Subject:
Russia in world history
Lesson objectives:
Formation of students’ ideas about Russia’s place in world history, the features of Russia’s historical path.
Show the influence on the development of the historical process of natural and climatic conditions, geopolitical situation, etc.
Lesson format:
laboratory lesson.
During the classes:
Organizing time.
Learning new material.
1. The teacher organizes work with sources in pairs. Each couple receives both documents.
Exercise.
Read the sources. Exchange opinions in pairs and prepare a joint answer to the proposed questions and tasks:
What do the presented sources have in common?
Compare how the authors define the subject of the science of history (find commonalities and differences).
Which lines do you consider the most important? Explain your opinion.
Which point of view seems more reasonable to you?
Source 1
L. N. Gumilev. From Rus' to Russia: essays on ethnic history
(extraction)
Is it possible to imagine human history as the history of peoples? Let's try to proceed from the fact that within the Earth, space is by no means homogeneous. And it is space that is the first parameter that characterizes historical events. Even primitive man knew the boundaries of the territories of his habitat, the so-called feeding and containing landscape in which he himself lived, his family and his tribe lived.
The second parameter is time. Every historical event occurs not only somewhere, but sometime. Those same primitive people were fully aware not only of “their place,” but also of the fact that they had fathers and grandfathers and would have children and grandchildren. So, time coordinates exist in history along with spatial ones. But there is another, no less important parameter in history. From a geographical point of view, all of humanity should be considered as the anthroposphere - one of the shells of the Earth associated with the existence of the species Homo sapiens. Humanity, while remaining within this species, has a remarkable property - it is mosaic, that is, it consists of representatives of different peoples, or, in modern terms, ethnic groups. It is within the framework of ethnic groups in contact with each other that history is created, for each historical fact is the property of the life of a particular people. The presence in the Earth's biosphere of these specific entities - ethnic groups - constitutes the third parameter characterizing the historical process. Ethnic groups existing in space and time are the actors in the theater of history. In the future, when speaking about ethnos, we will mean a group of people that opposes itself to all other similar groups...
Each such collective, in order to live on Earth, must adapt (adapt) to the conditions of the landscape within which it has to live. The connections of an ethnic group with the surrounding nature give rise to spatial relationships between ethnic groups. But it is natural that, living in their landscape, members of an ethnos can adapt to it only by changing their behavior, learning some specific rules of behavior - stereotypes. Assimilated stereotypes (historical tradition) constitute the main difference between members of one ethnic group from another.
Source 2
M. Blok. Apology of history
(extraction)
Sometimes they say: “History is the science of the past.” In my opinion, this is wrong. For, firstly, the very idea that the past, as such, is capable of being an object of science is absurd. How is it possible, without preliminary sifting, to make phenomena that have in common only the fact that they are not contemporary to us the subject of rational knowledge? Likewise, is it possible to imagine a comprehensive science of the universe in its present state? The subject of history is man. Let's be more precise - people. The science of diversity is better suited not to the singular number, which is favorable for abstraction, but to the plural, which is a grammatical expression of relativity. Behind the visible outlines of the landscape, tools or machines, behind the most seemingly dry documents and institutions, completely alienated from those who established them, history wants to see people. Whoever has not mastered this can, at most, become a laborer of erudition. And a real historian looks like a fairy-tale cannibal. Wherever there is the smell of human flesh, he knows that prey awaits him.
“The science of people,” we said. It's still very vague. It should be added: “about people in time.” The historian not only reflects on the “human.” The medium in which his thought naturally moves is the category of duration.
Ignorance of the past not only harms knowledge of the present, but jeopardizes any attempt to act in the present.
After completing the work in pairs, listen to several answers.
2. Students read the text of paragraph 3.
Questions and tasks for organizing a discussion:
Name the main factors that determined the uniqueness of Russian civilization. Which of them are manifested in our time?
Is there a relationship between the values of Orthodoxy and the influence of other factors in the history of Russia? Give reasons for your point of view.
Present the relationship between the factors of Russia's civilizational development in the form of a diagram. What is the significance of each factor in the history of our country? Which factor seems most significant to you and why?
Students highlight the features of society, the state and the value system that formed in medieval Rus', and answer the question: how are the factors of civilizational development and the value system of medieval Rus' related?
Features of society: personal-patriarchal nature of social relations; lack of private ownership of land; weak development of corporate ties while maintaining rural and township communities.
Features of the state: a strong state with simplified governance mechanisms; absolutization of personal power; strict management methods; numerous duties of subjects. (The teacher notes that this characteristic can be fully attributed only to the post-Mongol period.)
Features of the value system: state; faith; conscience; conciliarity (collectivism).
Homework: §3
Subject:
Slavs in the early Middle Ages
Lesson objectives:
analysis of the problem of ethnogenesis of the Eastern Slavs;
characteristics of East Slavic pagan culture, activities, social system and way of life.
Lesson format:
laboratory lesson.
During the classes:
Organizing time.
Updating knowledge.
To update the problem of the lesson, the teacher can draw the attention of high school students to the fact that sociological surveys show a sharp increase in interest in ancient Russian history, although until recently interest in the events of the 20th century was in the lead. What is this connected with? What makes us look for the answer to the chronicler’s question:“Where did the Russian land come from?” Having summarized the students’ answers, the teacher notes that in the history of Ancient Rus' we find an explanation for many modern traditions and stereotypes; it contains the common roots of the East Slavic peoples. Many sources tell about Kievan Rus, but the problem of their scientific interpretation remains and there are many more questions than answers. We will try to answer key questions in class.
Learning new material.
Students receive group and individual assignments, work with the text and map of the textbook.
1. Prove that in Nestor’s description the Slavs are presented as the most ancient and integral part of the European community of peoples.
2. Unions of Slavic tribes. Settlement. Neighbors of the Slavs.
3. Thesis plan “main occupations of the Slavs”
4. Social structure of the Eastern Slavs (schematic representation).
5. Religion of the Eastern Slavs.
In the second half of the lesson, the completion of the tasks received is checked, and a diagram is drawn up in the notebook.
Watching a video fragment from “History of the Russian State”, episode 4 “Slavs”.
Homework:§12 (1.2 part 1), working with texts (optional)
Subject:
Formation of the Old Russian state
Lesson objectives:
introduce the process of formation of the Old Russian state, various points of view on the emergence of the state among the Eastern Slavs;
develop the ability to characterize the main directions and results of the activities of Russian princes, structure educational material in the form of a thesis plan, diagram.
Lesson format:
problematic lecture.
Preparation for the Unified State Exam:
working with source text;
personality characteristics.
During the classes:
Organizing time.
Updating knowledge.
Conceptual dictation on home paragraph terms.
Initial Russian Chronicle(The Tale of Bygone Years)
East Slavic tribal union that formed in the Middle Dnieper region(clearing)
The enemy from which the Slavs freed themselves at the turn of the 8th - 9th centuries.(Khazars)
Meeting of free members of the tribe among the Eastern Slavs(evening)
The wealthiest members of the tribe(husbands)
“Favorites of the gods” among the Slavs, who knew how to communicate directly with the gods(magi, magicians)
Who made up the servants?(women, children, other family members)
Learning new material.
1) Origin of Rus'
Teacher's lecture using a diagram, asking a question:who can be considered the creator of the Old Russian state?
862 - the chronicle date of the calling of the Varangians to Rus', the beginning of the reign of Rurik
2) The first Russian princes
Watching video fragments “History of the Russian State”, working with the textbook text, historical sources, map. Drawing up notes characterizing the directions of policy and the results of the reign of Oleg, Igor, Olga, Svyatoslav.
diagram (sample)
| Historical portrait PRINCE OLEG |
|
| Presentation of the figure Time of life and activity | According to the chronicler, Prince Oleg was one of Rurik’s close associates; he began to rule Novgorod due to the early age of Rurik’s son, Igor. In 882 he captured Kiev, uniting two centers of the ancient Russian state under his rule. Died 912 |
| 1. The struggle for control of the trade route “from the Varangians to the Greeks.” After the death of Rurik, who ruled in Novgorod, Oleg went with his army along the trade route, capturing the Krivichi center Smolensk along the way; in 882 he captured Kiev, killing Askold and Dir, who ruled there, Kiev became the residence of the prince. 2. Subjugation of the East Slavic tribes subjugated the Drevlyans, northerners, and Radimichi, imposing tribute on them. 3. The struggle to ensure external security agreed with the Varangians to protect the northwestern borders of Russia for a fee of 300 silver hryvnia; successfully fought against the Khazars, whose tributaries were some East Slavic tribes; suffered a sensitive defeat from the Hungarians when they moved along the Black Sea coast, and concluded an alliance with them. 4. Fight against Byzantium made a campaign against Constantinople (Tsargrad) in 907, the result of which was the conclusion of a treaty; in 911 the first written agreement between Russia and Byzantium was concluded, according to which Russian merchants received a number of trade privileges. |
|
| The meaning of activity | Prince Oleg's policy was successful, he proved himself to be a talented commander and organizer, uniting the East Slavic lands in 882. into a single state began to control the path “from the Varangians to the Greeks” and gave the princely authority authority and international prestige. concluded the most favorable agreement with Byzantium. |
Consolidation of the studied material -conceptual dictation.
Homework:§13, finish the work with the notes.
Subject:
The Rise of Ancient Rus'
(Old Russian state under Vladimir)
Lesson objectives:
characteristics of the personality and reign of Vladimir I;
determining the reasons for the adoption of Christianity and its significance for the development of the Old Russian state.
Personalities
Vladimir I the Holy (? -1015) - Grand Duke of Kiev from 980, the youngest son of Svyatoslav. He conquered the Vyatichi, Radimichi and Yatvingians, fought with the Pechenegs, Volga Bulgaria, Byzantium and Poland. Under him, defensive lines were built on the southern and southwestern borders. Around 988 he introduced Christianity as the state religion. Under Vladimir I, the Old Russian state entered its heyday, and the international authority of Rus' strengthened. In Russian epics the prince was called the Red Sun. Canonized by the Russian Orthodox Church.
Lesson terms and concepts
Orthodoxy - one of the main trends in Christianity. It arose in 395 after the division of the Roman Empire into Western and Eastern. The theological foundations were formed in Byzantium in the 9th-11th centuries. It finally took shape as an independent church in 1054 after the division of the Christian Church into Catholic and Orthodox. The features are reflected in the very name of the eastern branch of Christianity. Orthodoxy is the “correct” faith, the “correct” confession, the “correct, true” church. Proclaims loyalty to antiquity, the immutability of ideals (nothing can be changed in truth, otherwise it will become a lie). The teaching is based on the Holy Scriptures - the Bible (Old and New Testaments) and Holy Tradition.
During the classes:
Organizing time.
Updating knowledge.
At the board: characteristics of Igor, Olga, Svyatoslav.
Learning new material.
1)The first strife in Rus'.
Teacher's lecture, drawing up a diagram in a notebook.
972 – 980 - the first strife in Rus' (the struggle between the sons of Svyatoslav for power)
2) Domestic and foreign policy of Vladimir 1.
| Historical portrait of VladimirI |
|
| Presentation of the figure (statesman, ruler, party leader, etc.) Time of life and activity(century, era, period of the country’s history...) | The third son of Prince Svyatoslav, born from his slave Malusha. One of the most significant rulers in Russian history. Prince of Rus' (980-1015). End of X - beginning of XI centuries. The time of internecine wars between the sons of Svyatoslav Igorevich. The rise of the Old Russian state. |
| Main activities (facts characterizing the individual’s activities, achievements, main results...) | The unification of all the lands of the Eastern Slavs as part of Kievan Rus. Ensuring the protection of Russian lands from raids numerous Pecheneg tribes. Construction of fortresses along rivers, outposts on the border with the steppe. In 980 he carried out a pagan reform. A pantheon of pagan gods was created, led by Perun. Adoption of Christianity in 988 The monotheistic religion strengthened the power of the prince, thereby ensuring the strengthening of statehood. A common faith contributed to strengthening the unity of the country and people. The adoption of Christianity was of particular importance for the development of Russian culture. |
| Performance results(a figure in the assessments of historians, contemporaries...) | Expanded and strengthened the Old Russian state: finally conquered the Radimichi; made successful campaigns against the Poles and Pechenegs; founded new fortress-cities (Pereyaslavl, Belgorod, etc.). Vladimir is canonized by the church as a saint and is called “equal to the apostles.” Vladimir Red Sun. "Kagan of the Russian Land." |
3) Acceptance of Christianity. Reasons and significance.
Watching video fragments “History of the Russian State”, working with the text of the textbook, historical sources. Drawing up a diagram in a notebook
| Adoption of Christianity 988 |
|
| Causes The need to strengthen the power of the Kyiv prince and the need for state unification on a new spiritual basis. Justification of social inequality. The need to introduce Rus' to pan-European political realities, spiritual and cultural values | Meaning Strengthened the state, the power of the prince and order in the country. Introduced him to Greek (Byzantine) culture, contributed to the development of architecture, painting, and icon painting. It strengthened the monogamous family, eliminated a number of cruel, barbaric customs: blood feud, human sacrifice, which contributed to an increase in population. Contributed to the rise of spirituality in Rus' and the emergence of monasteries; the spread of writing, the appearance of the first handwritten books, chronicles and philosophical treatises, with schools and libraries were opened in monasteries. The church contributed to the formation and development of princely and boyar estates, the emergence of large church and monastic land ownership |
Homework:§14 to page 102 (Yaroslav the Wise)
Appendix (tests for the lesson)
HISTORY OF RUSSIA – 10th grade
Option 1.
The initial East Slavic statehood is formed in:
1) between the Oka and Upper Volga rivers;
2) the Middle Dnieper region and in the northwestern region, led by the cities of Ladoga and Novgorod;
3) Carpathian region and the Vistula River basin;
4) Transnistria and the Danube region.
Russian troops led by the Kyiv princes Askold and Dir attacked Constantinople in:
1) 860; 2) 879; 3) 882; 4) 907
Prince Rurik united under his leadership:
1) Northern and Southern Rus';
2) the entire north and north-west of the East Slavic and Finno-Ugric lands;
H) Middle Dnieper and Crimean possessions of Byzantium;
4) Novgorod and the Southern Baltic states.
The written agreement between Prince Oleg and Byzantium dated 911 provided for:
1) annexation of the Danube lands to Rus';
2) the establishment of a military alliance between Byzantium and Russia;
3) establishment of trade benefits for Russian merchants in Byzantium;
4) annual tribute sent by Russia to Constantinople.
During the reign of Princess Olga, the following events occurred:
A) the Drevlyans were exempt from paying tribute;
B) fixed taxation of tribes was established;
B) an embassy was sent to the German Emperor Otto I;
D) the first representative of the ruling dynasty was baptized;
D) new borders of Rus' along the Danube were established.
In 945, during the Drevlyan uprising, the prince was killed:
1) Rurik; 2) Oleg; 3) Igor; 4) Svyatoslav.
Option 2.
The first known mention of the state of Rus' was the certificate of:
1) the attack of the Russians on the Crimean possessions of Byzantium;
2) the campaign of Russian squads on the Danube;
3) the destruction of the centers of the Avar Kaganate;
4) establishing trade contacts with the Arab Caliphate.
The words “Let Kyiv be the mother of Russian cities,” according to the chronicle, were spoken by the prince:
1) Rurik; 2) Askold; H) Oleg; 4) Igor.
Prince Igor made campaigns against Byzantium in:
1) 860 and 861; 2) 907 and 911; 3) 941 and 944; 4) 965 and 966
During the reign of Princess Olga, widow of Igor and mother of Svyatoslav:
A) a successful campaign against Volga Bulgaria was carried out;
B) the uprising of the Drevlyans was suppressed;
C) a campaign was made to the Caucasus and to the shores of the Caspian Sea;
D) taxation of Slavic tribes was streamlined;
D) graveyards were established - places for collecting tribute.
The chronicle reports that Princess Olga was:
1) Byzantine princess; 2) Drevlyanka; H) a Varangian from a noble family; 4) a slave.
Clashes between Rus' and the Pechenegs began during the reign of the prince:
1) Rurik; 2) Oleg; 3) Igor; 4) Svyatoslav.
HISTORY OF RUSSIA – 10th grade
§3. The emergence of the state of Rus' in the Dnieper region. The first Russian princes.
Option 3.
Supporters of the Norman theory of the creation of the Russian state believe that the Russians were:
1) Scandinavian warriors who contributed to the creation of a state among the Eastern Slavs;
2) a Slavic tribe that came from the shores of the Baltic Sea;
3) the Slavs brought by Kiy, Shchek and Khoriv from the Danube;
4) Arab traders.
Presumably the first prince of the Russians to be baptized was:
1) Cue; 2) Vyatko; 3) Askold; 4) Radim.
During the reign of Prince Oleg, the following events occurred:
A) a successful campaign against Byzantium;
B) liberation from the Khazar tribute of the northerners and Radimichi;
C) a trip to the Caucasus and to the shores of the Caspian Sea;
D) imposition of tribute in favor of Kyiv on northerners and Radimichi;
D) the defeat of the capital of the Khazar Kaganate.
After the death of Prince Oleg, power in Kyiv passed to the son of Rurik:
1) Askold; 2) Diru; H) Igor; 4) Truvor.
Organized taxation of the Slavs was introduced when:
1) Prince Rurik; 2) Prince Oleg; 3) Prince Igor; 4) Princess Olga.
Princess Olga took the name at baptism:
1) Anastasia; 2) Anna; H) Elena; 4) Thekla.
Option 4.
In 862, in the area of Lake Ilmen they began to reign:
1) Cue, Cheek, Horeb; 2) Askold and Dir; 3) Rurik, Sineus, Truvor; 4) Vyatko and Radim.
Find the incorrect statement.
1) The embassy from the state of Rus' was unable to establish contacts with the Frankish Empire.
2) The Russians made several campaigns against the Crimean possessions of Byzantium.
3) Russian ambassadors in 838-839. regulated relations with Byzantium.
What title did Prince Oleg take?
1) Kagan; 2) Caesar; H) Grand Duke; 4) khan.
Are the following statements true?
A) Everything collected during polyudye went to support the prince and his squad.
B) Polyudye confirmed the prince’s right to rule the lands and judge his subjects.
1) Only A is correct; 2) only B is true; 3) both judgments are correct; 4) both judgments are incorrect.
The terms “cart, graveyard, lesson” are associated with:
1) military campaigns of Prince Oleg; 2) the reform of Princess Olga;
H) the reign of Prince Rurik in Novgorod; 4) by the people of Prince Igor.
Match the terms and definitions.
KEY TO THE TEST:
Option 1.
Option 2.
Option 3.
Option 4.
Subject:
The Rise of Ancient Rus'
(Yaroslav the Wise and Vladimir Monomakh)
Lesson objectives:
analysis of the causes, essence and results of the first and second strife in Rus';
characteristics of the development of the Old Russian state during the reign of Yaroslav the Wise;
a comparative description of the personality and activities of Vladimir I and Yaroslav the Wise.
Key dates and events:
1015 - uprising in Novgorod against the Varangians.
1036 - Yaroslav the Wise inflicted a crushing defeat on the Pechenegs, from which they were unable to recover.
1037 - St. Sophia Cathedral was founded in Kyiv.
1051 - formation of the Kiev-Pechersk Monastery.
Terms and concepts of the lesson:
Hryvnia- the main monetary unit in Kievan Rus.
Dynastic marriage- marriage between representatives of various monarchical dynasties in order to strengthen international ties.
"Ladder" (regular) order of succession to the throne- the order of succession to the throne, according to which power should be transferred to the eldest in the family.
Early feudal monarchy(IX-XI centuries)- a form of political regime in which the monarch is in a contractual or suzerain-vassal relationship with other princes.
Russian Truth- the first written set of laws of Ancient Rus'.
Personalities
:
Yaroslav the Wise(c. 978-1054)- Grand Duke of Kiev (from 1019), son of Vladimir I. Expelled Svyatopolk the Accursed, fought with his brother Mstislav, divided the state with him in 1026. After the death of Mstislav in 1036, Rus' united again. With a series of victories he secured the southern and western borders of Rus'. Established dynastic ties with many European countries. Under him, the all-Russian code of laws, Russian Truth, was compiled.
Nestor- Old Russian chronicler, monk of the Kiev Pechersk Monastery, author of the lives of princes Boris and Gleb, Theodosius of Pechersk. Traditionally considered one of the largest historians of the Middle Ages - the author of the first edition of The Tale of Bygone Years (c. 1113).
Lesson equipment:
map "Kievan Rus"
video fragments “History of the Russian State”
During the classes:
Organizing time.
Updating knowledge.
On-site repetition test.
At the board: characteristics of Vladimir 1
Learning new material.
It is advisable to start studying the topic with a conversation about the attitude to the power of the Grand Duke in Ancient Rus' and the contractual principle in relations between princes. The Old Russian state can be characterized as an early feudal monarchy. The head of the state was a prince, largely dependent on the squad. The inheritance of power was closely intertwined with election. The power of the prince was still heavily dependent on the community, which summoned and expelled the prince, and formed a militia to repel external enemies.
Moving on to the main part of the lesson, students can be asked to reflect on the following questions:
What characterized the political system of the ancient Russian principalities?
What reasons for taking the throne, in your opinion, were decisive?
Why did the death of a strong and strong-willed ruler usually contribute to the outbreak of strife?
Which prince came to power also as a result of strife?
Do you think Yaroslav could have become the prince of Kyiv without interfering in the strife?
To answer the questions, students can rely on the following statements by historians.
V. O. Klyuchevsky:
“When the father died, then, apparently, all political ties between his sons were severed: the political dependence of the younger regional princes on their elder brother, who sat after his father in Kyiv, was imperceptible. Family law existed between father and children, but between brothers there seemed to be no established, recognized law...”
A. E. Presnyakov:
The old family law was based on the indivisibility of property. With the partition, the family union was destroyed, and ordinary concepts did not know the advantages and rights of the elder brother over others. These concepts, dominating inter-princely relations, came into sharp conflict with the political tendency of the Kyiv princes to create strong subordination of the regions subject to Kyiv. And the first way out of the dilemma, arising from the circumstances, was the desire to unite all his father’s possessions in the hands of the Kyiv prince, “to be, in possession, one in Rus'.”
S. M. Soloviev:
“The unity of the princely family was supported by the fact that each member of this family, in turn, hoped to achieve seniority and, combined with seniority, ownership of the main table of Kyiv. The basis of seniority was physical seniority, and the uncle had priority over his nephews, the elder brother over the younger ones, the father-in-law over the son-in-law, the elder sister’s husband over the younger brothers-in-law, the eldest brother-in-law over the younger brothers-in-law; and although during the reign of clan relations between princes we encounter the struggle of nephews from their older brother with their younger uncles, the nephews never dared to assert their clan rights, and their claims, based on random circumstances, had to, with the exception of only one case, yield to rights the youngest uncles."
R. G. Skrynnikov:
“Seniority has ceased to play an absolutely decisive role in determining the right to power. The change of rulers in the capital entailed changes in power on the periphery of Kievan Rus: each new Kiev prince sent his sons as governors to other cities (primarily Novgorod). At the same time, Polovtsian detachments were increasingly used in the political struggle.”
During the conversation, students come to the conclusion that the power of the prince in the early feudal state was based on customary law, according to which it was strong enough only if all possible contenders for the throne were eliminated. Yaroslav Vladimirovich also had to face similar circumstances that led to the death of his brothers. The consequence of this, perhaps, was the introduction of a new order of inheritance - “ladder” (view the interactive diagram)
Yaroslav the Wise's struggle for power
| Internecine stage | Chronological framework of the stage | |
| The fight against Svyatopolk the Accursed |
||
| The fight against Mstislav Tmutarakansky |
Consideration of the third issue of the topic involves compiling a historical description of Yaroslav the Wise.
Analysis of the written code of laws- Russian Truth.
Study of the foreign policy of Yaroslav the Wise can be carried out according to the traditional scheme: to highlight the main goals and objectives facing the state in the second quarter of the 11th century, and the main directions and results of foreign policy. Students' conclusions can be presented in the following table.
Foreign policy of Yaroslav the Wise
| Main directions | Goals and objectives | Main events | Results |
| Fight against nomads | Protection of the southern borders of Rus' from nomad raids | 1016 - Svyatopolk hired the Pechenegs to fight against Yaroslav. | Eliminating the threat from the Pechenegs. However, they were replaced by the Polovtsians |
| Relations with Poland | Stabilization of the western borders of Rus' | 1026 - Yaroslav made a campaign against Poland and returned the Przemysl region, which was part of Poland after Boleslav's intervention in Russian feuds in 1018. 1037 - the new head of the Polish state, Casimir, recognized Belz, Berestye, Przemysl region as Russia | Strengthening the power of the Grand Duke and stabilizing the western borders |
| Relations with Germany | The rapprochement of Rus' and Germany | 1024 - Germany, together with Russia, contributed to the restoration of the Polish state. | Dynastic marriage strengthened the alliance between Germany and Rus' |
| Relations with Hungary | Strengthening the international position | Dynastic marriage of King Andrew I of Hungary and the third daughter of Yaroslav the Wise - Anastasia. | Dynastic marriage strengthened the union of Hungary and Rus' |
| Relations with Byzantium | Preservation | 1042 - the rise to power in Byzantium of Constantine XI Monomakh marked the beginning of a deterioration in relations with Russia. 1043 - unsuccessful campaign of Yaroslav's son Vladimir against Byzantium. 1051 - Yaroslav the Wise elevated the Russian church leader Hilarion to the metropolitan throne | There was no strengthening of relations. The death of Yaroslav the Wise put an end to the unified state policy of Rus' towards Byzantium |
Summing up the lesson, the teacher can invite students to conduct a comparative historical analysis of the personality and activities of Vladimir I and Yaroslav the Wise according to the following plan:
1) main areas of activity;
2) features of government (measures to strengthen the power of the prince; contribution to the development of Russian culture; strengthening international relations);
3) results of the board.
Homework:§ 14, answers to questions after the paragraph or preparation of theses for an answer on the topic: “The Rus' of Yaroslav the Wise is a European power.”
Subject:
Socio-economic development of Ancient Rus'.
Lesson objectives:
characteristics of the main trends in the development of the feudal system in Rus' during the period under study;
comparative characteristics of the management system in Rus' in the 9th-10th centuries.
Terms and concepts of the lesson:
Boyars- patrimonial owners, nobility.
Vira- a fine, a court fee in favor of the prince for murder. Replaced the custom of blood feud.
Patrimony - form of economic organization in Ancient Rus'. Land ownership, inherited through boyar families.
Hryvnia- weight, monetary-weight, monetary-accounting unit of Ancient Rus'.
Purchases- people caught in debt bondage, working off a “kupa” (loan). After paying off the debt they could become free. If they escaped, they lost what was left of their freedom and became slaves. In the event of being turned into a slave without legal grounds, they were released from debt and received freedom.
Outcasts- people who have lost contact with the community, or slaves who have been bought into freedom. They occupied an intermediate position between free and unfree categories of the population.
Customary law- a set of unwritten rules of behavior (customs) that have developed in society as a result of their repeated traditional use and sanctioned by the state.
Ryadovichi- people who entered into a “row” (agreement) with the feudal lord and found themselves in a position close to slavery. In terms of their status, they were close to procurement.
Smerda- a social stratum of the Old Russian state, engaged in agriculture, in whose position elements of freedom and unfreedom were intertwined.
Servants- house slaves.
During the classes:
Organizing time.
Updating previous knowledge.
Historical portrait of Yaroslav the Wise
Conceptual dictation
Working with dates
Learning new material.
Work with the textbook and additional sources, during which a summary is compiled in a notebook.
The Old Russian state was an early feudal monarchy.
Population of the Old Russian State
Homework:§ 15
Subject:
Political fragmentation of Ancient Rus'.
The purpose of the lesson:
determining the reasons for the political fragmentation of Rus', comparing them with the reasons for the political fragmentation of Western European countries;
identifying the consequences of the political fragmentation of Rus' and characterizing their influence on the development of the country;
characteristics of the geographic location, natural conditions, social structure and management system in individual Russian lands.
Terms and concepts:
Boyar Republic- Novgorod Republic, where the highest authority was a meeting of free citizens - owners of courtyards and estates in the city - the veche. It gathered either on Sophia Square or on the Yaroslav Courtyard of the Trade Side. The meeting was public. It was very often attended by the mass of the urban population (feudal-dependent, enslaved people) who did not have the right to vote. These people reacted violently to debates on certain issues. This reaction put pressure on the meeting, sometimes quite strong. The veche discussed issues of domestic and foreign policy, invited the prince, and concluded an agreement with him. At the meeting, the mayor, thousand, and archbishop were elected.
Political fragmentation- the process of fragmentation of lands, characterized by the desire of feudal lords leading patrimonial farming to independence from the power of the Grand Duke. In Rus', political fragmentation began in the second quarter of the 12th century, after the final collapse of the Kievan state. Continued until the end of the 15th century. It is an indicator of the maturity of feudal society.
Posadnik- the head of Novgorod, in charge of administration and court, and controlled the activities of the prince.
Tysyatsky- head of the Novgorod militia.
Appanages- the totality of lands, specific property and income.
During the classes:
Organizing time
Updating previous knowledge(conversation on questions for the home paragraph)
Learning new material
Plan for learning new material:
1. The reasons for the collapse of a single state.
2. The result of the political fragmentation of Rus'.
3. Development of individual Russian lands during a period of political fragmentation.
In the introductory speech, the teacher invites students to recall and characterize the key term of these lessons - “political fragmentation.” Modeling the situation of political fragmentation, schoolchildren note that not only Rus', but also the Western powers experienced a similar period of development of the state, and give examples from the history of Western countries that confirm this.
| Rus | Germany | France |
| 1. Growth of cities, economic development. | 1. Lack of an economic center (German cities, due to their geographical location, were focused on external transit trade and were not connected with each other). | 1. The small number of land holdings of the king, a significant part of which was distributed to the feudal lords, predetermined the weakness of royal power. |
1. Summarizing students’ answers to the question about the reasons for political fragmentation in Western European countries, the teacher reminds that fragmentation is an indicator of the maturity of a feudal society. The basis for the beginning of political fragmentation is usually the formation of large land holdings of feudal lords, received by them on the basis of unconditional ownership. Analyzing the opinions of historians and the textbook material, students name the reasons for fragmentation in Rus'.
The teacher also notes that The decline in the role of Kyiv as the center of the state was facilitated by the movement of trade routes and raids by nomads. As a result of the decline of Kyiv, the Galician-Volyn principality rose in Southern and Southwestern Rus', in the northeastern part of Rus' - the Rostov-Suzdal (later Vladimir-Suzdal) principality, and in Northwestern Rus' - the Novgorod Boyar Republic, from which in the 13th V. Pskov land was allocated.
2. Schoolchildren study the question of the consequences of the process of political fragmentation for the history of the Russian state independently using a textbook. At the end of the work, students should formulate the following consequences of the process of political fragmentation: 
3. The question of the development of individual Russian principalities is presented in the form of student reports, as a result of which a table is created:
| Questions | Kyiv | Galicia- | Vladimir- | Novgorodskaya |
| Features of the geographical location | Southwestern Rus' | Southwestern Rus', on the border with Poland and Hungary in the foothills of the Carpathians, near Byzantium, the Balkans, the Danube trade route | North-Eastern Rus', interfluve of the Oka, Volga and Klyazma | Northwestern Rus' |
| Natural conditions | Fertile lands | The most fertile lands in Rus' | Temperate climate, forest belt | Favorable for trade development |
| Control system | The prince's power was limited to the boyars | Strong power of the prince | Aristocratic Republic |
|
| Features of management | Arable farming, developed crafts | Arable farming | Agriculture, cattle breeding, crafts | Craft and trade |
View the interactive presentation “Political Fragmentation”, video fragments “Rulers of Russia”.
Homework:§ 16
Subject:
Mongol invasion of Rus'.
Lesson objectives:
comparative analysis of the process of the emergence of the Old Russian state and the Mongolian state;
characterization of the natural living conditions of the Mongols during the emergence of their statehood; determining the reasons for the victories of the Mongols during the period of their aggressive campaigns before coming to Rus'.
Key dates and events
1208-1223- Mongol conquests in Siberia, Central Asia, and Transcaucasia.
1223- Battle of the Kalka River.
Lesson terms and concepts
Arata- ordinary Mongols cattle breeders.
Noyon(lord, prince) - the name of the leaders of the ancient Mongolian aristocratic families.
Nukers- warriors in the service of the Mongolian nobility in the XII-XIII centuries.
Tumen - the highest organizational and tactical unit of the Mongol-Tatar army, numbering 10 thousand soldiers. He was headed by a temnik.
Ulus- a tribal association with a certain territory, subject to a khan or leader.
Khan(Turkic and Mongolian title in the Middle Ages and Modern times) - leader of the tribe, sovereign.
Personalities
Genghis Khan(1155-1227) - founder of the Mongol Empire, the largest conqueror and statesman. Real name Temuchen (Temuchin). In 1206, at the kurultai (congress of the Mongolian nobility), he was proclaimed Genghis Khan (Great Khan). The reign of Genghis Khan influenced the development of the political and spiritual culture of the population of many Asian regions.
Jochi(c. 1184 - c. 1227) - the eldest son of Genghis Khan from his eldest wife Borte from the Onghirat (Kungirat) tribe.
Ögedei (Ögedei)(1186-1241) - second Mongol Great Khan, third son of Genghis Khan from his eldest wife Borte. He completed the conquest of Northern China, conquered Armenia, Georgia, and Azerbaijan. During his reign, Batu's campaigns were undertaken in Eastern Europe. In the Mongol Empire under Ogedei, a population census was carried out, and construction of the capital Karakorum was completed. A postal service (yam) was organized in the empire.
Plan for learning new material:
1. Birth of the Mongol Empire.
2. Genghis Khan. Conquests of the Mongols.
3. Tragedy on Kalka.
4. Batu’s campaigns in Rus'.
In the introductory speech, the teacher describes the main objectives of the lesson (see above).
1.
Characterizing the time and conditions of the emergence of the Mongol state,
The teacher draws students' attention to the following significant points. Firstly, the Mongols were nomadic pastoralists. Secondly, XI-XII centuries. were favorable for the Mongols. Since there were many wet years and the areas of pastures increased, as scientists note, the consequence was an increase in herds - the main wealth of nomadic tribes. A kind of demographic explosion occurred. With the onset of dry years, a large number of the population began to need new territories where they could graze livestock. This was vital, otherwise they risked starvation. Thirdly, in the second half of the 12th century. Among the Mongolian tribes, tribal relations were dying out, private property appeared; The individual family became the economic basis of society, feudal relations and statehood arose.
When characterizing the morals and customs of the Mongolian tribes, the teacher can use the quotes below.
“The Tatars were short, broad-shouldered, shaved, with wide, high-cheekbone faces; they ate various meats and liquid millet porridge. The favorite drink was kumis (horse milk). The Tatar men looked after the cattle and were excellent shooters and riders. Household work rested with the women. The Tatars had polygamy, each had as many wives as he could support. They lived in yurt tents, which were easily disassembled,” wrote in the 13th century. Italian Plano Carpinini, envoy of the Pope.
Matvey of Paris in the Great Chronicle noted: “... a human tribe... and inhuman... inhuman people and like wild animals... like a plague, fell upon humanity... like locusts, they swarmed, covering the surface of the earth... with the swiftness of lightning... And their heads too large and not at all proportional to the body. They feed on raw meat, including human meat. They are excellent archers. They cross the rivers to any place on portable boats made of leather. They are strong in body, stocky, godless, ruthless. Their language is unknown... They own many herds, pack animals and horses. In order not to flee, they are well protected by armor in front.”
The Chinese author Zhao-Hong wrote: “ The Tatars do not spare even tens of thousands of people. When the city walls are broken, the Tatars kill everyone indiscriminately: old and small, beautiful and ugly, poor and rich, resisting and submissive and, as a rule, without any mercy.”
Carrying out a comparative analysis of the processes of the emergence of the state among the Slavs and Mongols, students, together with the teacher, fill out the following table:
| Comparison Questions | Old Russian | Mongolian |
| Time of occurrence | Second half of the 12th century. |
|
| Main activity | Arable farming | Cattle breeding |
| Authorities (political structure) | Veche, prince, Boyar Duma | Khan, kurultai |
| Form of government | Early feudal monarchy with elements of democracy | Early feudal, militarized monarchy |
Upon completion of work, students must do conclusion that These processes had many common features, but the Mongol state lagged behind Rus' in its development by four centuries. The basis of the Mongol economy was nomadic cattle breeding; the main wealth was herds of horses and herds of cattle. The Mongols constantly needed vast and rich pastures, otherwise they were in danger of starvation. These facts explain the militarized nature of the government.
The teacher emphasizes that the creation of the empire was carried out under the leadership of the political and military genius Genghis Khan and his associates. The country introduced a reliable administrative division of territories and their management. A single set of laws began to operate throughout the empire - the Great Yasa (Jasak), formulated by Genghis Khan. The Mongol army was well trained and had a well-functioning control system. Military campaigns were carried out on the basis of accurate intelligence information and careful training of troops. In a short time, the state was covered with a network of land roads with coachmen's stations, inns and food outlets. The construction of cities, including those made of brick and stone, took place throughout the country.
A pre-prepared student can supplement students' knowledge about the Mongol army. Mongol warriors were treacherous, often resorting to deceptive maneuvers and various tricks. They said about the Mongols: “They have the courage of a lion, the cunning of a fox, the rapacity of a wolf, and the fighting heat of a rooster.” The main force of the conquerors was the cavalry: it flew like a whirlwind and crushed the enemy’s formation. The whole life of the Mongols was preparation for waging war. Warriors had to serve from 14 to 70 years of age. From childhood they were taught to sit in the saddle, wield a bow, spear, ax and saber. The spears were equipped with hooks, which were used to catch and pull the enemy from the saddle. The Mongol army used the centuries-old experience of nomadic tribes. It was divided into tens, hundreds, thousands and tumens (ten thousand), was very strong, well-armed and disciplined, and unquestioningly obeyed the will of the commander-khan. If a cowardly warrior fled from the battlefield, all ten were executed; If a dozen escaped, the entire hundred were executed.
2.
Characterizing the personality of Genghis Khan, the following data can be given.
Genghis Khan was a great conqueror who dreamed of conquering the world. He fought all his life and died in the war (during a campaign against the Tangut state in 1227). In 1884, the Russian traveler Grigory Potanin visited the yurt over the tomb of Genghis Khan in Ejen-horo. Here Potanin wrote down an ancient Mongolian legend about the future resurrection of the great ruler: “Genghis Khan did not die, but only sleeps, although he is considered dead. He lies in a silver coffin under the walls of a wooden frame, and every evening the servants give him a roast lamb, and by morning he eats it. 650 years have passed since the death, and 300 years remain until the resurrection (the legend was written down in 1884). Genghis Khan himself determined the time of his “second coming”...”
Next, students are asked to create a portrait of Genghis Khan as a historical figure and compare him as a ruler with one of the rulers of Rus' or Western Europe during the formation of the state. To compile a historical description, students can use the memo available to them.
3.
Consideration of the issue of Genghis Khan’s conquests is considered using a summary
Working with a document
Description of the Battle of Kalka in the Galicia-Volyn Chronicle
Per year 6732 (1223). An unheard of army came, the godless Moabites, called Tatars; they came to the Polovtsian land. The Polovtsians tried to resist, but even the strongest of them - Yuri Konchakovich - could not resist them and fled, and many were killed - to the Dnieper River. The Tatars turned back and went to their towers. And so, when the Polovtsy ran to the Russian land, they said to the Russian princes: “If you don’t help us, then today we were beaten, and you will be beaten tomorrow.”
We walked for eight days to the Kalki River. They were met by Tatar guard detachments. When the guards fought, Ivan Dmitrievich and two others with him were killed. The Tatars drove off; near the Kalka River itself, the Tatars met with Russian and Polovtsian regiments. Mstislav Mstislavich first ordered Daniel and the regiment and other regiments with them to cross the Kalka River, and after them he himself moved; he himself rode in a guard detachment. When he saw the Tatar regiments, he came to say: “Arm yourself!” Mstislav Romanovich and the other Mstislav sat and did not know anything: Mstislav did not tell them about what was happening out of envy, because there was great enmity between them.
All Russian princes were defeated. This has never happened before. The Tatars reached Novgorod Svyatopolkov. The Russians, not knowing about their deceit, came out to meet them with crosses and were all killed.
1. What reasons does the chronicler highlight for the tragic outcome of the Battle of Kalka for Rus'?
2. What danger did the Mongols pose to Rus'?
To summarize, the teacher notes that, having captured a vast territory, Genghis Khan divided it between his sons. The Western lands went to Jochi's eldest son, who died in the same year as his father (1227). The head of the Western ulus of the Mongol Empire was the son of Jochi - the young, energetic Batu (Batu). And already in 1235, at the kurultai of the Mongol khans, which was held under the leadership of the new great khan Ogedei, the son of Genghis Khan, a decision was made to march to Europe, “to the last sea.”
4. Batu’s campaigns in Rus' are studied using an interactive presentation, with a summary in a notebook
Homework: §20
Subject:
Rus' between East and West.
Politics of Alexander Nevsky
Goals:
form an idea of the reasons for the Crusaders’ invasion of Rus', the main events of the German-Swedish aggression; about the policy of A. Nevsky in relation to the Golden Horde, the prerequisites for the revival of Rus';
develop the ability to determine the significance of events (the Battle of the Neva and the Battle of the Ice), the consequences of the Crusaders’ invasion of Russia;
the ability to characterize the role of the Russian Orthodox Church in the revival of Russian lands, anti-Horde speeches;
extract the necessary information in the textbook; work with a map, diagram;
evaluate the policies of a historical figure (Unified State Examination task)
Form: lesson-research.
Basic concepts: expansion, aggression, crusaders, knightly orders, anti-Horde protests.
Dates:
1202 - creation of the Order of the Swordsmen,
1252-1263 - the great reign of Vladimir Alexander Nevsky.
Equipment:
maps “Russian lands in the 12th-13th centuries”, “Campaigns of European knights in the Baltic states and Rus'”,
interactive diagrams “Battle of the Neva”, “Battle of the Ice”,
video fragment by A. Nevsky from the series “Rulers of Rus'”
During the classes
Organizing time.
Updating previous knowledge
Frontal conversation on the topic “The Mongol invasion of Rus'”
Learning new material.
Invasion from the northwest.
Teacher, we remind you that in the 13th century. the enemy who weakened the internal and external situation were the Mongol-Tatars. But they were not the only enemy. There was another dangerous enemy in the west. One could imagine Rus' at that time in the guise of a plowman. He stands with his hands removed from the plow, his gaze alarmed. Two horsemen - from the east and from the west - rushed towards him. One is on a squat horse, with a shield made of heavy leather, with a drawn bow and a red-hot arrow, the other with a heavy spear, dressed in knightly armor. Difficult circumstances. It was decided in them - to be or not to be. What enemy was attacking from the west?
Personality of Alexander Nevsky
Watching a video clip, student reports about the personality of A. Nevsky.
Battle of the Neva.
After announcing the topic of the lesson, students are given problem tasks: Why, after an unsuccessful fight with the Mongol-Tatars, did the Russians manage to defeat the knights? Prove that Alexander Nevsky was worthy of the nickname Nevsky.
Battle on the Ice.
The teacher talks about the reasons for the invasion of the Crusaders, about the struggle of northwestern Rus' against the aggression of Swedish and German knights in the 13th century, using a map and diagram. As we study new material, the following concepts are revealed.
Basic concepts:
Expansion - seizure of foreign territory, as well as expansion of the sphere of influence through economic methods.
Aggression - an armed attack by one or more states on another country or several countries with the aim of seizing territory, resources, and enslaving the population.
Order - association, organization with a specific charter. The Order of the Swordsmen is an organization of crusaders with the aim of marching to the Baltic states and Rus'.
The struggle of northwestern Rus' against the aggression of Swedish and German knights in the 13th century.
After getting acquainted with each battle, students, under the guidance of the teacher, formulate their meaning.
Historical significance of the Battle of Neva:
eliminated the threat from the North;
Rus' preserved the shores of the Gulf of Finland, access to the Baltic Sea, trade routes to Western countries;
this was the first military success of Rus' since the invasion of Batu.
Historical significance of the Battle of the Ice:
the expansion of German knights to the East was stopped;
the Germans were unable to enslave the most developed part of Russia - the Novgorod-Pskov land, and impose Catholicism on its people;
the dominance of the German feudal lords over the peoples of the Baltic states was undermined;
A. Nevsky's victory strengthened the morale and self-awareness of the Russian people.
Students are invited to show on the map the invasion of Swedish and German knights in Russia, the places of battles and discuss the problematic tasks assigned before studying new material:
What are the scale and significance of the Battle of the Neva and the Battle of the Ice? What caused the special attention to them in Russian history?
Why, after an unsuccessful fight with the Mongol-Tatars, did the Russians manage to defeat the knights?
Prove that Alexander Nevsky was worthy of the nickname Nevsky.
The students are presented with a problem: all Slavic peoples have lost their national independence, except for the Russian. The choice of A. Nevsky preserved the possibility of forming Russian statehood. Do you agree with this opinion?
A. Nevsky's policy towards the Golden Horde.
The teacher, talking about the politics of A. Nevsky, shows the differences in the methods of his struggle with the Mongol-Tatars and with the aggression of the German and Swedish knights: A. Nevsky was a far-sighted politician and understood that it was impossible to resist the Mongol-Tatars by military means and the only means of preserving Russian forces and salvation from complete destruction was cooperation with the Mongol-Tatars. Having captured and plundered Rus', the Mongol-Tatars returned to the Golden Horde. The goal of the Swedish and German knights was expansion, so cooperation with them was impossible.
Anti-Horde speeches - uprising against the power of the Horde in Rus'.
After presenting the issue of anti-Horde speeches, students are presented with a problematic task: in 1252, he achieved the sending of a Mongol army against his brothers, who did not want to “serve the kings (that is, khans). In 1257-1259. twice, with the help of the Mongol-Tatars, he brutally suppressed the unrest of the townspeople in Novgorod. The Novgorod chronicler accompanied the report of his death with the following words: “Grant, O merciful Lord, that he may see Your face in the next century with all the saints who also gave their lives... for the Russian land.” Who are we talking about? How to explain the actions of this historical figure and the chronicler’s assessment of them? How do you evaluate his activities?
Revival of Rus'.
Working with the text of the textbook, students fill out the table:
Rise of the Northeast Lands
| Subjective factors | Objective factors |
Basic concepts:
Sloboda - a large village surrounding the city.
Posad people - rich merchants, artisans, workshop owners, moneylenders, “planted” - settled near the fortress, in front of the Kremlin (fortress).
The role of the Russian Orthodox Church in the revival of Rus'.
During independent work with the text of the textbook, students characterize the role of the Russian Orthodox Church in the revival of Rus'.
Consolidation of the studied material.
Students discuss problematic issues posed by the teacher in class.
Homework: §21
Subject:
The rise of new Russian centers and the beginning of the gathering of lands around Moscow
Lesson objectives:
To trace the features of the formation of the Moscow state, to identify the prerequisites for the rise of Moscow.
Characterize the contradictions that have developed in relations between Moscow, Lithuania and the Golden Horde; identify the causes of the crisis of the Mongolian state.
Continue to develop students’ skills in analyzing historical information presented in different sign systems (text, map, table, diagram); present the results of studying historical material in the form of an abstract.
Lesson type: combined.
Basic concepts and terms: national identity.
During the classes:
Organizing time.
Updating previous knowledge
Completing tasks in the Unified State Exam format (on site)
Historical portraits: Alexander Nevsky, Genghis Khan (at the blackboard)
Learning new material.
The teacher begins a new topic with an introductory speech. Students make notes in their notebooks.
In the XIV-XV centuries. after feudal fragmentation in Rus'The period of formation of a unified Russian state begins. The organizer of the unification of Russian lands was the Moscow Principality.
The unification process lasted about two hundred years. It can be divided into three ethanes.
The first stage of the unification of Russian lands: end of the 13th century - 80s of the 14th century.
Second stage: 80s of the 14th century - 1462 characterized by the further unification of Russian lands around Moscow. During this period, the struggle against the Horde yoke continued.
The third stage of the unification of Russian lands: 1462-1533 - during this period, the unification of Russian lands around Moscow was completed and all-Russian state governing bodies were formed.
The creation of the Russian centralized state was caused by a whole complex of socio-economic prerequisites.
Prerequisites for the unification of Rus':
1. Settlement and development of new lands.
2. Development of cities and trade.
3. Economic recovery.
4. The emergence of a new form of land tenureestates.
In addition, a number of reasons contributed to the unification of Rus'.
Reasons for the merger:
1. Strengthening social contradictions. (The feudal lords sought to secure the peasants with the help of the central government, and the peasants and townspeople hoped that the central government would protect them from the feudal lords.)
2. The need to fight external enemies.
3. Unified culture, language and religion.
“Why was it possible for Moscow to be a kingdom, and who knew that Moscow was to be a state?” - this is how what was written in the 17th century begins. “The Tale of the Murder of Daniil of Suzdal and the Beginning of Moscow.”
The teacher invites students to answer this question during independent work.
Exercise.
Using the information from the textbook, make a table “Causes of the rise of Moscow.”
Include a brief description of each reason. Highlight the most significant reason, in your opinion. Give reasons for your point of view.
Working with the family tree of Moscow princes, compiling a table
Viewing and discussion of an excerpt from the film “Illustrated History of Russia. Ivan Kalita"
Students study the issue of the events of the feudal war at home on their own.
Homework:§25, historical portrait of Ivan Kalita.
Subject:
The era of the Battle of Kulikovo. Along the path of Dmitry Donskoy
Goals:
development of students’ creative approach to completing tasks, ability to reason, draw conclusions using conceptual apparatus, and formation of interest in independent search activities.
development of the ability to work with maps, diagrams, historical sources.
education of patriotism based on the example of the courage and perseverance of Dmitry Ivanovich’s soldiers; formation of a civic position.
2 lessons
During the classes:
Organizing time.
Updating previous knowledge.
Conversation on questions to the previous paragraph, checking homework
Test tasks on site
Match the name of the prince, the chronicler's statement about him and the facts from his biography.
| Names of princes | Statements of the chronicler about the princes | Biographical information about the princes |
| 1) Daniil Alexandrovich | 1) “Be them [brothers] one to the stomach and harmlessly own their own” | 1) Received a label for the great reign, began to collect the Horde exit, “bought” Galich, Uglich, Beloozero |
| Danilovich | 2) “Pious, Christ-loving, meek, quiet and merciful prince” | 2) Powerful and despotic, commanded his brothers, continued his father’s policy towards the Horde |
| Danilovich | 3) “If you give more output than Prince Mikhail Tverskoy, then we will give you a great reign.” | 3) Founder of the Moscow dynasty, annexed Kolomna, Pereyaslavl-Zalessky principality, Mozhaisk |
| Ivanovich | 4) “This original founder laid the foundation for the present greatness of Moscow, paving for this with quiet feet only a small path.” | 4) Entered the fight for the grand ducal table, using his marriage to the khan’s sister, managed to get a label and eliminate his competitor |
| 5) Ivan | 5) “The filthy people stopped fighting the Russian land, they stopped killing Christians; Christians rested and rested from great languor and much burden and from Tatar violence; and from that time on there was silence throughout the whole earth" | 5) Timid and cautious ruler. His main adviser was Patriarch Alexy, later the mentor of the young heir |
Learning new material.
Conversation on the last point of paragraph 25 “Strengthening Moscow under Dmitry Ivanovich”
Watching the video "Illustrated history of the Russian state. Biographies of Rulers" about Dmitry Donskoy. Conversation on the film.
Students are offered a lesson worksheet, including questions and assignments, the table “Feudal War” (see below), statements by S. M. Solovyov and V. O. Klyuchevsky about the historical significance of the Feudal War.
Questions and tasks
1. Compose a story, chronologically correctly arranging passages from the chronicle “The Tale of the Battle of Kulikovo” (XIV century).
1) And they began to cross the Oka a week before Semenov’s day, on Sunday. And, having moved across the river, they entered the land of Ryazan. And when they heard in the city of Moscow, and in Pereyaslavl, and in Kostroma, and in Vladimir, and in all the cities of the Grand Duke and all the Russian princes, that the Great Prince had gone beyond the Oka, then great sadness arose in Moscow and throughout all its borders, and A bitter cry arose, and the sounds of sobbing were heard.
2) And then the Tatar regiments lined up against the Christians, and the regiments met. And seeing each other, great forces moved, and the earth hummed, the mountains and hills shook from countless warriors. At the appointed hour, the Russian and Tatar guard regiments first began to arrive. The Grand Duke himself attacked first in the guard regiments.
3) The Horde prince Mamai came with his like-minded people, and with all the other princes of the Horde, and with all the forces of the Tatars and Polovtsians, having also hired troops of Besermen, Armenians, Fryags, Cherkassy, and Yasy, and Burtas. Also gathered with Mamai, the Lithuanian prince Jagiello Olgerdovich with all the forces of Lithuania and Poland, and with them at the same time Oleg Ivanovich, the prince of Ryazan, also gathered with Mamai, of the same mind and with him.
4) And they came to the Don, and stood here, and consulted for a long time. Some said: “Go, prince, beyond the Don.” And others objected: “Don’t go, because our enemies have multiplied too much, not only the Tatars, but also the Lithuanians and Ryazans.” They went beyond the Don, to the far ends of the earth, and soon crossed the Don in anger and rage, and so swiftly that the foundation of the earth shook with great force. The prince, who crossed the Don into a clear field, into the Mamaev land, at the mouth of the Nepryadva, was led by the Lord God alone...
5) [Dmitry Ivanovich] soon set out from Moscow to defend his fatherland. And he came to Kolomna, gathered his soldiers one hundred thousand and one hundred, in addition to the princes and local governors.
6) Then Mamai ran away with a few and came to his land with a small squad.
7) And immediately both great forces came together for many hours, and covered the regiments of the field for ten miles - such was the multitude of warriors. And there was a fierce and great slaughter, and a fierce battle, and a terrible roar; Since the creation of the world there has not been such a battle among the Russian great princes as during this great prince of all Rus'. When they fought, from the sixth hour to the ninth, the blood of both Russian sons and the filthy ones poured out like rain from a cloud, and countless numbers fell dead on both sides.
2. Confirm with facts the words of the Russian historian N.M. Karamzin: “The Battle of Kulikovo is memorable not only for its courage, but also for its art.”
3. Compare the policies of Alexander Nevsky and Dmitry Donskoy in relation to the Horde, highlight common features and differences.
4. Analyze the assessments of the Battle of Kulikovo given by historians. Whose opinion is more consistent with your assessment of this historical event and why?
1) The massacre of Mamaev has not yet stopped the misfortunes of Russia, but it proved the revival of its strength and... served as the basis for the successes of John III, to whom fate appointed to complete the work of his ancestors (N. M. Karamzin. “History of the Russian State”).
2) [Dmitry Donskoy] irritated the Horde, but did not take advantage of its temporary ruin, did not take measures to defend against the danger; and the consequence of all his activities was that ruined Rus' again had to crawl and humiliate itself before the dying Horde (N.I. Kostomarov. “Russian history in the biographies of its most important figures”).
3) Chroniclers say that such a battle as Kulikovo has never happened before in Rus'... It has in history... the character of a terrible, bloody massacre, a desperate clash between Europe and Asia. In Russian history, it served as a consecration to the new order of things that began and established itself in the northeast... But the Battle of Kulikovo was one of those victories that closely border on a heavy defeat. There was great joy in Rus', says the chronicler; but there was also great sadness for those killed by Mamai on the Don, the entire Russian land was completely depleted of governors, and servants, and all kinds of troops (S. M. Solovyov. “History of Russia from ancient times”).
4) Almost all of Northern Rus', under the leadership of Moscow, stood against the Horde on the Kulikovo field and, under the Moscow banners, won the first popular victory... This informed the Moscow prince of the importance of the national leader of Northern Rus' in the fight against external enemies (V. O. Klyuchevsky. “Russian Course” stories").
5) The people of Suzdal, Vladimir, Rostov, Pskov went to fight on the Kulikovo field as representatives of their principalities, but returned from there as Russians, although living in different cities (L. N. Gumilyov. “From Rus' to Russia”).
5. Based on the source, determine what time it is talking about. What enemy will the “mattresses” be used against? How will this battle end?
Having crossed the Volga and Oka, the Tatars suddenly appeared under the walls of the city. Most of the Moscow boyars, clergy, and soldiers, as always in the summer, left Moscow for nearby villages. Only the Grand Duchess and Metropolitan Cyprian remained in Moscow. Cyprian was entrusted with defending the city, but, not being a military man, the metropolitan was unable to organize the defense. Therefore, the Tatars managed to surround Moscow, but they could not take it. Moscow by that time already had high stone walls on which stood firearms, called in Russian “tyufyak” (from the Persian word “tupang” - tube). The “mattress” was loaded with gunpowder and buckshot and could fire up to five shots. True, the firing range was small, but such guns were very convenient for protecting the fortress: when the attackers approached, volleys of grapeshot prevented them from reaching the walls (L. N. Gumilev. “From Rus' to Russia”).
4. Grand Duke Dmitry Donskoy, shortly before his death (May 19, 1389), drew up a spiritual charter in which he divided the Principality of Moscow between his five sons. The prince endowed his eldest son Vasily (born in 1371) with “his fatherland with a great reign,” instructing the children: “And my children, young brothers of Prince Vasilyev, honor and listen to your elder brother in my place, your father...” From Moscow lands Dmitry allocated inheritances: to Prince Yuri (born in 1374) - Zvenigorod and Galich, to Prince Andrey (born in 1382) - Mozhaisk and Beloozero, to Prince Peter (born in 1385) - Dmitrov and Uglich, to Prince Ivan (born in 1380) - three volosts. At the time of drawing up the will, Donskoy's eldest son Vasily was not married and had no children. Providing that Vasily could die without leaving an heir, Dmitry Donskoy wrote: “And because of sin, God will take away my son Prince Vasily, and whoever is under that will be my son, otherwise Prince Vasilyev will be my son’s inheritance...”
The teacher asks the question: what role in the history of Russia in the 15th century. Did Dmitry Donskoy's will play a role?
Students study the characteristics of the reign of Vasily 1 from the textbook.
The question of the role of the church in the process of unification of Rus' remains for home study.
Homework:§25, historical portraits of Dmitry Donskoy and Sergius of Radonezh.
Subject:
Civil war in Rus'.
Goals:
form ideas about the feudal war: its causes, main events, participants and results;
develop the ability to extract the necessary information from the textbook text and structure knowledge;
promote the formation of critical thinking in students.
Form:
laboratory lesson.
Basic concepts:
feudal war, internecine war.
Dates:
1425-1453 - dynastic war in Muscovite Rus',
1425-1462 - reign of Vasily II.
Prominent figures:
Yuri Dmitrievich, Vasily Kosoy, Dmitry Shemyaka, Vasily II.
During the classes
Organizing time
Updating previous knowledge
Students submit historical portraits for testing
Learning new material.
Students are invited to independently study § 26, answer the textbook’s questions, and structure the acquired knowledge in the form of a table, thesis plan, diagram, or essay.
It is possible to use video clips and additional literature.
The tasks can be completed individually or in pairs.
Consolidation of the studied material.
The results of the work are briefly summarized.
In conclusion, it should be emphasized that the war was fought within one state (the Moscow house). The struggle of Vasily II the Dark with a group of princes laying claim to the throne led by Yuri Dmitrievich and his sons (Vasily Kosoy and Dmitry Shemyaka) was caused by contradictions in the mechanism of succession to the throne: the tradition of the Moscow principality consisted of inheritance from father to son, but was not consolidated in law; the old rules of inheritance assumed the transfer of the throne according to seniority (from brother to brother).
The purpose of this dynastic war was not to challenge the supremacy of Moscow among other principalities, but to ensure the continuity of Moscow power. The victory of Vasily II showed the need for political changes.
Results of the reign of Vasily II.
1) He liquidated almost all small fiefs within the Moscow principality.
2) Strengthened the grand ducal power.
3) The dependence on Moscow of the Suzdal-Nizhny Novgorod principality, the Novgorod land, Pskov and the Vyatka land has increased.
4) The Russian Bishop Jonah was elected Metropolitan, he was ordained by a council of Russian bishops, which marked the beginning of the independence of the Russian Church from the Patriarch of Constantinople.
Feudal War
| Dates | Events |
| The beginning of the reign of Vasily II (1425-1462), whose guardian is Vytautas, Grand Duke of Lithuania |
|
| Death of Vitovt. The first clash between Vasily II and Yuri Galitsky and Zvenigorodsky |
|
| The beginning of the Feudal War. Reason for the clash: at the wedding of Vasily II, the sons of Yuri Dmitrievich Vasily Kosoy and Dmitry Shemyaka were insulted by the groom’s mother, Grand Duchess Sofia Vitovtovna. Yuri Dmitrievich captured Moscow, but was forced to leave the city: the Moscow boyars refused to support him |
|
| The army of Yuri Dmitrievich defeated the Moscow prince in the Battle of Galich. Second capture of Moscow. Death of Prince Yuri Galitsky (1374-1434). The Moscow throne was taken by Vasily Kosoy, who was soon expelled from the city |
|
| Victory of Vasily II. During the struggle, Vasily Kosoy was captured and blinded. Peaceful respite |
|
| Ulu-Muhammad's campaign against Moscow, the defeat and capture of Vasily II, the Grand Duke released for ransom |
|
| Dmitry Shemyaka captured Moscow. Vasily II was blinded and sent to Uglich |
|
| Vasily II returned to Moscow: Dmitry was not supported by the Moscow boyars and the church. Horde “princes” (Qasim Khan) fought on the side of Vasily II |
|
| Dmitry Shemyaka poisoned in Novgorod |
The historical significance of the Feudal War can be determined using the information from the textbook and the statements below by S. M. Solovyov and V. O. Klyuchevsky:
1. At first it began under the pretext of the old uncle’s right to his nephew; but soon it took on a character consistent with the times: the sons of Yuri, regardless of all rights, are at enmity with Vasily Vasilyevich, seeking a great reign, because they feel that they can no longer remain appanage princes... all this famous strife between Kalita’s great-grandsons, the first and last strife, is clear which showed that the Principality of Moscow was based on new principles that did not allow the settling of family accounts... between the princes (S. M. Solovyov. “History of Russia from ancient times”).
2. She excited the entire Russian society, the leading classes of which - the clergy, princes, boyars and other service people - decisively stood for Vasily. The Galician princes were greeted in Moscow as strangers and as thieves of strangers and felt lonely here, surrounded by distrust and hostility. Everything influential, thoughtful and well-intentioned in Russian society stood for him, for the succession of the grand ducal power in the descending line (V. O. Klyuchevsky. “Course of Russian History”).
Summing up the lesson, the teacher gives the task to evaluate the progress achieved by the middle of the 15th century. The Principality of Moscow on the path to unifying the Russian lands, and to identify the tasks that still had to be solved.
Homework:§26, repeat previous topics.
Subject:
Test and generalization lesson on sections 1, 2, 3.
Goals:
check students' understanding of the material covered;
continue to develop students’ skills in working with tasks in the Unified State Exam format;
identify gaps in knowledge, outline ways to eliminate these gaps.
Form:
test in Unified State Exam format
Homework:
student messages about the heroes of the Great Geographical Discoveries
messages about figures of the Renaissance.
Sections: History and social studies
Goals:
- Show the distinctive features of Russian culture from other cultures.
- Find out the historical significance of “The Tale of Igor’s Campaign” and other literary monuments; what are chronicles; to prove that “The Tale of Bygone Years” is the pinnacle of early Russian chronicle writing.
- Tell about the life of the people.
- To awaken in students an understanding of the beauty of works of art of Russian lands, a sense of respect for their creators.
- To develop students’ skills in working with sources and various reference books.
- To cultivate pride in the creators of cultural values for their hard work, creativity, and skill.
Lesson plan:
- How the culture of Rus' was born.
- Chronicles.
- Literature.
- Life of the people.
Equipment:
- Map “Rus in the X-XIII centuries.”
- Students’ works (drawings about the life of the people, Russian costumes, an exhibition of products “In the old days the grandfathers ate”, an exhibition of household items).
- Exhibition of books on the topic.
- First Symphony by P.I. Tchaikovsky (I part). Opera A.P. Borodin “Prince Igor”.
During the classes
The work of P.I. Tchaikovsky (I part) is played.
The words on the board read by the teacher:
The tombs, mummies and bones are silent, -
Only the word is given life:
From ancient darkness, on the world graveyard,
Only the Letters sound.Bunin I.A.
Teacher's opening speech
“Oh, bright and beautifully decorated, Russian land! You are famous for many beauties... You are beautiful to everyone, Russian land...”
(Shows Rus' on the map)
This is how distant ancestors were proud of their homeland. And there was something! Magnificent monuments of architecture and painting, amazingly beautiful “patterned” jewelry, wonderful literary works were created in different principalities. We still admire them to this day. These are the origins of Russian culture.
- How the culture of Rus' was born
Questions for the class:
- Explain what culture is?
- How do you understand this word?
Culture is the totality of human achievements in the industrial, social and spiritual spheres.
The concept of culture naturally includes everything that is created by the mind, talent, and hands of the people, everything that expresses its spiritual essence, its view of the world, of nature, of human existence, of human relationships.
The entire original cultural experience of the Eastern Slavs became the achievement of a unified Russian culture. It evolved like the culture of all Eastern Slavs, while at the same time maintaining its regional features - some for the Dnieper region, others for North-Eastern Rus', etc.
The culture of Rus' reflected both the traditions of, say, the Polans, Northerners, Radimichi, Novgorod Slovenes, Vyatichi, and other East Slavic tribes, as well as the influence of neighboring peoples with whom Rus' exchanged production skills, traded, fought, made peace - Ugrofins, Balts , Iranian tribes, other Slavic peoples. Rus' did not simply copy these foreign phenomena, it applied them to its own cultural traditions.
The harsh ascetic Christianity of Byzantium, having been transplanted to Russian soil with its cult of nature, with the worship of the sun, light, and wind, was significantly transformed.
Finding cultural monuments in churches, we see completely worldly reasoning, purely worldly passions, and the pinnacle of spiritual achievement of Ancient Rus', the brilliant “Tale of Igor’s Campaign,” is all permeated with mystical motives
Working with the textbook.
Questions for the class:
What is called the phenomenon of Russian culture in world history?
What are its features?
Students make tables
And all this was dominated by the great unity of the creator of cultural values with nature, his sense of belonging to all of humanity, worrying about people, their pain and misfortunes.
- Work in creative groups.
Students receive advanced tasks: with the help of additional literature, complete creative work.
1st group – Chronicles.
Nestor is drawn on a large sheet of paper, he writes “The Tale...”
Questions for the 1st group.
- Explain what chronicles are?
- Why was the chronicle a state matter?
- When did the first chronicles appear?
- What were they about?
- When did “The Tale of Bygone Years” appear?
- Who was the author?
- Give a description of this work.
- What happened to this monument in 1116-1118?
- Why did chronicles later become fragmented?
2nd group – Literature.
Questions for the 2nd group.
- What do you know about the first literary works in Rus' at the beginning of the 11th century?
- What works appear in the second half and last quarter of X? V.?
- What are the distinctive features of 12th century literature?
- What is the most striking and famous work in the literature of the 12th-13th centuries?
- What is the historical significance of “The Tale of Igor’s Campaign” and the meaning of the poem?
(Staging of one of the fragments of the poem). Fragment of the opera by A.P. Borodin “Prince Igor”.
- Reproductions from paintings by V. Perov “Boyan”, K. Vasiliev “Lament of Yaroslavna”.
3rd group – Life of the people.
The group prepared an exhibition of drawings, food products “In the old days the grandfathers ate”, household items, Russian costume, and dance.
Questions for the 3rd group.
- How did the city appear to contemporaries?
- What was the situation like in the palaces of rich princes and in simple peasant huts?
- What kind of fun did the Russian people have?
- How did they dress?
- What did you eat?
- How did you dance?
When reporting, each group is asked the following questions:
- What literature did you use when preparing creative assignments?
- What sources? (students turn to the book exhibition)
At the end of the lesson, the development of the culture of Rus' in the 10th - early 13th centuries is summed up. for questions:
- Which literary monuments of ancient Russian culture did you like?
- What ideas are still relevant today?
- Which ones are closest to you?
- What was the level of Russian culture in the 12th - early 13th centuries?
Literary monuments. A word about the destruction of the Russian land // Yugov A., For the Russian land. East. Fatherland. – M., 1983 – p. 373.
A.S. Sakharov. History of Russia from ancient times to the end of X??? V. - M, Enlightenment, p. 107
Target: through the study of the main reform of Alexander II, understand the features of Russia's development.
Tasks:
Personal - to form a reflexive attitude towards the reform of Alexander II;
Meta-subject - the ability to analyze historical documents, compare the level of ongoing reforms in different countries;
Subject - study the contents of the reform of 1861, prepare for the study of similar reforms in general history.
Today, many scientists question the existence of mt. yoke in Rus'. To answer the question about the yoke, it is necessary to analyze the changes that have occurred in the state, to see the source of these changes. (For the meta-subject level of work on the history of the yoke in Rus', it is necessary to come up with a formulation of the problem that cannot be solved by traditional methods and needs to be searched new algorithm of work. Students build this algorithm in collaboration with the teacher, then use it in other similar situations).
Target audience: for 10th grade
Lesson notes with the presentation “Russia during the Stolypin reforms” were developed by a history teacher at the State Budgetary Educational Institution RO “OATT”. The work is intended for 1st year students. Can be used for students in the 11th grade of a secondary school. A lesson in learning new material. A lot of documents are used in the lesson.
Target audience: for 10th grade
The material can be used as additional material in history lessons in grade 7 “Enlightenment” and grade 10 “The Age of Enlightenment and Enlightened Absolutism.” Purpose of development: to show the features and characteristic features of the social contract and natural law in the works of T. Hobbes and D. Locke
Target audience: for 10th grade
This work is a lesson plan using a presentation made in MS Power Point. The lesson is the first lesson in the section “Unification of Russian lands into a single state.” The lesson includes the following structural components: updating acquired knowledge, learning new material, consolidation and homework. During the lesson, presentation slides are used.
This lesson can be used in the system of scientific and professional education for first-year students as part of the study of the discipline "History"
Target audience: for 10th grade
Target audience: for 10th grade
Lesson summary
in history in 10th grade
Lesson type: learning new material
View: combined
Lesson format: practical work with sources with an element of critical thinking
Equipment: interactive complex, presentation
Handout: cards with sources of critical thinking elements
Didactic material: document “Code of Law of Ivan III”
Lesson topic:“The formation of a single state - Russia. IvanIII.»
Lesson objectives: characteristics of the causes, course and results of the feudal war of the second quarter of the 15th century; its influence on the future fate of the country; analysis of the development of Russia in the 15th century. and defining the characteristics of a centralized state; analysis of the contents of the Code of Laws of 1497; characteristics of social relations in Russian society of the period under study.
Plan - lesson summary.
Guys, we are continuing the topic of Rus' in the 13th – 15th centuries, we talked about Moscow as the center of the unification of Russian lands, about Dmitry Donskoy. To repeat and consolidate what we have learned now, we will conduct a historical shootout and a Vocabulary warm-up. Please let's begin.
Key dates and events
1425-1453- feudal war.
1462-1505- reign of Ivan III.
1478- final annexation of Novgorod to Moscow.
1480- standing on the Ugra.
1485- annexation of Tver to Moscow.
1497- adoption of the Law Code of Ivan III.
XV - early XVI centuries.
- creation of the Moscow Kremlin ensemble.
Lesson terms and concepts
Autocephalous Church- an administratively independent church in Orthodoxy.
Boyar Duma- the highest council under the prince (from 1547 - under the tsar) in the Russian state of the 10th - early 18th centuries. The activities of the Boyar Duma were of a legislative nature. In Kievan Rus, the Boyar Duma was a meeting of princes with warriors (princely men, Duma members) and city elders (zemstvo boyars, descendants of the local nobility), sometimes senior representatives of the clergy were also present. In the Moscow state, the members of the Boyar Duma were: boyars, okolnichy, Duma nobles and Duma clerks.
Localism- system of distribution of official places in the Russian state in the XIV-XV centuries. taking into account the origin, official position of a person’s ancestors and his personal merits. Abolished 1682
Elderly- a duty in Russia at the end of the 15th-17th centuries, which was paid by a peasant when leaving his owner a week before and a week after St. George’s Day (autumn).
Estate- possession received by princes - nobles for their service.
Landowners- holders of estates, nobles.
Orders- central government institutions in charge of individual branches of the grand ducal administration.
Personalities
Vasily II the Dark(1415-1462) - son of Vasily I, Grand Duke of Moscow from 1425. He won the feudal war (1425-1453). Blinded during the war in 1446 by Prince Dmitry Shemyaka (hence the nickname). He limited the independence of Novgorod and Pskov.
Vasily Kosoy(? -1448) - appanage prince of Zvenigorod. Together with his brother Dmitry Shemyaka, he fought a long feudal war with Vasily II the Dark. He tried to seize power in Moscow, but was defeated in 1436 and blinded.
Dmitry Shemyaka(1420-1453) - son of Yuri Dmitrievich, Prince of Galich-Kostroma. During the feudal war in 1446, he captured and blinded Vasily II the Dark, and after a series of defeats he fled to Novgorod.
Yuri Dmitrievich(1374-1434) - Prince of Zvenigorod and Galich-Kostroma, son of Dmitry Donskoy. In 1425 he entered into the fight against Vasily II the Dark. In 1433-1434. Twice captured the Grand Duke's table.
Ivan III(1440-1505) - son of Vasily II, Grand Duke of Moscow since 1462. Married in his first marriage to Princess Maria Borisovna of Tver, and in his second marriage to Sofia Palaeologus. During the reign of Ivan III, the territorial core of a unified Russian state was formed, and the formation of the central state apparatus began. Yaroslavl, Novgorod, Tver, Vyatka, Perm, etc. were annexed. Under him, the Mongol-Tatar yoke was overthrown (standing on the Ugra in 1480), the Code of Law of 1497 was drawn up, large construction began in Moscow, the international authority of the Russian state grew, the title of Grand Duke of All Rus' was formalized.
Lesson equipment: map “Formation of the Russian centralized state”, 2 presentations - “Formation of a unified state - Russia”, “Code of Ivan III”, work with additional material.
Plan for learning new material: 1. Feudal war of the second quarter of the 15th century. 2. Ivan III. The unification of Russian lands around Moscow. 3. Code of Law 1497
Guys, we are continuing the topic of Rus' in the 13th – 15th centuries; in the last lesson we talked about Moscow as the center of the unification of Russian lands, about Dmitry Donskoy. To repeat and consolidate what we have learned now, we will conduct a historical shootout and a Vocabulary warm-up. Please let's begin.
(historical shootout and vocabulary warm-up)
The topic of our lesson today is the formation of a single state - Russia. And a new historical figure – Ivan III.
Today in the lesson we will characterize the causes, course and result of the feudal war of the second quarter of the 15th century, its influence on the future fate of the country, and get acquainted with the new set of laws of Ivan III - the Code of Laws of 1497.
Regarding the first question of the plan, Victoria Kushnirenko will now tell us about the causes, course and results of the feudal war in the second quarter of the 15th century. (message)
Me: The background to the events of the feudal war is that the war was essentially a struggle between supporters of centralization, who were represented by the grand ducal power, based on the Moscow boyars, nobility and church, with opponents of this process - a coalition of appanage princes led by the Galician-Zvenigorod Prince Yuri Dmitrievich. Results of the war: victory of the forces of centralization, strengthening of the grand ducal power, the Russian church became autocephalous. (Which means autocephalous)
We continue to consider the stages of formation of a centralized state. Your task is to complete the table you started in the previous lesson.
The main stages of the political centralization of Rus'
|
Stage |
Chronological framework |
Characteristics of the stage |
|
|
Beginning of the 14th century - 1389 |
The period of the struggle of the Moscow principality with its rivals for leadership in the unification process and the beginning of the liberation of Rus' from the Horde yoke |
The rise of Moscow. Victory of the Moscow Principality in the struggle for the Vladimir grand-ducal throne. Victory of Russian troops in the Battle of Kulikovo under the banners of the Moscow prince |
|
|
The period of Moscow's further struggle to strengthen its positions, strengthening the power of the Grand Duke of Moscow as a result of the feudal war |
Feudal war between the descendants of the Moscow prince Dmitry Donskoy (1425-1453). Annexation of the Nizhny Novgorod principality, struggle with Lithuania (1406 - loss of Smolensk) and the Horde (Edigei's raid and siege of Moscow) |
||
|
The period of completion of the political-territorial formation of the Russian state under Ivan III and Vasily III, the overthrow of the Horde yoke |
Under Ivan III: Novgorod (1471 and 1477-1478), Tver (1485), Vyatka (1489) annexed; standing on the Ugra and the end of the Horde yoke (1480); liquidation of the Great Horde with the help of the Crimean Khan Mengli-Girey; establishment of a protectorate over Kazan (1487); wars with the Grand Duchy of Lithuania and the annexation of the Seversky lands (late 15th - early 16th centuries). Under Vasily III: annexation of Pskov (1510), Smolensk (1514) and Ryazan (1521) |
.
2.
When compiling a historical description of Ivan III, guys, you can use the material from the paragraph and the documents after it and the material presentations about IvanIII.
The reign of Ivan III was the period of formation of the main territory of Russia, the formation of its political foundations. The highest goal of Ivan III was the unification of all Russian lands under the rule of Moscow. Having united most of the Russian lands, he began to behave like an independent sovereign and stopped paying tribute to the Horde. Akhmat, Khan of the Great Horde, decided to restore dominance over Russia.
In 1480, Akhmat, having concluded an alliance with the Lithuanian king Casimir, raised the Great Horde on a campaign. Akhmat's troops approached the Ugra River, a tributary of the Oka. However, the Tatars did not dare to force it. The enemy troops began standing on the Ugra, which ended in favor of the Russians. Rus' freed itself from the Mongol-Tatar yoke.
Under Ivan III, the basic principles of the foreign policy of the Moscow state were formed, which determined it for centuries to come. The position was put forward that the Moscow princes are the heirs of the princes of Kievan Rus, and therefore, all the lands of Kievan Rus are the patrimony of the Moscow sovereigns. The Grand Duke started a war with Lithuania. As a result, under an agreement with Lithuania in 1503, lands along the Desna and Sozha, in the upper reaches of the Dnieper and Western Dvina with Chernigov, Novgorod-Seversky, Starodub, Gomel, Bryansk, etc. were transferred to Russia.
Of great importance for strengthening the international authority of the Moscow state was the marriage of Ivan III (after the death of his first wife) with the niece of the last Byzantine emperor Constantine XI Paleologus Zoya (Sophia) Paleologus. New symbols of power appeared in the state: a coat of arms with a double-headed eagle and the title of king (Caesar).
3.
Consideration of the Law Code of 1497 ( presentation) In 1497, the Code of Law was adopted, legislative measures were introduced for the first time to limit corrupt actions, and the problem of corruption of employees began to be identified in sufficient detail. In Art. 1 immediately indicates the prohibition of a promise in court, as well as the use of justice as an instrument of revenge or to resolve cases in the interests of individuals - “and do not take revenge on anyone in court,” according to which justice began to be administered in Rus'. Yes, Art. 1 of the Code of Law read: “Judge the court of the boyars and okolnichy. And at the trial to be a deacon among the boyars and the okolnichi. And do not make promises to the boyars, and the okolnichy, and the deacon from the court and from sorrow...” In this article, promises meant the receipt of gifts, extortions, and bribes by an official administering justice or resolving a dispute. The Code of Laws introduces the term “bribe” and Art. 67 declares: “Yes, order to declare throughout the territory in Moscow and in all cities of the Moscow land, and Novgorod land, and in all volosts, order that the plaintiff and defendant do not promise bribes to judges and bailiffs in court...”. This article did not provide for sanctions for receiving a promise, however, for committing this offense, an official could be punished by the head of state at his discretion. Consequently, corruption as a legal phenomenon directed against the interests of justice arose in Rus' in the form of bribes. I would like to note that any manifestations of corruption are extremely disapprovingly perceived by society, which expects the use of state coercive measures against officials who want to enrich themselves through their positions. It should be noted that the first legal manifestation of bribery was feeding - the ancient Russian institution of the prince sending his governors and governors to the province without monetary compensation, so that they would be “fed” (maintained) by the population of the corresponding territory. The governors were in charge of all affairs in the district under his control: they controlled the army, judged and imposed punishments, supervised the collection of taxes, etc. At the same time, the governors abused their power, unscrupulously took rewards, extorted offerings from residents, and profited from the people's needs. They were, as a rule, appointed for two years, but instead of governing, they mostly sought to enrich themselves during this period. The draft work was carried out by clerk Vladimir Gusev, and then received the force of law in September 1497, having been approved by the Grand Duke with his children and boyars.
Reason for appearance judge:
1.
extension of the Grand Duke's jurisdiction to the entire territory of the centralized state
2.
liquidation of the legal sovereignty of individual lands, destinies and regions.
3.
central management and court were not identified.
Sudebnik - instructions for organizing a trial ("court").
The new general law did not have any name, but it is usually called the Code of Laws by analogy with the royal Code of Laws.
So ____
New resolutions related to the law-making activities of Ivan III:
1.
prohibition to deny justice (Article 2), but does not punish
2.
laws on bribery and perjury, etc. The Code of Law can be divided into three parts: the first (Article 1-36) - about the central court;
the second (vv. 37-44) - about the provincial court (vicar); the third part (Articles 45-55, with additional Articles 67-68) - contains substantive law (on prescription, inheritance, loan and sale agreements, on the transfer of peasants, on servitude). The main content is procedural law. The code of law did not cover all legal forms of Rus', so it did not exclude the use of customary law.
Firstly, he consolidated a unified structure and management in the state. Students may be asked to construct a scheme for governing the Russian state in the 15th century. based on the material in the paragraph.
Administration of the Russian state under Ivan III
Secondly, the Code of Law equalized privately owned peasants with black-sown (state) and palace peasants in paying taxes to the treasury.
Thirdly, he limited the privileges of boyars, church hierarchs, and monasteries in judicial and tax matters.
Fourthly, for the first time on a national scale he introduced a rule limiting the output of peasants; their transfer from one owner to another was now allowed only once a year, during the week before and the week after St. George’s Day (autumn) (November 26, old style), after the end of field work. In addition, the immigrants were obliged to pay the owner the elderly - money for the “yard” - outbuildings. It is advisable to consider the size of an elderly person on the basis of an extract from the Code of Laws given at the end of the paragraph.
Fifthly, the system of recruiting the army is changing: instead of squads, a single military organization is being created - the Moscow army, the basis of which is made up of noble landowners. At the request of the Grand Duke, they must appear for service with armed men from their slaves or peasants, depending on the size of the estate (“horsepower, people and weapons”).
Summing up the lesson, I, together with the students, record the historical significance of Russian education centralized state, which can be formulated as follows:
1) the end of the period of political fragmentation and devastating strife within the country;
2) strengthening the country’s defense capability, which made it possible to free itself from the Mongol-Tatar yoke;
3) creation of favorable conditions for the development of the economy and culture (a unified system of weights and measures was introduced);
4) the growth of the international authority of the Russian state.
In conclusion, we can quote from the text of the paragraph, in which the author of the 16th century. reflected the feelings of his contemporaries: “Our great Russian land freed itself from the yoke... and began to renew itself, as if it had passed from winter to a quiet spring. She again achieved her ancient majesty, piety and tranquility, as under the first prince Vladimir.”
Homework:§ 23; using the material in § 22-23, draw up a detailed plan