History lesson 8th grade

Vasilyeva Natalya Ivanovna, teacher of history and social studies at the Ermakovskaya Secondary School of the Tarsky municipal district of the Omsk region, highest qualification category.

Lesson topic: Peasant reform of 1861. Abolition of serfdom in Russia.

Lesson type: combined, lesson in knowledge formation, universal educational activities with elements of research work.

Technology: working with historical sources,

The purpose of the lesson:

1. To form in students an idea of ​​the progress of the process of abolition of serfdom in Russia, to determine the role of peasant reform for the further development of the country.

2. Develop the ability to present events from various points of view, describe it in various genres, the ability to analyze historical documents, statistical data, and extract information from them. Express your point of view on events from different positions, pose a problem for yourself and the group, outline ways to solve it, generalize; to form social and personal competencies.

3. Foster respect for the history of your Fatherland, respect for the people who dedicated their lives to reforming Russia.

Lesson objectives:

1. Find out the main provisions of the reform of the abolition of serfdom, the historical significance of the reform for the development of the country.

2. Continue to work on developing the skills to work with historical sources, solve tests, select missing information, correlate information from various sources, select the most optimal ways to solve a problem, analyze the results of individual and group work.

3. Cultivate the ability to understand, sympathize, empathize with people, and put yourself in their place.

Conceptual apparatus: peasant reform, rescript, deed of gift, statutory charter, peace intermediaries, redemption transactions, temporarily obliged peasants, reform, cuts, segments, manifesto.

Dates: 1842, 1797, 1803, April 2, 1854, January 29, 1855, spring-summer 1856, February 19, 1861

Equipment: video projector, textbook “History of Russia XIX century” for 8th grade, authors A.A. Danilov, L.G. Kosulina, handouts: instruction cards, task cards, tests, vocabulary lotto.

Literature:

1. Excerpt from N.A. Nekrasov’s poem “Who can live well in Rus'?”

During the classes

Class organization.

………………….

1. Working with the document.

- Excerpt from N.A. Nekrasov’s poem “Who can live well in Rus'?”:

Slide 1 picture + poetry

In what year - calculate

In what land - guess

On the sidewalk

Seven men came together:

Seven temporarily obliged

A tightened province,

Terpigoreva County,

Empty parish,

From adjacent villages -

Zaplatova, Dyryavina,

Razutova,

Gorelova, Neelova,

Bad harvest too.

These are lines from the poem by Nikolai Alekseevich Nekrasov “Who Lives Well in Rus'”

Conversation on questions:

Pay attention to the names of the province, district and villages from which the men were?

The names speak of the plight of the peasantry.

…………………………..

When do you think the poem might have taken place?

……………………….

Why did Nekrasov call the heroes of his poem temporarily obligated?

……………………..

From 1861 to 1881 before the publication of the law, when all remaining temporarily obliged peasants were necessarily transferred to ransom.

Today, together with you, we will try to find out who those temporarily obligated are and with what historical process the emergence of this concept is associated.

For this we have to leaf through the pages of the magazine “Peasant Reform of 1861.”

Which corresponds to the topic of our lesson. On the pages of the magazine we will get acquainted with such concepts as: peasant reform, rescript, deed of gift, charter, peace intermediaries, redemption transactions, reform, cuts, segments, manifesto. Slide.

Today in the lesson you will work in groups, and the role of your group will change depending on the proposed tasks, for which you will earn points. Today we will have experts working in our lesson who will check and evaluate the tasks you have completed. The results will be entered into a scoring table. Throughout the lesson you will see the points you have earned. And you can independently evaluate the effectiveness of your group’s work.

On the tables you have numbered forms for completing tasks.

Pay attention to the table with points

Dear guys, I hope that our work will be friendly and fruitful.

So, let's begin!

Page 1 of our oral journal is called “Prerequisites for the abolition of serfdom” Slide.

1. Transition to studying a new topic. Updating knowledge.

Conversation with students.

Let's remember what serfdom is? Slide. Question answer

A form of dependence of peasants in which they are allocated land, bearing various duties for its use: corvée, quitrent, and are subject to the judicial and administrative authority of the landowner. The peasant is the property of the master.

How did Nicholas I feel about serfdom? Slide. Portrait of Nicholas I . Question. The next slide is the answer.

Nikolai I said that serfdom is evil. But its abolition, according to the emperor, would be an even greater evil, because would disturb public peace.

Remember, were there any attempts to abolish serfdom in Russia? Slide. Question answer

In Latvia and Estonia, serfdom was abolished in 1816. The peasants received personal freedom, but without land.

Let's remember what laws that undermined the foundations of serfdom were gradually adopted by the supreme power, having completed the task.

Acting as analysts, solve task No. 1. Match the name, date and title of the decree.

The guys work quickly, no more than 3 minutes, completed tasks are submitted to experts for verification

Slide. Exercise.

Paul I

1842

about “obligated peasants”

Alexander I

1797

"about the three-day corvee"

Nikolai I

1803

"about free cultivators"

While the experts are checking, pay attention to the correct answers

Answer: Slide.

Emperor's name

Year of publication of the decree

Name of the decree

Paul I,

1797,

"about the three-day corvee"

Alexander I,

1803,

"about free cultivators"

Nikolai I,

1842,

about “obligated peasants”

Studying a new topic.

2. So, guys, it’s time to move on to the second page.

Slide. Portrait of Alexander II. Title "Alexander II"

You already know that in the midst of the Crimean War, Emperor Nicholas I suddenly died and his son Alexander II ascended the throne.

Therefore, the next page of our magazine is devoted to the personality of Alexander II.

Listen to a message about Emperor Alexander II.

Please ….

Student message. Alexander II.

Thank you, ...., have a seat!

- Teacher. Alexander IIextraordinary personality, he received a fairly diverse education. Particular attention was paid to history. Zhukovsky believed that “history of all sciences is the most important, more important than philosophy, because it contains the best philosophy, that is, practical, therefore, useful”, “the treasury of royal enlightenment is history, instructing with the experiences of the past or explaining the present and predicting the future...”. The environment and atmosphere in which the heir grew up was distinguished by goodwill and sincerity in relations between members of the large family of Nicholas I, as well as teachers and mentors and their students.

Educators noted in him his warmth, sensitivity, cheerful disposition, courtesy, sociability and natural behavior among many people, good manners, courage, and handsome appearance.

After listening to the message, you learned a lot about Emperor Alexander II, and now you You will have to show your creative abilities by completing task No. 2 as poets.

Do you know what syncwine is?

Sinkwine in the lane. from fr. – five-line, i.e. a poem consisting of 5 lines. Written according to a special rule. Pay attention to the algorithm for writing syncwine.

First line

Second

Third

Fourth

And the fifth

Listen, cinquain about Nicholas I.

Nikolai I.

Determined, merciless

Ruled, created, punished

Fan of military parades

Emperor.

Now you will try to write a syncwine poem about Alexander II using an algorithm. Slide. Synquain algorithm. And reminders on the tables.

One word (central concept of the topic, noun)

Two words (adjectives characterizing the main word)

Three words (verbs that explain what happened to the main word)

Phrase or sentence (conclusion) 3-5 words

One word (evaluation of everything that was revealed earlier, exclamation corresponding to the first line, can be a noun, synonym, etc.).

We work quickly, the time to complete the task is no more 5 minutes???., We immediately prepare to read syncwines.

So, time is up, please, who is first, the experts listen carefully and give the points they earned.

Well done, guys, you successfully completed the task, I hope that many of you will be able to become syncretist poets.

Page 3 of our magazine is called “The Peasant Question”

Teacher: For the first time, Alexander II officially announced the need to abolish serfdom in Russia in a short speech he delivered on March 30, 1856, to representatives of the Moscow nobility. At the same time, he, knowing the mood of the majority of the nobles, emphasized that it would be much better if the abolition of serfdom happened from above, rather than wait for it to happen from below.

How do you understand the words of Alexander II that it is better to abolish serfdom “from above rather than from below”?

According to Alexander II, serfdom should be abolished by the government itself and as soon as possible, since delaying this issue could lead to unrest, uprisings by peasants and even revolution.

The government first wanted to know the opinions of landowners on how best to abolish serfdom. Landowners were expected to take the initiative in preparing the reform. As a result, the landowners of the Vilna, Kovno and Grodno provinces expressed a desire to begin discussing the future reform. In response, Alexander II issued a rescript to Governor General V.I. Nazimov for permission to create committees in each province to discuss the issue of abolition of serfdom. Slide Rescript - a letter from a monarch to a subject

During 1858 rescripts were given to the other governors and provincial committees began their work.

Teacher: When preparing the project for the abolition of serfdom, the most heated debate was the question: “Should the peasants be freed for a ransom or not? Should peasants be given land upon liberation? Who and in what amount should compensate the landowners for the loss of part of the land.”

The signing of legislative acts on the abolition of serfdom was timed to February 19, 1861. – the sixth anniversary of the accession of Alexander II to the throne

We move on to study the next page called"Peasant reform"

page "Peasant reform" Slide

“Manifesto on the liberation of landowner peasants from serfdom”;

“Regulations on peasants emerging from serfdom.”

And now, guys, you have to work independently with historical documents in the role of scientific researchers and complete a number of tasks. This is task No. 3 and task No. 4. Having completed the tasks, you will have to prepare for the answer, therefore in our evaluation table there is a 5th task, where experts will evaluate the brevity of the speaker’s speech.

At this time, experts will familiarize themselves with the “Manifesto on the liberation of landowner peasants from serfdom”;

And “Regulations on peasants emerging from serfdom.”

Time to complete the task ________ min.

Independent work in groups with a textbook(pp. 141-142). and documents

First group

Card – task for group No. 1.

Study the textbook material § 20 paragraph “Basic provisions of the peasant reform” and the documents “Manifesto on the liberation of landowner peasants from serfdom”, “Regulations on peasants emerging from serfdom”.

- What power over the peasants did the landowner lose?

TO What civil rights did peasants receive? (write in notebook)

Answer: the landowner could no longer sell, mortgage, or gift peasants with their family or separately from it.

Civil rights:

1. carry out transactions with movable and immovable property (purchase, sale, etc.)

2. open commercial and industrial enterprises

3. speak on your own behalf in court

4. cannot be subjected to corporal punishment except by a court verdict or a lawful order of the authorities placed over them

5. move to other classes

3. Solve the test: Mark the rights acquired by peasants under the Regulations of February 19, 1861:

the landowner had no right to dispose of the peasants;

peasants received land ownership rights;

peasant societies could create their own police;

peasants could move to other classes;

peasants could marry without the permission of the landowner;

peasants could elect zemstvos;

peasants could be elected to zemstvos;

peasants received the right to enter educational institutions;

peasants received the right to enter the service;

peasants received the right to elect jurors.

(answers: 1, 4, 5, 8, 9)

Second group

Card – task for group No. 2.

1. Study the textbook material§ 20 p. “Basic provisions of the peasant reform” and documents “Manifesto on the liberation of landowner peasants from serfdom”, “Regulations on peasants emerging from serfdom”.

1. 1. Prepare answers to the questions:

What did the Manifesto say about peasant ownership of land?

Did the peasant have sufficient funds to purchase the land?

Write down in your notebook which peasants were called temporarily liable.

From what time could the temporarily obliged position of peasants end, and what was necessary for this?

Answer: the peasants were freed with land. However, the Manifesto stated that landowners retained ownership of all land owned by them. Consequently, the peasant had to buy the land. But the peasant did not have the funds to buy the land. Therefore, before the peasants are transferred for ransom, i.e. Before the start of the redemption operation, the peasants were temporarily liable, i.e. had to fulfill all their previous duties to the landowner

3. Solve the test: Complete the sentences according to their meaning and write the results in the table.

A) the peasants had to pay a ransom in order to...

1. become personally free;

2. become land owners;

3. leave the landowner.

B) the size of the ransom...

1. exceeded the cost of land;

2. reflected the real value of land.

C) peasants were considered temporarily obliged...

1. before concluding a buyout transaction;

2. after paying the ransom;

3. before the debt is paid to the state.

D) Temporarily obliged peasants...

1. belonged to the landowner;

2. worked on the landowner's land;

3. paid quitrent or performed corvée.

D) The amount of duties...

1. arbitrarily established by the landowner;

2. approved by a peasant gathering;

3. strictly regulated by law.

Third group

Card – task for group No. 3.

1. Study the material textbook § 20 p. “Basic provisions of the peasant reform” and documents “Manifesto on the liberation of landowner peasants from serfdom”, “Regulations on peasants emerging from serfdom”.

Prepare your answers to questions:

Why do you think the peasants’ transition to ransom took so long?

Remember what a peasant allotment is?

Formulate a definition of the terms “segments” and “cuts”.

Answer: without the consent of the landowner, the peasant could not switch to a buyout, and some landowners were interested in maintaining the existing system of exploitation of the peasantry. On the other hand, not all peasants had the necessary funds to begin the redemption operation.

A peasant allotment is a plot of land provided for the use of a peasant by a landowner or the state for various duties (allotment land use.) After the peasant reform of 1861, it turned into communal property.

Otrezki - part of the lands used by peasants, cut off after the peasant reform of 1861. in favor of the landowners. Produced if the allotment exceeded the highest standard established by the Regulations of February 19, 1861.

Prirezki - land that was added to the peasant allotment upon liberation, if it was less than the lowest norm.

3. Solve the test. Z Complete the sentences according to their meaning, write the results in the table.

A) The size of peasant plots was determined...

1. peasants;

2. landowners;

3. by agreement between peasants and landowners, taking into account the standards established by the state.

B) The sizes of the segments were larger on the lands...

1. chernozem zone;

2. non-chernozem zone;

3. steppe strip.

C) After the reform, the amount of land owned by peasants...

1. increased;

2. decreased;

3. has not changed.

D) Segments are part...

1. peasant plots;

2. landowners' lands;

3. lands of peasants taken away in favor of the landowner.

E) Cut-offs are part

1. landowners' plots;

2. lands of landowners, selected in favor of the peasant;

3. lands of peasants selected in favor of the landowner.

Fourth group

Card – task for group No. 4

1. Study the material textbook § 20 p. “Basic provisions of the peasant reform” and documents “Manifesto on the liberation of landowner peasants from serfdom”, “Regulations on peasants emerging from serfdom”.

2. Prepare an answer to the question. Using reference materials.

What is a gift deed?

Statutory charter?

World mediators?

Answer: gift allotment - ¼ part of the highest norm of land allotment, which a peasant could receive for free.

The size of the plot to be redeemed and the terms of the purchase were recorded in the charter. Thus, the charter is an agreement between the landowner and the peasant.

Compliance with the terms of the charter and the settlement of disputes between peasants and landowners were monitored by peace mediators appointed by the Senate from hereditary nobles. Among the world's mediators were such famous people as L.N. Tolstoy and some Decembrists.

Peace mediators - an official during the period of the peasant reform of 1861, was appointed from among the nobles to draw up and approve statutory charters and resolve disputes between peasants and landowners. He had judicial and administrative powers.

3. Analyze statistical data: The cutoff was carried out in individual provinces among 40-65% of peasants. Cutting - for 3-15% of peasants. On average throughout the country, the plots amounted to 20% of the peasant allotment; in some provinces it is 30-40% of the peasant allotment.

Think about what this data indicates?

Answer: the majority of peasants' land was cut off, and the amount of cut-off land ranged from 1/5 to 1/3 of the entire peasant allotment. Thus, after the reform, the land shortage of the peasantry acquired even more severe forms. Only a small part of the peasants had their plots increased, but their size was still extremely small.

-

Group report on the work done, evaluation of results in points.

Please guys your oral presentations. The experts prepared to listen carefully and evaluate the brevity of the speech.

Well done guys, you successfully completed the task. I will ask you to submit written answers to assignments No. 3 and No. 4 to a panel of experts.

And now it's waiting for us

Page 5 entitled, “Remember what we learned”

Where you have to complete the last task, remember at the beginning of the lesson, we talked about the fact that we will find out who the temporarily obliged peasants are, what the peasant reform is, a rescript, a deed of gift, a charter, peace intermediaries, redemption transactions, reform, cuts, segments, manifesto. While working with the documents, you became familiar with these concepts.

Therefore, to test your knowledge, I suggest you play Lotto, match the concepts and their meaning. As soon as you complete the task, we immediately submit it to experts for verification. We work quickly, together...

1. Donation

2. Global mediators

3. Temporary peasants

4. Trimmings

5. Charter

6. Redemption operations

7. Segments

8. Reform

9. Rescript

10 Manifesto

1. ¼ part of the highest standard of land allotment, which the peasant could receive for free.

2. During the period of the peasant reform of 1861, an official was appointed from among the nobles to draw up and approve statutory charters and resolve disputes between peasants and landowners. He had judicial and administrative powers.

3. Personally free peasants bearing duties in favor of the landowner.

4. Land that was added to the peasant allotment upon liberation, if it was less than the lowest norm.

5. Agreement between the landowner and the peasant, determining the size of the peasant’s allotment.

6. Payment of peasants for the received plot of land during and after the peasant reform of 1861.

7. Part of the lands used by peasants, cut off after the peasant reform of 1861. in favor of the landowners. Produced if the allotment exceeded the highest standard established by the Regulations of February 19, 1861.

8. Transformation of any aspect of public life

9. Letter from a monarch to a subject

10. The form of a legal act of the head of state or the highest government body addressed to the population.

Guys, let's submit the answers.

Page 6 summarize “The historical significance of the peasant reform”

Teacher. TO Thanks to the reform carried out by Alexander II, peasants received personal freedom, civil and property rights. The reform of 1861 caused discontent among both landowners and peasants. However, in spite of everything, the abolition of serfdom was of great importance for Russia. Now all Russians became free. The property rights to labor and personal freedom of people were destroyed. Our country has an opportunity to develop new economic relations.

Alexander II for this historical reform received the honorary title of Tsar Liberator.

The peasant reform contributed to the development of Russia along the capitalist path. However, it retained many feudal remnants that hampered the bourgeois development of the village.

Large landownership, the poor and land-scarce peasants remained for a long time and aggravated the solution of the so-called peasant question, which in the future would, in fact, become the main issue of the upcoming three Russian revolutions.

How do you understand the words of N.A. Nekrasov “Who can live well in Rus'?”:

The great chain has broken,

Torn and splintered:

One way for the master,

Others don't care...

Lesson summary. Reflection

So, guys, we see that our experts have already summed up the results. Based on the points you earn, I can judge the level of mastery of the material in the lesson. I would like to congratulate group No. ..., they are our winners today, and everyone receives honestly earned A's, group No. ... is just a little behind. I will ask group of guys No. not to be discouraged... today is not very good, but tomorrow everything may be fine.

And, now I would like to know what difficulties you encountered in the lesson, why...

It’s probably worth paying attention to these questions at home.

IV . Homework: paragraph 20,

Using the textbook text on pp. 139-140, make a table. Slide

Institutions involved in preparing the reform

Responsibilities

Thank you guys for the lesson, bye everyone

Lesson objectives.

1. Introduce students to the preparation of the peasant reform, analyze the main provisions of the reform.

2. Find out the historical need for the abolition of serfdom. Develop skills in working with documents.

3. Lead students to reflect on the responsibility of government officials for the fate of their country.

Lesson plan:

1. The solution to the peasant question before the reign of Emperor Alexander II.

2. Preparation of peasant reform.

3. The main provisions of the peasant reform of 1861.

4. Results and significance of the abolition of serfdom.

Basic concepts:

• quitrent,
• corvee,
• segments,
• cuttings,
• temporarily obliged,
• working off,
• sharecropping,
• redemption payments.

During the classes

Learning new material. (The study of new material is accompanied by an electronic presentation<Приложение 1>)

The 19th century was distinguished by the particular acuteness of the peasant question. The peasants fought for their emancipation. Serfdom became unbearable.

A problematic question is posed to the class, to which students must answer at the end of the lesson.

Was the peasant question resolved by the reform of 1861?

When considering the first question of the lesson plan, the class is given a task: to remember how the emperors before Alexander II treated the topic of liberation of the peasants. To do this, students, using the suggested names of emperors and dates, must name the actions of the emperors towards the peasants.

Students are asked a question .

Why did not one of the emperors decide to abolish serfdom?

The nobles did not want to abolish serfdom. This is confirmed by the words of Catherine II: “to fight serfdom means to lose the throne!”

Then we have a question:

• Why did Alexander II decide to abolish serfdom?
• Who is Alexander II conservative or liberal in his views? What are the main reasons for the abolition of serfdom?

The new emperor was neither a liberal nor a supporter of fundamental reforms in the country. But a turning point in all layers of Russian society regarding the need for reforms in the country, the main one of which should be the abolition of serfdom, occurred during the Crimean War, which ended in a heavy defeat for Russia. The country was faced with a choice: either the empire as a European power would fade away, or quickly carry out reforms.

Reasons for the abolition of serfdom

When considering the second question of the lesson plan, we turn to the words of Alexander II:

“There are rumors that I want to give freedom to the peasants; this is unfair, and you can say this to everyone left and right; but, unfortunately, a feeling of hostility between peasants and their landowners exists, and as a result there have already been several cases of disobedience to the landowners... I think that you are of the same opinion as me, therefore, it is much better for this to happen from above rather than from below.”

The main goal of Alexander II was not the desire to develop capitalism, but the need to maintain his power.

Preparations for the reform took place under difficult conditions. Committees on peasant affairs began to be created, which considered old projects for solving the peasant issue.

In 1857, the Secret Committee was created, a year later it was transformed into the Main Committee for Peasant Affairs. The most important innovation here is the introduction of open discussion and consideration of issues of emancipation of the peasantry. Most landowners proposed releasing peasants without land or with a small plot of land. In March 1859, Editorial Commissions were established as a “working body” under the Main Committee, which reviewed materials. General Ya. I. Rostovtsev was appointed chairman of the commission. Ya. I. Rostovtsev was at first an opponent of the abolition of serfdom, but in 1859 he defended the emancipation of peasants with land allotments, but died before completing the development of the reform.
The editorial commissions worked very intensively over the course of one year and held 409 meetings. Outstanding figures who worked on the Editorial Commissions were: N. A. Milyutin, S. M. Zhukovsky, P. P. Semenov-Tyan-Shansky, Yu. F. Samarin and others. It was Semenov who outlived all his comrades who worked on the Editorial Committees commissions and for the last time on February 19, 1914, all alone, raised a toast in memory of the friendly work of this think tank of reform.

After the closure of the Editorial Commissions, the peasant reform projects were submitted for discussion first to the Main Committee and then to the State Council. A strong supporter of the reforms, Grand Duke Konstantin Nikolaevich, was appointed Chairman of the Main Committee for Peasant Affairs, who ensured the passage of documents through the committee. But in the State Council, opponents of the reform tried in every possible way to reject the projects, and then Alexander II gave a speech to the State Council on January 28, 1861.

Students read the document “From the speech of Alexander II in the State Council on January 28, 1861” and use it to answer the question posed:

What was the role of Alexander II in the abolition of serfdom?

“...The matter of the liberation of the peasants, which came before the State Council, in its importance I consider a vital issue for Russia, on which the development of its strength and power will depend. I am sure that all of you, gentlemen, are just as convinced as I am of the benefits and necessity of this measure. I have another conviction, namely, that this matter cannot be postponed; why do I demand from the State Council that it be completed in the first half of February and can be announced by the beginning of field work... I repeat, and it is my indispensable will, that this matter be finished now. It has been going on for four years now and is raising various fears and expectations among both landowners and peasants. Any further delay could be detrimental to the state.”

Alexander II showed firmness and on February 19, 1861 signed two documents: the Manifesto on the abolition of serfdom and the “Regulations on peasants emerging from serfdom.”

Consideration of the third question begins with students working on documents:

• “General position on peasants emerging from serfdom” <Приложение 2>,
• project by A. M. Unkovsky <Приложение 3> ,

“Charter of Charter” <Приложение 4> , and filling out the table.

The situation of the peasants

Students receive additional information about the provisions of the peasant reform from the teacher’s story.

According to the law, the size of the land plot was determined for peasants. Depending on the region, these norms were: in black earth provinces - from 1.5 to 4 acres of land; in non-chernozem provinces - from 1 to 7 dessiatines; in the steppe provinces - from 3 to 12 acres. If the peasants used a large amount of land, then part of the surplus, which was called “cuts,” was taken away in favor of the landowners. If the peasants had less land than they were supposed to, then part of the land was cut off for them, which was called “cuts.”

Land was provided to peasants for ransom. They had to pay the landowner a lump sum of 20% of the cost of the plot, and the remaining 80% was paid by the state, but with the return of this amount to him over 49 years with interest. All peasants, before the conclusion of the redemption transaction, as well as those who were unable to pay 20% of the cost of the allotment, were considered temporarily obligated and had to fully fulfill their previous duties - sharecropping (rents) and labor (corvée), although they were personally free.

Question for the class :

Why do you think these particular conditions were determined?

N. I. Nekrasov dedicated the poem “Freedom” to this event.

Motherland! Across your plains
I have never driven with such a feeling!
I see a child in the arms of my mother,
The heart is agitated by the thought of the beloved:
In good times a child was born,
God be merciful! You won't recognize tears!
Since childhood, I have not been intimidated by anyone, I am free,
Choose the job you're good for,
If you want, you will remain a man forever,
If you can do it, you will soar into the sky like an eagle!
There are many mistakes in these fantasies:
The human mind is subtle and flexible,
I know: in place of serf networks
People have come up with many other
So!. . . But it’s easier for people to untangle them
Muse! Welcome freedom with hope!

After reading the poem, the class is asked a question :

What kind of networks are these in which peasants fall under the reform?

The teacher continues the story about the changes that occurred in the lives of peasants and landowners under the reform.

The real value of all the land is 500 million rubles, and the landowners received 1.5 billion rubles for it. Thus, the landowners received a lot of money.

The teacher asks a question:

What was the calculation? Where should landowners invest their capital?

Landowners had to build manufactories, factories, buy new equipment, and develop agriculture along the capitalist path. The poorest peasants were expected to join the ranks of hired workers in the cities. Wealthy peasants bought land into private ownership. However, in reality this could not be realized, since the peasants did not become private owners of the land. The land became the property of the community. Wealthy peasants often paid communal payments instead of poor ones. It was extremely difficult to leave the community. In addition, the landowners themselves did not know what to do with the huge money they received from the sale of land. Therefore, most of the nobles squandered this money.

The fourth question of the lesson plan begins with the task of identifying the bourgeois and feudal features of the peasant reform.

When assessing the peasant reform, it is important to emphasize the following:

1. The peasant reform was the result of a compromise between landowners, peasants and the government. Moreover, the interests of the landowners were taken into account as much as possible.

2. The conditions for the liberation of the peasants initially contained a future contradiction and a source of constant conflicts between them and the landowners.

3. The reform prevented mass protests by peasants, although local ones did take place.

4. The reform did not solve the peasant question.

5. Conditions were created for the establishment of the capitalist structure in the country's economy.

1. The reform is inconsistent, half-hearted, incomplete.

2. There is a growing need for a new reform.

Reinforcing the material learned

Write new concepts in the dictionary:

1. Labor - peasants received part of the land for temporary use; instead of paying for the land, they worked for the landowner.

2. Sections - part of the land that was cut off from the peasants in favor of the landowners according to the reform of 1861.

3. Prirezki - part of the land that was given to the benefit of the peasants according to the 1861 reform.

4. Sharecropping - peasants received part of the land for temporary use; instead of paying for the land, they gave half the harvest to the landowner.

5. Temporarily obligated - peasants until they pay the debt to the landowner for the land are obliged to temporarily perform certain duties.

6. Redemption payments - the purchase by peasants of land from landowners. Initially, 80% of the ransom was paid to the landowners by the state. The peasants had to pay off the state in 49 years.

Complete tasks:

1. Arrange into two groups the concepts that characterize the situation of peasants before the reform (A) and after the reform (B):

1) temporarily obliged;

2) yard;

3) corvee;

4) segments;

5) redemption payments;

6) serf.

2. The plot of land that peasants received as a result of the reform of 1861 was called:

1) allotment;

2) cut;

3) estate;

4) fiefdom.

3. Who is a mediator:

1) a representative of landowners participating in the development of peasant reform;

2) a representative of the peasant community, participating in the resolution of disputes between the landowner and the peasants;

3) a representative of the nobility, called upon to monitor the implementation of peasant reform on the ground.

4. The development of capitalism in Russia in the second half of the 19th century contributed to:

1) liberation of peasants from serfdom;

2) the spread of the temporarily obliged state of peasants;

3) the existence of a peasant community.

5. Reveal the main features of the peasant community in Russia after the reform of 1861. Draw a conclusion - what communal orders interfered with commodity-money relations in the village?

6. What do you see as the pros and cons of the peasant reform?

Homework:§ 20, answer in writing the question: why did life become bad for both the peasant and the landowner?

Lesson Plan: I. Introduction II. The main part of the lesson: characterization of the personality of Alexander II. Background to the abolition of serfdom. Reasons for the abolition of serfdom. Preparation of the peasant reform, its main provisions. The meaning of the abolition of serfdom. III. The final part of the lesson. IV. Homework.

The background to the abolition of serfdom in the city - book by A.N. Radishchev “Journey from St. Petersburg to Moscow” 1797 - Decree of Paul I on three-day corvee 1803 - Decree of Alexander I on free cultivators 1842 - Law of Nicholas I on “obligated peasants” (reform of P.D. Kiselev) - Nicholas I granted serfs the right to redeem their freedom in the event of the sale of their owner’s estate.

The main provisions of the manifesto Clause 2. The procedure for personal release. Peasants: personally free; endowed with general civil and property rights. BUT! The class division is preserved; tax from the peasants; dependence on the community. Clause 6. Procedure for allocating land. Landownership is preserved. Peasants are allocated land, but in a limited amount and for a ransom on special conditions. Personally, free peasants had to serve corvee and quitrent for the land until it was fully redeemed. Peasants who entered into an agreement to purchase land (9 years) were called temporarily obligated. The size of the allotment, quitrent, corvee was determined by the Charter. The term of its signing is 2 years. Redemption operation: the peasant pays 25% of the value of the land to the landowner; 75% of the cost of land is reimbursed to the landowner by the state; The state issues a loan to the peasant for 49 years with an interest rate of 6% per annum on the amount of the debt. After this, you cannot refuse the redemption operation! Clause 17. Procedure for managing a peasant community. The state made payments for the land to the peasant community. Control was carried out by global mediators.
The significance of the abolition of serfdom The abolition of serfdom dealt a blow to the previous system of serfdom and created the conditions for the victory of free market relations. The reform of 1861 contributed to the development of capitalism in Russia. As a result of the reform, 20 million peasants were freed.

Explanatory note Teacher: Svetlana Nikolaevna Tverdova Educational institution: Municipal educational institution secondary school No. 8, Komsomolsky village, Gulkevichsky district, Krasnodar region. Title: lesson-presentation “Peasant Reform of 1861”. 8th grade Subject: history Class: 8th grade Purpose: To introduce students to the personality of Alexander II. -To form ideas about the prerequisites and reasons for the abolition of serfdom. -By analyzing the main provisions of the reform, identify its progressive and feudal features. -Promote the development of students’ information culture, introduce them to the capabilities of PCs. -To promote respect for the history of Russia. Educational: broaden the horizons of students Educational: instill interest in the subject and the rulers of the Russian Empire. Duration: 40-45 minutes Author's media product: multimedia presentation Teaching aids: computer, multimedia projector, screen

Goals and objectives of the lesson: To introduce students to the personality of Alexander II. To form ideas about the prerequisites and reasons for the abolition of serfdom. By analyzing the main provisions of the reform, identify its progressive and feudal features. To promote the development of students’ information culture and introduce them to the capabilities of PCs. To promote respect for Russian history.

Lesson plan 1. Introduction. 2. The main part of the lesson: The personality of Emperor Alexander II. Prerequisites for the abolition of serfdom. Reasons for the abolition of serfdom. Preparation of peasant reform. The main provisions of the peasant reform. The meaning of the abolition of serfdom. 3. The final part of the lesson. 4. Homework.

How did Alexander II's upbringing influence his character? How could the personal qualities of the king affect the course of historical events? How did Alexander II's upbringing influence his character? How could the personal qualities of the king affect the course of historical events? The question of the abolition of serfdom has long worried Russian society. Remember when and which ruler tried to resolve this issue? In joint work, the teacher and students compile a chronology of the prerequisites for the abolition of serfdom.

Prerequisites for the abolition of serfdom in the 18th century – A.N. Radishchev “Journey from St. Petersburg to Moscow” 1797 – Decree of Paul I on three-day corvee 1803 – Decree of Alexander I on “free cultivators” 1816–1819. – Alexander I’s law on the complete abolition of serfdom in the 3 Baltic provinces (Estonia, Courland, Livonia) 1842 – Nicholas I’s law on “obligated peasants” (Kiselev’s reform) 1847 – Nicholas I granted serfs the right to redeem their freedom in case of sale of the estate of their owner

The problem of the abolition of serfdom was constantly discussed in Russian society. First of all, it had a moral, human side. The problem of the abolition of serfdom was constantly discussed in Russian society. First of all, it had a moral, human side. What was the attitude in Russian society towards serfdom? Remember which of the Russian writers exposed the horrors of serfdom? What secret societies and organizations advocated the abolition of serfdom?

“Preparation for the abolition of serfdom.” 01/3/1857 - formation of the Secret Committee “to discuss measures to organize the life of the landowner peasants.” October 1857 - Vilna Governor-General V.N. Nazimov, on behalf of the nobles, asks for permission to discuss the issue of liberating the peasants without allocating them with land2 November 0, 1857 - Alexander II issues a rescript on the establishment of provincial committees from among the nobles to discuss the conditions for the liberation of the peasants . February 1858 - The Secret Committee was renamed the Main Committee for Peasant Affairs. Grand Duke Konstantin Nikolaevich was appointed chairman. March 1859 - The Editorial Commission was established. General Ya.I. Rostovtsev was appointed chairman. The main task: to consider all materials received from the provinces and draw up on their basis a general draft law on the liberation of peasants

Why do you think Alexander II wanted the initiative to abolish serfdom to come from the nobles? What role did he assign to himself in these reforms? Problem task: immediately after the emperor’s speech to the nobility, Minister of Internal Affairs S.S. Lanskoy instructed his assistant A.I. Levshin to collect all the projects, notes, opinions on the peasant issue available in the previous reign. Having studied them, the minister came to the conclusion that he would have to choose from three possible options for the liberation of the peasants. What were these options?

Completion of work on the peasant reform project.” The main provisions of the peasant reform. On February 19, 1861, Alexander II signed the manifesto “On granting peasant people the rights of free rural inhabitants and on the organization of their life.” The document stated: “Serfdom for peasants settled on landowners’ estates and for serfs is abolished forever.”

What kind of sentiments do you think the manifesto aroused among the people? How did the peasants react to the news of the abolition of serfdom? Did the Russian peasant become the owner of his land thanks to the manifesto? What kind of sentiments do you think the manifesto aroused among the people? How did the peasants react to the news of the abolition of serfdom? Did the Russian peasant become the owner of his land thanks to the manifesto? In April 1861, in the village of Bezdna, Kazan province, troops brutally suppressed protests by peasants demanding “full freedom” and immediate provision of land. At the end of 1861, society became disillusioned with the inconsistency of reforms.

The meaning of the abolition of serfdom.” The abolition of serfdom dealt a blow to the previous system of serfdom and created conditions for the victory of free contractual relations. The reform of 1861 contributed to the development of capitalism in Russia. As a result of the reform, 20 million peasants were freed.

What are the progressive features of the reform? What “fortress features” did she retain? Progressive features of the reform Preservation of serfdom remnants Homework. Creative task: write a “letter” on behalf of a liberated peasant or landowner who set the peasants free, addressed to Emperor Alexander II.

Church of the Savior on Spilled Blood in St. Petersburg. Another name is the Church of the Resurrection of Christ. Built on the site where Alexander II was mortally wounded on March 1, 1881. Architects I. V. Makarov, A. A. Parland. The building is in the spirit of Russian patterns of the 16th-17th centuries. modeled after the Moscow St. Basil's Cathedral, it is distinguished by a complex picturesque silhouette and rich multi-colored decorative decoration. Particularly remarkable is the largest ensemble of mosaics on the facades and in the interior (V. M. Vasnetsov, M. V. Nesterov, M. A. Vrubel, A. P. Ryabushkin, etc.).

The work can be used for lessons and reports on the subject "History"

Ready-made presentations on history are intended both for independent study by students and for teachers during lessons. When using a history presentation in the educational process, teachers spend less time preparing for the lesson and increase the assimilation of the material by students. In this section of the site you can download ready-made presentations on history for grades 5,6,7,8,9,10, as well as many presentations on the history of the fatherland.

“…Serfdom on peasants is abolished forever” (Alexander II)

(Lesson-presentation on the topic “Peasant reform of 1861”. 8th grade)

Goals and objectives of the lesson:

Introduce students to the personality of Alexander II.

To form ideas about the prerequisites and reasons for the abolition of serfdom.

By analyzing the main provisions of the reform, identify its progressive and feudal features.

To promote the development of students’ information culture and introduce them to the capabilities of PCs.

To promote respect for Russian history.

Lesson equipment:

Computer and projector.

CD – “Encyclopedia of Russian History 1862–1917.” ”

Literature

Textbook by A.A. Danilova, L.G. Kosulina “History of the state and peoples of Russia in the 19th century”, M., 2002.

Lesson developments for the textbook “History of the State and Peoples of Russia in the 19th Century”, M., 2001.

Kornilov A.A. Course on the history of Russia in the 19th century. M., 1993.

Klyuchevsky V.O. Collected works. Volume V. M, 1989.

Chulkov G.I. Emperors: psychological portraits. M., 1991.

The lesson is based on a presentation outline created in PowerPoint.

During the presentation lesson, new material is presented in the form of a series of slides with text, tables and illustrations that make it possible to revive the teacher’s story and organize a discussion of the proposed questions.

The entire presentation consists of 18 slides. As the lesson progresses, the necessary material is gradually displayed on the screen, and the main issues of this topic are discussed.

The first slide of the presentation is the basic outline of the lesson.

During the classes

1. At the beginning of the lesson, the teacher introduces students to the topic of the lesson, its goals and objectives.

2. The main part of the lesson.

Introducing students to the personality of Alexander II.

Alexander II

Teacher: On February 18, 1855, under very mysterious circumstances, in the midst of the Crimean War, Emperor Nicholas I dies. There is a version that it was the suicide of a man who realized that the country was on the brink of disaster, and with his death opened the way for a new generation of rulers. “I hand over my team to you, but, unfortunately, not in the order I wanted. I leave you a lot of work and worries,” said Nicholas I, dying.

Nicholas I

A slide depicting Alexander II, his wife Maria Alexandrovna and his father Nicholas I is being examined.

Students answer the question: What problems did his father leave for Alexander II?

Teacher: Alexander Nikolaevich was born on April 17, 1818 and received a brilliant upbringing as the future emperor. Poet V.A. Zhukovsky was the crown prince's main mentor and tried to instill in him liberal views on society.

V.A. Zhukovsky

MM. Speransky taught him law.

MM. Speransky

E.F. Kankrin - economics.

E.F. Kankrin

We examine slides depicting the teachers of Alexander II - V.A. Zhukovsky, M.M. Speransky, E.F. Kankrina.

While traveling abroad, Alexander II met his wife, and, having visited Siberia, he asked his father to show mercy to the Decembrists.

Wife of Alexander II

A slide with a picture of Alexander II is being examined.

Students answer the questions: How did Alexander II's upbringing influence his character? How could the personal qualities of the king affect the course of historical events?

Teacher: The question of the abolition of serfdom has long worried Russian society. Remember when and which ruler tried to resolve this issue?

In joint work, the teacher and students compile a chronology of the prerequisites for the abolition of serfdom.

The slide “Prerequisites for the abolition of serfdom” is considered as the chronology is compiled.

Teacher: The problem of the abolition of serfdom was constantly discussed in Russian society. First of all, it had a moral, human side.

Students answer the questions: What was the attitude in Russian society towards serfdom? Remember which of the Russian writers exposed the horrors of serfdom? What secret societies and organizations advocated the abolition of serfdom?

The slide “Attitude towards serfdom in the Russian press” is considered.

Students discuss quotes from periodicals of those years: K.D. Kavelin “Notes on the liberation of the peasants”, A.I. Herzen “Polar Star” magazine, A.I. Herzen, N.P. Ogarev “Bell”.

Teacher together with his students he comes to the conclusion: In the middle of the 19th century in Russia, all the prerequisites for the abolition of serfdom were in place, however, Alexander II was forced to make a decision to abolish it under the influence of not so much internal as external circumstances.

Students fill out the table “Reasons for the abolition of serfdom.”

Defeat in the Crimean War	Russia's military-technical lag behind European countries	Socio-economic backwardness of Russia in comparison with Western Europe
Mass peasant movement		Changing atmosphere in Russian society

After filling out the table, the work is checked against a pre-compiled slide.

Preparations for the abolition of serfdom.

Alexander II

Teacher: On March 30, 1854, Alexander II gave a speech to the Moscow nobility, where he spoke for the first time about the need to abolish serfdom: “... it is better if this happens from above than to wait for it to happen from below.”

The slides “Preparation for the abolition of serfdom” are considered.

01/3/1857 - formation of the Secret Committee “to discuss measures to organize the life of the landowner peasants.” October 1857 - Vilna Governor-General V.N. Nazimov, on behalf of the nobles, asks for permission to discuss the issue of freeing the peasants without giving them land

November 20, 1857 - Alexander II issues a rescript on the establishment of provincial committees from among the nobles to discuss the conditions for the liberation of peasants. February 1858 - The Secret Committee was renamed the Main Committee for Peasant Affairs. Grand Duke Konstantin Nikolaevich was appointed chairman. March 1859 - The Editorial Commission was established. General Ya.I. Rostovtsev was appointed chairman. The main task: to consider all materials received from the provinces and draw up on their basis a general draft law on the liberation of peasants

Students answer the questions: Why do you think Alexander II wanted the initiative to abolish serfdom to come from the nobles? What role did he assign to himself in these reforms?

Teacher sets a problematic task for the students: immediately after the emperor’s speech to the nobility, Minister of Internal Affairs S.S. Lanskoy instructed his assistant A.I. Levshin to collect all the projects, notes, opinions on the peasant issue available in the previous reign. Having studied them, the minister came to the conclusion that he would have to choose from three possible options for the liberation of the peasants. What were these options?

The slide “Options for the liberation of peasants presented by the Editorial Commission” is considered.

Liberation of peasants without land	Liberation of peasants with land for ransom	Release of peasants with land without ransom
Nobles in provincial committees	Liberal officials and landowners advocating the preservation of landownership	Revolutionary-minded part of society

Students answer the question: What option do you think Alexander II chose and why?

The slide “Completion of work on the peasant reform project” is considered.

The main provisions of the peasant reform.

Teacher: On February 19, 1861, Alexander II signed the manifesto “On granting peasant people the rights of free rural inhabitants and on the organization of their life.” The document stated: “Serfdom for peasants settled on landowners’ estates and for serfs is abolished forever.”

Students begin work with the main provisions of the manifesto:

The slides “Main Provisions of the Manifesto” are reviewed.

Clause 2 – Personal release procedure. Peasants: personally free; endowed with general civil and property rights. BUT! preserved: class division; tax from the peasants; recruitment kits; dependence on the community.

Clause 6 – Procedure for allocating land. Landownership was preserved. The peasants were allocated land, but in a limited amount and for a ransom on special conditions. The redemption rate ranged from 3 to 12 dessiatinas. For the land, free peasants personally had to serve corvee and quitrent until it was fully redeemed

The peasants who entered into an agreement to buy out the land (9 years) were called temporarily obliged. The size of the allotment, quitrent (corvée) was determined by the Charter. The term of its signing is 2 years. Redemption operation: The peasant pays 25% of the value of the land to the landowner; The state reimburses the landowner 75% of the cost of the land. For 49 years, the state issues a loan to the peasant with an interest rate of 6% per annum on the amount of the debt. After this, you cannot avoid the buyout operation!

Clause 17 – Procedure for managing a peasant community. The state settled payments for the land with the peasant community. Control over this lay with the world mediators.

Students answer the questions: What kind of sentiments do you think the manifesto aroused among the people? How did the peasants react to the news of the abolition of serfdom? Did the Russian peasant become the owner of his land thanks to the manifesto?

Teacher: In April 1861, in the village of Bezdna, Kazan province, troops brutally suppressed protests by peasants demanding “full freedom” and immediate provision of land. At the end of 1861, society became disillusioned with the inconsistency of reforms.

Students answer the questions:

“The great chain has broken,
Broke up and hit
One end - according to the master,
For others, it’s a man’s business.”

How do you understand these lines by N.A. Nekrasov?

How do you assess these events? (the teacher should try to lead students not only to historical, but also to touch upon moral assessments)

The meaning of the abolition of serfdom.

The slide “The significance of the abolition of serfdom” is considered.

3. The final part of the lesson.

Students receive the task: answer the questions and fill out the table.

What are the progressive features of the reform?

What “fortress features” did she retain?

Progressive features of the reform

Preservation of serf remnants

4. Homework.

Textbook paragraph 17, task No. 2 (oral), learn new concepts.

Creative task: write a “letter” on behalf of the liberated peasant or the landowner who set the peasants free, addressed to Emperor Alexander II.