Line UMK V. S. Myasnikov. General History (5-9)

General history

Problems of Teaching General History in the Conditions of Transition to a New Model of Historical Education

Features of the new model of studying history in the system general education; ICS in general history: conceptual and content features; Changing the content of school textbooks on world history in the context of the introduction of IKS;

Regulatory documents that affect the content of history courses at school: Federal State Educational Standards, Historical and Cultural Standards (ICS) - both in national and general history, as well as USE standards in history. These documents form a new model for teaching history in the general education system. It implies a change in the didactic elements that determine the content. There are more of them (elements) with the same number of teaching hours, hence the inevitable change in the structure of the courses.

About the model. It is registered in the IKS: Grade 5 - Ancient world, Grade 6 - Middle Ages and ancient Russia until the XV century, Grade 7 - fragments of the new history of the XVI-XVII centuries and Russia of the XVI-XVII centuries, Grade 8 - foreign and domestic XVII century, Grade 9 - foreign and domestic XIX century, 10 Class - recent history and the history of Russia in the XX-XXI centuries, grade 11 - the history of Russia in the global context. This is not a complete return to the "ruler", since grade 11 is a concentrum.

About ICS. The conceptual foundations for the study of world history have become the same as for the national one. This is a conscious evaluative attitude to historical figures, processes, phenomena - with a cultural and anthropological approach, a multi-level presentation of history, attention to the spiritual and cultural aspects of people's lives.

On the problems of implementation of the ICS. An excess of didactic units interferes with their full development (even makes it impossible) - new ones are added to the old ones, nothing has been removed. The level of complexity of didactic units is not differentiated from grades 5 to 10. The political and social, but not spiritual and cultural content prevails.

Output. It is necessary to divide the material into mandatory and secondary. Based on the following criteria: 1) the cultural-anthropological principle of selection dominates, 2) a comparative approach facilitates perception, 3) systematic reliance on basic concepts, 4) we look at the lists of mandatory dates according to the USE Codifier.

A separate question is how to work in grades 7-8. Even those textbooks that completely coincided thematically (grades 5-6) do not reflect all the didactic units of the ICS, you need to pay attention to this. As for the textbook for the 7th grade (Noskov V.V., Andreevskaya T.P.) for teaching in the 7th and 8th grades, only 3 of its chapters correspond to the new model for the 7th: 1, 2, 3 chapters, others - partially . That is, 28 hours and 16 paragraphs, which refer to the history of the XVI-XVII centuries. The remaining hours are practical lessons, conferences and other types of independent creative work. "Countries of Central and Eastern Europe" teachers should develop and give on their own. It will be more difficult in the 8th grade, there the textbook of Noskov and Andrievskaya almost does not cover the IKS: yes, the 18th century and Europe in the era of the Great french revolution plus materials on the East - but this is only nine paragraphs. The topics that are mandatory according to the new model are developed by the teacher on their own, and most of them.

So, it is necessary to perform the IKS, the educational and methodological equipment for the IKS, if created, is not quite legitimate. In addition, it is likely that the codifiers of the OGE and the USE will also change due to the new teaching model.

Recorded by Lyudmila Kozhurina

The material was prepared on the basis of the webinar "Problems of Teaching World History in the Conditions of Transition to a New Model of History Education".

In the design of the material, a fragment of the painting "Bonaparte at the St. Bernard Pass", Jacques-Louis David, 1801, was used

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 textbook on the history of Russia is dictated, first of all, by the development of the world historical science, the accumulation of new historical knowledge, 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 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 creating a unified cultural and historical space Russian Federation.

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

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 historical events, including those of significant importance for certain regions of Russia;
ensure the availability of presentation, figurativeness of the language.

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

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49 Comments

Orlov Sergey Mikhailovich/ No

In section V, subsection "USSR during the Great Patriotic War 1941-1945." It is advisable to replace "The defeat of the Kwantung Army of Japan 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 determines the historical events that took place. The Armed Forces of the USSR entered the war with imperial/militarist Japan in accordance with international commitments and 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 didn't mention any Far East, nor about 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 point, 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 is for high school historians should not write.
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 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 an unforgettable one 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 individual 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 Tale of Igor's Campaign" is considered 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 receive 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 are trying to preserve the polemical-scientific content in the teaching of history, then, apparently, we should reconsider this moment or correct it.

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 25.VIII.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. To give not only in the form: "Folding anti-Hitler coalition. Lend-Lease and Its Significance for the USSR. Polar convoys. Tehran conference. The opening of the "second front" in Europe by the allies", but also to show the military operations of the allies, so that students can compare them visually with the 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-substantive 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 he be at all? Is it necessary?)
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. - this is what 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 move to the new GEF, the contradiction between the logic of the document and the logic of the federal state educational standards. 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 to give alternative historical material in grades 5-9 - the 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 station 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 clause "Vlasovites", Banderaites and other accomplices of the Nazis, "because this can ignite interethnic conflicts and destroy the idea of ​​​​a common Victory of the Soviet army in the Second World War.
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 Soviet system (1985-1991)"
Focus on heritage 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 this section is ending. recent years the reign of BN Yeltsin 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 had some kind of need for us, we, as they wanted, 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 in grades 6–7 is in force age features harder to grasp. 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 do not convince, 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 whole Soviet period continuous politics, but even further, the teacher will find himself in a difficult situation: in the 1990s, a complete nightmare (not so de now!), but 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 Polovtsians. 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 the design - research work, work by 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 strongest state in Eastern Europe and the northwestern part of Asia has now become Golden Horde"Just as the Varangian (Scandinavian), i.e., 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 virtually independent state formations"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 in this case the power of the Romanov dynasty foreign to the peoples of southeast Russia, and the previous campaigns of Ivan IV" Russian invasion"? Is it possible to move away from the history of the ruling dynasties dividing 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. "

I decided to undertake a mini-research relevant for today: May 2016. To be honest, some graduates and teachers asked me questions about whether my USE courses 2017 implemented historical and cultural standard? But is this standard implemented in my video courses? I decided to put a big fat point in this matter.

Where to find it

So, firstly, as of May 2016, there is simply no official document called “Historical and Cultural Standard”. There is only his DRAFT discussed (!) in Live journal of the Ministry of Education and Science of the Russian Federation . If you look at the website of the Ministry up and down, it turns out that the last time this document appeared on February 21, 2014. After that, there is no word of him.

On all sites that are somehow connected with history, education, only the draft of this standard also hangs. Therefore, no one has the right to demand from teachers or universities the implementation of this standard before the adoption of an official document. For everyone, the Federal State Educational Standard is obligatory - the Federal Educational State Standard. GEF is available for both secondary and higher education.

However, a draft standard has been posted on the Ministry's website. Its goal, as is clear from the information from the website of the Ministry of Education, is to unify the teaching of history (!) both in schools and universities. It is clear that in my opinion this is just some kind of nonsense. At the university, the study of history is not at all the same as at school: there is a greater bias in the study of sources, documents, historical processes are studied more than facts. In general, I can hardly imagine how they were going to unify historical education there.

Nevertheless, as can be seen from the words of colleagues and guys - the hysteria has already begun - according to a document that has not yet been adopted. In general, I found as many as three versions of this standard and I suggest you download them yourself (link at the end of the post).

What to do with the standard?

So, in theory, you should take this standard and check for yourself what you know and what you don't. Personally, I use the draft standard to train the erudition of my children in preparation courses for the exam. After reviewing the contents of the document, I did not find anything new there. Everything is taken from the Federal State Educational Standard plus, the terms and names for each period are polished.

On my own behalf, I will say that the real tests of the Unified State Examination DO NOT CORRESPOND TO THE DRAFT of this standard! That is, the tests are more difficult. If you don't believe me, open the full USE test on history 2016 and solve it. I assure you, you will be surprised. In particular, in terms of culture: military cartoons, postage stamps of the USSR, many works of art are beyond the scope of this document. As well as the events of world history, as well as the events of the Great Patriotic War.

In short, I recommend using the DRAFT of this document for informational purposes only, well, and ask what you know from it and what you don’t. Hysteria - I do not recommend. Do my video courses comply with this document? Yes, and completely. Moreover, they give an expanded idea of ​​the entire course of both the history of Russia and World history. By the way, they are running out soon, I will not order new copies, so have time to get them while they are available at all.

Where to download the standard. Yes, right here, after you like it on social networks in this block:

Download historical and cultural standard=>

View the third option =>>

Finally, you can watch the official presentation and make sure what the document is created for. Taking into account the speed of the body movements of our Ministry, everything will not be created soon, maybe by 2020...:

Sincerely, Andrey Puchkov

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

Ministry of Education and Science of the Russian Federation

http://minobrnauki.rf/documents/3483

Historical and cultural standard 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 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.

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 1. 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 attitude to 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. Therefore, the school history course 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 exclusiveness, 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 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 country's achievements 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 understanding of Russia's past as an integral part of the world historical process should become a key link in the concept. 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. 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 a part of Russian Empire had a positive meaning for its peoples: security from external enemies, the cessation of internal unrest and civil strife, economic development, the spread of enlightenment, education, healthcare, etc. The pathos of creation, a positive attitude in the perception of national history, should prevail in the school course. 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, sociocultural 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 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. It is conceptually 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.

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 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 / militaristic Japan in accordance with their international obligations and fought / defeated / captured not only the Kwantung Army / group of the Japanese imperial army, but also other parts of the Japanese imperial army and navy, parts of the imperial army and navy 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 can 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 Rus is their state), the Khazar Khaganate, partly Byzantium - these are the participants in the formation of 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 main principle of the anthropological approach is not implemented in the proposed concept. Despite the fact that it is the first point, 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 we talk about Soviet history, then Namedni's books, 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 to common features in development and to identifying 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 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?
The tasks and conceptual foundations of the project are 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 receive 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 the successful passing of 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 the 10th - beginning of the 12th century."
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 the 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 is the 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 25.VIII.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: “the master 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" the work program for it, the development of lessons, 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-substantive 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 like a REQUIREMENTS FOR THE CONTENT OF HISTORY TEXTBOOKS (I agree with those who say: "It's not clear which ones: 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 move 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 to give alternative historical material in grades 5-9 - the 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 station 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 clause "Vlasovites", Banderaites and other accomplices of the Nazis, "because this can ignite interethnic conflicts and destroy the idea of ​​​​a common Victory of the Soviet army in the Second World War.
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 had some kind of need for us, we, as they wanted, 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, there’s nothing to say about foreign policy: if the consul is beaten and they don’t blame their scoundrels who have completely lost their shores, this is a sufficient indicator of how they treat the country, more precisely, 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 practical participation in history, a wonderful tradition has been created in our school, when students not only on May 9, but throughout the school year visit veterans, work on monuments and memorable places in their 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 do not convince, 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 that always a positive assessment of 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 Polovtsians. 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.
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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 of the 20th century" "Russian Word" and very satisfied - both documents, biographies, various points of view - everything is at the teacher's fingertips.). UMK 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. "