
Section IV. Russian Empire in the XIX - early XX centuries.
Section V. Russia in the years of "great upheavals". 19141921
Section VI. Soviet Union in 1920-1930s

Section VIII. Apogee and crisis of the Soviet system. 19451991

An approximate list of "difficult questions in the history of Russia"
The concept is aimed at improving the quality of school history
education, education of citizenship and patriotism, development
competencies of students of general education schools in accordance with
requirements of the Federal State Educational Standard

(FGOS) basic general and secondary (complete) education, formation
unified cultural and historical space Russian Federation.
Implementation of the Concept involves not only training
methodological complex, consisting of the curriculum of the course,
textbook, teaching aids, books for the teacher, a set of maps,
electronic applications, but also the formation of a unified scientific
educational space on the Internet.
Successful implementation of the Concept is possible only if
a set of measures aimed at developing the historical
information space, saturating it with evidence-based
materials for both teachers and students of general education
institutions.
The innovative nature of the ICS and the concept of a new teaching and learning
history is expressed in:
substantiation of the task of forming a unified scientific
educational space, taking into account
opportunities and resources of the Internet;
formulation of a strategy for the development of a common historical
education;
defining basic guidelines for the formation
content of historical education;
formulation of new content requirements
historical education.
ICS contains:
scientific and historical assessments of key events of the past;

The main theoretical approaches to teaching national history in
modern school;
a list of recommended topics, concepts and terms, events and
personalities;
a list of "difficult" (debatable) issues.
Tasks of the ICS
The first task is
provide conditions for the actualization of historical memory, cultural
continuity of generations, the formation of a national civil society
identity (self-awareness) of young Russians on the basis of comprehension
relatively stable traditional version of the history of the Russian
statehood, which this case regarded as
a "value platform" that unites Russians.
The second task is to provide conditions for the formation of
ability to perceive historical information, becoming
social civic competence of schoolchildren, which implies
mastery of techniques historical analysis, the formation of historical
thinking.
The concept of national-civil identity
Identity socio-psychological and cultural
phenomenon. From the Latin identifico - I identify.
Identity = a sense of belonging, connection of a person with a community
(people, country, collective, nationality), culture, tradition,
ideology.
Its three aspects: 1) sense of identity, 2) the process of formation
identity, 3) identity as a result.
National civic identity spiritual connection with
1 S.I. Ozhegov, N.Yu. Shvedova. Explanatory dictionary of the Russian language, M., "Enlightenment", 2010, p.132.

own country, civic-patriotic self-consciousness,
worldview, worldview, worldview, perception
yourself as a responsible citizen of Russia, awareness of your
belonging to the community of Russian citizens.
The formed national-civil identity is expressed in
patriotic position, commitment to values, interests of one's own
Homelands of Russia.
Let's consider each section in detail.
Section one.
It begins with the characteristics of the Stone, Bronze and Iron Ages on
territory of our country in antiquity. More from the analysis of the preamble becomes
it is clear that the authors of the document moved away from the formational approach in
the study of history and conduct an analysis of our historical past using
civilizational approach. Accordingly, in the first section is completely absent
the term feudalism, instead of the concept of "destiny" the concept of volost is introduced,
introduced earlier at a later period. At the same time, Old Russian
the state is included in the halo of European civilization and it is about it
begins with a conversation about Europe, the influence of European political
processes at the beginning of Russian statehood. However, it is indicated that
that question is debatable. As well as the social system of Russia.
It should be noted as a positive increase in attention to cultural issues,
especially the culture of everyday life - the situation of women, the upbringing of children
etc.
The middle of the XII - the beginning of the XIII century previously belonged to the period of feudal
fragmentation and the formation of specific principalities, now we are talking about
"the formation of a system of lands - independent states" and
"formation of regional centers of culture".
In the XIIIXV centuries. special attention is paid to the peoples and states of the steppe
zones of Eastern Europe and Siberia, state system and cultural
features. In the cultural block, we are talking about intercivilizational
cultural interaction.

The 15th century is associated with the formation of a single state with its center in Moscow.
The old term feudal war» was replaced by internecine. big
importance is also given to the growth of the church-political role of Moscow in
Orthodox world after the fall of Byzantium.
At the end of the section, the main concepts and terms, personalities and
dates, sources. Among the personalities of public and religious figures,
we find new names of cultural, scientific and educational figures - Pachomy
Serb and Stefan of Perm.
Section two. Russia in the XVI-XVII centuries: from the Grand Duchy to the Kingdom.
The period as a whole is characterized as a state-forming one, with
unique features, namely civilizational and
confessional diversity, vast territory and duality in
state structure. The duality and inconsistency was
in the fact that autocracy coexisted with estate institutions
convened periodically with mid-sixteenth centuries by Zemsky Sobors and
locally elected zemstvo authorities. The process is said to be similar to
European, although, in my opinion, the English Parliament had much more
powers in the 1617th century than Zemsky Sobors, worked on an ongoing basis
and had a two-chamber structure.
In the textbook by Yu.A. Vedeneev, this is what it says about English
parliament: “..parliament occupied a rather important place in the system
English statehood of the era of absolutism. He not only claimed
orders of the crown, but also actively participated in the legislative
activities of the state192. Chambers worked hard and fruitfully on
bills regulating various spheres of social
economic life of England (foreign trade, customs regulations and
duties, unification of weights and measures, navigation issues, price regulation
for goods produced in the country). For example, in 1597, Elizabeth I approved
43 bills passed by Parliament; in addition, on her initiative, it was adopted

48 more bills”2. Note that in the Tudor era, they developed
trends in the acquisition by members of parliament of special "political" rights and
freedoms, originating at the turn of the XIV-XV centuries. In the XVI century. members of both chambers
acquired a number of iconic legal privileges, the so-called
"parliamentary freedoms" prototypes of future democratic rights
personality. "In 1523 Thomas More, Speaker of the House of Commons, set the precedent
asking the king Henry VIII the right to speak in Parliament, without
fear of persecution for their words, and under Elizabeth I this privilege was
legalized (although often violated in practice)”3 notes the author of the manual.
Already in the XIV century. parliament gives its consent to the collection of extraordinary, and by the end
XIV century and indirect taxes. Soon the House of Commons achieved this
the same rights regarding customs duties.
Thus, the king received the bulk of the financial income from
consent of the lower house, which spoke here on behalf of those who were to
pay these taxes. Only under Edward III (13271377) did Parliament convene
70 times. Zemsky Sobors met about 57 times in 1617, i.e. not
were permanent, elected and did not have such wide
powers.4 L.V. Cherepnin in his detailed study of the estate
system in Russia gives the following reasons: “The date of the first
famous cathedral in Russia in 1549 speaks of a later design
here, than in other countries, class-representative monarchy. It's necessary
apparently explained by the difficult conditions of the Tatar-Mongolian
invasion and the two-century yoke of the Horde over Russia (the ruin of cities,
2 Yu. A. Vedeneev et al. Essays on the history of elections and electoral law:
Tutorial. Kaluga: Kaluga region fund for the revival of historical
cultural and spiritual traditions "Symbol". 692 e. 2002
3Yu. A. Vedeneev and others. Essays on the history of elections and electoral
Rights: Textbook. - Kaluga: Kaluga region. revival fund
historical, cultural and spiritual traditions "Symbol". - 692 e. 2002
4 Cherepnin L.V. Zemsky Sobors of the Russian State in the 16th and 17th centuries, Moscow: Nauka, 1978
Source: http://statehistory.ru/books/LVCHerepnin_ZemskiesoboryRusskogogosudarstvavXVIXVIIvv/

weakening urban political organizations, stunted development
class system, etc.)”5. Thus, the process certainly has
similarity, but does not coincide in time, and in the 18th century it completely stops at
for two whole centuries, very successful for the country, the revival of the estate
representation leads to the collapse of the empire and the fall
monarchy (certainly not without the influence of other factors).
It is necessary to note the appearance in the course of the history of the 16th century of new events
Starodub war with Poland and Lithuania, military clashes with
Manchus and the Qing Empire.
Also new concepts - "sovereign court", "service city". And new
personalities Petrok Malay, Matvey Bashkin, Innokenty Gizel.
The need to modernize the country is still interpreted by the reasons
technical backwardness of Russia from the West, cut off from ocean trade
ways, which did not allow the country to develop in the same direction with the great
sea ​​powers of the era - Spain, England, Holland.
Section three.
Russia in the late 17th–18th centuries: from the Kingdom to the Empire.
The 18th century in the history of Russia is designated as the beginning of a new time,
comprehensive modernization associated with Peter's reforms.
Russia has become an empire. To a large extent achieved the status
world power. Thanks to the continuity in politics from Peter 1 to
Catherine 2, Russia managed to solve two most important tasks - to get a way out
to the seas and annex the territories of Ancient Russia. In this context
presented in the 18th century. What makes this possible is shown below.
First, thanks to the circulation of the litas, who were recruited from
nobility, instead of the old boyar. Secondly, thanks to the use
cheap labor of serfs not only in agriculture, but also in
industry. The first became a source of instability in power (the era
palace coups, and the second in society (large-scale peasant
uprisings).
5
There.

Great importance is given to the development of secular culture, which destroys
traditional foundations and gives impetus to the development of enlightenment, education,
science and art. The assessment of foreign policy retains the traditional
approaches. On the whole. Petrine transformations are presented as
debatable question.
New events and concepts transition of the Younger Zhuz in Kazakhstan under
sovereignty Russian Empire, the formation of the Kuban Cossacks,
resettlement of colonists in Novorossia, strengthening the principles of tolerance and
religious tolerance towards non-Orthodox and non-Christian
denominations, corvée and quitrent economy, courtyard people, a plague riot in
Moscow, journey of Catherine II to the south in 1787.
It should be noted that the issues of cultural development are widely covered.
The influence of the ideas of the Enlightenment is recognized as decisive, especially in
journalism. And here new themes meet: strengthening relationships with
culture of countries of foreign Europe, Freemasonry in Russia, nobility: life
and life of a noble estate, the second Kamchatka expedition, Russian
american company, Russian Academy. E.R. Dashkova, class
educational establishments for youth from the nobility.
There are no significant changes in concepts, terms and personalities.
Section four.
Russian Empire in the XIX - early XX centuries.
XIX is called the century of specific Russian modernization, which
took place as part of the pan-European process of transition to an industrial
society. The role of Russia as a leading European power is noted. But
also talks about Russia's lagging behind direct European competitors and
Reasons for this delay are given:
palliative measures to resolve the peasant issue under Alexander 1;
economic modernization by authoritarian methods under Nicholas 1;
preservation of the estate system;

According to the authors, the lag was the reason for the defeat in the Crimean War,
although the war simultaneously with the two largest European
powers could hardly be successful. More like a failure
it is necessary to name the excessive activity of Nicholas 1 to suppress
European revolutions and the betrayal of the so-called allies (to
example of Austria, which went over to the side of the European powers), this
careless policy and led to war, and the emperor to death, and his son
to the realization that liberal reforms necessary, but with the Europeans
it is better to have good relations and play on their age-old contradictions, which
made it possible to revise such an unfavorable Paris peace in favor of Russia
without bloodshed, and the war with Turkey in 1877-1878. start at the wrong time
for Europeans, the time when they are not ready to interfere in Russian
Affairs. .The authors call Russia's rapid restoration of the status of a great
powers after the unsuccessful Crimean War, the result of economic
development in the second half of the nineteenth century. In my opinion, rather
result of liberalization inner life, reform policies and
diplomatic success.
It can be considered a plus that attention is paid to the issue of social
the effect of reforms, increased social mobility, the formation
civil society.
“However, the political system as a whole remained unshakable, and its
authoritarian character inevitably came into conflict with rapidly
changing social, economic and legal landscape of the country”6
this statement is used by the authors to call the reforms not
systemic, half-hearted and inconsistent. Although it is known that
project M.T. Loris - Melikov - minister - reformer assumed
creation of an elected legislative body under the tsar from representatives
counties and cities. It is possible to create a representative body and its
further activities would allow both to correct and complete
reforms by changing the political system, which was prevented by the assassination of the king.
The authors further argue that the reforms were not systemic and
6
Historical and cultural standard

belated, making a reservation “according to European standards”7. And why to
Russian reality to apply European standards, it is high time
work out your own. And from the point of view of Russian reality before the reforms and
after that, it is possible to state the facts of the activation of economic life and
economic success, the development of civic consciousness, the spread of
education, improving the quality of life, the beginning of the modernization of the country.
The only big minus is that they were largely curtailed under
Alexandra 3.
The main question of the century is the question of the relationship between society and
authorities, the main phenomenon is confrontation, i.e. opposition to the Russian
intelligence and power. The process of folding parties went quickly, and
the state apparatus remained unchanged, which led to a catastrophe
1917 The reason for it is seen in the fact that in the policy of monarchs in the 19th century there was no
continuity, for example, and in the standard, the policy of Alexander 1 is named
"state liberalism", and Nicholas 1 "state
conservatism"8.
As a very positive thing, it is necessary to note the great attention in this
section on socio-cultural and ethnic issues. And
both folk culture and the culture of everyday life are mentioned. But surprise
causes the fact that such an integral and unique phenomenon as the "golden age
Russian culture” is named only a part of European culture.
The policy of Alexander 3 is called “the policy of conservative stabilization”9.
The strengthening of state intervention in the economy is shown,
processes of urbanization and industrialization. Much attention has been paid
7
Historical and cultural standard
8
Historical and cultural standard
9
Historical and cultural standard

cultural space and ethno-cultural image of the empire, in
national policy indicated the desire for unification. How
positive, it should be noted that the whole spectrum of public
political movements in the late 19th century.
The third chapter of the section is titled "The Crisis of the Empire at the Beginning of the 20th Century"
New approaches are manifested in the fact that the role of foreign and
domestic capital in the Russian economy. social structure
Russian society is considered from the point of view of the theory of M. Weber
social stratification, not Marxist class theory. Allotted
attention to the position of women in society, ethnic elites and
national cultural movements.
In the topic "The first Russian revolution of 1905-1907. Start
parliamentarianism” there were new concepts “Banquet company” and
"Bulygin Constitution".
As a positive, it should be noted a detailed analysis of the political
spectrum of the beginning of the century, indicating the ideological orientation of the parties.
When considering the theme of the Silver Age, attention is paid to
discoveries of Russian scientists, achievements of the humanities,
the formation of the Russian philosophical school, the contribution of Russia at the beginning of the 20th century. in
world culture.
The section ends with personalities and events and sources.
Section 5
Russia during the Great Upheavals. 19141921
The first thing that catches your eye in this section is the change in approaches to
revolutionary events of 1917. They are not treated as two different
revolution (bourgeois in February 1917 and socialist in October), but how
a single revolutionary process called the Great Russian
revolution. In this way. The authors depart from the Leninist interpretation
phased revolutionary process, there is no term "socialist
revolution". October 1917 is called the "Soviet experiment", which, according to

force of influence on global processes is recognized as one of the most important
events of the 20th century. The term is not very suitable for historical science
in general, and even more so for such a great tragedy of the peoples of Russia.
The formation of the Stalinist dictatorial regime is seen as
consequence of the First World War, and this is the novelty of the approach, previously
attention was paid to his personal qualities. World War I
is considered, as before, a kind of catalyst for the revolution.
More attention is paid to the civil war as a tragedy of the people and its
the consequences of child homelessness and millions of emigration.
As a positive note, we also note that the question of the Soviets is raised separately.
as a form of power, because for modern schoolchildren who grew up in a new
Russia, this question causes difficulties in studying. And also what is separate
examines the new revolutionary culture and lifestyle associated with
secularization of consciousness Soviet people, gender equality.
Of the new concepts, the following "bags", "talking",
"black market", the Bolshevik plan for monumental propaganda.
Section VI. Soviet Union in 1920-1930s
The section covers the period of the NEP and Stalin's modernization. Second
half of the 1930s is called the period of the "socialist offensive"11. And
indicated that industrialization was carried out by extraordinary methods,
due to the ruin of the village, its price turned out to be too high. Showing
social consequences of industrialization, both positive and
negative, it is indicated that a number of social reforms were carried out in this
time in the USSR for the first time in the world. “The successes of the USSR in the field of
elimination of mass child homelessness and illiteracy, equality
women, introducing the basics of social hygiene, creating a system of protection
10
Historical and cultural standard
11
Historical and cultural standard

motherhood and childhood. In the 1930s free universal
primary education, and in the cities 7 years of education”12.
At the same time, it is openly spoken about forced collectivization,
accompanied by brutal repression against the prosperous
peasantry, about the difficulties with food, the introduction in the cities
card supply system in 1930-1935. Collectivization and
excessive grain procurements that knocked down the village led in 1932-1933. to
famine and epidemics.
The high price of industrialization was also noted, expressed in a drop in the level
life of the population compared to the years of the NEP, also shows positive
the results of the emergence of entire branches of domestic industry:
automotive, tractor, chemical, machine tool, engine building,
aircraft construction and the military industry, as well as related science. Made
general conclusion that the modernization of the 30s laid the foundation for the Victory in 1945
and subsequent success in the development of the atom and outer space.
The social system that has developed as a result of such large-scale
transformations is called "Stalinist socialism", in which, on the one hand,
On the other hand, social mobility, equality of citizens appeared, and on the other
hypercentralization of management, dictatorship of the leader, substitution of party
authorities of the Soviets, the priority of administrative methods of solving
political and economic tasks. Close to industrial giants
the first five-year plans, the GULAG camp towers lined up, where
forced labor of prisoners.
Among the advantages, I would like to note the great attention of the authors to the social
history of this period - to the demographic situation, protest
movements, the emancipation of women, the establishment of a health care system,
elimination of unemployment, organization of children's leisure.
Much attention is paid to the cultural space of the 30s.
Here the emphasis is on the formation and features of the new Soviet morality,
the creation of a "new man", the promotion of collectivist values,
education of internationalism and Soviet patriotism, public
the enthusiasm of the period of the first five-year plans.
12
Historical and cultural standard

For the first time, such concepts as "combatism", "Union of militant
atheists”, culture of Russian abroad, collective forms of life.
In foreign policy assessments, the old approaches are preserved, the innovation
is the consideration of the Katyn tragedy. Among the new personalities
P.A. Sorokin, E.V. Tarle, F.V. Tokarev.
Section VII. The Great Patriotic War. 1941-1945
General approaches.
1. Great Patriotic War (19411945) Soviet Union against
Nazi Germany and its satellites was the most important part of the Second
world war (1939-1945)
2. The USSR made a decisive contribution to the victory of the Anti-Hitler coalition.
3. On the part of Nazi Germany, a racial and ideological war was waged on
destruction of the Soviet Union together with its inhabitants
"inferior" Slavic and other peoples. Nazi doctrine
considered the Soviet "Jewish-Bolshevik"13 regime as
enemy number one.
4. For the Soviet Union, this war became a nationwide, Patriotic,
a holy war for survival and the preservation of their statehood.
5. The most important components of the Victory were the patriotic upsurge, unity
front and rear, as well as the failure of Nazi attempts to drive a wedge between
the peoples of the USSR.
6. For exceptional courage and heroism shown during the years of the Great
World War II, more than 11.6 thousand citizens were awarded the title of Hero
Soviet Union. Among them are representatives of different nationalities.
The youngest heroes were 14-year-old partisans Valentin Kotik and Marat
Kazei (both posthumously). The theme of child heroism has long and undeservedly been
forgotten.
7. There are three main stages in the history of the Great Patriotic War:
(June 1941 November 1942), from autumn 1942 to the end of 1943),
(1944–May 1945)
13
Historical and cultural standard

8. The liberation by the Soviet troops of the countries occupied by the Nazis
Central and Eastern Europe liberated their peoples from Nazism,
simultaneously contributing to their subsequent involvement in the orbit of influence
THE USSR. Thus, at the end of the war, the foundation was laid for the subsequent
expansion of the "socialist camp".
9. Victory became a key factor in the post-war power of the country and
transformation of the USSR into a world superpower.
The novelty of the approach lies in a more detailed consideration of each of the
periods. In addition, attention is paid to such issues as the Nazi
occupation regime, "General Plan Ost". mass crimes
Nazis against Soviet citizens, extermination camps, the Holocaust.
Ethnic cleansing in the occupied territory of the USSR. Nazi captivity.
Destruction of prisoners of war and medical experiments on
prisoners. Deportation of Soviet people to Germany. Looting and
destruction of cultural property.
The topic "Man and War" shows the hard everyday life of a military
time, as well as the cultural space of war, raises the problem
relationship between church and state during the war.
Each period shows the relationship between the USSR and the allies in
anti-Hitler coalition, their dynamics can be traced.
The fact that the Soviet-Japanese War is considered separately is also new.
1945 Defeat of the Kwantung Army. Fighting in Manchuria
Sakhalin and the Kuril Islands. Liberation of the Kuriles. Nuclear
the bombing of Japanese cities by American aircraft and their consequences.
New terms collaborationism, "Vlasovites", repatriation.
New personalities M. Kazei, D.M. Karbyshev, V.Kotik, O.V. Koshevoy, N.I.
Kuznetsov, M.G. Pervukhin, A.A. Pechersky, N.M. Shvernik.
Section VIII. Apogee and crisis of the Soviet system. 19451991
In terms of time, the period is quite large, the authors divide it into 4 Stages:
1) last years the reign of I.V. Stalin (1946-1953);
2) de-Stalinization and "thaw" (the years of N.S. Khrushchev's power,
1953-1964);
3) the era of stability or "stagnation" (the reign of L.I. Brezhnev, 19641982
years);
4) the period of leadership of the country by Yu.V. Andropov (1982-1984),
K.U. Chernenko (1984-1985) and M.S. Gorbachev (1985-1991).

The first stage is the time of the strengthening of the Stalinist regime and the establishment of the country for
political arena as a great power.
The second is "de-Stalinization", Khrushchev's liberalization, which
was noted to be “inconsistent and contradictory”14, but one must
say bold and resolute for his time. Its still
called the "thaw" period.
The third Brezhnev period, considered the most stable in history
our country in the twentieth century, is also called ambiguous due to the fact that
the nomenclature, using the possibilities of increasing the export of raw materials, made
emphasis on the preservation of the existing socio-political and economic
structures. Under loud phrases about building "developed socialism" in the country
a systemic crisis was brewing, the answer to which was the policy
"perestroika" in the USSR (1985-1991), and the collapse that followed it
Soviet Union.
The economic model created in the USSR is called mobilization and
its effectiveness is recognized only during the recovery period,
which is marked by recognized successes: “Under the influence of the Soviet
Union, a socialist system arose, cooperation began within the framework of
CMEA, the military-political Warsaw Pact was signed. Significant
advances were made in the field of science and technology (the launch of the first
artificial earth satellite, the first manned human flight in
space, construction of industrial facilities for the fuel and energy complex and the military-industrial complex)”16.
Then the reasons for the failures are named.
1. Maintaining military parity with NATO.
14
Historical and cultural standard
15
Historical and cultural standard
16
Historical and cultural standard

2.
3.
4.
Assistance to allies in the socialist camp, financial
support for the international communist movement and
liberated from colonialism countries of the "third world".
Fulfillment of social obligations to their own citizens,
which required more and more money.
Concentration of resources in key areas of the military-industrial complex and fuel and energy complex, which
led to "residual" financing of other industries.
5. Increasing oil exports to replenish the budget, which led to
to the dangerous dependence of the USSR on the conjuncture of world prices for
energy carriers, and when they fell sharply to the economic crisis.
Thus, the conditions of the scientific and technological revolution, which has become
part of the global process of transition from industrial to
post-industrial society, the backlog of the USSR was revealed, before
all in the field of innovative technologies.
The following are the main problems of the post-war economy
lagging behind the leading capitalist countries in the field of
labor productivity;
lagging behind the leading capitalist countries in terms of quality
products;
extensive nature of development;
employees' lack of interest in the results of their work
labor;
chronic problems in agriculture.
Of course, many of these can be argued, especially with the conclusion that
that the extensive nature of development for such a huge country as
The USSR, and even during the recovery period, was bad, from the point of view
European, he is always bad, because in Europe there is no opportunity for such
development, but if there is such an opportunity, especially in rural
economy, why not. It makes it possible to grow
environmentally friendly products, in the presence of a developed factor
labor force can bring large profits in the long run.
As for the quality of products, the backlog was not in all
industries, most pronounced in the light and automotive
industry.
Further, we are talking about the development of the social sphere in the USSR. And given
such a thesis: "In the 1960s-1970s. in the USSR increased attention to
social problems, which corresponded to the ideas of socialism and
pan-European trends of those years”17. It is thought that he
17
Historical and cultural standard

formulated the other way around - that is, these are European trends
social development could not ignore the factor of existence
socialist system with its traditional focus on social
sphere. It was under the influence of the ideas of socialism in Europe and the USA
the Keynesian model of economic development triumphed.
The Soviet system of education is recognized as the best in the world, the people
reading and literate, with which it is difficult to disagree.
The national policy is recognized as a success: "A lot of attention
devoted to international education, promotion of friendship
peoples, support of national cultures, considered the property
multinational Soviet culture. The concept of
formation in the USSR of a new community of people - the "Soviet people"18
In general, in material and everyday terms, in a relatively short period of time
1960-1970s the life of the Soviet people has improved, but there has been a
negative trend - the gap in the quality of life between the city and
village, the influence on the Soviet people of the Western "consumer
revolution"19
As for the political regime, it is recognized that it began
softening, partial democratization, dissidents appeared, but
the political elite did not attach much importance to this, it turned out
respond to the challenges of the time, which led to the development of conservative
trends in all areas of life.
Perestroika is characterized as a period of improvement
socialism - "an attempt to create on the basis of the existing model
"developed socialism" a new ideological model of socialism "with
human face." But when trying to hold at the same time
economic, political and social reforms the situation came out of
18
Historical and cultural standard
19
Historical and cultural standard
20
Historical and cultural standard

under control, Gorbachev M.S.
which led to the creation of the opposition in the person of Yeltsin B.N., and then
the collapse of the structures of the CPSU and the Soviets.
Apparently, the authors adhere to the position according to which
M.S. Gorbachev tried to keep the Union updated, through the signing
new union treaty, the conservatives in the person of the State Emergency Committee prevented him
with their putsch, and the liberals took advantage of the fruits of it and pulled out
power at the cost of losing the state of the USSR.
New terms and concepts.
Soviet "atomic project", the case of the Jewish Anti-Fascist
committee, T. Lysenko and "Lysenkoism", de-Stalinization, .
"Anti-party group", "Sixties", "Soviet fashion",
informal culture, informal forms of social life:
"cafes" and "kitchens", dudes.
anti-religious campaigns. Church persecution. Dissidents. samizdat
and "tamizdat".
Re-Stalinization, "Moon race", "Nesuny", shortages and queues,
censorship liberalization, first wave democrats, plan
"Autonomization", "Forest Brothers", "Bandera", "War of Laws".
New personalities.
A.Yu.German, B.B.Grebenshchikov, L.M.Gurchenko, G.N.Danelia,
S.D.Dovlatov, I.O.Dunaevsky, E.A.Evstigneev, G.K.Ots, R.V.Pauls,
Yu.S. Rytkheu, E.A. Ryazanov, S.Z. Saidashev, B.N. Strugatsky, O.P. Tabakov,
A.A. Tarkovsky, R.Z. Sagdeev, N.N. Semenov, P.O. Sukhoi and others.
Section IX. Russian Federation in 19922012
The authors divide the post-Soviet period into three stages:
1991 end of 1993;
19932000;
20002012
The first period is called transitional from a command economy to a market economy.
The following assessment of Yeltsin's reforms is given - Gaidar, they are liberal in
content and radical in execution. That's why they went down in history.
like shock therapy. Its components were dollarization, economies,
hyperinflation, voucherization, and as a result a sharp drop in life

level of the population and growing dissatisfaction with national politics, this is the first
period problem.
The second problem is the solution of the issue of a new form of power, since the Soviet one is already
did not work. It was allowed during the political-constitutional crisis of 1993.
The authors paid more attention to it, explaining its essence, showing clearly
that this is how Russian parliamentarism appeared on the basis of the separation of powers.
The third problem is interethnic relations in the Russian Federation, here it is given
attention to Islamic fundamentalism, relations with Tatarstan and
Chechen Republic, and the concept of " Chechen War» replaced by
"restoration of constitutional order in the Chechen Republic"21.
The following shows the first consequences of the shock reforms – the growing role of
foreign loans, the problem of tax collection and investment promotion,
tendencies of deindustrialization and increasing dependence of the economy on
world energy prices, increasing dependence on exports
food, the open appearance of financial pyramids and collateral
auctions, the withdrawal of monetary assets from the country. The default of 1998 and its
consequences.
Everyday life in that difficult period is also considered, highlighted
such problems as the social polarization of society, the crisis of education and
sciences, the exodus of the Russian-speaking population from the republics.
An assessment is also given of the foreign policy of the new Russia as the legal successor of the USSR,
consolidated the status of a nuclear power that joined the G7.
The third period is associated with the presidency of V.V. Putin and D.A. Medvedev.
The solution of two most important tasks is indicated - the restoration of a unified
legal space and strengthening the vertical of power. After which it was accepted
a course towards the modernization of the country, a demographic revival.
The foreign policy course is associated with a gradual recovery
leading positions of Russia in international relations, modern
the concept of Russian foreign policy in a multipolar world,
participation in the international fight against terrorism and in the settlement
local conflicts.
In the field of culture and science, the increasing role of the media is shown,
commercialization of culture, increasing the role of paid education,
reduction in funding for science, the decline in the prestige of scientific work.
21
Historical and cultural standard

The relationship between church and state is also affected.
New terms and concepts.
"Big Seven" and "Big Twenty", oligarchs, "seven bankers",
power vertical, stabilization fund, "shuttle traders" (shuttle trade),
"financial pyramids", "consumer basket", natural
monopoly, diversification of production, majority and
proportional electoral systems, Islamic radicalism
(fundamentalism), NATO expansion to the East, APEC, BRICS, SCO.
As a flaw, it should be noted that after the fifth section
there are no indications of sources, and at the end they are given immediately to 5
sections and show only the category of the material, and do not refer to
a specific document, which will make it difficult for teachers to work.
At the end of the document is a list of difficult questions to study.
history of Russia. Their difficulty lies in the lack of common approaches to
assessment of certain events with a lack of materials or their
unreliability.
In total, twenty complex topics are given, among which there is the topic of my
research - "Shock therapy". I hope my work becomes
a small contribution to the concretization of this problematic period of our
stories.

It seems to me not quite the right decision to pay more attention to the cultural component. He is already studied enough, culture is a true torment of a schoolboy, I truly say. It is not clear why it has to be studied several times - in the course of the MHC, literature and, in addition, history. It is clear that in this way a step is being taken towards the introduction of a civilizational approach, but still.
The word "tolerance" in my opinion is not very appropriate. Why not replace it with the wording "friendship of peoples" or just some other one?

I would like the student to study the history of neighboring states, which, in my opinion, can help strengthen respect for neighbors; why not tell him about the history of Uzbekistan, for example? It is not necessary to allocate this to a full-fledged course, but in general terms it is possible to outline. So I see what is said about the conquests of Genghis Khan, plus, a very interesting topic.
The item "GULAG as a symbol of Stalinism" looks very, very poor, I'm not even talking about the fact that the abbreviation itself is spelled differently. This is some kind of obvious stupidity, so obvious that I have bloody tears of indignation and sadness: why are there then no such "Crosses as a symbol of tsarism" and "Peter and Paul Fortress as a symbol of Peter's authoritarianism"?
What does "Stalin's great-power ambitions" mean? Nonsense.
I see the item "SMERSH activities". I doubt that the teacher is able to adequately present the material without doing lampshade journalism with billions of people shot. The work of the SMERSH bodies is correctly reflected by Bogomolov and in the official publications of the archive of the FSB of the Russian Federation, it would be worth recommending them.
The concept says that Yeltsin's criticism of Gorbachev is a critic from the left. Some kind of obvious incompetence, because the liberals are on the right with respect to the socialists, or at least the social democrats.
In general, refine and refine. About the "symbol of Stalinism" - remove it.

Edited at 2013-07-03 08:07 am (UTC)

There is no standard yet, as stated. So far, this is an average between the minimum content (2004) and the curriculum. More precisely - the author's project or the prospectus of a certain manual ("single"), and it is not clear - for the main. or high school?
Everything from the use and introduction of concepts and terms ("imperial society"; "on the way to civil society", "civil legal awareness" and "civil initiatives" - in the 19th century!, social stratification, "post-war GULAG contingent", special eating, indigenization , "generation of enlightened people" and many others), selection and registration of obligatory dates (Chigirin campaigns, formation of the PRC ..., "1730-1740 - Anna Ioannovna" ... etc.), style (in the standard and suddenly a quote with a question - "Life has become better, ..."?) to the choice of personalities (Evfimy II, Gordon, Kheraskov, D. Bykov and a number of others. Why these names? ...) - cause bewilderment.
The "difficult questions" are named, but the answers are obfuscated or hushed up. Lots of conceptual misunderstandings. So, it turns out, the repressions of the 30s - the struggle "with the fifth column"!
What was the garden for?

Edited at 2013-08-21 03:20 pm (UTC)

My God...
1. A crowd of history eaters is already knocking on your door. Now they will suck at every didactic unit, primarily the ideological aspect, which, of course, is present in abundance here. No consensus will ever be reached! Even this (ridiculous, but quite innocent) I-K standard will only inflame passions and only confuse the situation with the teaching of history. The very idea of ​​a single concept, a single standard, a single textbook is evil from any point of view.
2. Why "Standard"? Does it have any legal weight? If so, which one? Why use the same word and confuse people? How the legal status of the I-K standard will correlate with the Federal State Educational Standards general education? How will they be related methodically and ideologically? This is perhaps the most important issue, without solving which it was not even necessary to start writing the text.
3. In the I-K-standard, the study of the last decade of national history is essentially eliminated (even more so - Putin-Putin-Medvedev-Putin). The idea is good (one could have guessed for a long time), but HOW will this correlate with the subject "Russia in the World" declared a year earlier, which was created with exactly the opposite goal - the study of modernity? One might think that the authors simply ignore the stillborn subject, if it were not for the mention of it in the text of the I-K standard (clause 7 of the "recommendations"). So are we studying Putin-Medvedev or not?? Or does the I-K-standard concern only history in elementary and basic schools, and in older modernity it will just go in the course "Russia in the world"?
4. Point 6 of the "recommendations" - to increase the amount of "socio-cultural material, the history of everyday life." And what do we see a few lines below, in the list of didactic units? The idea was announced but not implemented. Purely mechanical performance, full of politics with only the addition of some "assemblies and fireworks" and the mention of cultural events in the list of dates. By the way, about the dates. How canonical is this list for authors of programs and textbooks? If this is canon, then let the authors explain why the most outstanding work of literature of the 19th century, worthy of mention, was Griboyedov's "Woe from Wit", and Solzhenitsyn's "One Day in the Day of Ivan Denisovich" on the 20th?
5. Well, the last. Who, how, by what criteria will assess the compliance of educational literature on history with both the requirements of the Federal State Educational Standard and the requirements of the I-K standard? And once again: HOW DO THE "STANDARDS" CORRELATE LEGALLY, METHODOLOGICALLY AND IDEOLOGICALLY?

Edited at 2013-07-03 09:50 am (UTC)

1. The emphasis on patriotic education is generally correct, but there is a lot of this "patriotism" in the standard and the tasks of patriotic education are not formulated very clearly.
a) Firstly, history is still a science, which means that the facts that are offered for students to master should be selected on the basis of objective criteria, and not on the basis of their patriotic potential (say, this is more patriotic, this is less and etc.). Therefore, there is a lack of a clearly defined methodology for selecting content, except for statements about culture, the history of peoples, etc.
b) after all, "to instill a sense of pride" is not the goal. Feelings cannot be cultivated. It would be more correct to phrase it as "to create the conditions for .." or "to promote a sense of pride." Otherwise, if one of the students does not develop a feeling? Will the standard not be met?
Therefore, it is necessary to select facts on the basis of objective scientific method, and structure them in such a way that the prerequisites are formulated not even for "pride", but for respect for the country's past.
c) "pride in military victories" - why is there an emphasis on this? But what about the pride of civil victories? Achievement in the arts? And how will the defeat of the Russian army be presented? There should be not only pride in victories, but respect for the military exploits of Russian soldiers. For example, in 1700 Russian army lost in the Battle of Narva. How will this fact be interpreted?
d) "mass heroism in liberation wars"- but what about the heroism of people in the Russian-Turkish wars, the Crimean War (during the defense of Sevastopol, for example), in World War 1? It would be better to remove the clarification about "liberation wars."
2. It is not clear what is meant by "positive pathos of historical consciousness." Historical consciousness is an understanding of causal relationships in the past, an understanding of the patterns of historical development, which must be freed from pathos. Here is the "pathos of creation" - what is it about? In the history of Russia there were victories and defeats, both creation and destruction, which should be perceived objectively, without pathos. Next - "positive attitude in perception." Are all events in the history of Russia supposed to be perceived positively? There must be an objective perception of history as a pattern, as a chain of causes and effects. This is how students will form the right attitude towards history as a science, and not as moralizing stories about the past.
3. The history of Orthodoxy as something that "penetrates all content." This is correct for the history of Ancient and Medieval Russia, but already in the 18th century, the secular culture of the country began to form, based on the ideals of the Enlightenment, in which the role of religion was not leading. And is it really necessary to talk about the events of the 20s. 20th century through the history of Orthodoxy? The history of Orthodoxy and other religions should be part of the history of culture, but not the basis of the entire course.
4. Poorly disclosed theories of the origin of the name "Rus". The standard says "... called Rus" - from whom was this name received?
5. It is necessary to clarify the use of concepts " Golden Horde"and" the Mongol Empire. "In the 13th century, the Golden Horde did not attack Russia." The term "Golden Horde" refers to the 15th century, this is a later rhetorical figure. Just like on the Kulikovo field, Dmitry Donskoy did not fight with the troops of the Mongol Empire , because by that time it had already actually broken up into separate lands and Mamai was not the head of the Mongol Empire.

6. Some doubt is raised by the phrase "restriction of the rights of other classes" in the context of the history of the 18th century. The rights of which estates were limited during this period? Clergy? Maybe, if you mean the creation of the Synod and secularization. The peasants were already enslaved.
7. Stolypin's reforms cannot be assessed as an interaction between the state and society, given how society perceived these reforms, what discussions took place in the Duma.
8. the phrase "dismantling" the historically established system of relations in a revolutionary way. This is hardly true. Because even the struggle of the Narodniks is a struggle against the autocracy, and not against the system of relations, just like the struggle of the Socialist-Revolutionaries, the RSDLP is a struggle for the rights of workers, against the relationship of power and society, and not against the "historically established system of relations."
9. It is necessary to look at personalities. Why is "Woe from Wit" mentioned separately in the history of the 19th century, and "Eugene Onegin"? Why did M.E. disappear from personalities? Saltykov-Shchedrin, did Chernyshevsky stay? What are the selection criteria? Why from the history of the 2nd floor. Brodsky was removed from the 20th century, and the emphasis was placed on the work of Solzhenitsyn and the publication of One Day in the Life of Ivan Denisovich? It seems that the lists of personalities need to be finalized, especially in the field of culture.

The order of the President of the Russian Federation prescribed, before November 1, 2013, "... to submit proposals in accordance with the established procedure for the preparation of unified textbooks on the history of Russia for secondary schools." (List of instructions of the President of the Russian Federation following the meeting of the Council under the President of the Russian Federation on Interethnic Relations on February 19, 2013, item No. 5)
The planned results in history are determined by the Federal State Educational Standard of basic general education (approved by order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897) and the Federal State Educational Standard of secondary (complete) general education (approved by order of the Ministry of Education and Science of the Russian Federation of May 17, 2012 No. 413). An exemplary educational program for basic general education has been developed. The Law of the Russian Federation “On Education in the Russian Federation” was adopted, which establishes in Article 12 the procedure for the development, examination, approval and maintenance of the register of exemplary basic educational programs. (Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ)
In this context, "proposals on the preparation of unified textbooks on the history of Russia for secondary schools" come down to developing requirements for a single textbook on the history of Russia, the mechanism for its development, examination and approval.
It is obvious that the "road map", approved by S.E. Naryshkin, D.V. Livanov, V.R. Medinsky, which provides for the development of the concept of a new educational and methodological complex on the history of Russia, the historical and cultural standard, the concept of unified textbooks on the history of Russia for secondary schools, as well as guidelines teachers to cover the most controversial issues of national history, significantly distorts the order of the President of the Russian Federation.
In addition, in accordance with paragraph 9 of Article 11 of the Law of the Russian Federation "On Education in the Russian Federation", the procedure for developing, approving federal state educational standards and making changes to them is established by the Government of the Russian Federation. (Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ)
I wonder which body and in what legal form decided to develop a historical and cultural standard? So you can start reviewing literature, fine arts, music...

Edited at 2013-07-05 03:37 am (UTC)

It is easier to write at the beginning because the first context is incomparable. Now we have to compare with the past. and come up with something. The political narrative of history is compact, providing a foundation on which the student continues to enhance his historical education after school and college from literary and other sources, studying "the role of individuals, social institutions and structures, sociocultural factors and the daily life of human life." Do the authors of this project understand what they are going to present in the textbook? Encyclopedias have already been written. There is also enough literature. If someone doesn't like to read, he doesn't care about a history textbook. What should a textbook be like even for those who don't care about the history of their people? "... comprehending the ups and downs of "ordinary citizens", through whose fate social and political processes can be shown" - author !!!, do you understand what you wrote? Do you propose to study "War and Peace" and "How the Steel Was Tempered"?
"... coverage of the problems of spiritual and cultural life ..." - do you have geniuses who can present these problems for schoolchildren? They have perception - it flew in one ear, flew out the other. A person at the age of 40 begins to understand the problem of spiritual and cultural life, and then not all, and if he has not started drinking alcohol regularly. The very understanding of these problems belongs to psychology. What are you going to write on this understanding in the history textbook? There is so little spiritual and cultural in history that it can only be mentioned as facts in context, focusing the student's attention on the style of presentation. But what does the historical fate have to do with it? Spiritual and cultural elevates. Surely, they were going to write something tragic, for 17 years of emotionality. At 17, we can only talk about preparing for such a perception.
3. Here lies a pitfall in the form of self-determination of nations. This self-determination modern education done through religion. It is necessary to give an example of self-determination through education.
"Based on these approaches, we can formulate the following recommendations, ..."
"7. The history of religions ... must be presented systematically and permeate the entire content of the textbook."
In the history of our civilization, the following myths are mythized: the origin of man, judgment, consciousness, the concept of god, murder, ... This generalization is absent in modern science. What kind of systemic presentation of the author of the historical and cultural standard suggest?
"8. ... revolution and civil wars are not the result of an external or internal conspiracy, but the result of objectively existing contradictions within the country." -------- " 1. Cultural-anthropological approach. In modern school textbooks, the traditional attitude to political history, rooted in the imperial and Soviet schools, continues to dominate.
Perhaps a contradiction. The roots go deep into the soul. Changes in the textbook will not be significant, the volume will be added in the form of literature.
"Section I.

From Ancient Russia to the Grand Duchy of Moscow

During the settlement of the Slavs along the East European Plain in the 6th - 8th centuries, which was the final stage of the so-called. The Great Migration of Peoples - a grandiose migration movement that swept in the 1st millennium AD. The European continent, the eastern branch of the Slavs was formed. In Eastern Europe, more than a dozen large Slavic pre-state communities were formed, each of which had its own princes.
Here are Darwin's "theory" and "The Tale of Bygone Years", which contains the artificial, modern religious and scientific beginning of the Russian land. This beginning determines the context of the entire textbook and the history of Russia.

After criticism, it is necessary to offer something different, not mythical.
"Mind is the name given to the totality of states of consciousness, grouped under the determinants - thought, will, feelings." According to this definition of consciousness, essays would be written for future officials.
“As for the accusation that our School did not accept the septenary classification of the Brahmins, but confused it, this is completely unfair. To begin with, let’s say that the “School” is one thing, and its interpreters (for Europeans) are completely different. The latter must first learn the ABC of practical Eastern Occultism before they can correctly understand the terribly complex classifications based on the seven definite states of Prajna or Consciousness, and above all, fully grasp what Prajna is in Eastern Metaphysics. he can account for the origin of consciousness by explaining the process by which he has arrived at a certain knowledge, even if only one of the states of that consciousness; in other words, make him explain something he knows on this plane by the fact that he is absolutely does not know on other planes, that is, to direct him from the spiritual and psychological directly to the ontological. why the original ancient classification was adopted by Theosophists, when in reality there are many."
These two quotes are taken from the "Secret Doctrine" by E. Blavatsky. The definition of consciousness is in 1 volume, 1 stanza, its 3 parts. The philosophy of consciousness is in volume 2, at the end of part 2. All T.D. lies between these two quotations, representing the transition from education, from which the definition of consciousness is taken, to philosophy. The whole history of our civilization also lies between these two quotations. Meaning T.D. E Blavatsky formulated: "the synthesis of science, religion and philosophy." Why does science need a synthesis with religion? What and whose science are we talking about? Modern civilization and science, the result of this synthesis. Russia lives in a subculture alien to it. Authors T.D. they could not formulate a definition of consciousness, because it contradicts their ideology. In this book they put us before the fact about their priority in the definition of consciousness. Can we now write the definition of consciousness formulated by our fathers in our textbooks? And if they ask, who allowed it? We need to restore our priority to our history and, to begin with, lay out our ideology.
With the "theory" of Darwin in education, religion has a cave origin in the Stone Age and fits into the "theory" of evolution, from monkey to man, together with modern science, having evolved to the present state and giving this "theory" educational completeness. By this, modern science and education is indispensable without religion. In fact, religion has its origin in education. In the beginning there was the word light, and then the gods who walked our land called themselves saints. Vulgarity and religion have such a beginning in education. Over time, vulgarity more and more penetrated education and the spirit was called divine. By the twentieth century AD, what light and spirit are is no longer known. Over time (in step), many began to cross themselves and bow, and many officials followed their people. Lighting is a word from physics. Consecration - what is this pronunciation?

Edited at 2013-07-05 05:04 pm (UTC)

Add textbook of nationalities I carefully listened to all the statements, the words about the multitude of nations inhabiting the country, immediately made me remember something similar, there was the geography of the USSR, but there was, for example, the geography of the Stavropol Territory, I think others too. Make a unified history of Russia with chapters in history ancient world, the Middle Ages and purely ours until the 17th year, the last chapter briefly describes the view of events from both sides of the conflict, just do not fall into controversy. The participants in the events are still alive, and the children to whom they told this will, in 50 years, finally consolidate the results, but only of this chapter. In the USA, there are also states with their own history, but they study the country's general history and are proud of it, which makes us worse. History is one general and final marks are given on it, but the History of the Tatar people, the History of the Dagestan peoples are additionally published with brief sections for each and so for others, marks are also given for them, you can even choose a quarter, but annual for final knowledge. Pride in the country must be instilled in the same for everyone, and the fact that the nations of this people sometimes fought among themselves does not mean that they do not have a common history, this happened all over the Earth and the fact that all peoples could survive in our country while maintaining their religion, gives we have the right to say that we are one people with a thousand-year history and many nations and nationalities

Establishing such a standard is no doubt no easy task. The authors, for sure, approached it with sufficient seriousness, having some methodological guidelines. Why not present to the public the very methodological program for creating the project? We all have the right and should know what is the purpose of creating the Historical and Cultural Standard - to instill pride and love for the Fatherland, or in Fursen's way - to abandon the creation of creators in favor of creating "rational consumers" (essentially doomed)? What is the goal that the proposed textbooks will shape? Next, what are the criteria and coordinate system? After all, those events are presented in the standard in the logical sequence that suggests evaluating our history from the point of view of Western liberal concepts, where priority is always given to the market, the economy, and other attributes of the material world. But then it will really never be possible to understand why the Russians were, are and will be the most successful nation and where we have one of the greatest stories, and indeed, cognitive dissonance is ripening - should we give up our place under the sun to other peoples - because they are much better know how to consume.
The project stated the desire to "dramatically revise the content of the history course in high school." There is nothing like it. NOTHING LIKE THIS!
Today there is an opportunity and a chance to make a truly historic breakthrough in the cultural and scientific life of Russian society and lay a solid foundation for its sustainable development. After all, so many valuable archaeological excavations have been documented (and not only in Novgorod), why do the authors not want to institutionalize these discoveries? Not a word about the Vedas, but the Vedic concept of the world order is ours, and it is one of the three that now determine the entire universe.

Edited at 2013-08-04 10:19 am (UTC)

Where are the original Russian sources that emphasize our glory - the annals of the Kholopye Monastery on the Mologa River, the Joachim Chronicle, The Tale of Slovenia and Rus, the chronograph of Academician M.N. Solonevich, L. Gumilyov, ... Where is the explanation of where this word “Russian” came from and where it suddenly became “Russian” (again, a rudiment of the information war, by the way - Vladimir Ivanovich Dal)?
In the end, where are a number of well-known, but hidden, most important events in Russian history - the Battle of Molodi, the Azov Seat, ...?
Why are there no parallels for the systemic assimilation of history? After all, Russia almost always significantly outstripped Europe (and not only). Again, why shouldn’t our graduates know that Ivan the Terrible was not a cannibal, and for all 50 years of his reign he executed fewer people than at the same time died in Paris alone in one Bartholomew night, ten times more than King Christian II killed in two days during the Stockholm Bloody Bath, but twenty times less than the peasants driven out of their lands under the law “on vagrancy” were hanged in England or the Dutch were killed during the Dutch revolution. But Repin's hand withered away after this vile picture with Ivan the Terrible. History should be presented in a connected and systematic way, otherwise it makes no sense.
It is not clear that one of the criteria for the term " great country is that it can wage war on two fronts. Russia almost always waged wars on two or even three fronts, even in Time of Troubles- The Commonwealth and Sweden, the Patriotic War of 1812 in the west, and in the south with Persia ... You write that you discover the role of the individual, but where are the roles of Parvus - Israel Lazarevich Gelfand, Leiba Davidovich Bronstein - Trotsky and K0 so important for understanding society ... And Rasputin Grigory Efimovich, by the way, will again remain the same as Parvus-Gelfand portrayed him in his newspapers, but with the help of the actors who played him in taverns, portrayed him? After all, today all the documents are available here. Why are they not used? Isn't it time to give an objective (and not Khrushchev's) assessment of the personality of Joseph Vissarionovich? With a good comparative analysis with the West, especially the US, France. After all, this is a titanic personality in our history, which cannot be bypassed in any way. And the draft proposes only to talk about "repressions and the Gulag" - this is complete unprofessionalism or deliberate deception.
1920-1930 - "the years of modernization and prosperity"! But who wrote all this? And the fact that in order to destroy Russian culture, not only villages, cities were cut out, Orthodoxy - the basis of culture - was made an enemy of the people, to the accompaniment of Kolontaev's "Parnassus of Pure Love", women were "socialized", and then they were found with coals in their genitals .. While in 1913 Russia had the largest gold reserves, the gold ruble, labor productivity was almost the largest in the world, the GDP was the largest, they provided for themselves with everything, the world was supplied with everything, up to airplanes and locomotives ... And these are the authors called the "imperial" school? What is the authors' understanding of "empire"? Personally, I adhere to the point of view that it is “a superstate entity that unites several peoples and countries under the auspices of a universal idea of ​​a religious, ethical or ideological nature.” And that's not bad. And this is what we see everywhere now, and this is what we will inevitably see in the future - there will be either empires or deserts.
And most importantly - this standard should lead to an unambiguous conclusion - we are not Europe, and not "Aziopa", we are - Great Russia! No other secondary school course can set such grandiose and important goals for a person and the state. I think that one must not love one's people in order not to use such a chance! And send the project for revision, moreover, seriously consider the composition of the group of authors.

Historical - cultural standard: content, concepts, recommendations.

INlast thingtimeteachersstories,studentsand themparentsextremelyworriesquestionprospectsintroductionsnewunifiedhistory textbook,contentwhomwillbuild upaccordingfromnewhistorical- cultural standard. Everythingteachersstoriesourcities passedcoursesraisequalifications.Specialistsacademiesraisequalificationsprofessionalretrainingeducation workersMishinaIrinaAnatolievnaiTyulyaevaTamaraIvanovnaintroduced the teachersfromnewhistorical- cultural standardand aboutprospectsappearancenewtextbookonstories.Needcreationnewhistory textbookRussiadictatedbeforeTotal,developmentworldhistoricalscience,accumulationnew historicalknowledge,increasedpublicinteresttoeventsof the past.

submittedhistorical and culturalstandardincludesinmyself

fundamentalestimateskeyeventsof the past,

basicapproachestoteachingdomesticstoriesincontemporaryschoolfromlistmandatoryfor studyingtopicsconceptsAndtermseventsAndpersonalities

accompanied by a list of "difficult questions of history" that cause heated discussions in society and for many teachers - objective difficulties in teaching

The standard is aimed at:

Improving the quality of school history education,

development of research competencies of students of general education schools,

· formation of a unified cultural and historical space of the Russian Federation.

The implementation of the Standard involves the preparation of an educational and methodological complex, consisting of the curriculum of the course, a textbook, teaching aids, books for teachers, a set of maps, and electronic applications. The list of "difficult questions of history" is compiled with the aim of including in teaching aids and teacher's books for additional reference materials correlating the most common perspectives on these events.

Tasks of the educational and methodological complex:

· to create conditions for graduates to acquire solid knowledge of the history of Russia;

· form an idea of ​​the main stages of development of the multinational Russian state;

· to show the history of Russia as an integral part of the world historical process;

· reveal the essence of the historical process as a set of efforts of many generations of Russians.

It is supposed to use the Standard when preparing the texts of the corresponding line of school textbooks. These texts need:

· pay attention to the events and processes of world history in terms of synchronization of the Russian historical process with the global one;

· apply a new approach to the history of Russian culture as a continuous process of acquiring national identity, not limited to listing names and creative achievements, logically linked to the political and socio-economic development of the country;

Eliminate the possibility of internal contradictions and mutually exclusive interpretations historical events, including those of significant importance for certain regions of Russia; ensure the availability of presentation, figurativeness of the language.

Appropriate priorities are supposed to be kept in mind when finalizing the Standard based on the results of professional expertise and public discussion.

Conceptual foundations of the historical and cultural standard. Cultural-anthropological approach.

Modern school textbooks continue to be dominated by the traditional focus on political history, rooted in the imperial and Soviet schools. This leads to the fact that the role of individuals, public institutions and structures, socio-cultural factors and the daily routine of human life go into the shadows, ultimately distorting historical reality. In the proposed historical and cultural standard, along with great attention to political history, a special place is given to the individual in history, and not only through the study of biographies. prominent people, but also through the comprehension of the ups and downs of "ordinary citizens", through whose destinies social and political processes can be shown. Such an approach will make it possible to more adequately reflect the current state of historical science.

1. MuchmorespecificweightdeserveslightingproblemsspiritualAndculturallifeRussia. Studentsshouldlearn thatproductionspiritualAndculturalvaluesnotlessimportanttask than otherskindshumanactivities, andstudy ofcultureAndculturalinteractionspeoplesRussia/USSRwillpromoteformationatschoolchildrenrepresentationsaboutgeneralhistoricaldestinyour Motherland.

2. ethnoculturalcomponent:historycountryacrosshistoryregions. INschoolcoursestoriesneeds to be strengthenedaccenton themultinationalAndmulti-confessionalcompositionpopulationcountryhowthe most important featuredomesticstories.teachingregionalstoriesincontextstoriesRussiais necessarycomponentdevelopmentdemocraticstates,formationcontemporarytolerant personality,finishedtoperceptionethnicAndconfessionaldiversitypeace. Foreveryonefromregions of Russiamustto beformedscroll"through"historicalstories,foundedon thebalance sheetbetween historystates,societiesAndindividualof people,betweenpolitical,socialAndculturalhistory, betweenhistorynational,world And local.

3. Working out conscious appraisal relation to historical figures, processes And phenomena - the most important a task teaching stories in school. Modern methods teaching stories imply much big activity students on the lessons, than this It was several decades back. Therefore, school well stories must to be secured educational and methodical complex, including in myself, besides the textbook, readers, collections historical texts, atlases. Work student maybe to be complete and minimally laborious only at permanent use information and computer technologies.

4. Textbook how navigator. IN conditions development funds communications, availability in overwhelming most high speed schools access to networks Internet (provided behind check implementation Priority national project "Education"), role textbook like "repositories knowledge" acquires new traits And features. Tutorial must not only give information And suggest interpretation, but And encourage schoolchildren on their own reason, analyze historical texts, do conclusions etc. except Togo, modern textbook must stimulate students to receiving historical knowledge from others sources, and teacher -promote mastery students research tricks, development them critical thinking, teaching analysis texts, ways search And selection information, comparison different points vision, distinguishing facts And them interpretations. Important turn on in text most textbook historical sources revealing essence events across bright And memorable images. Seems it is expedient to initiate the preparation of thematic modules for students (with related teaching aids for teachers) on various discussion issues stories Russia.

Based on these approaches, we can formulate the following recommendations, which can be used as the basis for the concept of a new school textbook for the course "History of Russia". The presentation of the material in the textbook should form students' value orientations aimed at educating patriotism, citizenship and interethnic tolerance. At the same time, the presentation of historical material should not be “shredded”, overloading schoolchildren with an abundance of numbers, secondary names, and minor events.

The patriotic basis of historical presentation aims to instill in the younger generation a sense of pride in their country, for its role in world history, with the simultaneous understanding that in the historical past of Russia there were great achievements and successes, but also mistakes and miscalculations.

One of the main tasks of the school history course is the formation of a civil all-Russian identity, while it is necessary to emphasize the idea of ​​citizenship in the new textbook, primarily when solving the problem of interaction between the state and society, society and power. The problem of civic activity, the rights and obligations of citizens, and the building of a civil society is immanently connected with this approach. Attention should be paid (especially for high school students) to the historical experience of civic engagement, local self-government (communities, township self-government, guilds, scientific societies, public organizations and associations, political parties and organizations, mutual aid societies, cooperatives, etc.). At the same time, a clear line should be drawn between “normal manifestations” of civic activity and all kinds of extremism, terrorism, chauvinism, preaching of national exceptionalism, etc.

When forming a sense of patriotism among schoolchildren on the basis of national history, it must be borne in mind that pride in the military victories of their ancestors is an integral part of the national historical consciousness. It is advisable to focus on mass heroism in the wars of liberation, primarily the Patriotic Wars of 1812 and 1941-1945. It is important to emphasize the feat of the people as an example of high citizenship and self-sacrifice in the name of the Fatherland. At the same time, since not only military victories should create a positive pathos of historical consciousness, the closest attention should be paid to the achievements of the country in other areas. The subject of patriotic pride, of course, is the great work of the people in the development of the vast expanses of Eurasia with its harsh nature, the formation of Russian society on a complex multinational and multi-confessional basis, within which the principles of mutual assistance, tolerance and religious tolerance prevailed, the creation of science and culture of world significance.

The key element of the concept should be an understanding of Russia's past as an integral part of the world historical process. Russia - largest country in the world. By virtue of this givenness, an essential component of the national historical consciousness has been formed - we are citizens of a great country with a great past. This thesis should become the main point of the textbook, which will allow a logical and consistent consideration of issues of interethnic relations. For this reason, it is necessary to expand educational material on the history of the peoples of Russia, with an emphasis on the interaction of cultures, on strengthening economic, social, political and other ties between peoples. We should talk about the history of interethnic relations at all stages of national history. It should be emphasized that being part of the Russian Empire had a positive meaning for its peoples: security from external enemies, an end to internal unrest and civil strife, economic development, the spread of enlightenment, education, healthcare, etc. The pathos of creation should prevail in the school course, a positive attitude in perception of national history. Tragedies, of course, cannot be hushed up, but it must be emphasized that the Russian and other peoples of our country found the strength together to overcome the difficult trials that befell them.

It is necessary to increase the number of hours (paragraphs) on the history of culture, keeping in mind, first of all, socio-cultural material, the history of everyday life. Now culture, as in former times, has again found itself on the periphery of the school course of national history. Schoolchildren must certainly know and understand the achievements of Russian culture of the Middle Ages, the New Age and Soviet era, great works fiction, musical culture, painting, theater, cinema, outstanding discoveries of Russian scientists, etc. It is important to note the inextricable link between Russian and world culture. The history of religions, especially Orthodoxy, should be presented systematically and permeate the entire content of the textbook. It is also obligatory to include in the textbook information about the spread of the main non-Christian confessions (Islam, Judaism and Buddhism) on Russian territory.

Conceptually, it is important to form students' understanding of the process of historical development as a multifactorial phenomenon. At the same time, at various stages of historical development, the leading and determining factors can be either economic, or domestic political or foreign political factors. It is necessary to create a clear idea among schoolchildren that revolutions and civil wars are not the result of an external or internal conspiracy, but the result of objectively existing contradictions within the country.

In accordance with the Federal Law "On Education" and the new Federal State Educational Standards, in the conditions of the so-called. "concentric" system of teaching history, it is necessary to radically revise the content of the history course in high school. Acquaintance with national history takes place in primary school when studying the course "The World Around", which should be more saturated with historical material. At the first level of school history education (grades 5–9), the study of program material is carried out in chronological order in accordance with the age capabilities of students. The study of material about the main events and personalities of national history must be built on the basis of a wide involvement of texts of historical sources and their commentary. The main task at this level is to instill in schoolchildren an interest in history (primarily domestic history). At the same time, work with the texts of sources should lay the foundations for competent work with retrospective information, its analysis - and teach children to independently draw conclusions based on the analyzed information. At the second level of school history education (grades 10–11), the knowledge that students received in basic school should serve as the basis for an analytical analysis of the historical process - with general characteristics and assessments, including elements of comparative analysis in the Russia in the World course.

Historical and cultural standard includes fundamental assessments of key events of the past, the main approaches to teaching national history in a modern school with a list of topics, concepts and terms, events and personalities that are mandatory for study, and is accompanied by a list of "difficult questions of history" that cause heated discussions in society and for many teachers - objective difficulties in teaching.

Download:

Preview:

Characterization of history textbooks from the point of view of the historical and cultural standard.

The historical and cultural standard includes fundamental assessments of key events of the past, the main approaches to teaching national history in a modern school with a list of topics, concepts and terms, events and personalities that must be studied, and is accompanied by a list of "difficult questions of history" that cause heated discussions in society and for many teachers - objective difficulties in teaching.

The standard is aimed at improving the quality of school history education, developing the research competencies of students in general education schools, and forming a unified cultural and historical space of the Russian Federation.

The implementation of the Standard involves the preparation of an educational and methodological complex, consisting of the curriculum of the course, a textbook, teaching aids, books for teachers, a set of maps, and electronic applications.

The list of “difficult questions of history” was compiled with the aim of including additional reference materials in methodological manuals and books for teachers, correlating the most common points of view on these events. It is necessary to create conditions for graduates to acquire solid knowledge of the history of Russia;
form an idea of ​​the main stages of development of the multinational Russian state;
show the history of Russia as an integral part of the world historical process;
reveal the essence of the historical process as a combination of efforts of many generations of Russians.

Russian history is the history of all territories, countries and peoples that were part of our state in the corresponding eras.

It is supposed to use the Standard when preparing the texts of the corresponding line of school textbooks. These texts need:

pay attention to the events and processes of world history in terms of synchronizing the Russian historical process with the global one;
apply a new approach to the history of Russian culture as a continuous process of acquiring a national identity, not limited to listing names and creative achievements, logically linked to the political and socio-economic development of the country;
eliminate the possibility of internal contradictions and mutually exclusive interpretations of historical events, including those of significant importance for certain regions of Russia.

Conceptual foundations of the historical and cultural standard

1. Cultural-anthropological approach.Modern school textbooks continue to be dominated by the traditional focus on political history, rooted in the imperial and Soviet schools. This leads to the fact that the role of individuals, public institutions and structures, socio-cultural factors and the daily routine of human life go into the shadows, ultimately distorting historical reality. In the proposed historical and cultural standard, along with great attention to political history, a special place is given to the personality in history, not only through the study of the biographies of prominent people, but also through the comprehension of the ups and downs of “ordinary citizens”, through whose fate social and political processes can be shown. Such an approach will make it possible to more adequately reflect the current state of historical science.
2. The coverage of the problems of the spiritual and cultural life of Russia deserves a much greater share. Students should learn that the production of spiritual and cultural values ​​is no less important task than other types of human activity, and the study of culture and cultural interaction between the peoples of Russia/USSR will contribute to the formation of schoolchildren's ideas about the common historical fate of our Motherland.
3. Ethno-cultural component: the history of the country through the history of regions. In the school history course, it is necessary to strengthen the emphasis on the multinational and multi-confessional composition of the country's population as the most important feature of national history. Teaching regional history in the context of Russian history is a necessary component of the development of a democratic state, the formation of a modern tolerant personality, ready to perceive the ethnic and confessional diversity of the world. For each of the regions of Russia, a list of “cross-cutting” historical plots should be formed, based on a balance between the history of the state, society and individuals, between political, social and cultural history, between national, world and local history.
4. Developing a conscious evaluative attitudeto historical figures, processes and phenomena is the most important task of teaching history at school. Modern methods of teaching history imply a much greater activity of students in the classroom than it was a few decades ago. That's why school course history should be provided with an educational and methodological complex, which includes, in addition to the textbook, anthologies, collections of historical texts, atlases. The student's work can be full-fledged and minimally laborious only with the constant use of information and computer technologies.
5. Textbook as a navigator.In the context of the development of communication tools, the availability of high-speed Internet access in the vast majority of schools (provided through the implementation of the Priority National Project "Education"), the role of the textbook as a "repository of knowledge" acquires new features and features. The textbook should not only provide information and offer interpretations, but also encourage students to reason independently, analyze historical texts, draw conclusions, etc. In addition, a modern textbook should encourage students to obtain historical knowledge from other sources, and the teacher should help students master research techniques, the development of their critical thinking, teaching text analysis, methods of searching and selecting information, comparing different points of view, distinguishing between facts and their interpretations. It is important to include in the text of the textbook itself historical sources that reveal the essence of events through vivid and memorable images. It seems expedient to initiate the preparation of thematic modules for students (with appropriate teaching aids for teachers) devoted to various debatable issues of Russian history.

Based on these approaches, we can formulate the following recommendations that can be used as the basis for the concept of a new school textbook for the course "History of Russia":

1. The presentation of the material in the textbook should form students' value orientations aimed at educating patriotism, citizenship and interethnic tolerance. At the same time, the presentation of historical material should not be “shredded”, overloading schoolchildren with an abundance of numbers, secondary names, and minor events.
2. The patriotic basis of historical presentation aims to instill in the younger generation a sense of pride in their country, for its role in world history, with the simultaneous understanding that in the historical past of Russia there were great achievements and successes, but also mistakes and miscalculations. One of the main tasks of the school history course is the formation of a civil all-Russian identity, while it is necessary to emphasize the idea of ​​citizenship in the new textbook, primarily when solving the problem of interaction between the state and society, society and power.
3. The problem of civic activity, the rights and obligations of citizens, and the building of a civil society is immanently connected with this approach. Attention should be paid (especially for high school students) to the historical experience of civic engagement, local self-government (communities, township self-government, guilds, scientific societies, public organizations and associations, political parties and organizations, mutual aid societies, cooperatives, etc.). At the same time, a clear line should be drawn between “normal manifestations” of civic activity and all kinds of extremism, terrorism, chauvinism, preaching of national exceptionalism, etc.
4. When forming a sense of patriotism among schoolchildren on the basis of national history, it must be borne in mind that pride in the military victories of their ancestors is an integral part of the national historical consciousness. It is advisable to focus on mass heroism in the wars of liberation, primarily the Patriotic Wars of 1812 and 1941-1945. It is important to emphasize the feat of the people as an example of high citizenship and self-sacrifice in the name of the Fatherland. At the same time, since not only military victories should create a positive pathos of historical consciousness, the closest attention should be paid to the achievements of the country in other areas. The subject of patriotic pride, of course, is the great work of the people in the development of the vast expanses of Eurasia with its harsh nature, the formation of Russian society on a complex multinational and multi-confessional basis, within which the principles of mutual assistance, tolerance and religious tolerance prevailed, the creation of science and culture of world significance.
5. The key element of the concept should be an understanding of Russia's past as an integral part of the world historical process. Russia is the largest country in the world. By virtue of this givenness, an essential component of the national historical consciousness has been formed - we are citizens of a great country with a great past. This thesis should become the main point of the textbook, which will allow a logical and consistent consideration of issues of interethnic relations. In this regard, it is necessary to expand the volume of educational material on the history of the peoples of Russia, with an emphasis on the interaction of cultures, on strengthening economic, social, political and other ties between peoples. We should talk about the history of interethnic relations at all stages of national history. It should be emphasized that being part of the Russian Empire had a positive meaning for its peoples: security from external enemies, an end to internal unrest and civil strife, economic development, the spread of enlightenment, education, healthcare, etc. The pathos of creation should prevail in the school course, a positive attitude in perception of national history. Tragedies, of course, cannot be hushed up, but it must be emphasized that the Russian and other peoples of our country found the strength together to overcome the difficult trials that befell them.
6. It is necessary to increase the number of hours (paragraphs) on the history of culture, keeping in mind, first of all, socio-cultural material, the history of everyday life. Now culture, as in former times, has again found itself on the periphery of the school course of national history. Schoolchildren must certainly know and understand the achievements of Russian culture of the Middle Ages, the New Age and the Soviet era, the great works of fiction, musical culture, painting, theater, cinema, outstanding discoveries of Russian scientists, etc. It is important to note the inextricable link between Russian and world culture.
7. The history of religions, especially Orthodoxy, should be presented systematically and permeate the entire content of the textbook. It is also obligatory to include in the textbook information about the spread of the main non-Christian confessions (Islam, Judaism and Buddhism) on Russian territory.
8. Conceptually, it is important to form students' understanding of the process of historical development as a multifactorial phenomenon. At the same time, at various stages of historical development, the leading and determining factors can be either economic, or domestic political or foreign political factors. It is necessary to create a clear idea among schoolchildren that revolutions and civil wars are not the result of an external or internal conspiracy, but the result of objectively existing contradictions within the country.
9. In accordance with the Federal Law "On Education" and the new Federal State Educational Standards, in the conditions of the so-called. "concentric" system of teaching history, it is necessary to radically revise the content of the history course in high school. Acquaintance with national history takes place in elementary school when studying the course "The World Around", which should be more saturated with historical material. At the first level of school history education (grades 5–9), the study of program material is carried out in chronological order in accordance with the age capabilities of students. The study of material about the main events and personalities of national history must be built on the basis of a wide involvement of texts of historical sources and their commentary. The main task at this level is to instill in schoolchildren an interest in history (primarily domestic history). At the same time, work with the texts of sources should lay the foundations for competent work with retrospective information, its analysis - and teach children to independently draw conclusions based on the analyzed information. At the second level of school history education (grades 10–11), the knowledge that students received in basic school should serve as the basis for an analytical analysis of the historical process - with general characteristics and assessments, including elements of comparative analysis in the Russia in the World course.

For the teaching of history at school, the role of the historical-anthropological approach is exceptionally great. It is the human dimension of history that instills interest in and respect for one's own history, serves as a source and tool for the formation of a personal, emotionally colored perception of the past in the younger generation. IN Russian education there are corresponding traditions that should be continued and developed. Thus, the education of patriotism and citizenship among schoolchildren in the study of national history is facilitated by turning to vivid examples of labor and military exploits of many generations of Russians. The greatness of victories and the severity of defeats are convincingly revealed through the lives and destinies of people, including the fathers and grandfathers of schoolchildren, through the history of their clan and family. Therefore, it is especially important that textbooks reflect the presence of a person in specific events. Interests and aspirations, value orientations and motives of people's behavior should be shown. This approach contributes to the development of a young person's sense of belonging to the history of the country. At the same time, we are talking about outstanding personalities, leaders, to whom separate biographical information, and about ordinary, "ordinary" people. Along with the event history, the standard provides for the expansion of material about the daily life of people in various historical eras. History should appear as a fascinating story about the past, about people and their characters, about everyday life.

Working group
on the preparation of the concept of a new educational and methodological complex on national history

HISTORICAL AND CULTURAL STANDARD

The need to create a new Russian history textbook is dictated, first of all, by the development of world historical science, the accumulation of new historical knowledge, and the increased public interest in the events of the past.

The presented historical and cultural standard includes fundamental assessments of key events of the past, the main approaches to teaching national history in a modern school with a list of topics, concepts and terms, events and personalities that are required for study, and is accompanied by a list of "difficult questions of history" that cause heated discussions in society and for many teachers - objective difficulties in teaching.

The standard is aimed at improving the quality of school history education, developing the research competencies of students in general education schools, and forming a unified cultural and historical space of the Russian Federation.

The implementation of the Standard involves the preparation of an educational and methodological complex, consisting of the curriculum of the course, a textbook, teaching aids, books for teachers, a set of maps, and electronic applications.

The list of "difficult questions of history" was compiled with the aim of including additional reference materials in methodological manuals and books for the teacher, correlating the most common points of view on these events.

Tasks of the educational and methodological complex:

create conditions for graduates to acquire solid knowledge of the history of Russia;
form an idea of ​​the main stages of development of the multinational Russian state;
show the history of Russia as an integral part of the world historical process;
reveal the essence of the historical process as a combination of efforts of many generations of Russians.
The authors proceed from the fact that Russian history- this is the history of all territories, countries and peoples that were part of our state in the corresponding eras.
It is supposed to use the Standard when preparing the texts of the corresponding line of school textbooks. These texts need:
pay attention to the events and processes of world history in terms of synchronizing the Russian historical process with the global one;
apply a new approach to the history of Russian culture as a continuous process of acquiring a national identity, not limited to listing names and creative achievements, logically linked to the political and socio-economic development of the country;
eliminate the possibility of internal contradictions and mutually exclusive interpretations of historical events, including those of significant importance for certain regions of Russia;
ensure the availability of presentation, figurativeness of the language.

Appropriate priorities are supposed to be kept in mind when finalizing the Standard based on the results of professional expertise and public discussion.

Views: 7530

49 Comments

Orlov Sergey Mikhailovich/ No

In section V, subsection "USSR during the Great Patriotic War of 1941-1945." it would be expedient to replace "The Defeat of Japan's Kwantung Army and the End of World War II" with "The entry of the USSR into the war against Japan and the end of World War II." This more accurately defines the essence of the historical events that took place. The Armed Forces of the USSR entered the war with imperial/militarist Japan in accordance with their international obligations and waged fighting/ defeated / captured not only the Kwantung army / grouping of the Japanese imperial army, but also other parts of the Japanese imperial army and navy, parts of the imperial army and fleet of the puppet Manchukuo, troops of the puppet Mengjiang. The entry of the USSR into the war against Japan is one of the factors behind the surrender of Imperial Japan. And accordingly, in the events / dates of this subsection, instead of "September 2, 1945 - the surrender of Japan. The end of World War II" - "August 9 - September 2, 1945 - the entry of the USSR into the war with Japan. The surrender of Japan. The end of World War II" .

Zharavin Dmitry Gennadievich

As expected, smart and inquisitive leaders of the country will not find.
What about the cohabitation of Neanderthals and Cro-Magnons? Nothing. But what about Kostenki (that's what it's called?), Considered by some as the oldest settlement of people?
ABOUT ancient history, one might say, nothing at all. You did not mention either the Far East or Arkaim, which, I heard, European historians consider the birthplace of European civilization.
The Middle Ages ... Didn't the Middle Ages "arrange" the Great Migration of Nations? Huns, Bulgars - as if they never existed. And they are considered the ancestors of the Russian nation (Cossacks), nationalities such as Tatars, Bashkirs. Who are the Huns?
Difficult question: Old Russian statehood? The power of Samo, Great Moravia, the Venedo-Varangian (so-called) republic (Novgorod Russia is their state), the Khazar Khaganate, partly Byzantium - these are the participants in the formation Kievan Rus. And the Scandinavians have nothing to do with it! Well, almost nothing...
The Tatar-Mongolian yoke... Religious tolerance... As the chronicles say, in the army of Genghis Khan, who participated in the battle on the river. Kalka, there were Tengrians, and Orthodox and Muslims - was this the strength of the "Tatar-Mongol"?
As for the religious tolerance of the Nikonians, the Old Believers will never forgive the Moscow Patriarchate for oppression, don’t even hope. A number of Old Believers sponsored the revolutionaries of the 20th century?
Tell me, is it impossible to find parallels in the current restrictions on the role of the jury and pre-revolutionary ones? Here, I'm watching.
The NEP was a forced measure on the part of the Bolsheviks. And Stalin before the war did not have the fullness of power that he was given during the Great Patriotic War. And do not hang all the sins of the regime on one person! It is better to read the writer Soloukhin and try to refute it.
A difficult question about the price of victory in World War II ... Why don't you consider questions about missed opportunities to "bring down the price"? Not so long ago, the public had the opportunity to learn about the successful offensive operations of the Southern Front, formed on June 21 (!) 1941 - if they had received proper support, Germany would have lost Romanian oil and first the Luftwaffe, and then the Wehrmacht would have stood up somewhere along Smolensk ... And what about the story of the surrender of Odessa, on the same day and hour when the same Romanians seriously thought about leaving the war?
As for the pain with nationalism: then you will have to hide the fact of ethnocide (genocide) by the Austro-Hungarians of Rusyns (Galicia, Bukovina ...), who called themselves Russians, who refused to sign up as Ukrainians ....
I look forward to a qualified and comprehensive answer. While the claims I have made

Zharavin Dmitry Gennadievich

Zharavin Dmitry Gennadievich

spelling and stylistic errors cannot be corrected. I wrote from mobile

Yudin Yuri Yurievich

I join the words of Dmitry Zharavin.

Why does the study of our history actually begin with the Baptism of Russia? Is there no factual material before this period that can be used to restore the history of that time? The culture of the Slavic civilization could not be so flawed that it turned out to be unworthy of getting into the history books!
If we more or less understand the causal relationships of the events of the 19th century that led to the First and Second World Wars of the 20th century, then why do we refuse to study the Slavic civilization and what factors influenced the formation of Epiphany Russia? Of course, nothing happens. And it will be necessary to be ready to answer the questions of schoolchildren and, in particular, students, who will certainly begin to dig deeper into history in time than is imposed in textbooks.

/ candidate of historical sciences, associate professor

If we talk about some inaccuracies, then in Dr. Rus it would be worth adding a section on paganism, and the point that Orthodoxy should systematically go through the whole history (interspersed with other religions), in my opinion, is redundant in modern school. It is better to point out that Orthodoxy played an important role in the history of the country, but at the same time there was a phenomenon of dual faith and folk culture that was more connected with paganism

And in the paragraph about Khrushchev, the doctrine of "full-scale construction of socialism" is indicated, as a person who defended a dissertation on this topic, I will say that the word socialism should be replaced with communism

Fokin Alexander Alexandrovich/ candidate of historical sciences, associate professor

And if we talk about conceptual remarks, then in my opinion, the proposed concept is not implemented main principle- anthropological approach. Despite the fact that it is the first item, in the content part it is rather a slight inclusion in the traditional military-political approach that Karamzin still appears. In this project, a person is completely invisible, and even more so, one cannot say that he is in the foreground in history.
The implementation of the anthropological approach is at odds with the rest of the tasks of the project and, above all, patriotic education. So, speaking about the reforms of Peter 1 and Catherine 2, it is necessary to indicate not their conquests, but the deterioration in the situation of the bulk of the population. In my opinion, the peasant was deeply indifferent to the conquered territory, but many felt the introduction of a poll tax or the expansion of the rights of landowners in their own skin.
If speak about Soviet history, then the books of the Other Day, despite their publicism, are much closer to the stated approach than this project

City dweller Marina Yurievna/ candidate of historical sciences, associate professor

Thanks to the developers for the opportunity to take part in the discussion of the new tutorial.
On this occasion, a number of judgments and comments arose.
1) If my memory serves me, the new state. The standard requires the study of the history of Russia in the context of the history of world civilizations, but this is not clear from the text of the draft new textbook.
I would not oversaturate a textbook for schoolchildren with a huge number of facts, but would pay more attention common features in the development and identification of domestic specifics. For example: speaking about the period of the Middle Ages, at the beginning one should give a general description of this era, then show the specifics of its development in the East, West and in Russia.
2) I am deeply convinced that in a school textbook it is necessary to clearly identify the causes of a particular phenomenon, students should not only see the connection between cause and effect, but also be able to independently identify the prerequisites, causes and consequences of a particular phenomenon.
3) The only way to avoid polemics on controversial issues of history is to return to the ideologization of historical knowledge, which is extremely dangerous. In this connection, it is advisable to initially form an opinion among schoolchildren about history as a science that not only studies the past, but also reflects the opinions of various social strata. Based on this, when covering controversial issues, it is worth showing different points of view, while not forgetting about the development of citizenship and patriotism.
4) From the text of the draft of the future textbook, one gets the impression that the authors have replaced the economic approach with a political one, while maintaining a materialistic understanding of history, against this background, the history of the Russian Orthodox Church and the coverage of culture look artificial. Perhaps it would be worth emphasizing historical psychology. Covering each new era, after its general characteristics and highlighting local specifics, show the spiritual values ​​​​that are in demand by society during this period. Against this background, everyday life and ethnic characteristics and achievements in culture will be very appropriate.
5) The anthropological approach, declared by the authors, also involves strengthening the personification of history. It would be logical to use a comparative method that allows schoolchildren to better assimilate iconic historical figures. It would be very interesting to compare different types of political leaders living in the same period. Appeal to their spiritual world would allow schoolchildren to better understand the motivation of their activities.

Shvetsov Alexander Gennadievich

Lord historians!

Reading your posts, I come to the conclusion that a history textbook for high school should not be written by historians.
The task of the school is not only and not so much to fill the head of the child with a standard set of knowledge, but also to educate, first of all, a citizen of his country, and only secondly, no matter how strange it may seem, a person.

In this regard, the new textbook should present an exclusively state-patriotic view of national history. Children do not need different points of view when covering "controversial issues" at all. You can't talk about the Gulag using official statistics, and immediately citing the opinions of Conquest or Solzhenitsyn about tens and hundreds of millions of victims. It is impossible to talk about the role of Stalin based on Khrushchev's false report at the 20th Congress. Etc.

Enough time has passed for the state not only to form its own order for history, but also to clearly outline the priorities in its coverage. Priority one is my / our Motherland and she is always right. If there were some terrible, cruel periods in its history, then it was because of this and that, and it could not have been otherwise, or it would have been even worse.
There are normal, logical explanations for everything, but these explanations in OUR history books should reflect OUR patriotic position.

Russia has enough enemies and ill-wishers who will convey to our children alternative and harmful for the country "interpretations" of our past. Why should we do this work for them?

Fokin Alexander Alexandrovich/ candidate of historical sciences, associate professor

1) Everyone has different ideas about what patriotism is, and the opinion of one person may not coincide with the opinion of another. So this category is practically not subject to verification.

2) If the goal is precisely patriotic education, then there is no need to disguise it with history. Name the subject - Patriotic education and in the textbook for it you can write whatever your heart desires.

3) You can not develop a new textbook, but republish the unforgettable Short Course, so patriotism is enough for more than one generation of schoolchildren

Shvetsov Alexander Gennadievich

Do you propose to turn the school into a discussion club, where alternative points of view will be discussed during history lessons? Moreover, all the alternativeness consists mainly in the deceitful and fabricated theories of the anti-Soviet and Russophobic sense.

This is a great idea, but it is not clear why this should be done in a public school and at the expense of the state?

Fokin Alexander Alexandrovich/ candidate of historical sciences, associate professor

In my opinion, the approach to learning when a student learns to choose from several alternatives is more productive than the method read the textbook and retell it in class to the teacher. So we will return to medieval practices when it will be necessary to memorize a certain number of canonical texts and that's it.
That's just what you need to get rid of approaches sucked from the fingers, whether this finger is at least anti-Soviet, at least patriotic.

The state receives this money from citizens in the form of taxes, so if you put the question like this, then you need to teach history in the interests of society, not the state

Dyuzhakov Alexander Mikhailovich/ Honored Teacher of the Russian Federation

I have a feeling that some of those present have never been to an ordinary Russian elementary school for a long time. Not in a "center for the development of education," not in a "gymnasium," not in a school with "in-depth study of certain subjects," but in an ordinary Russian basic general education school. I absolutely agree that history is primarily a subject aimed at educating a citizen, and not a consumer, even if with some very deep knowledge of the ancient, medieval, etc. stories. During the perestroika and post-perestroika periods, I have seen a lot. Once, even in parallel with the 7th grade, I worked on four textbooks at once. And I came to the conclusion: the textbook can be anything, the main thing is how and what the teacher will say. It is impossible to educate a citizen if the teacher does not love the Motherland, hates its past, does not believe in its future. The WORD of the teacher is the core of the lesson. What different points should we talk about if there are dozens of these same "different points" on the same issue?! Let's then drag the Fomenkov heresy and other nonsense into textbooks. And then there will be where to turn around for the "agents" of Soros and other "teachers" of the most democratic of all democratic democracies in the whole world!
The state is obliged to engage in the education of citizens, using the possibilities of history. And do not pour dirt on history. She is mine and she is right! There is no subjunctive mood in history. Alternative history can be dealt with with those students who understand it, are interested, and need a special character for this. A mass school needs a unified textbook, and so that the patriotic line is not just a red, but a bright red line.

Fedorchuk Irina Alekseevna

I would like to note the importance of preparing the teaching materials and, especially, the textbook with the involvement of a wide range of interested parties. Discussion is necessary. In my opinion, the textbook and standard for the first concentration should be different from the textbook and standard for the second. The proposed project is for what level?
Tasks and conceptual foundations project is not objectionable.
In the first section, only one phrase has so far attracted attention: "The monopoly on power belonged to the princely family of Rurikovich, among whose members the princely tables (thrones) were distributed in constituent parts, territorial-administrative units of the state - volosts." Several questions arose: 1) is it worth introducing the concept of "monopoly on power" into the school curriculum? 2) Doesn't this concept contradict the material in which we are talking further about the squad - the political elite, the posadnik, the thousand, and especially about the veche? Won't this introduce confusion, won't it make it difficult for children to understand the specifics of the Old Russian state?

Zharavin Dmitry Gennadievich

It's worth it. The monopoly on power in the ancient Russian state, indeed, turned out to be Rurikovich. Posadskys, thousanders, etc. - well, as the head of the village, the headman - no matter how the state strives to centralize, and without the Zemstvo and the permission of certain liberties on the ground, it is impossible to effectively manage. Actually, it doesn't work at all. But in connection with the monopoly on power, the inquisitive will have a question: how do you want feudal fragmentation to happen then? Natural selection also acts on princes - there will be an answer.
Don't forget, gentlemen, the subject of History at school cannot be taught in isolation from other disciplines. "The Lay of Igor's Campaign" is considered a historical document? But it is also a literary monument to be studied in the lessons of literature and the Russian language.
"Urya-patriots" I want to ask: what does the Constitution of the Russian Federation say about ideology? What is our state ideology?

Zharavin Dmitry Gennadievich

And further. You never know what the teacher at school will tell my child! He will come, he will ask me, and I will tell him my version, I will show my books. It’s clear, I won’t substitute for deuces, I’ll warn you how his stubbornness against a stubborn teacher will end ... So he will get an important lesson in life: it’s not always worth telling the truth for any reason, sometimes it’s appropriate to remain silent, and in some cases to deceive ill-wishers

Pavlyuts Konstantin Nikolaevich/ candidate of philosophical sciences

"exclude the possibility of internal contradictions and mutually exclusive interpretations of historical events, including those of significant importance for certain regions of Russia"

If we consider a textbook on the history of Russia as a purely ideological construct, then this requirement is quite realistic, but if the authors try to preserve the polemical-scientific content in the teaching of history, then, apparently, this moment should be reviewed or corrected.

Sycheva Tatyana Evgenievna

Dear colleagues! Carefully read the proposed material. It is incredibly difficult to discuss, since the purpose of a single textbook is not entirely clear - to educate a citizen; teach to think, analyze; prepare for a successful passing the exam. What we want from children, we ourselves do not know! From the proposed concept, the fate of the base and profile is not clear! And the question also arises, what about the textbook on world history.

"Rus at the end of X - early XII in."
There is no criticism of the "Norman theory".

Russia in the middle of the XII - beginning of the XIII centuries.
There is no economy: “the path from the Varangians to the Greeks” and the impact of economic problems on the distance from each other of the principalities of Ancient Russia.

The main thing is missing: the formation of the ideology of a unified Russian state around Moscow and the role of Sergius of Radonezh in this regard. How do the Battle of Kulikovo and the destruction of Moscow by Tokhtamysh compare?

Confusion about the wording: "Completion of the division of Russian lands between the Lithuanian and Muscovite states." What does "separation" mean?

"Concepts"
Hagiographic literature - you can add "hagiography" in brackets.

"Russia in the 16th century"
In the section on the oprichnina, it is necessary to add a section on the liquidation of the Novgorod boyar republic and thereby the spread of autocracy as a form of government to all subsequent lands.
Transformations of Alexander II: liberal measures and strong power
Without a section on incompleteness, on the contradictory results of the reforms of Alexander II, one cannot understand revolutionary movement. By the way, not a word about him. Why? Of course, in Soviet textbooks it was hypertrophied, but one cannot remain silent about it either. Why then did the “dictatorship of the heart” arise?

"The Crisis of the Empire at the Beginning of the 20th Century",
section "Society and power": where are "Milestones" and "Change of milestones"?

USSR in 1929 - 1941
Where Soviet science? Where is GIRD?
What does the phrase "Stalin's great power ambitions" mean? Bessarabia and Bukovina, torn away by Romania - these are not “great-power ambitions of Bucharest”? And the Baltic states, for which Peter I paid 2 million efimki? The accession of Western Belarus and Ukraine must be shown along with the transformations and investments of the USSR in these lands, from which all funds were pumped out by the Commonwealth.
"Finnish War" - why so succinctly? Where are the Soviet proposals for the exchange of territory in view of the vulnerability of Leningrad? Where is Finnish-German military cooperation?

USSR in 1929 - 1941 Concepts and terms:
"The Ribbentrop-Molotov Non-Aggression Pact and its secret protocols" is eclecticism. It is better to leave the classical wording: the Soviet-German non-aggression pact and the secret protocols to it. It is also necessary to say that the division of spheres of influence was the norm in the conclusion of such agreements (see the Anglo-Polish agreement of August 25, 1939).
Where is the movement of enthusiasts? Where is Chkalov, Kokkinaki? These are incredible achievements of those years!

"USSR during the Great Patriotic War 1941-1945"
What are the "Nazi predatory goals"? More specifically: general plan"Ost" and its significance for the future of the Soviet people with reference to the first volume of the new 12-volume fundamental work "The Great Patriotic War".
Where is it said about the allies and satellites of Germany who fought against the USSR? The role of Finland in the blockade of Leningrad and its occupation regime in Karelia, which never belonged to Finland?
To what extent schoolchildren need such specific knowledge: “The activities of SMERSH (“Death to spies and saboteurs”). The beginning of the fight against the anti-Soviet nationalist underground in the liberated territories. Gulag during the war? But it is not said in whose interests and with whom (with the civilian population, as a rule - see the collection "Winter Magic") this nationalist underground fought. Nothing is said about the preparation of this nationalist underground even before 1941 in Germany.
For some reason, lend-lease is limited only to polar convoys.
It is said about the opening of the "second front" by the allies, but it is not said how the discussion on this issue unfolded.

"Post-war period"
What was the damage caused to the USSR and how was the issue of German reparations resolved: deindustrialization or demilitarization?
To what extent schoolchildren need such specific knowledge: “Public moods. Social adaptation of veterans. Ideological campaigns and discussions. Everyday life. Commodity deficit. Housing. Street crime. Problems of post-war childhood? At the same time, it is not said about the heroism of the people who restored the country from the ruins. We should be proud of our ancestors, and not cry about the hardships of their lives.

It is not said what the Soviet legacy was for all the post-Soviet republics: what kind of infrastructure the Soviet Union left them and how appropriate it is to call it an "occupier", when in the Baltic States for the entire "Soviet period" it was repressed (evicted, arrested and shot) at almost 20 times less than people were destroyed by the Nazis by their accomplices in 3 years.

Dear Tatyana, "some schizophrenia: competencies formed during training, and ZUNs required in the Unified State Examination", as they said at one methodological training - a typical state of our education. But the problem of "swan, cancer and pike", as always, is up to teachers.

Buranok Sergey Olegovich/ candidate of historical sciences, associate professor

Dear colleagues!

I have three main observations:
1. Sections 1 to 4 present a large number of very important, key dates and events that a student needs to know, and in the 5th section they are noticeably reduced (very noticeably). It is possible that it is worth adding the dates of the period 1917 - 1945.
2. Maybe it's worth in the 5th section to give not just the "Main Stages" of the Second World War, but to propose a specific periodization.
3. You can slightly expand the section on the allies of the USSR in the war of 1941-1945. Give not only in the form: "The formation of the anti-Hitler coalition. Lend-Lease and its significance for the USSR. Polar convoys. Tehran Conference. Opening by the allies of the "second front" in Europe", but also show the fighting of the allies so that students can compare them visually with actions on the Soviet-German front.

Alaverdi!
... so that students can visually compare the forces on the Soviet-German and Anglo/American-German/Japanese fronts and the results of these battles. So that they themselves answer who bore the brunt of the war

Kudryavtseva Tatyana Yurievna/ Honorary Worker of General Education of the Russian Federation

Once again I am glad that the education system is a conservative system by definition. How much you can offer, discuss and implement the next projects. One gets the impression that in this system they have learned to "master" money. It is no secret that the development and implementation of ICS will require considerable funds. Come on! So this project will not be the last. And after a while, a new Federal State Educational Standard, a new IKS, a new UMK will be created again. And the teacher at school will have to rewrite work programs again, conduct lessons taking into account new requirements, educate, form, implement. In general, the list of verbs is endless. But if we nevertheless turn to the latest Federal State Educational Standard, then the "customers" of the education system are designated in it. These are teachers, students and parents. It can conduct some kind of monitoring and find out how the history textbook is seen by those for whom the textbook itself will be created. My experience (24 years of teaching experience) shows that exam results are needed, whether it is the USE or other forms of attestation. By the way, speaking about the results of exams, we mean an indicator of the actual level of preparation of the student not only for admission, but for further education. Therefore, it would be desirable that the content of the textbook was not torn off from the content of the examination material. And so this textbook will be "dead". And it doesn't matter what they wrote or didn't write about Byzantium, the Huns and much more. As for the implementation of such tasks as the formation of citizenship, patriotism ... Such qualities cannot be directly formed only on the content of the textbook. This is already in the plane of the formation of evaluative views on history, and here it is impossible to overestimate the role of the teacher. In the future, after the approval of the IKS (and it will be approved, the deadlines are running out), I would like to see the CMC in a complex. And not so that the textbook came out, and the teacher should "sculpt" for it work program, lesson development, assignments for students, i.e. the entire methodological package. This has already happened more than once. This, of course, makes the teacher start the new academic year with new creative inspiration. But still, a teacher is first and foremost a practitioner. And he will once again have to implement new projects.

Cheburashka Cheburashka

The discussion of the Historical-Cultural Standard (ICS) has just begun, but already now one can single out a number of acute problems of a conceptual-theoretical, epistemological and concrete-historical nature, posed by the community of teachers and scientists. First of all, we thank everyone who has already responded, worked through the proposed IKS, expressed both their principled positions and specific proposals.

We have been faced with the problem of preparing a new educational and methodological complex on Russian history. Turning to the solution of this problem one way or another, our colleagues, first of all, raise the question why does modern Russian society need history? What are the main tasks of studying Russia's past in schools? Why study history in school? To educate the patriots of their homeland (see http://www.youtube.com/watch?v=yoeSB33hi5k), to pass the exam, to understand the mechanisms of social development? So far, no one has heard a clear answer from anyone. We ourselves answer it through the search for some kind of civil and professional consensus, while taking into account all the points of view expressed.

Second. The problem is posed: How will history be taught? Will the concentric system be preserved or will they switch to a linear one? There is no answer in ICS. It is important. But now we are discussing conceptual approaches to the study of history and specific ways to implement them in the textbook. In principle, the question of the levels of study of history at school is probably solved at the methodological level.

Third. How is the synchronous approach to the study of Russian history implemented? This is a fundamentally important position that has already received its assessment in the discussion, and we hope that this topic will be developed.

Fourth. The most important, in my opinion, is the appeal of our colleagues in the discussion to the implementation of the anthropological and comparative approaches in the ICS.

Important, please pay attention
a) on intra-subject connections (the question has already been raised: What will happen to General History? And what will happen to the propaedeutic course "Introduction to History" for elementary grades? Will it exist at all? Is it needed?)
b) on interdisciplinary connections (already pointed out to "The Tale of Igor's Campaign"), how are they implemented in the IKS?

Fifth. It should not be forgotten that the textbook in our time is not the only source of knowledge about the past. There can be no monopoly on the interpretation of the events of the past in the modern media space. When discussing a textbook, we must (whether we want to or not) take this situation into account.

Sixth. We invite all our colleagues to continue the discussion. Based on your suggestions and comments, which we will summarize, an analytical report will be prepared. We plan to discuss it with you as well and then submit it to the Working Commission for the preparation of a new textbook on Russian history.

Thank you all!.ru/ru/uchitelyam/soobshestvo/10 (the expert's opinion is placed on the main page), and here http://site/ru/uchenim/otkritoe-obsuzhdenie/11 (the expert's opinion is placed on the main page).

Naumov Leonid Anatolievich/ Ph.D., Honored Teacher of the Russian Federation

Dear colleagues!
Unfortunately, I have only now been able to read the text of the standard. I want to immediately thank those colleagues who took it upon themselves to formulate this document and thus find themselves under the "fire of criticism."
There are a number of local remarks, but I think they can be discussed in the second place. The main question is the purpose of the document and its "place" in modern processes. It seems that the purpose and place is not described clearly enough in the explanatory note. The document is called "standard", as provided by the "road map". Formally, the term "standard" IMMEDIATELY defines its place and role. It is objectively perceived as part of the introduction of the new Federal State Educational Standards (2010-2012) for general and secondary education. In fact, it should become the main document when creating work programs in subjects. Actually, otherwise the requirements of the Federal State Educational Standard of 2004 would have been enough and the document itself would not have been needed.
At the same time, the document is built in a completely different logic and cannot serve as the basis for creating new work programs.
The document is more of a REQUIREMENTS FOR THE CONTENT OF HISTORY TEXTBOOKS (I agree with those who say: "it's not clear which: basic or high school? Basic or profile level) .
First, it does not imply clear expected RESULTS of teachers' activities. It is not clear from the document: facts, names, dates, etc. - is this something that educational organizations will have to CHECK during the intermediate and final certification? If so, it is overloaded for middle school students and for the basic high school level. And, probably, "not loaded" for profilers.
Secondly, good or bad, but the document describes only SUBJECT results. Personal results are only indicated by dotted lines (rather, "goals" are formulated). META-SUBJECT results are not actually formulated.
If the "logic" of the document is not changed, then a sharp conflict is inevitable. As the country's schools switch to the new GEF, the contradiction between the logic of the document and the logic of federal state educational standards will immediately become apparent. As a result, the document will remain on the periphery of educational practice.
I want to say right away that all the difficulties and pitfalls are clear to me. I’ll name just a few: it’s impossible to quickly create a full-fledged standard of the new generation, and the roadmap focuses on entering the textbook competition in October 2013. Of course, everyone has “requirements for the content of textbooks” in their heads, but the status of the document “standard” is already written in the documents ". "Plus" different attitudes in the professional community about the Federal State Educational Standards themselves.
The way out of this situation, I see it, is to introduce into the text of the explanatory note the idea that this document should be interpreted as a "transitional" one, which is valid during the period of the gradual transition of Russian schools to the new Federal State Educational Standards. It may be correct to arrange this with another footnote (as about the regional component), perhaps inserted into the text of the document.

Veselova Inna Vladimirovna / -

Dear colleagues!
Working at school for the second decade, I came to the conclusion that most textbooks (with the exception of a few) do not take into account either the age, or psychological, or intellectual characteristics of students in a simple Russian school. Most Russian children study neither in lyceums nor in gymnasiums, so we must take into account the "average" abilities of the average student. And how complicated is the language of the authors!
In my opinion, it is impossible in grades 5-9 to give an alternative historical material- children will simply get confused, they will not be able to form the civic positions that our state needs. You can not "load" the child with a lot of factual material - the rejection reaction works quickly in children, the school is not a university.
It is very difficult for children in the 9th grade to give history. the history of the 20th century is the most loaded with both factual and terminological material. I would really like to see the developers of the new textbook take this into account.
I agree with Alexander Dyuzhakov that the red line of our textbooks should be patriotism, and not only based on military history but also cultural, based on the traditions and customs of our people, on the achievements of culture.
Local history sections are also needed in new textbooks, because nothing educates better than love for one's small homeland.
I would very much like to hear the words of a history teacher (albeit a little chaotic, but suffered through history lessons). And it would be nice to continue the discussion until the end of September, when the teachers return from vacation.

Zharavin Dmitry Gennadievich

Are we slowly starting to push back the so-called non-specialists? Well, what then public discussion? Indirectly, my concern about this progress is based on the fact that there is no normal forum here, there is no mobile version, this page is loading more and more problematic. Well, the statements of some in which there is no mention of non-specialists.
By concept. It cannot be reworked in 2 months, because it depends entirely on the factual material, and it is constantly replenished and the phrase "we will have to rewrite history ..." sounds more and more often ... And we intend to finish the discussion within the time frame set by Putin. It turns out that everything has already been decided?
Now about patriotism, which they still want to write in a book for children. And what kind of state are we talking about patriotism? Russian Federation? She is the successor of the USSR, RI, and that of Muscovy. But doesn’t it mean that Novgorod with its Veche system, Galician Rus (Western Rus in general), not to mention those Russ that existed before the birth of Christ, are once again blotted out of people’s memory? Why are you trying to drive a wedge between the Slavs with Bolshevik persistence? The patriotic textbook that you are trying to present as a true story about the past will in no way serve the reunification of the Russian lands - in Ukraine they will not understand you and will not accept you.
History Textbook... And why is it about a history textbook for schoolchildren? Why is there no public discussion of History as such?
And further. What types of stories are there?

Zharavin Dmitry Gennadievich

And, I turn to Marina Bobkova. Are you a moderator here? The links you provided in your post are not active.

Cheburashka Cheburashka

Dear Dmitry!
1. The editors of the portal are very grateful to you for your comments on the topic. Our portal, indeed, was conceived as an expert platform for professional historians (only users with the status of "expert" (assigned by the editorial board) can post materials on the communication platforms "For Teachers", "Scientists", everyone else discusses the topic in social networks - the function has not yet been implemented But any user registered on the portal can comment on the material in the Library, so we put the discussion of the textbook here, in addition to the sites. carry and comments of non-professionals-your confirmation of this!
2. Why are we discussing the textbook, yes, because in a year it will be! This is arch-relevant. Our colleagues have prepared a draft standard, on the basis of which the competitive selection of textbooks will be carried out. We were offered to discuss it - how the schools will receive it depends on us. And your opinion and specific comments, believe me, have been heard.
3. Are you setting the topic "Public discussion of history as such"? What do you mean - social, scientific, educational, political, ideological and other potentials of history? Or are you interested in what history is in modern society, what functions does it perform? Or something else?
Your question regarding the types of stories: If we turn to the period of the formation of the historical discipline (XVI century), then there were 4 types of history: human (social), natural (naturist), divine (sacred) and mathematics. Now, history is a humanities discipline, which is classified mainly according to the subject of research: economic, political, social, cultural history, history of religion and church, etc. This is indeed a separate topic and a lot of books have been written about it (for example, Mark Blok's "Apology of History" http://www.gumer.info/bibliotek_Buks/History/Blok_M/index.php).
But in this discussion, after all, the conversation is about ICS.
4. All comments on the technical functionality of the portal are valid. But I note that the portal was opened quite recently (it is new) and is still in the testing phase. Well, I can't put an active link (you can only see it through the command line) ... they didn't provide this function. Of course, we will try to implement a number of technical improvements on the portal in the near future, which will make it more comfortable for users. Thank you!

Zharavin Dmitry Gennadievich

Marina Bobkova! Don't make me blush!
By the way, will you hire me? I have something to offer to resolve the bad situation with "public discussion".
Since the discussion of the concept "under the auspices of Himself", then what prevents us from turning to Him with an insignificant request: to allocate hours on the state channel (daily), where we will talk about History, about what content can be filled in a textbook for children, what and for students - after all, it will depend on the material what effect it will have on the fragile children's minds (it's too late to re-educate me, for me "patriotism is the last refuge of scoundrels", and my children will argue in the same way). You can offer / oblige the Rain channel to give out the time, they, by the way, are guided by users of social networks - so, slowly, public discussion will begin; besides, most recently they conducted a casting for the vacancy of the presenter. Yes, I myself can lead the discussion, I also have my own candidate of historical sciences :), if only, he will tell you.
So what are my suggestions?

Zharavin Dmitry Gennadievich

Zharavin Dmitry Gennadievich

If there may be a hitch with the implementation of the project I proposed, then on behalf of the organizers of the discussion (with the corresponding mandate) I can find an Internet platform where they will only be happy - there are a couple in mind

Cheburashka Cheburashka

Dmitry, please write more about the project to my mail [email protected]

Zharavin Dmitry Gennadievich

Zharavin Dmitry Gennadievich

Naisal and sent. Two letters. The bottom line is simple: the Ministry of Education and Science, and even better, the Russian Academy of Sciences, are now turning to TV channels to provide airtime and an Internet resource (forum) that every TV channel has. Which TV channel is more democratic, this one will offer the best conditions!

Zharavin Dmitry Gennadievich

Zharavin Dmitry Gennadievich

do not forget SGUTV or it is also called the first educational, Techno24 (I have it on cable TV)

Shvetsov Alexander Gennadievich

"Anton KolmykovForensic examination

"for me," patriotism is the last refuge of scoundrels ""

Dear Dmitry!

I ask you to take into account that the occupiers have been destroying patriots in Russia since 1917. How many people in Russia were killed by the internationalists, we have not yet fully counted, and this is from 60 to 110 million people. Therefore, when someone announces a slogan that I hate to even pronounce out loud, all lawyers perceive this as a slogan that has an EXTRAORDINARY social danger.

Mr. Kolmykov!

You've come to the wrong forum. You need to go where they discuss arithmetic for elementary grades.

The population of the Republic of Ingushetia in 1913 was about 140 million people. without Poland and Finland. In 1941, the population of the USSR was about 180 million people.
Where to stick 60-110 million victims of the damned internationalists?

P.S. And don't read Conquest and Solzhenitsyn before going to bed...
P.P.S. A tinfoil hat helps too...
P.P.P.S. And you misunderstand the phrase "Patriotism is the last refuge of scoundrels."

Shvetsov Alexander Gennadievich

So what about arithmetic?
Or did you decide to flood your opponent with links and quotes?

As for patriotism as a last resort, this phrase means that even the worst villain can justify his existence if he performs a patriotic act: for example, he gives his life for the Motherland.

In your interpretation, it turns out that only scoundrels are engaged in patriotism.

P.S. I look forward to your arithmetic calculations.

Chizhik Andrey Vladimirovich/ Master

In the introduction section, attention should be paid to regional history, since this is an integral part of the all-Russian history

"Rus at the end of the 10th - beginning of the 12th century."
It is necessary to consider various theories of the origin of statehood in Russia.
When considering relationships with other peoples, attention should be paid to the beliefs of these peoples.
In the Culture section, add "Wooden and stone architecture. Icon painting"

"Russian lands in the middle of the XIII - XIV centuries."
Add consideration of the formation of the ideology of a unified Russian state around Moscow, as well as the significance of the Orthodox faith in the victory on the Kulikovo field.
Consider the relations between Russia and Lithuania, as well as the position of Russians in the Grand Duchy of Lithuania.

"Formation of a unified Russian state in the XV century"
Replace or remove the paragraph "Completion of the division of Russian lands between the Lithuanian and Muscovite states."

"Trouble in Russia"
Consider the causes, course and significance of the uprising led by I. Bolotnikov.

"Russia at the turn of the XVII-XVIII centuries."
In the "Culture" section, add the wording "...Historical sciences (V.N. Tatishchev, M.M. Shcherbatov). Russian inventors (I.I. Polzunov, I.P. Kulibin).

"The World of Russia in the 19th century"
For some reason, the topic of the formation of Russian-American relations fell out. It would be advisable to include the items "The role of the Russian-American company" and "The sale of Alaska".

"USSR during the Great Patriotic War. 1941-1945."
I categorically dislike the wording of the paragraph "Vlasovites", Banderaites and other accomplices of the Nazis, "because this can ignite interethnic conflicts and destroy the idea of ​​​​a common Victory Soviet army in WWII.
Supplement the wording "Yalta and Potsdam conferences - the formation of a new economic and political field." Pay attention to other international conferences directly dedicated to the post-war world order (for example, San Francisco).

""Perestroika" and the collapse of the Soviet system (1985-1991)"
Pay attention to the legacy of the Soviet Union (strategically important military and civilian facilities, infrastructure, industrial facilities, etc.). It is very correct to do this in order to show our country from the angle of a fraternal power, and not an enemy.

"The Formation of the New Russia (1991-2012)"
For some reason, the section ends with the last years of Boris Yeltsin's rule and financial crises. Then you can continue with the first election of V.V. Putin, the reign of D.A. Medvedev, and even the beginning of the second election of V.V. Putin to the post of president.
In this section, you can indicate both the pluses and political blunders of our presidents. Indicate the relative economic stability, the fight against unemployment, the stabilization of the social situation of the country's population. Consider the foreign policy influence of the Russian Federation and the attitude towards international terrorism.

Zharavin Dmitry Gennadievich

I do not betray any hats to anyone! Read carefully who and why you run into! And be careful what I write.
So, some have a clear or feigned misunderstanding of Putin's obsessions.
There was such a Russian writer, Saltykov-Shchedrin, who is credited with the following saying:
"When they often start talking about patriotism, it means that something has been stolen again!" That "thieves are scoundrels" - no one will protest?
Further. There are people, people, there is a territory (it can be not only on land, but also in the sea, in space, on another planet) on which the people live, and there is also such a social institution called the state - a tool designed to improve the quality the lives of people in the area. So, the tool of the state, for no reason at all, decided to tell people what to remember about their past and how to relate to events in its past, and it calls pleasing behavior patriotism, and objectionable behavior - betrayal (there is such a definition). In fact, the state produces a substitution of concepts: to be faithful, for example, a husband can be in relation to his wife, to his clan-tribe, tribal union, agreement; the state in some cases can act as a representative of the people, but the state has no right to indicate how a particular person who loves his people should treat the state. And it is trying to do this: officials want to be loved like relatives, no, even more than relatives! They did not spare money for them, and when they have some kind of need for us, we, as they want, were beaten into a cake, but we did it, moreover, for free. And they don’t just commemorate Orthodoxy like that, but only because of one phrase that is important for them: “Caesar’s what is Caesar’s.” So think, gentlemen, comrades, why is it so important for Putin to put religion and patriotism in children's heads - in order to make them obedient slaves

Zharavin Dmitry Gennadievich

Separately in Putin's rule.
Relative economic stability is not his merit. For example, the Chubais Rosnano (what is it called?), Like, developed a diode light bulb - abroad it was recognized as harmful. Denyushki for "development" flew into the pipe. And there are thousands of such examples of irresponsible conduct. And their number is growing every year compared to the previous one. They are saved by high prices for oil and other raw materials that are sold abroad. Is it economic stability? No, it's already a heavy addiction.
The fight against unemployment ... Maybe you were too shy to write "the fight against the unemployed?" The rights of the unemployed, citizens of Russia are not respected - I'm telling you as an expert in this part of the law. Low unemployment is paper, but it does not take into account the number of such a category as "unemployed". Ask your beloved Putin to tell you the exact number of unemployed Russians of working age in Russia.
What else is there about the social sphere? The number of poor and needy is growing. In what year and city did those who came in large numbers to the camera with a sarcastic voice say: "You live here, but we bought everything!"? Happened quite recently.
Well, oh foreign policy and there is nothing to say: if the consul is beaten and not blamed for their scoundrels, who have completely lost their shores, this is a sufficient indicator of how they treat the country, more precisely, the citizens, whose formal leader is your Putin.
International terrorism is simply ridiculous. How many more years will you try to convince everyone that the US intelligence agencies had nothing to do with the events of September 11?

/ Revision

Participants are asked to stick to the topic of discussion. Mr. Kolmykov, here we are discussing the historical and cultural standard, on the basis of which a new textbook will be prepared. Further discussion of the problems of geopolitics you will have to conduct elsewhere. Due to disrespect for other participants in the discussion, violation of ethical standards, politicization of the discussion will be followed by sanctions (to the user "Dmitry Zharavin"). Access to the discussion is open only to users with expert status. Editorial.

Cheburashka Cheburashka

In my opinion, the study of Russian history at school should end with the year 2000 (BN Yeltsin's resignation). The period of modern history is the field of study of political scientists, sociologists, economists, perhaps cultural scientists, and that's why. Let me remind you that history is a science that studies the past on the basis of historical sources. It is obvious that most of the documents relating to the 2000s and of great importance for historical reconstruction are not yet available to historians. They have not yet become the property of the archives. In addition, historical science has not yet formed a holistic view of the modern era, since the era is unfinished (it is modern). And it is completely unacceptable to talk about trends in the direction of development or to introduce evaluative constructs into a textbook. Because I would like the textbook to teach schoolchildren a LOGICALLY consistent picture of the historical process and form a system of real knowledge on this basis.

Chizhik Andrey Vladimirovich/ Master

I can only add to your statement that the lesson should carry its main function - the carrier of knowledge, but at the same time, it must also carry educational elements.
Similarly, in extracurricular work, the main thing is education, but there should also be elements of obtaining knowledge.
When I talked about lessons that explain and instill interest in history, I meant grade 5 (where there is an introduction to history section), in grade 6 (an introduction to the history of Russia), 7-9 (local history elements of the lesson).
Now, regarding the practical participation in history, a wonderful tradition has been created in our school, when students not only on May 9, but throughout the academic year visit veterans, work on monuments and memorable places native village. In my opinion, this work introduces students to history more than donating money for the construction of a monument.

Korolenkov Anton Viktorovich/ Ph.D.

It can be seen that people have tried, they are talking about the right things - a creative beginning, alternative points of view, the inferiority of the conspiracy approach, etc., but so far the XX project is very raw material, much is missing, there is too much. But more about that below, but for now about more general things. First of all, we should not talk about the standard, but about the minimum, because the ordinary and humanitarian classes have different standards. However, before introducing at least something, it is necessary that the teacher has the right to do so - thus I formally go beyond the question of the standard, but where to go. If a student does not learn anything, then it is often impossible to influence him - not only is it difficult to put deuces in a year, even in a quarter, it “spoils reporting”, but our beloved ministry and its bodies judge by estimates, it’s easier, it’s harder to check true knowledge.
In addition, it is absolutely necessary to abolish the obviously harmful "concentric" system of teaching history. History must be completed before the end of the 11th grade, since “repetition” in grades 10–11 is a profanity (even worse if the preparation for the exam, which simply does not coincide with the study of the subject), the material of six years can only be run through, and the least gets pre-Petrine Russia, which is more difficult to assimilate in grades 6–7 due to age characteristics. So it’s better to go through them at the same time in more detail than to crumple the material in order to save time on “repetition” in grades 10–11. It is necessary to give at least 3 hours a week for history, and not 2 (at least at the expense of social studies, the benefits of which are small).
Alternative points of view are a good thing, but it is always the initiative of each teacher (if time remains), so here one can only wish, but no more. References to the danger of the penetration of harmful Soros and Fomenkov's influences are not convincing, it would be good to know which of the teachers is so brave as to stoop to them. And they are afraid of fighting officialdom, the essence of which is simple: the authorities and the church are always right, there were bad people like Ivan the Terrible and Stalin (and / or Lenin, or Khrushchev - to taste, but by no means church leaders), but this is no longer It will happen again, but now everything is wonderful, it cannot be better.
Well, quite aside, as it were: it is necessary to drastically reduce the number of various meaningless reporting pieces of paper that torment teachers.
Now about specific things. Still, it’s better to finish the course of national history in 1991. And so the entire Soviet period was continuous politics, but even more, the teacher will find himself in a difficult position: in the 1990s, a complete nightmare (not so de now!), however many in the class may ask, after listening to unreliable parents and acquaintances: who is in power now? Were they nothing in the 90s? About the 2000s–2010s and you don't have to speak. The lesson runs the risk of turning into a rally. Of course, this develops a critical attitude towards the authorities, which is useful, but then the poor teacher can be strongly reproached from above. So it's better not to set him up. If, however, we go through history to the present day, then it is necessary to ensure the impunity of the teacher even for the harshest criticism of the authorities, but is this possible under the dominance of the “vertical of power”?
“Developing a conscious evaluative attitude” is a controversial matter, I agree with Marina Bobkova that the main thing is to build the most consistent picture.
"The history of religions, especially Orthodoxy, must be presented systematically and permeate the entire content of the textbook." And also reflect the leading role of the party. Why all content? What is meant by this? (I'm afraid always a positive assessment the role of the church regardless of the facts.)
About smaller things (purely selective).
A strange selection of dates in the history of culture. About the time of writing "Woe from Wit is", but "Eugene Onegin" or "Hero of Our Time" is not. Either all or nothing, and in general this applies to literature,
It is not clear why the date of creation of the s.e.i.v. Chancellery, but the time of the creation of ministries under Alexander I is not indicated. It seems to me expedient to remove the first (this is only one of the authorities), the second, on the contrary, to give.
Nothing about the defeat of the Pechenegs in conditionally 1036. On the beginning of the Polovtsian invasions of Russia in the 1060s. also, although there is an uprising in 1068, provoked by a defeat from the Polovtsy. And it's a serious thing. About the plague of the middle of the XIV century. – silence, and its influence was enormous.
When it comes to the culture of pre-Mongol Russia, the pagan component is modestly kept silent, and it was great.
1016-1018 and 1019-1054 - the reign of Yaroslav the Wise.
Not just a reign, but in Kyiv, because he still remained the prince of Novgorod. About 1019–1054 is also debatable: according to the PVL, until the death of Mstislav in 1036, Yaroslav sat quietly in Novgorod, and his governors in Kyiv (if not another prince at all, for example Sudislav, as A.V. Koptev believes).
1472 - termination of tribute payments to the Horde.
The question is debatable, perhaps in 1476, so it is better to refrain from the exact date here.
1487–1503 - annexation of Chernigov-Seversk and part of Smolensk lands.
Something incomprehensible. There were two Muscovite-Lithuanian wars (1492–1494 and 1500–1503), during which Vyazma was also annexed, which is also important, as they should be indicated.
But part of the Russian lands has not yet become part of the Moscow Principality, and Ryazan and Pskov even Lithuanian, did Sudebnik cancel, for example, the Pskov Judicial Letter?
1538-1547 - boyar rule.
A very strange point, it is better to abandon it, the boyars actually continued to rule, and their influence gradually decreased and did not completely disappear at all. In 1547, Ivan IV definitely did not seriously take up business, even though he was married with the royal crown.
1648 - Salt riot in Moscow.
More correctly - urban uprisings, because the matter was not limited to Moscow alone.
1677-1678 - Chigirin campaigns.
In fact, the Russian-Turkish war of 1677-1681. Russo-Turkish War 1686–1700 also absent, only the Crimean and Azov campaigns.
"The period of the reign of Elizabeth Petrovna became a kind of time of national revival." Remarkably: a few more positions were occupied by Russian officials, sometimes who by no means surpassed their German predecessors in terms of efficiency, and so immediately a revival.
And what's that:
1761–1762 - Peter III
1762-1796 - Catherine II?
It would not be bad to indicate that these are the years of the reign.
1937–1938 - mass repression.
A highly controversial statement. And before that they were not massive? Just in 1937-1938. especially tightly grasped the top. It’s better to give, though also controversial, but well-established “great terror” or something else, in general, to think about.
1938 - the first elections to the Supreme Council.
That's right - 1937, in 1938 the USSR Armed Forces met.
About the 90s:
"The crisis of the central government was exacerbated by economic failures, government reshuffling, corruption scandals."
Why in the past tense? And now there are no failures in the economy and corruption scandals?
There are no many important names (Zophoniy Ryazanets, Fedor Kon, E. I. Fomin, N. N. Yudenich, S. S. Kamenev, A. A. Deineka, A. A. Plastov, R. Ya. Malinovsky, F. I . Tolbukhin, G. M. Malenkov, etc.) and concepts - vira, hegumen, inheritance, okolnichie, combat serfs, black-skinned peasants, sessional peasants, etc.
Quite about the little things: it is necessary to turn I. Zarutsky into I. M. Zarutsky, I. Ehrenburg into I. E. Ehrenburg, and D. A. Shostakovich into D. D. Shostakovich.
In conclusion, about the vocabulary of this and related documents: "road map", "navigator" - as if we were in a driving school. And the “production of spiritual and cultural values” does not leave any hopes for the preservation of these values, although, of course, they will tell me that I am exaggerating or simply finding fault.
In general, there is still work to be done on the document. And most importantly, to relieve teachers and give them more opportunities.
The questionnaire http://www.survio.com/survey/d/N6K9L6P8Q3H6D9S5G can be completed anonymously or by providing your details. If you provide your details, then on behalf of the organizers of the survey we will send to your address by e-mail Thank You Letter. Sincerely, the organizers of the survey

Solovieva Elena Anatolievna/ Ph.D.

I support A. Korolenko in essence of the document. It is not very clear, is this the standard of the main school or the high school? Where is the difference in the levels of ordinary classes and humanitarian? It seems to me that in the standard (if we are talking about the standard) these things should be clearly defined. Considering 2 hours a week in grades 10-11, it is simply unrealistic to cope even with the volume of factual information of this project. I also agree about the selection of dates / names, etc. , which is not always justified.

Dyakonova Olga Vladislavovna/ No

Olga Dyakonova.
This is the opinion of an ordinary history teacher in a Moscow gymnasium.
The authors of the Standard solve a difficult task - not to forget about approaches, components, and combine it with the work programs of the Federal State Educational Standard. I read the text of the Standard and said to myself: "But it's possible!" Many of the provisions of the Standard have something in common with the new requirements of the Federal State Educational Standard. The main task is to write a smart textbook in human language, with love for children, competently illustrate. I agree with all the provisions of the "Textbook as a Navigator" section. That's what we will look forward to. .Kozlenko.History of the Fatherland XX century "" Russian word"and very satisfied - and documents, and biographies, various points of view - everything is at the teacher's fingertips.). UMC will expand the scope of the material being studied.
But the Standard is still a starting point. The teacher is put in a situation of "working for the result." Standard - a criterion for the success of the student and teacher. This means that everything that will be written there will be included in mind-blowing tests - monitoring (for example, from the MCKO), which are used to judge the work of the school, teachers. From this point of view, the Standard is overloaded. I understand that it is impossible to lower the bar, but also to overestimate it - to kill the last interest in the subject in 80% of students, to cause panic in the teacher at 68 hours a year. - this is Olympiad material, but not standard information for secular education. (Why then are there no names of imams, the history of Islam is only spoken out? There should be a measure in everything.
In many ways, I support my colleague Inna Veselova. I do not agree with A. Korolenko on the issue of eliminating the concentric system of historical education at school. It is a myth that students in grades 6-9 have studied the events of Russian history and at 10-11 are ready to discuss alternative points of view and think globally. Adults want this so much. In fact, roll up your sleeves in the 10th grade, teacher, and specifically, from the very beginning, repeat and again "open again." In general, I hope for you, reasonable authors of the textbook. Before writing, visit among schoolchildren, communicate with your children and grandchildren. Out of habit, I put the standard "4". And we will expand the scope of studying history in design and research work, work on modules, i.e. working on the Federal State Educational Standards.

Grigoriev Andrey Vladimirovich/ Revision

The editors place a comment by Dmitry Nadyrov, who is not an expert on the portal, but we considered his proposals worthy of attention: "1. Perhaps the category" Unified history textbook "would be easier to find in the main menu of the site if this site is an Internet resource for public discussion 2. It would be great to give all citizens of the Russian Federation the opportunity to participate in the discussion of the preparation of a textbook, or is the opportunity given only to scientists, teachers and members of the RVIO? "Historical and cultural standard": "... to form an idea of ​​the main stages in the development of a multinational Russian state ...", "The authors proceed from the fact that Russian history is the history of all territories, countries and peoples that were part of our state in the corresponding epochs" contradicts the following statement: "The Russian lands provided Xia politically and economically weakened, and became dependent on foreign power. The Golden Horde has now become the strongest state in Eastern Europe and the northwestern part of Asia. "Just as the Varangian (Scandinavian), that is, foreign in origin (the Rurik dynasty) united more than a dozen large Slavic pre-state communities, so the Genghisides dynasty united the disintegrated" into a number of actually independent state entities "Rus. Is it possible to divide the history of Kievan Rus between Ukraine and Russia? Why is the history of the peoples of the Russian Federation that were part of the Golden Horde foreign? Is the power of the Romanov dynasty foreign for the peoples of southeast Russia, and campaigns of Ivan IV "Russian invasion"? Is it possible to move away from the history of the ruling dynasties dividing the peoples into their own and others, and write the history of the peoples of the Russian Federation without political borders? This will simplify the processes of integration with the closest neighboring states, remove some of the interethnic tensions within our country. "