SPECIFICATION

diagnostic work on history

for 5th graders

1. Purpose of diagnostic work

Diagnostic work is carried out at the end of the academic year in order to determine the level of preparation of 5th grade students as part of monitoring the achievements of the planned results of mastering the core for educational organizations participating in the transition to the Federal State Educational Standard.

The diagnostic work covers the content included in the main educational and methodological sets on history used in Moscow in the 5th grade. If the educational program of an educational organization does not plan to study some topics that are checked by diagnostic work tasks by the end of the 5th grade, then during its implementation these tasks can be excluded from diagnostic work.

2. Documents defining the content and parameters of diagnostic work

– Federal State Educational Standard for Basic General Education (Order of the Ministry of Education and Science of the Russian Federation).

–– Exemplary programs of basic general education. M.: Education, 2011.

- On certification of the quality of pedagogical test materials (Order of the Ministry of Education of Russia dated 01.01.2001 No. 000).

3. Conditions for carrying out and time for performing diagnostic work

Additional materials and equipment are not provided.

45 minutes are allotted to complete the entire diagnostic work.

4. Structure of diagnostic work

Each variant of the diagnostic work consists of 19 tasks: 11 tasks with the choice of one correct answer (VO), 6 tasks with a short answer (CO) and 2 tasks with a detailed answer (RO).

5. Distribution of tasks of diagnostic work according to the content and planned learning outcomes

Diagnostic work allows you to assess the degree of mastering the educational material when using any teaching materials in history.

The work covers educational material for the course "History of the Ancient World", studied in. Table 1 shows the distribution of work assignments on the topics of the training course.

Table 1

Topics of the course "History of the Ancient World" Grade 5

Table 2 shows the distribution of tasks according to the planned learning outcomes.

table 2

Distribution of tasks according to planned results

	Planned learning outcomes	Number of jobs
	Be able to determine the sequence of events.
	Be able to explain the meaning of the main chronological concepts, terms (millennium, century, BC, AD);
	Be able to use a historical map as a source of information about the settlement of human communities in the epochs of primitiveness and the Ancient World, the location of ancient civilizations and states, places of major events
	Be able to
	Be able to describe the conditions of existence, the main occupations, the way of life of people in antiquity, the monuments of ancient culture
	To be able to reveal the characteristic, essential features of the forms of government of ancient societies
	To be able to reveal the characteristic, essential features of the position of the main groups of the population in ancient Eastern and ancient societies (rulers and subjects, free and slaves);
	To be able to reveal the characteristic, essential features of the religious beliefs of people in antiquity
	Be able to explain what the purpose and artistic merits of monuments of ancient culture were: architectural structures, household items, works of art
	Be able to identify causes and effects of historical events
Meta-subject learning outcomes
	Determine the topic and main idea of ​​the text, the overall goal and purpose
	Focus on the content of the text, answer questions using the information explicitly given in the text.
	Create your own texts based on the information provided.

6. Evaluation system for individual tasks and work in general

Tasks 2-8, 10-13, 15-16 are valued at 1 point. Tasks 1, 9, 14, 17 are estimated at 2 points (one point is given if one character is indicated in the submitted answer erroneously or an incomplete answer is given).

Tasks 18-19 - 3 points. The maximum primary score for completing the entire work is 27 points. A task with a short answer or with a choice of answers is considered completed if the recorded answer matches the standard. A task with a detailed answer is evaluated by an expert (teacher) taking into account the correctness and completeness of the answer in accordance with the evaluation criteria. For performing diagnostic work, students receive marks on a five-point scale a few days after performing diagnostic work.

(an educational institution may adjust the presented scale for converting points into school grades, taking into account the contingent of students).

Appendix

Plan for a demonstration version of diagnostic work on history
for 5th graders

Deciphering the codes of the 2nd and 3rd columns is presented in the Codifier of Planned Learning Outcomes (PRO) and Controlled Content Elements (CES).

				Max. performance score

Demonstration version of the diagnostic work on history

for 5th graders

Arrange the events in chronological order. Write down the numbers that indicate historical events in the correct sequence in the table.

Read an extract from a historical source and indicate the name of the ruler in question.

“... He excelled for forty years, he had continuous, sole power for at least 15 years, although the position of strategist is given for one year. With such power, he remained incorruptible, despite the fact that he was not indifferent to money matters .., he did not increase his fortune by one drachma against that which his father had left him.

Small independent city-states in ancient Greece were called

Read an extract from a historical source and indicate the country in question.

"Whoever dares to carry away these tablets...

let them punish Ashur and Ballit with their anger,

and let his name and his heirs

will be consigned to oblivion in this Land."

In ancient Phoenicia, for the first time in history, they learned

Establish a correspondence between the concept and its meaning: for each element of the first column, select the corresponding element from the second column.

Write in the table the numbers under the corresponding letters.

Solve the chronological problem. Write the result in the answer.

In 221 BC. e. the ruler of the ancient kingdom united the disparate states under his rule. This state lasted only 14 years and collapsed 3 years after the death of the ruler. In what year did the ruler die?

Answer: _______________

The reason for the defeat of the uprising of Spartacus -

After the end of the Second Punic War, a peace treaty was signed, according to which

Establish a correspondence between the cultural monument and the city, the country where it was located: for each element of the first column, select the corresponding element from the second column.

D) Statues of winged bulls

What battle, whose hero was Tsar Leonid, is indicated on the map by the number 1?

Read the text and complete tasks 16–19.

The first games took place in 776 BC. e., and then held every four years according to strictly defined rules. The messengers informed the country about the time of the games and the establishment of a sacred peace at this time. Only full-fledged citizens could take part in the competitions. Women were not allowed to attend the performances of athletes.

On the first day, solemn sacrifices were held in honor of Zeus, and then competitions began in 15 sports, the main of which were sprinting and long distances, javelin and discus throwing, jumping, wrestling, fisticuffs, chariot races. To increase the length of the jump, dumbbells made of stone or metal were used. At the moment of the jump, hands with dumbbells were thrown forward. The jumps were accompanied by music. She helped the contestants keep the rhythm. Music was generally required for the competition. The competition of chariots harnessed by four horses was interesting. It took place at the hippodrome. The winner was not the rider, but the horses.

A special commission made sure that all the rules of the games were observed. It was forbidden to argue with the judges, or to bribe them, for this they were punished with a whip. The winners were awarded laurels.

The victory at the games was perceived as the success of the entire policy. Therefore, the winner was greeted with extraordinary solemnity. He was showered with all sorts of honors and privileges, poets composed hymns in his honor.

Title the text.

Answer: _________________________________________________________

Which of the following statements about the rules of competition are correct? Find three correct positions in the list below and write down the numbers under which they are indicated (in ascending order).

1) Competitors were allowed to argue with the judges.

2) At the time of the games, a sacred peace was established.

3) The chariot race took place in the stadium.

4) Music was mandatory for the competition.

5) The winner was awarded a silver medal.

6) Women were forbidden to attend the performance of athletes.

To briefly retell the text, make a plan for your speech. The plan must contain at least three points.

__________________________________________________________________________________________________________________________________________

Based on the content of the text, make 3 questions for a historical quiz.

_______________________________________________________________________________________________________________________________________

Controlled codifier

The normative base for the preparation of a draft codifier is:

Federal State Educational Standard for Basic General Education (Order of the Ministry of Education and Science)

Approximate basic educational program of an educational institution. Basic school (M.: Education, 2011).

Section 1. List of planned learning outcomes (requirements for the level of training of trainers

The code block	(skill blocks) The student will learn. Will have the opportunity to learn (italics)	The code PRO	Grade 5, planned learning outcomes (skills) to be tested
	Ancient world history
	determine the place of historical events in time, explain the meaning of the main chronological concepts, terms (millennium, century, BC, AD);		locate historical events in time
	explain the meaning of the main chronological concepts, terms (millennium, century, BC, AD);
			use a historical map as a source of information about the settlement of human communities in the epochs of primitiveness and the Ancient World, the location of ancient civilizations and states, places of major events;
	search for information in fragments of historical texts, material monuments of the Ancient World		search for information in fragments of historical texts, material monuments of the Ancient World
	describe the conditions of existence, the main occupations, the way of life of people in antiquity, the monuments of ancient culture; talk about the events of ancient history;		describe the conditions of existence, the main occupations, the way of life of people in antiquity, the monuments of ancient culture;
	talk about the events of ancient history;
	reveal the characteristic, essential features of: a) the forms of government of ancient societies (using the concepts of "despotism", "polis", "republic", "law", "empire", "metropolis", "colony", etc.); b) the position of the main groups of the population in ancient Eastern and ancient societies (rulers and subjects, free and slaves); c) religious beliefs of people in antiquity;		reveal the characteristic, essential features of the forms of government of ancient societies (using the concepts of "despotism", "polis", "republic", "law", "empire", "metropolis", "colony", etc.);
	reveal the characteristic, essential features of the position of the main groups of the population in ancient Eastern and ancient societies (rulers and subjects, free and slaves);
	reveal the characteristic, essential features of the religious beliefs of people in antiquity;
			explain what the purpose and artistic merits of monuments of ancient culture were: architectural structures, household items, works of art;
			evaluate the most significant events and personalities of ancient history.
			characterize the social system of ancient states;
			compare evidence from various historical sources, identifying common and differences in them;
			to see manifestations of the influence of ancient art in the environment;
			express judgments about the significance and place of the historical and cultural heritage of ancient societies in world history.

Section 2. List of Content Elements

The sections and topics of the list of content items are in bold type.

IES codes are presented in italics to distinguish them from intended learning outcomes codes.

	Grade 9 (sections, topics)		Grade 5, Controlled Content Elements (CES)
	Ancient world history
	What history studies. Historical chronology (counting the years "BC" and "AD"). Historical map. Sources of historical knowledge. Auxiliary historical sciences.		Historical chronology (counting the years "BC" and "AD").
	historical map
	Sources of historical knowledge
	Primitiveness. Settlement of ancient man. A reasonable person. Living conditions and occupations of primitive people. Ideas about the surrounding world, beliefs of primitive people. The most ancient farmers and pastoralists: labor activity, inventions. From the tribal community to the neighboring one. The emergence of crafts and trade. The emergence of ancient civilizations.		Settlement of ancient man. A reasonable person. Living conditions and occupations of primitive people.
	Ideas about the surrounding world, beliefs of primitive people.
	The most ancient farmers and pastoralists: labor activity, inventions. From the tribal community to the neighboring one. The emergence of crafts and trade.
	Ancient world: concept and chronology. Map of the Ancient World.		Maps of the Ancient World.
The Ancient East
	Ancient civilizations of Mesopotamia. Living conditions and occupations of the population. City-states. Myths and legends. Writing. Ancient Babylon. Laws of Hammurabi. Neo-Babylonian kingdom: conquests, legendary monuments of the city of Babylon.		Living conditions and occupations of the population. City-states.
	Ancient Babylon. Laws of Hammurabi.
	Neo-Babylonian kingdom: conquests, legendary monuments of the city of Babylon. Myths and legends. Writing.
	Ancient Egypt. Living conditions and occupations of the population. State administration (pharaoh, officials). Religious beliefs of the Egyptians. Priests. Pharaoh-reformer Akhenaten. Military campaigns. Slaves. knowledge of the ancient Egyptians. Writing. Temples and pyramids.		Living conditions and occupations of the population. The emergence of the state in ancient Egypt. Slaves.
	State administration (pharaoh, officials, priests). Military campaigns.
	Religious beliefs of the Egyptians.
	knowledge of the ancient Egyptians. Writing. Temples and pyramids.
	Eastern Mediterranean in antiquity. Phoenicia: natural conditions, occupations of the inhabitants. Development of crafts and trade. Phoenician. Palestine: resettlement of the Jews, the Kingdom of Israel. Population occupations. religious beliefs. Old Testament stories. Assyria: the Assyrian conquests, the cultural treasures of Nineveh, the fall of the empire. Persian state: military campaigns, management of the empire.		Phoenicia: natural conditions, occupations of the inhabitants. Development of crafts and trade. Phoenician alphabet.
	Palestine: resettlement of the Jews, the Kingdom of Israel. Population occupations. religious beliefs. Old Testament stories.
	Assyria: the Assyrian conquests, the cultural treasures of Nineveh, the fall of the empire.
	Persian state: military campaigns, empire management
	Ancient India. Natural conditions, occupations of the population. ancient city-states. Social structure, varnas. Religious beliefs, legends and tales. Emergence. Cultural Heritage of Ancient India.		Natural conditions, occupations of the population.
	ancient city-states. social device.
	Religious beliefs, legends and tales. The emergence of Buddhism.
	Cultural Heritage of Ancient India.
	Ancient China. Living conditions and economic activity of the population. Creation of a united state. Qin and Han empires. Life in the empire: rulers and subjects, the position of various groups of the population. Development of crafts and trade. Great Silk Road. Religious and philosophical teachings (Confucianism). Scientific knowledge and inventions. Temples. The great Wall of China.		Living conditions and economic activity of the population. Creation of a united state. Qin Empire.
	Life in the empire: rulers and subjects, the position of various groups of the population. Great Silk Road.
	Religious and philosophical teachings (Confucianism). Scientific knowledge and inventions. Temples. The great Wall of China.
	Antique world: concept. Map of the ancient world.		The concept of the ancient world. Maps of the ancient world.
	Ancient Greece The population of ancient Greece: living conditions and occupations. Ancient states in Crete. The states of Achaean Greece (Mycenae, Tiryns, etc.). Trojan War. Iliad and Odyssey. Beliefs of the ancient Greeks. Tales of gods and heroes. Greek city-states: political system, aristocracy and demos. Development of agriculture and handicrafts. Great Greek colonization. Athens: the establishment of democracy. Laws of Solon, reforms of Cleisthenes. Sparta: the main groups of the population, the political structure. Spartan education. Organization of the military. Classical Greece. Greco-Persian wars: causes, participants, major battles, heroes. Causes of the Greek victory. Athenian democracy under Pericles. Economic life in ancient Greek society. Slavery. Peloponnesian War. Rise of Macedonia. Culture of Ancient Greece. Development of sciences. Greek philosophy. School and education. Literature. Architecture and sculpture. Life and leisure of the ancient Greeks. Theatre. sports; Olympic Games. Hellenistic period. Macedonian conquests. and its collapse. Hellenistic states of the East. culture of the Hellenistic world.		Natural conditions of Ancient Greece. The population, its occupations. Hellenes. Ancient states (Crete, Mycenae).
	Beliefs of the ancient Greeks. Tales of gods and heroes. Homer's Iliad and Odyssey.
	Greek city-states (polises): political system, aristocracy and demos. Development of agriculture and crafts. Free and slaves. Greek colonization.
	Athens: the establishment of democracy. Solon's laws. Athenian democracy under Pericles.
	Sparta: the main groups of the population, the political structure. Spartan education. Organization of the military.
	Greco-Persian wars: causes, participants, major battles, heroes. Causes of the Greek victory.
	Rise of Macedonia. Macedonian conquests. and its collapse.
	Culture of ancient Greece and the Hellenistic world. Development of sciences. Greek philosophy. School and education. Literature. Architecture and sculpture. Theatre. Olympic Games.
	Ancient Rome Population of Ancient Italy: living conditions and occupations. Etruscans. Legends of the founding of Rome. Rome of the era of the kings. Roman Republic. Patricians and plebeians. Management and laws. Beliefs of the ancient Romans. From republic to empire. Civil Wars in Rome. . Establishment of imperial power; Octavian August. Roman Empire: territory, administration. The rise and spread of Christianity. Division of the Roman Empire into Western and Eastern parts. Rome and the barbarians. Fall of the Western Roman Empire. Culture of Ancient Rome. Roman literature, the golden age of poetry. Oratory; Cicero. Development of sciences. Architecture and sculpture. Pantheon. Life and leisure of the Romans. Historical and cultural heritage of ancient civilizations.		Population of Ancient Italy: living conditions and occupations. Legends of the founding of Rome. Beliefs of the ancient Romans.
	Roman Republic. Patricians and plebeians. Management and laws. Consuls, Senators and Tribunes.
	Roman conquest of Italy. Wars with Carthage; Hannibal. Roman army. Establishment of dominance of Rome in the Mediterranean. Reforms of the Gracchi. Slavery in Ancient Rome.
	From republic to empire. Civil Wars in Rome. . Establishment of imperial power; Octavian August.
	Roman Empire: territory, administration. The rise and spread of Christianity. Division of the Roman Empire into Western and Eastern parts. Rome and the barbarians. Fall of the Western Roman Empire.
	Culture of Ancient Rome. Roman literature, the golden age of poetry. Oratory; Cicero. Development of sciences. Architecture and sculpture. Pantheon.

«_____»________________ «_____»______________ «_____»________________

Materials for conducting intermediate certification in the 2016-2017 academic year

in history

in 7th grade

Compiled by: Skabyolkin K.Yu., history teacher

MBOU secondary school №7

Megion town Vysoky

SPECIFICATION

Test work on history

for 7th graders

1. Purpose diagnostic work

Diagnostic work is carried out at the end of the academic year in order to determine the level of preparation of 7th grade students as part of monitoring the achievements of the planned results of mastering the main educational program for educational organizations participating in the transition to the Federal State Educational Standard.

The diagnostic work covers the content included in the main educational and methodological sets on history used in Moscow in the 7th grade. If in the educational program of an educational organization it is not planned by the end of the 7th grade to study some topics that are checked by tasks of diagnostic work, then during its implementation these tasks can be excluded from diagnostic work.

2. Documents defining the content of KIM

The content of the work is determined by the Federal component of the state standard for basic general education in history (Order of the Ministry of Education of Russia dated December 17, 2010 No. 1897).

– Exemplary programs of basic general education. M.: Education, 2011.

– On certification of the quality of pedagogical test materials (Order of the Ministry of Education of Russia dated April 17, 2000 No. 1122).

3. Conditions for carrying out and time for performing diagnostic work

Additional materials and equipment are not provided.

90 minutes are allotted to complete the entire diagnostic work. It is recommended to carry out the proposed version of the work within two training days in accordance with the proposed parts of the work.

4. Structure of diagnostic work

The diagnostic workflow consists of two parts. The first part is focused on checking subject results.

The first part consists of 22 tasks: 10 multiple choice tasks (VO), 12 short answer tasks (CO).

The second part is focused on checking the formation of meta-subject learning outcomes. Consists of 8 tasks: 4 tasks with a choice of answers (VO), 1 task with a short answer (CO), 3 tasks with a detailed answer (RO).

5. Distribution of tasks of diagnostic work according to the content and skills being tested

The work covers educational material for the course "History of Europe and RussiaXVII- XVIIIcentury”, studied in the 7th grade. Table 1 shows the distribution of work assignments on the topics of the training course.

Table 1

Topics of the 7th grade history course, submitted for verification

New history of foreign countries at the endXVI- XVIIIcentury

Russia's historyXVII - XVIIIcentury

table 2

Distribution of tasks according to planned results

3.1.1

Determine in time the chronological framework and milestone events of the New Age as a historical era

3.3.1

Analyze information from various sources for a comprehensive study of the events of national and general history in modern times

3.4.1

Describe the position and way of life of the main social groups in Russia and other countries in modern times

3.4.3

Compose a story about significant events and personalities of the national and general history of the New Age

3.5.1

To systematize the historical material contained in the educational and additional literature on the history of modern times

3.6.1

Reveal the essential features of the economic and social development of Russia and other countries in modern times

3.6.2

Reveal the essential features of the evolution of the political system through the concepts: "monarchy", "autocracy", "absolutism"

3.6.3

To reveal the characteristic features of the development of the social movement through the concepts of "conservatism", "liberalism", "socialism"

3.7.1

Explain the causes and consequences of the main events and processes of the national and general history of the New Age (social movements, reforms and revolutions, interactions between peoples)

3.8.1

Compare the development of Russia and other countries in modern times through a description of historical situations and events

3.9.1

Evaluate the events and personalities of the national and general history of modern times

Meta-subject learning outcomes

3.5

Establish cause-and-effect relationships, draw conclusions and draw conclusions

3.6

Build logical reasoning, draw conclusions

6.2

Orientate in the content of the text, determine the main idea of ​​the text, using the information explicitly given in the text

6.3

Answer questions using implicit information

6.5

Compose a statement based on the text on the given question

Total:

6. Evaluation system for individual tasks and work in general

Answers to tasks 2, 4, 5, 7-10, 12-16, 18, 23, 24, 26, 27, 28 are estimated at 1 point. Answers to tasks 2 3, 6, 11, 17, 19-22 are estimated at 2 points. For these tasks, one point is given if one character is indicated incorrectly in the submitted answer.

The answer to tasks 26, 30 and 31 is evaluated in accordance with the assessment criteria.

The maximum score for the first part of the work is 31 points, and for the second part of the work - 13 points. The maximum score for completing the entire work is 44 points. A task with a short answer or with a choice of answers is considered completed if the recorded answer matches the standard. A task with a detailed answer is evaluated by an expert (teacher) taking into account the correctness and completeness of the answer in accordance with the evaluation criteria.

(an educational institution may adjust the presented scale for converting points into school grades, taking into account the contingent of students).

44-38

37-30

29-22

Less than 22

Appendix

Demo Plan final diagnostic work

history for 7th grade students

Deciphering the codes of the 2nd and 3rd columns is presented in the Codifier of Controlled Content Elements (CES) and Planned Learning Outcomes (PRO) in History

The following conventions are used:

VO - task with a choice of answers

KO - task with a short answer

RO - task with a detailed answer

Period distribution

tasks

The code

PRO

The code

IES

Type

tasks

Maxim.

score

Part 1 (for 45 minutes)

3.1.1

3 .1.1

KO

2

3.5.1

3 .3.1

IN

1

3.7.1

3 .5.1

KO

2

3.3.1

3 .6.1

IN

1

3.5.1

3.11 .2

IN

1

3.6.1

3.11 .1

KO

2

3.3.1

3.11 .2

KO

1

3.9.1

3.11 .1

IN

1

3.6.3

3.11 .4

IN

1

3.6.1

3 .5.2

IN

1

3.6.2

3 .6.2

KO

2

3.3.1

3 .7.1

IN

1

3.6.1

3.12. 1

IN

1

3.7.1

3.12. 4

IN

1

3.3.1

3.12. 2

KO

1

3.4.1

3.12. 5

IN

3.6.1

3.12. 8

KO

3.6.2

3.12. 2

KO

3.4.3

3.12. 7

KO

3.6.1

3.12. 4

KO

3.9.1

3.11. 2

KO

3.8.1

3.12. 4

KO

Part 2 (for 45 minutes)

6.2

IN

6.2

IN

6.5

RO

6.3

IN

6.2

IN

6.3

IN

3.5

RO

3.6

RO

KIM in history Grade 7

1. Decree on "lesson years":

a) prohibited the free passage of peasants from one

owner to another

b) set a five-year term for the investigation of fugitives

peasants

c) determined the transition of peasants to another landowner only on St. George's Day

d) established an indefinite search for runaway peasants

2. The beginning of the end of the Time of Troubles can be considered:

a) the liberation of Moscow from the interventionists

b) election by the Zemsky Sobor for the reign of Mikhail Romanov

c) returning from the captivity of Filaret and becoming a co-ruler under Mikhail Romanov

d) accession to the throne of Alexei Mikhailovich

3 . The main direction of Russian foreign policy

throughout the 17th century.

a) the struggle for access to the Baltic Sea

b) obtaining access to the Black Sea

c) relations with the Commonwealth

d) relations with Turkey

4. What event is referred to in the lines of A. S. Pushkin?

Severe was in the science of fame

She was given a teacher: not one

Lesson unexpected and bloody

Asked her Swedish paladin

a) about the withdrawal of Denmark from the war with Sweden

b) about lifting the siege of Riga by the Polish troops

c) about the defeat of Russian troops near Narva

d) about the Prut campaign

5. The highest church body under Peter I:

a) Monastery order

b) Chief Magistrate

c) Governing Senate

d) Synod

6. Russia became an empire after:

a) Azov campaign

b) suppression of the uprising led by K. A. Bulavin

c) Prut campaign

d) Northern War

7. Strengthening the role of the noble guard in 1725-1762.
in public affairs:

a) contributed to the strengthening of autocracy

b) became one of the reasons for the ease and frequency of palace coups

c) led to the limitation of the absolute power of the Russian emperors

d) led to conflicts and upheavals

8. All privileges given to the nobility after death
Peter I, were confirmed in the reign of:

a) Elizabeth Petrovna c) Catherine II

b) Peter III d) Paul I

9. Strengthening the power and arbitrariness of the landowners over
peasants during the reign of Catherine II
led to:

a) copper riot

b) an uprising led by K. A. Bulavin

c) an uprising led by S. Razin

d) d) peasant war led by
E. I. Pugacheva

Choose the correct answers.

10. Of the listed events relate to the reign of Catherine II:

a) secularization of church lands

b) cancellation of the decree on single inheritance

c) restoration of the powers of the Governing Senate

d) "Charter to the nobility"

e) provincial reform

f) "Manifesto on the Liberty of the Nobility"

g) "Charter to the cities"

h) formation of the Office of Secret Investigation

i) introduction of freedom of enterprise

j) convening the Legislative Commission

11.

1632-1634 a) Russian-Turkish war

1700-1721 b) Russia's participation in the war for

"Polish legacy"

1733-1735 c) Smolensk war

1768-1774 d) Northern War

Set the correct match:

1) B. Godunov

a) Crimean campaigns

2) Alexey Mikhailovich

b) Prut campaign

3) V. V. Golitsyn

c) Azov campaigns

4) Peter I

d) establishment of the patriarchate

e) the reunification of Ukraine with Russia

13. Set the correct match:

Simon Ushakov a) architect

A. F. Zubov b) poet

A. P. Sumarokov c) icon painter

G. R. Derzhavin d) portrait painter

F. S. Rokotov e) engraver

14. Indicate in what chronological order the successors of Peter 1 ruled Russia -

1) Peter 3

2) Anna Ioannovna

3) Peter 2

4) Elizaveta Petrovna

5) Catherine 2

Choose the correct answer.

1. During the Time of Troubles, Russia was invaded

troops:

a) Ottoman Empire, Crimean Khanate

b) Prussia and Denmark

c) Poland and Sweden

d) Saxony and Prussia

2. The council approved:

a) the full right of the feudal lord to land and dependents

peasants

b) the right of the landowner to exile peasants to Siberia and

to hard labor

c) 15-year investigation of fugitive peasants

d) attaching state peasants to the land

3. The need to update church books and rituals was one of the reasons:

a) the conflict between Patriarch Nikon and Alexei Mikhailovich

b) the church reform of the middle of the 17th century.

c) the abolition of the patriarchy

d) secularization of church lands

4. The main distinguishing feature of the development of culture of the XVII century. became:

a) active penetration and planting of Western European specimens

b) the revival and further development of the stone
architecture

c) a significant expansion of the education system

d) the beginning of the process of reducing the dependence of national culture on the church

5. Under Peter I, the army was formed on the basis of:

a) universal military service

b) collection of noble militia

c) recruitment duty

d) hired troops

6. The main meaning of the "Table of Ranks" was:

a) elimination of locality

b) confirmation of the principle of nobility and generosity during promotion

c) determining the rules of conduct for officials

d) opportunities for career growth for a service person, regardless of his origin

7. The main significance of the victory of the Russian army under
Poltava:

a) the expulsion of the Swedes from the territory of Russia

b) restoration of the Northern Union

c) accession to the Northern Confederation of Prussia

d) a turning point in the war in favor of Russia

8. An attempt to limit the absolute power of the Russian monarch was made upon accession to the throne:

a) Catherine I b) Anna Ioannovna

c) Elizabeth Petrovna d) Catherine II

9. The policy of "enlightened absolutism" during the reign of Catherine II includes:

a) convening the Legislative Commission

b) general land surveying

c) provincial reform

d) decree on uniform inheritance

Choose the correct answers:

10. Of the listed events to reign
Peter I include:

a) dissolution of the Supreme Privy Council

b) the establishment of the Senate

c) rejection of the death penalty

d) creation of a system of colleges

e) convening the Legislative Commission

f) adoption of the "Table of Ranks"

g) establishment of the poll tax

h) creation of the Cabinet of Ministers

i) division of the country into provinces

j) Establishment of the Holy Governing Synod

11. Set the correct match.

1) 1654-1667 a) Russia's participation in

Seven Years' War

1741-1743 b) Russian-Turkish war

1757-1762 c) Russian-Polish war

1787-1791 d) Russian-Swedish war

12. Set the correct match.

a) "Manifesto on the Liberty of the Nobility"

2) PeterI

b) the split of the Russian Orthodox Church

3) PeterIII

c) Northern War

4) CatherineII

d) Gangut battle

e) annexation of Crimea to Russia

13. Set the right match

I. N. Nikitina) composer

D. Trezzinib) sculptor

N. M. Karamzinc) a portrait painter

D. I. Fonvizind) historian, writer

E. M. Falconee) playwright, comedy writer

D. S. Bortnyanskyf) architect

14. Arrange in chronological order the events related to the reign of Peter1 -

1) Azov campaigns,

2) "Great Embassy"

3) the regency of Princess Sophia

4) the conclusion of the Northern Union

5) the proclamation of Russia as an empire

Answers of the final control work on history. 7th grade.

Specification of control measuring materials for the final diagnostic work on history in grade 10

1. Purpose of work

The final diagnostic work allows assessing the level of preparation of 10th grade students in the subject "History", identifying the most difficult content elements to master.

2. Documents defining the content of the final diagnostic work

The content of the final diagnostic work is determined on the basis of the Federal component of the state standard of general education (order of the Ministry of Education of Russiadated March 9, 2004 No. 1312“On the Approval of the Federal Component of State Standards for Primary General, Basic General and Secondary (Complete) General Education”), the work is also compiled taking into account the requirements of the Federal State Educational Standard and complies with the Concept of a new educational and methodological complex on national history. The final diagnostic work is not focused on any specific textbooks, its content corresponds to all textbooks.

3. Approaches to the selection of the content and structure of KIM

Approaches to the selection of elements to be checked and the design of tasks were determined taking into account the requirements of the above documents, and contain requirements both for the composition of historical knowledge and for the skills that a student must master. It was important to take into account:

goals of historical education in basic school;

specifics of the history course of the main school:

focusing not only on the knowledge, but also primarily on the activity component of historical education.

The content of the subject "History" includes the study of two courses: the history of Russia, which occupies a priority place in the educational process, and general history. The final diagnostic work presents tasks focused on testing knowledge of the history of Russia and world history.

4. Characteristics of the structure and content of the final diagnostic work

The work covers the content of the course of the history of Russia and world history (XIII - XIXcenturies).

The total number of tasks is 9.

The work contains 8 tasks with a short answer and 1 task with a detailed answer.

5. Distribution of tasks of the final diagnostic work by content, tested skills and activities

The tasks are conditionally divided into thematic blocks: 1) History of Russia and general history inVIII-XVII centuries; 2) The history of Russia and general history in the 18th - the first quarter of the 19th centuries.

The tasks are mainly aimed at testing the skills formed in the process of historical education. These tasks are devoted to the history of Russia and general history inXIII - XIXcenturies

Table 1. Distribution of tasks by tested skills and activities (for tasks aimed exclusively at testing knowledge, the tested knowledge is indicated).

	Checked items training	Number assignments	Maximum primary score	Percentage of the maximum primary score for the entire Job - 17
				11%
				11%
				11%
				17%
	Different content in different versions: the ability to present the results of historical and cognitive activity in a free form with a focus on the given parameters of activity			35%

6. Distribution of CMM tasks by level of complexity

The basis for the distribution of tasks according to the level of complexity is the characteristic of the types of activities used by students in the performance of the corresponding tasks.

The basic level of complexity includes tasks in which 10th grade students are asked to perform the operation of recognizing a date, fact, etc., based on the information presented explicitly. to base
level includes tasks 1-4. An increased level of complexity includes tasks in which the student is required to independently reproduce, partially transform and apply information in typical situations. At the same time, the activity of the student is predominantly reproductive. Tasks 5-8 belong to the advanced level. A high level of complexity includes tasks in which students perform partial search actions, using acquired knowledge and skills in non-typical situations or creating new rules, algorithms of actions, i.e. new information. Task 9 belongs to the high level of difficulty.

7. Duration of the final diagnostic work

It takes up to 45 minutes to complete the task.

8. The system for evaluating individual tasks and the work as a whole

When checking the work for each of the tasks 1-5, 1 point is given if the answer is correct, and 0 points if the answer is wrong. For each task.

A complete correct answer to tasks 6-8 is evaluated by 2 points: if one mistake is made (including one of the digits is missing or there is one extra digit) - 1 point: if two or more mistakes are made (including two are missing or more digits or there are two or more extra digits) or there is no answer - 0 points.

Task 9 is evaluated according to three criteria (indication of the lifetime of a historical figure, indication and description of the main areas of activity, indication of the main results of the activity).

Maximum points: 5x1+3x2+1x6=17.

Table 2. Table for converting points into marks on a five-point scale.

Points	0-5	6-8	9-11	12-17
Grade	"2"	"3"	"4"	"5"

9. A generalized plan for the variant of control measuring materials for carrying out diagnostic thematic work in grade 10

Task difficulty levels: B - basic: P - advanced: C - high.

Task designation in work	Verified content	Tested skills, activities	Task difficulty level	Max. score
	VIII-XVII centuries	Knowledge of basic facts, processes, phenomena
	VIII-XVII centuries	Ability to search for historical information in sources of various types
	XVIII- first quarter of the 19th century	Knowledge of basic facts, processes, phenomena
	XVIII- first quarter of the 19th century	Establishing causal relationships
	VIII - the first quarter of the 19th century	Ability to determine the sequence of events
	VIII - the first quarter of the 19th century	Systematization of historical information (multiple choice)
	VIII - the first quarter of the 19th century	Systematization of historical information (compliance)
	VIII - the first quarter of the 19th century	Different content in different versions (systematization of historical information presented in various sign systems (table)
	VIII - first quarter of the XIX century.	Different content in different options: the ability to represent results of historical and cognitive activity in a free form with a focus on the given parameters of activity
There are 9 tasks in total. Of them, according to the level of complexity: B - 4, P - 4, C - 1. The total time for completing the work is 45 minutes. The maximum primary score is 17.

Source of diagnostic work: http://www.alleng.ru/

Final diagnostic work on history 10 Class

Completed by: name class __________

Work instructions

You will have 45 minutes to complete the story. The work includes 9 tasks.

Answers to tasks 1-8 are written in the form of a single digit, or a sequence of digits that corresponds to the number of the correct answer. In addition, there are tasks that require a short answer in the form of one or two words, or an indication of the dating of the events described in the text of the documents. These numbers and words must be written in the answer field in the text of the work. If you write down an incorrect answer to the tasks, cross it out and write down a new one next to it. Task 9 requires a detailed answer, write the answer in the field under the task.

When completing assignments, you can use a draft. Please note that entries in the draft will not be taken into account when evaluating the work. We advise you to complete the tasks in the order in which they are given. To save time, skip the task that you can't complete right away and move on to the next one. If after completing all the work you have time left, you can return to the missed tasks. Try to complete as many tasks as possible.

Good luck!

1. The first battle of the Russian squads with the Mongol-Tatars took place on the river

1) Kalka
3) Ugra

2) Vozha
4) Neva

2. Read an extract from a historian's work and indicate the event in question.

“The news came to the Grand Duke that Tsar Akhmat was marching in full force, with his horde ... It was then that the most glorious miracle of the Most Pure Mother of God happened: when ours retreated from the coast, the Tatars, thinking that the Russians were giving them the coast, so that with them fight, possessed by fear, ran. And ours, thinking that the Tatars had crossed the river and were following them, came to Kremenets. The great prince, with his son and brethren, and with all the governors, went to Borovsk. It was then that the miracle of the purest one happened: some fled from the others, and no one pursued anyone. And God delivered the Most Pure Russian land from the infidels ... "

1) Battle of Kulikovo

2) the capture of Kazan

3) "standing on the river Ugra"

4) battle on Kalka

3. Member of the partisan movement during the Patriotic War of 1812 was

1) G. M. Kurin

2) M. B. Barclay de Tolly

3) P. I. Bagration

4) M.M. Speransky

4. The result of the divisions of the Commonwealth was (a)

1) the entry into Russia of the Baltic coast from Gdansk to Vyborg

2) transfer of Left-Bank Ukraine and Kyiv to Russia

3) creation of an anti-Russian coalition consisting of Austria and Prussia

4) accession to Russia of Western Belarus and Western Ukraine

5. Arrange historical events in chronological order. Write down the numbers that indicate historical events in the correct sequence in response.

1) cancellation of feedings

2) Smolensk war

3) the church reform of Patriarch Nikon

4) the death of Tsarevich Dmitry in Uglich

5) the accession of the Romanov dynasty

Answer:

6. Which three of the listed concepts and terms are associated with the transformational activity of Peter I? Write down the numbers under which they are indicated in the answer.

1) bironism

2) Cathedral code

3) provinces

4) land

5) "Table of Ranks"

6) recruiting

Answer:

7. Establish a correspondence between the names of contemporaries. Match each position in the first column with the corresponding position in the second column.

NAMES					NAMES
A) Tsar Alexei Mikhailovich B) Emperor Peter I B) Empress Elizabeth Petrovna D) Emperor Alexander I					1) A. Kurbsky 2) F. Lefort 3) M. Kutuzov 4) A. Ordin-Nashchokin 5) M. Lomonosov

BUT	B	AT	G

Answer:

8. Fill in the empty cells of the table using the data presented in the list below. For each cell marked with letters, select the number of the required element.

MONARCH	EVENT	EVENT DATES
Elizaveta Petrovna	(BUT)	(B)
(AT)		1727
Peter I	(G)	1721
(D)	(E)	1762

Missing items:

1) Peter II

2) Anna Ioannovna

3) Peter III

4) the adoption of the Manifesto on the freedom of the nobility

5) foundation of Moscow University

6) establishment of the Holy Synod

7) 1726

8) 1736

9) 1755

BUT	B	AT	G	D	E

Answer:

9. Choose from the proposed options one historical figure of a certain era and write his historical portrait. Indicate the lifetime of the historical figure (up to a decade or part of a century). Name at least two areas of its activity and describe them. The description of each of the areas of activity should include the main facts related to these areas. Indicate the results of its activities in each of the areas you named.

Yaroslav the Wise

Vasily Shuisky

Martin Luther

Catherine I

Answers to tasks 1-8

1	2	3	4	5	6	7	8
				14523	356	4253	591634

Criteria for assessing task 9

In the case when the facts used in characterizing the main areas of activity (criterion K2) significantly distort the meaning of the answer and indicate that the graduate did not understand the era in which the historical figure lived, the answer is rated 0 points (for all criteria (K1 - KZ) 0 points are given )

The life time of a historical figure is correctly indicated (with an accuracy of a decade or part of a century, an exact indication of the dates of life is not required).

OR The life time of a historical figure is not explicitly indicated, but the indicated dates of events associated with him testify to the knowledge of the life time of this figure.

OR The century is correct: an inaccuracy was made when specifying one of the decades of the century when the historical figure lived (or dates of life).

As a correct answer, the correct indication of the years (or period) of government, active state (military, etc.) activities can also be counted.

Only the century is indicated. when the historical figure lived.

OR The lifetime of a historical figure is indicated incorrectly or not indicated.

K2

Activity characteristics

At least two areas of activity are correctly indicated, a description of each of them is given.

Only one direction of activity is correctly indicated, its characteristic is given without factual errors; the second direction is not explicitly indicated, but its characterization is given without factual errors.

OR At least two areas of activity are correctly indicated, a description of each of them is given, while an actual (not) error (s) was made that did not lead to a significant distortion of the meaning.

OR One or two areas of activity are correctly indicated, without factual errors, a description of the activity of only one of them is given.

One or two areas of activity are correctly indicated; a characteristic of one direction is given, while an actual (not) error (s) is made, which did not lead (s) to a significant distortion of the meaning.

OR Lines of activity are not explicitly indicated, without factual errors, a description of one or more lines of activity is given.

OR One or two areas of activity are correctly indicated. Without factual errors, only some historical facts relating to the life or activity of the individual are given, which cannot be accepted as a characteristic that reveals this area of ​​activity (the list of facts is not sufficient to characterize any of these areas of activity).

The areas of activity are not explicitly indicated, a characteristic of one or several areas of activity is given, while characterizing the activity, an actual error (s) was made (s) that did not lead to a significant distortion of the meaning.

OR Only lines of business are correct.

OR Lines of business are not specified; only facts relating to the life and / or activities of the individual are given.

OR The main historical facts are given with factual errors that significantly distort the meaning of the answer.

KZ

Indication of the results of activities.

Without factual errors, the results of activities in the two indicated areas are presented.

Without factual errors, the result (s) of activity in only one of the indicated areas is given.

OR The results of activities in the two indicated areas are given, while factual errors were made that did not lead to a significant distortion of the meaning.

The results of activities do not relate to the indicated areas.

OR The results of activities are given in extremely generalized formulations that are not directly related to the specified areas of activity.

OR The results of the activity are presented with factual errors that significantly distort the meaning.

OR No performance results provided.

Maximum score