Lesson on the topic: "Reforms of Alexander II"

It is advisable to conduct this lesson in a class that has the skills to work with historical sources. The lesson is held after studying the topic: "Abolition of serfdom" and is designed for two hours. The first part of the lesson is presented.

Lesson Objectives:

– to acquaint students with the reforms of the 1960s and 1970s, to show their liberal nature on the one hand and limitations on the other;

– develop the ability to build analogies, define and explain concepts, analyze historical sources and illustrative material;

– on the example of the work of zemstvos, to show the necessity and importance of the existence of such institutions, the selfless work of people who sought to make the life of the peasants better.

Lesson type: combined with elements of laboratory work.

Lesson equipment: handout - documents characterizing the liberal reforms of the 60–70s. nineteenth century; reproduction of Trutovsky's painting "Zemstvo meeting".

Lesson Plan.

I. Checking homework.

II . Learning new material:

a) liberal reforms of 60-70s, their necessity;

b) reform of local self-government;

c) judicial reform.

III. Fixing the material.

New terms Keywords: zemstvos, "vowels", curia, property qualification, city duma, city council, universal military service.

During the classes.

I. Teacher's introduction and homework check. Today in the lesson we continue the conversation about the transformations carried out by Alexander the Liberator in 60–70 years.

What was the first reform carried out by Alexander II? (abolition of serfdom).

List the historical terms and concepts associated with the abolition of serfdom.

(Students work in pairs: one names the terms, the other gives definitions). (Editorial commissions, segments, cuts, personal freedom, conciliator, charter, etc.)

In the poem by N.A. Nekrasov "To whom it is good to live in Russia" there are lines:

In what year - count, in what land - guess,

Seven men converged on the pole path:

Seven temporarily obligated Potyannaya province,

Uyezd Terpigoreva, Empty volost,

From adjacent villages - Zaplatova, Dyryavina, Razutoy,

Gorelova, Neyolova, Bad harvest, too.

Following the call of Nekrasov, calculate the time when this meeting could take place. (1861 to 1881). Why did the author give such names to the province, county, villages? (the plight of the peasants after the reform).

The same poem speaks of the reform:

The great chain broke, broke and struck:

One end on the master, the other on the peasant!

How do you understand Nekrasov's words? (complexity, duality and inconsistency of the reform)

What are the pros and cons of this reform? Is it right to call this reform the Great? (students give reasoned answers)

II. Learning new material.

The abolition of serfdom radically changed the structure of social relations. The changed situation required the adoption of new laws, the introduction of new management institutions. This task was fulfilled to a certain extent by the reforms of the 1960s and 1970s. We must get to know them and give them a description, identifying positive and negative sides.

The first reform - zemstvo, was carried out in 1864. By the beginning of the 60s. the former local administration has shown its inconsistency, tk. officials were appointed in the capital, and the population was removed from government. As a consequence of this - the desolation of farms. It was necessary to involve the entire population in solving local problems. On the other hand, Alexander II had to reckon with the opinion of the nobility, which had lost its former power and was dissatisfied with the abolition of serfdom. January 1, 1864 was followed by a decree on the introduction of the Regulations on provincial and district zemstvo institutions, which provided for the creation in the counties and provinces of new elected bodies of local self-government - zemstvos. The administrative bodies were county and provincial assemblies, whose members were called vowels. From among the vowels of the assembly, executive zemstvo bodies were elected - councils, consisting of a chairman and several members. Elections were held once every 3 years. The electors were divided into 3 curia.

Remember what it is? (the requirement of the electoral law, according to which the right to vote is granted only to citizens who have property of a certain value).

Think about who was in the first curia, if you know that for this it was necessary to have at least 200 acres of land, real estate worth 15 thousand rubles and an annual income of over 6 thousand rubles? (large landowners - nobles, owners of large enterprises, big bourgeoisie).

Who was a member of the curia of city voters, if it is known that for this it was necessary to own city real estate in the amount of 500 rubles or more? in small towns and up to 2 thousand in large ones? (merchants, owners of medium and small enterprises).

What issues did the zemstvos decide?

Students work with document 1. "Regulations on provincial and district zemstvo institutions, approved by the Highest on January 1, 1864." (Extract)

1. For managing affairs related to local economic benefits and needs of each province and each county, provincial and county zemstvo institutions are formed ...

2. Cases subject to the conduct of zemstvo institutions, in the province or county, according to reliability, are:

I. Management of property, capital and collections of zemstvos.

II. Arrangement and maintenance of buildings, structures and means of communication belonging to the Zemstvo, maintained at the expense of the Zemstvo.

III.Measures to ensure people's food.

I.Y. Managing zemstvo charitable institutions.

Y. Management of affairs of mutual zemstvo property insurance.

YI. Care for the development of local trade and industry.

YII. Participation ... in the care of public education, public health and prisons.

YIII. Assistance in the prevention of livestock deaths, as well as in the protection of grain crops and other plants ...

7. Zemstvo institutions in their resolutions and orders cannot leave the circle of cases indicated by them ...

8. The head of the province has the right to stop the execution of any decision of zemstvo institutions that is contrary to laws or general state benefits ...

Questions for the paper to discuss with students:

1. What cases were under the jurisdiction of the zemstvos?

2. For what purpose were Articles 7 and 8 introduced into the Regulations?

3. What issues did not solve the Zemstvo? (political)

4. What are the strengths and weaknesses of the Zemstvo reform?

5. Where were there no zemstvos? Why?

The city reform is being analyzed on the same principle. Students work with an extract from the City Regulations dated June 16, 1870:

2. The subjects of the department of urban public administration include:

a) cases on the organization of this administration and on the urban economy on the basis of the rules set forth in this provision;

b) affairs on the external improvement of the city, namely: taking care of the organization of the city, according to the approved plan; management, on the basis of the rules ... of the arrangement and maintenance of streets, squares, pavements, sidewalks, urban public gardens, boulevards, water pipes, sewers, canals, ponds, ditches and channels, bridges, gateways and crossings, as well as lighting cities ;

c) matters relating to the well-being of the urban population: measures to provide food for the people, the organization of markets and bazaars; care within the limits specified by the law ... on the preservation of public health, on the adoption of precautionary measures against fires and other disasters and on protection from the losses caused by them; care for the fencing and development of local trade and industry, for the construction of marinas, stock exchanges and credit institutions ...

d) the arrangement at the expense of the city of charitable institutions and hospitals and their management on the grounds indicated for zemstvo institutions ... participation on the same basis in the care of public education ... as well as the organization of theaters, libraries, museums and other similar institutions;

e) providing the government with information and opinions on subjects relating to local needs and benefits of the city ...

Questions for the document:

1. What problems of city life did the city public administration solve?

2. Compare zemstvo and city reforms. What is the significance of these reforms?

The most consistent reform is judicial (1864)

Students are analyzing an extract from the Institution of Judicial Establishments, approved by the Highest on November 20, 1864:

1. Judicial power belongs to:

magistrates,

district courts,

judicial chambers and

Governing Senate -

as the supreme court of cassation.

2. The judicial power of the provisions referred to in the previous 1st article extends to persons of all classes and to all cases, both civil and criminal.

Note. The judicial power of spiritual, military, commercial, peasant courts is determined by special decrees about them.

3. Justices of the peace are the sole power; congresses of justices of the peace, district courts, judicial chambers and the Senate are collegiate establishments ...

4. Justices of the peace, their congresses and judicial chambers consider cases on the merits; The ruling Senate, as the supreme court of cassation, without deciding cases on the merits in the general procedure of legal proceedings, oversees the preservation of the exact force of the law and its uniform implementation by all judicial institutions of the empire.

6. For the production of investigations in cases of crimes and misdemeanors, there are judicial investigators.

7. In order to determine the guilt or innocence of the defendants in criminal cases, jurors are added to the composition of the courts in the cases specified in the Charter of Criminal Procedure.

8. Chief prosecutors, prosecutors and their comrades are assigned to judicial places for prosecutorial supervision.

Questions for the document:

1. Who owned the judiciary in the Russian Empire according to judicial reform?

2. What article equalizes all subjects of the Russian Empire before the law?

3. For what purpose were the positions of judicial investigators, jurors, prosecutors introduced?

The teacher comments on the answers of the students, if necessary, supplements them. A scheme "Judicial system according to the reform of 1864" is drawn up collectively. At the end of this part of the lesson, the teacher explains the new principles of legal proceedings: competitiveness, election of a justice of the peace and jury, independence of judges, publicity.

Students make a conclusion about the advantages and disadvantages of the reform.

III. Consolidation.

1. Why do we call the reforms studied in the lesson: zemstvo, city, judicial - liberal?

2. What issues were not resolved by these reforms? What vestiges of the feudal system were not eliminated?

Homework: paragraph text;

lookahead task: remembering the reasons for the defeat of Russia in the Crimean War, guess what measures were necessary in the army.

The next lesson examines the military reform and the reform in the field of public education, and also generalizes knowledge on all the studied reforms, including the peasant one.

The conclusion is made about the positive impact of reforms on the development of the country and those problems that were not resolved as a result of the transformations of Alexander II are identified.

Topic.

The purpose of the lesson: to identify the features of the transformations in Russia in the middle of the 19th century, to characterize the reforms of Alexander II, to analyze their results and consequences, to find out how they were incomplete.

Download:

Preview:

Lesson Plan

Topic. Unfinished transformations in Russia: experience and features.

The purpose of the lesson: to identify the features of the transformations in Russia in the middle of the 19th century, to characterize the reforms of Alexander II, to analyze their results and consequences, to find out how they were incomplete.

During the classes

1. Motivation of students.

2. Conversation with the class on the studied material.

In February of this year, Russia celebrated the 150th anniversary of the abolition of serfdom. In the Ulyanovsk region, a monument to Alexander II - the Liberator was opened. A new period in the life of the peoples of our state is connected with the name of Alexander II.

The need to abolish serfdom and carry out liberal reforms was already evident in the 1930s and 1940s. 19th century. However, the authorities did not dare to do so.

• Remember what Nicholas I said about serfdom.("Serfdom is an evil, but its sudden abolition would be an even greater evil at the present time").

The government feared that the liberation would cause mass peasant unrest and discontent among the landlords. The turning point came after the Crimean War, when it became obvious that serfdom threatened the interests of the country's defense.

• What was the feudal economy of Russia?(A state of serious crisis. The growth of peasant duties and payments led to the ruin of peasant farms).

At the same time, the capitalist order was already taking shape. In the 50s of the 19th century, the property stratification of the peasantry intensified. The industrial revolution that began in the 1930s was held back by the weak development of the free labor market. Serfdom hindered the outflow of labor to the cities. Further development of industry was impossible without the abolition of serfdom.

The preservation of serfdom doomed Russia to a growing economic lag behind the leading powers. In addition, it gave rise to peasant unrest. Their speeches were scattered and few in number, but the constant discontent of the peasants worried the authorities and the nobility, reminding them of the possibility of a new Pugachevism.

• Has anything changed in Russia with the accession to the throne of Alexander II?(The most conservative associates of Nicholas I were removed from their posts. Censorship gradually softened, and publicity expanded.)
• What did Alexander II say in March 1856, speaking to the marshals of the nobility?

(“Rumors are circulating that I want to announce the emancipation of serfdom. This is unfair, and from this there were several cases of disobedience of the peasants to the landowners ... I will not tell you that I was completely against this; we live in such an age that over time this should happen ... I think that you, too, are of the same opinion with me: therefore, it is much better for this to happen from above than from below.

The tsar's public statement about the inevitability of the abolition of serfdom intensified the discussion of this problem. Until now, all liberation projects have been kept secret.

• List the noble projects of liberation known to you?

1. The landlords of the fertile black earth provinces sought to retain as much land as possible in their hands, therefore they proposed to free the peasants without land or with insignificant allotments.

2. The landlords of the non-chernozem provinces agreed to provide the peasants with large plots, but expected to receive the maximum ransom.

3. The landlords of the sparsely populated multi-land steppe provinces, fearing a shortage of labor, offered to provide the peasants with large allotments, but demanded that they be obliged to perform duties for a long time.

• Who was entrusted with the development and preparation of the draft peasant reform?

(Under the Main Committee, Editorial Commissions were created under the chairmanship of Rostovtsev, which were supposed to analyze and summarize the proposals of the provincial committees and develop a final project for the emancipation of the peasants).

Following the peasant reform in the 1860-1870s. a whole series of liberal bourgeois reforms were carried out, which made it possible to call this period the “Era of Great Reforms”.

Problem. What was the incompleteness of the "Great Reforms"?

Group assignments.

Task 1 group.

Having studied the content of paragraph 49 on the peasant reform, the Manifesto on February 19, 1861 and the Regulations on peasants who emerged from serfdom,

2.What were the conditions for the release of the peasants?

3. Whose interests - landowners or peasants - were respected to a greater extent?

4. What were the two main goals pursued by the allocation of land to the peasants?

Task 2 group.

After studying the content of paragraph 49 on the Zemstvo and City reform and documents, complete the following tasks:

1. Expand the main content of Zemstvo reform?

2. Formulate the main tasks of Russian zemstvos.

3. What was the purpose of the City Reform?

4. What new things did she bring to the life of Russian cities?

Scheme. Bodies of zemstvo self-government.

• Representation of what estates, in your opinion, was most curtailed in these bodies?

On what basis did you come to this conclusion?

Task 3 group.

Having studied the content of paragraph 49 on the Judicial Reform and documents

Complete the following tasks:

1. Expand the main content of the Judicial Reform?

2. What's new in Judicial Reform?

3. Judicial reform is considered the most consistent of all the reforms of the 1860s-1870s. On what is this assertion based?

4. Which of the legal proceedings introduced into the system in 1864 is used in the modern judicial system?

Scheme. Judicial bodies.

Task 4 group.

Having studied the content of paragraph 49 on education reform

complete the following tasks:

1. Expand the main content of education reforms?

2. What were the changes in the education system?

3. What new types of educational institutions have appeared in Russia?

4. What rights did higher educational institutions receive under the University Charter of 1863.

Task 5 group.

Having studied the content of paragraph 49 on the Military Reform and documents

Complete the following tasks:

1. What was the need for this reform?

2. Expand the main content of the military reform?

3. Who was the main developer of this reform?

4. Who was exempted from military service?

(See study guide p.355)

Conclusions.

Solution.

Consolidation.

Test solution.

Test

1. What was the main reason that prompted Alexander II and his government to carry out the reforms of the 1860s-1870s.

a) the desire of the majority of Russian nobles for change

b) sharp criticism of feudal Russia in the countries of Western Europe

c) the danger of a new palace coup

d) Russia's defeat in the Crimean War

2. Under what conditions did the reform of 1861 provide the peasants with land

a) free

b) for a ransom with the assistance of the government

c) entirely at the expense of the state treasury

d) at the expense of the landowners

a) retained feudal vestiges

b) liquidated landownership

c) freed peasants from corporal punishment

d) provided for the destruction of the community

4. The concept of the peasant reform of 1861 is connected with

a) freed peasants

b) redemption payments

c) peasant community, redistribution of land

d) farms, cuts

5. Local self-government bodies created during the reforms of the 1860-1870s. were

a) Zemsky Sobors

b) Zemstvos

c) neighborhood community

d) city council

6. In what year was the city reform carried out

a) 1861 b) 1863 c) 1870 d) 1874

7. Who owned the administrative power of local self-government under the zemstvo reform

a) city duma b) city zemstvo councils

c) city and county assemblies d) city councils

8. Which of the following transformations refers to the judicial reform of 1864

a) irremovability of judges

b) publicity, competitiveness of the trial

c) tribunals

d) liquidation of military courts for revolutionaries

a) Zemsky b) Judicial c) City d) Military

10. According to the provisions of the military reform, the period of conscription in the army was

a) 3 years b) 5 years c) 6 years d) 25 years

11. What type of educational institution has become the main one at the level of secondary education

a) lyceum b) gymnasium c) college d) parochial school

12. For whom a reduced period of military service was established

a) educated people

b) representatives of the clergy

c) the sole breadwinner in the family d) illiterate conscripts

AlexanderII: man and politician

future emperor AlexanderII was born April 17, 1818 and was the firstborn in the family NicholasI and his wife Alexandra Fedorovna. Therefore, from a young age, they began to prepare him comprehensively for taking the throne and surrounded him with brilliant mentors and teachers. Adjutant General was appointed his teacher K.K. Meder became the main mentor V.A. Zhukovsky, and prominent Russian scientists and statesmen became teachers M. Speransky, K. Kavelin, E. Kankrin,F. Brunov and others.

According to contemporaries, as a person, Alexander was much more attractive than his father - smarter, more educated, softer and more restrained in character. However, unlike the strong and strong-willed nature of his father, AlexanderII was extremely changeable and over the years retained this instability of nature both in personal and public life.

Rice. 1. The scene of the sale of peasants ()

Your education Alexander completed in 1837-1839 long trip across 29 provinces of European Russia and Western Siberia and practically all countries of Western Europe. After returning to Russia NicholasI began to actively involve his eldest son in public affairs. AT early1840s Tsarevich became a member State Council, Senate and Synod, and then, in 1846-1848, led the work as chairman Secret Committees on the Peasant Question. At the same time, the heir to the throne was appointed to the highest military posts - first the commander of the entire guards infantry, and then the commander Guards and Grenadier Corps. At the time of his departure from the capital NicholasI left Alexandra on the farm and entrusted all state affairs to his son. AT 1850 the heir to the throne took an active part in the hostilities of the Russian troops in the Caucasus, where he gained rich and varied experience in military affairs.

According to many contemporaries and historians (L. Zakharova, V. Chernukha, L. Lyashenko), according to their inner convictions AlexanderIIwas not a reformer, and, unlike the younger brother Constantine, I have never been fond of liberal ideas. Moreover, as head Secret Committees, he always headed the conservative party, which rigidly defended the interests of the feudal landlords. However, having ascended the throne after the death of his father, AlexanderII(1855-1881) found the courage to recognize the collapse of the Nikolaev political system and the need for large-scale reforms in the country.

Preparation of the peasant reform (1856-1861)

AT middleXIXin. Russia remained the only European country where serfdom was preserved, which significantly hampered its socio-economic and political development. Starting from second halfXVIIIin., the question of the abolition of serfdom was constantly in the center of public attention. The deputies of the Catherine’s Legislative Commission (A. Alennikov, A. Maslov), and enlighteners (N. Novikov,A. Radishchev), and Decembrists, and Slavophiles, and Westerners, and revolutionary democrats. Even the government and many ideologists of the nobility did not remain aloof from this most acute issue. Suffice it to recall the projects M. Speransky, D. Guryev, N. Mordvinov, A. Arakcheev and P. Kiseleva, as well as the activities of numerous Secret Committees on the Peasant Question and their statutes to make sure of it. However, all attempts by the government to mitigate the most disgusting features of serfdom and to convince the noble class of the benefits of its abolition, constantly rested against the terry conservatism of many feudal landowners.

For the first time on the need to abolish serfdom AlexanderII(Fig. 2) officially declared March 30, 1856 during the coronation celebrations in Moscow, where, speaking to representatives of the Moscow nobility, he bluntly stated that it was better abolish serfdom "from above" rather than waiting for it to abolished by the peasants themselves "from below".

Rice. 2. Alexander II during the Crimean War ()

However, the landlords themselves did not burn with a special desire to solve the urgent peasant issue, and the authorities once again took the initiative into their own hands. AT January 1857 a new Secret Committee on the Peasant Question, which included the graph A.F. Orlov, prince V.A. Dolgorukov, graph M.N. Ants, prince P.P. Gagarin and others. Made up of former Nikolaev dignitaries, most of them notorious serfs, Committee deliberately delayed the solution of the peasant question. However, the tense social situation in the country forced AlexandraII take more effective action. Summer 1857 He met with the Governor General Baltic region V.I. Nazimov, during which he convinced a friend of his youth to push the landowners Vilna, Kovno and Grodno province show initiative in solving the peasant problem.

AT July 1857 member secret committee, Minister of the Interior, Count S.S. Lanskoy, based "Notes" his deputy general A.I. Levshina, presented to the emperor peasant reform project and proposed the creation of noble committees in each province to discuss this project. AT November 1857 the king legalized the proposal S. Lansky in a secret rescript addressed to the general V. Nazimova, and then, in December 1857, a similar rescript was given to the St. Petersburg Governor-General Count P.N. Ignatiev and a little later to all the leaders of the Great Russian provinces.

With the publication of the first rescripts and the beginning of the work of a number of provincial committees preparation of the peasant reform for the first time acquired a public character. In connection with this circumstance, February 1858Secret Committee was renamed the "Main Committee on Peasant Affairs for Considering Decrees and Assumptions on Serfdom", and the Grand Duke was appointed its chairman Konstantin Nikolaevich who was known for his liberal views.

AT April 1858AlexanderII approved the program Main Committee on the principles set forth in the Rescript to the Governor-General V. Nazimov, which included not liquidation, but only the mitigation of serfdom.

Meanwhile, the publication of the royal rescript and the creation Main Committee caused a new upsurge of the peasant movement. According to the chief IIIBranches and chief gendarme corps, general, prince V. Dolgorukov, in 1858 was recorded around 530 peasant performances, more 100 of which were crushed by the troops. Thus, the peasant movement not only accelerated the preparation of the peasant reform, but also forced tsarism to a more radical solution of the peasant question.

AT December 1858 was accepted new program, which, unlike the old one, undermined the very foundations of serfdom. The main provisions of this program, the author of which was a member main committee, general Yakov Ivanovich Rostovtsev, looked like this: 1. Serfs receive personal freedom; 2. All former serfs are provided with land allotments for permanent use with the right to their subsequent redemption into property through a special credit bank; 3. The transitional, or temporarily liable, state of the peasants in relation to the landowners is regulated by a special legislative act.

The new agrarian program required the revision of the numerous drafts of the provincial committees, which had been drawn up according to the old program. To this end, in March 1859 at Main Committee were created twoEditorial commissions headed by General I. Rostovtsev. It was he who collected all the legislative acts on the peasants, as well as the projects of the peasant reform and materials received by the commissions. Secret Committees and published them in 25-volume collection of "Materials of the Editorial Committees".

AT August 1859 in the depths editorial commissions draft was prepared "Regulations on Peasants", which was discussed with deputies from provincial committees. Many conservative landlords (P. Gagarin, M. Posen) subjected this project to sharp criticism, since they considered the peasant allotments established in it to be too high, and the duties for these allotments were clearly underestimated. Management editorial commissions was forced to make a number of concessions to the conservative part of the nobility, as a result of which the norms of peasant allotments were significantly reduced in the black earth provinces of the country, and in the non-black earth provinces, on the contrary, the amount of dues was increased.

Meanwhile, at the beginning 1860 General died suddenly Ya. Rostovtsev and new chairman Editorial Commissions became Minister of Justice, a petrified Conservative Count Viktor Nikitich Panin. However, with all his desire, he could not have a serious negative impact on the process of preparing the reform, since the actual management of all work was carried out by the chairman Zemsky departmentMinistry of the InteriorNikolai Alekseevich Milyutin- an outstanding statesman and the most prominent representative governmentpartiesliberal bureaucrats.

AT early October 1860 edited "Regulations on Peasants" received in Main Committee for Peasant Affairs, where it was discussed up to mid-January 1861 Then, in late January 1861, draft of this document has been submitted for consideration State Council, and after its approval, February 19, 1861, on the sixth anniversary of his accession to the throne, AlexanderII signed two historical documents: Manifesto "On the abolition of serfdom" and "Regulations on peasants who emerged from serfdom"(Fig. 4) .

Tex itself manifesto which was published March 5, 1861, was originally written N. Milyutin and Yu. Samarin. However, then, at the personal request of the emperor, it was edited by the Moscow Metropolitan Filaret who was popularly called Filka. Since this text was written in a style too ornate for most illiterate peasants, the people Manifesto got a bad name "Filkin's letter".

Rice. 4. The abolition of serfdom ()

Agrarian reform of 1861 and its historical significance

AT "Regulations on peasants who emerged from serfdom" contained 17 legislative acts, including the “General Regulations”, four “Local Regulations on the Land Arrangement of Peasants”, “Regulations on the Redemption Operation” and others. According to these documents:

1. 23 million owned serfs received personal freedom and whole a number of property and civil rights of "free rural inhabitants": now they could enter into all kinds of transactions as legal entities, open trade and industrial establishments, act as plaintiffs and defendants in court, etc.

2. Together with personal freedom, former serfs received an estate "for hereditary use" and a field allotment for "communal use", which could not be abandoned for the first nine years. During this period, the peasants were still to serve corvee and dues for their land allotment.

3. The size of land plots and the volume of peasant duties were clearly fixed in charter letters, which were to be concluded by all landowners and peasants over the next two years, until January 1863 Compose these charter letters the landlords themselves had to, and the verification of their legality was entrusted to mediators who were appointed Senate from among the local pillar nobles-landowners on the proposal of the governor. Wherein charter letters were concluded not by individual peasants, but by rural communities, and thus the former mutual responsibility and responsibility of the entire peasant community for each peasant and his duties was preserved.

4. When determining and fixing the size of the land allotment in charter the landowners had to proceed from the established "local regulations" land allocation standards. For steppe provinces the size of the land allotment could vary from 12 before 6 acres of land, and for chernozem and non-chernozem provinces from 15 before 5 acres of land. Thus, the peasants could not demand an allotment above the established maximum, and the landlords could not cut the peasant allotment below the established minimum. Although in reality this rule was often violated, and the landlords most often proceeded from their own property interests.

5. As a result of all these manipulations, the former landlord peasants received an average of 3.3 tithes land per revision soul, i.e. much less arable land than they had before the reform. Thus, according to many historians (P. Zayonchkovsky, L. Zakharova, B. Litvak), only in Kazan, Saratov and Samara provinces the landowners cut off from the peasants almost 40% the allotment land they owned before the abolition of serfdom. In addition, the striped land became a real scourge of peasant farms, since quite often the landlords' lands were driven like a wedge into peasant allotments, which is why the peasants were forced to rent these wedges from their former owners on extremely unfavorable terms and at a high percentage.

6. All the land that the peasants received for permanent use, legally remained the property of the landowners before the conclusion of the so-called buyout deal. Until this deal was concluded, the peasants were considered temporarily liable, that is, they still carried traditional feudal duties in favor of the landowners. True, according to the new rules, these duties were strictly fixed: the amount of dues, depending on the region, fluctuated within 8-12 rubles per year, and the size of the corvee was reduced from 130-140 to 70 days a year. Because the duties temporarily liable peasants almost did not differ from the traditional duties of serfs, then many peasants did not want to sign statutory letters. As a result, according to the same historians (P. Zaionchkovsky, L. Zakharova, B. Litvak) before January 1863 statutory letters signed only 42% former serfs.

7. The final act of the peasant reform was to be redemption by peasants of their land allotments in the property. However under the guise of redemption of land, in fact, the redemption of feudal duties was carried out. It must be said that in historical science there are different estimates of the redemption operation of all allotment land. Some historians (P. Zayonchkovsky, L. Zakharova) believe that the market value of the land received by the peasants was about 650 millionrubles, and the real, or redemption, amounted to more than 860 million rubles. Other historians (B. Litvak) On the contrary, they claim that the redemption prices for the land were lower than its market value.

8. The size of the redemption of land and peasant duties was determined by the so-called "capitalization of dues", which, depending on the region, ranged from 200 before 135 rubles per year. Only if the peasant paid all this amount to the landowner immediately and in full, he could become the owner of his own allotment of land. However, the overwhelming majority of the peasants simply did not have such huge money, and the landowner was interested in receiving the entire amount at once, so that, having put it in the bank, he could continue to receive the traditional amount of the peasant dues. Therefore, the role of an intermediary between peasants and landowners was assumed by the state, which, in 1861 created at Ministry of Finance Main redemption agency. The essence of the redemption operation was as follows: 20% the peasant paid (or worked off) the required amount to the landowner himself, and 80% this amount for the peasant was paid by the state. Thus, the landowner received all the money at once, and the peasants became temporarily liable in relation to the state. Now, within the next 49 years old they had to pay the state these 80 %. Such a system is called redemption payments and lasted until January 1, 1907 when the peasants paid the state an astronomical sum of 700 million rubles.

It must be said that a significant part of the former serfs, having concluded charter letters with the landowners, they were not going to switch to the redemption of land, which undermined the essence of the agrarian reform itself. Therefore, in late December 1881 a special "Position", according to which all temporarily liable peasants before January 1883 were required to purchase the land.

AT June 1863 released in a similar scenario 1.7 millionspecific peasants belonging to the royal family. However, according to them "Regulation" appanage peasants were transferred to the redemption of land over the next two years and the average size of their land allotment was 4.8 acresearth.

AT June 1866 similar "Position" was extended to 19 million state peasants who, being personally free rural inhabitants, paid feudal rent to the treasury in the form of dues. All of them retained the lands that were in their use, and could, as they wished, either, as before, pay a quitrent tax to the state, or conclude a redemption deal with the treasury and become owners of their land plots. The average size of allotments of state peasants was 5.9 acres land, i.e., almost twice as much as that of the former serfs.

Summing up agrarian reform of 1861, Two important points need to be emphasized:

1. After the abolition of serfdom, the landlords fully retained their former rights to landed property, i.e. The problem of landownership was never resolved.

2. Even after the complete redemption of the land, the peasants only formally became the owners of their land plots, since in almost all Great Russian provinces The peasant community remained the supreme owner of all land.

Along with the abolition of serfdom, summer 1861, in all landowner villages and villages was introduced peasant public administration, modeled on the peasant self-government of the state village, created in 1837-1841 count P. Kiselev. The primary cell of several villages and villages was rural Society, which was managed rural gathering, where they were elected for three years village headman, tax collector and other officials. The village headman ensured order in his district, monitored the collection of the poll tax, etc.

Several rural societies formed parish, which was managed volost meeting. This local government elected volost government headed by volost foreman and township court.Volost foreman had the same functions as village elders, only in the volume of the volost, and village elders obeyed him. Concerning parish court, then he sorted out lawsuits between peasants and tried them for minor offenses.

However, these bodies of rural and volost administration were under strict control by mediators who were appointed by the governor at the suggestion of the leaders of the provincial and district noble assemblies.

Rice. 5. "The abolition of serfdom in Russia", Mucha A. ()

Overall, if we evaluate agrarian reform of 1861, then it should be recognized that, despite all the contradictory and incompleteness of this reform, it was a turning point between feudal Russia and capitalist Russia, creating the necessary conditions for the establishment of new social relations in the country.

Historiography of the Great Reforms

It must be said that the era great reforms, laid the foundation agrarian reform of 1861 found a worthy reflection in Russian historiography. Before the revolution, Russian liberal historians made the greatest contribution to the study of this topic. (S. Tatishchev, G. Dzhanshiev, A. Kornilov, A. Kiziwetter), who evaluated them mostly apologetically, as a result of the goodwill of the liberator tsar, and not as a result of the objective laws of the country's development.

In contrast, Soviet historiography began to place special emphasis on the limitations of these reforms, while their study was quite often adjusted to Lenin's sharply critical assessments. The largest works created during that period belonged to the pen N. Druzhinin, P. Zayonchkovsky, B. Litvak, L. Zakharova, N. Eidelman and L. Lyashenko. In these monographs, as far as it was possible under those conditions, the bourgeois (determining) and feudal (residual) features of the Great Reforms were studied and evaluated unbiasedly, and in a number of works (B. Litvak, N. Edelman) possible, but not implemented alternatives are also considered.

At present, three main approaches have taken shape in assessing the Great Reforms and the personality of AlexandraII:

1. Some historians (N. Troitsky) think that AlexanderII and his entourage internally remained opponents of any reforms and were forced to go for their implementation under the pressure of the growing discontent of the masses and the threat of the final loss of the status of a great power after the defeat of Russia in the Crimean War.

2. Other historians (B. Litvak) less harshly assess the position of the ruling circles, however, in their view AlexanderII looks like a man, against his will carried away by the flow of events on the path of reforms, which he was forced to carry out in order to preserve the autocratic regime.

3. Third historians (L. Zakharova, V. Chernukha, L. Lyashenko, E. Tolmachev) believe that the Great Reforms were conscious choice of the ruling elites and, above all, the AlexandraII, who, for the good of his Fatherland, ventured into an act characteristic of real statesmen.

List of references for studying the topic "Alexander II. Reform of 1861":

1. Zayonchkovsky P.A. The abolition of serfdom in Russia. - M., 1968.
2. Zakharova L.G. Autocracy and the abolition of serfdom in Russia: 1856-1861. - M., 1984.
3. Litvak B.G. Russian village in the reform of 1861. - M., 1972.
4. Litvak B.G. Revolution of 1861 in Russia. - M., 1991.
5. Lyashenko L.M. Tsar-liberator: the life and deeds of Alexander II. - M., 1994.
6. Lyashenko L.M. Alexander II: victory and tragedy. - M., 2011.
7. Mironov B.N. Social history of Russia. - SPb., 1999.
8. Pushkarev S.G. History of Russia in the 19th century. - M., 2003.
9. Tolmachev E.P. Alexander II and his time. - M., 1998.
10. Troitsky N.A. History of Russia in the 19th century. - M., 2003.
11. Chernukha V.G. Great reformer and martyr. - SPb., 1995.
12. Eidelman N.Ya. Revolution from above in Russia. - M., 1989.

1. i-School().
2. RIA News ().
3. Russian memoirs ().
4. Internet portal Adukov.ru ().
5. Russian memoirs ().

Target:

• To form students' knowledge about the essence and main directions of the liberal reforms of Alexander II and their significance.
• Develop the ability to analyze historical material, generalize, highlight the main thing.
• Cultivate love for history, for your state, for its past.

Lesson type: lesson learning new material

Equipment: multimedia projector, computer, screen.

Textbook: Sakharov A.N. Bokhanov A.N. history of Russia XIX century: a textbook for the 8th grade of educational institutions / A.N. Sakharov, A.N. Bokhanov - M .: LLC "TID "Russian Word - RS", 2011.

During the classes

I. Organizational moment

Hello! What is your mood? Let's start with a good lesson. We wish each other success and good luck for today's lesson. (Children take turns wishing each other success and good luck). And now on this good note, let's start our journey during the reign of Alexander II.

II. Actualization of previous knowledge

Exercise: Now, guys, in order to find out the topic of our today's lesson, we will solve a crossword puzzle and write a topic using keywords. (Attachment 1),(we work in groups).

III. Formation of new knowledge

1. So, the topic of our lesson: "The liberal reforms of Alexander II." ( write down the topic of the lesson in notebooks, the teacher announces the goals and objectives, introduces the plan for studying new material) Slide 1

Plan

1. Land reform.
2. City reform.
3. Judicial reform.
4. military reform.
5. Education reform.
6. Work with S. Platonov's statement. (Slide 2)

“... Emperor Alexander II will forever retain the name of the great reformer who brought to the Russian people the hitherto unknown blessings of citizenship.”

What conclusions can we draw from this statement?

2. Teacher's word

The time of the transformation of Alexander II is a turning point in the history of Russia. The country was undergoing transformations that covered all spheres of life in Russian society. The reforms were supposed to solve the problem of creating in Russia the necessary conditions for the development of modernization and the transition to capitalism.

3. Work in groups according to the plan

Plan

1. Time for reform.
2. The goals of the reforms.
3. The value of the reforms.
4. Compose a cluster

4. Group presentations and teacher summary of answers (Slide 4-7)

5. Physical education

6. Role play

Task: Each group should prepare a short skit. ( Application3) .

7. Group performance. General word of the teacher. (Slide 8-11)

Work in pairs. Subject: reforms in education. The Six Hat Method.

• 1 pair - “Red Hat” - participants must express their feelings about the material they read
• 2 pair - "Black Hat" - participants must highlight the problems of the topic.
• 3rd pair - “Yellow Hat” - participants must summarize all the positive aspects of the topic.
• 4 pair - "White Hat" - participants must objectively list events, facts, new information.
• 5th pair - “Green Hat” - participants must present the results of what they have learned.
• 6 pair - participants must formulate conclusions, ideas for the future. (Slide 12)

IV. Fixing the topic

Execution of a test task. (Annex 5)

V. Reflection(Slide 13)

"Continue Phrase":

• It was interesting to me...
• We figured it out today....
• Today I realized that...
• It was hard for me...
• Tomorrow I want to go to class...

VI. Lesson summary

Homework: Write a mini-essay “Can the reforms of Alexander II be called Great...?”.

Used Books

1. Baranov P.A. History of Russia in tables and diagrams: 6-11th grade: reference materials / P.A. Baranov. - M.: AST: Astrel: Politgraphizdat, 2012
2. Story. Grades 5-11: Technology of the modern lesson / V.V. Gukova and others - Volgograd: Teacher, 2009
3. Kolganova E.V. Sumakova N.V. Lesson developments on the history of Russia in the 19th century. 8 cells / B.N. Serov. – M.: VAKO, 2005
4. Saplin E.V. Beznosov A.E. Materials of the course “USE in history and social science”: lecture 1-4 - M .: Pedagogical University “September 1st”, 2010
5. Sakharov A.N. Bokhanov A.N. history of Russia XIX century: a textbook for the 8th grade of educational institutions / A.N. Sakharov, A.N. Bokhanov- M .: LLC “TID “Russian Word - RS”, 2011

Iteratively - a generalizing lesson on the topic:

"Alexander II - the great reformer."

Targets and goals:

• consolidate knowledge about the personality of Alexander II, his reforms and their significance for the development of Russia;
• promote the development of citizenship in students;
• to form in students a steady interest in the historical past "
• create conditions for the development of students' intellectual and practical skills in the study of history.

Type of lesson: lesson-generalization.

Equipment:

• a computer;
• multimedia projector.

Used CORs:

• multimedia presentation of the lesson;
• tests.

Used tutorial:A.A. Danilov, L.G. Kosulina. History of Russia in the 19th century. M., Enlightenment.

During the classes.
Teacher: Hello guys and dear guests! Our lesson is devoted to an important event in the history of Russia - the great reforms of the 19th century. Who was the initiator of the reforms, which are compared in value with the reforms of Peter I?

Students: Alexander II.

Student message:

Alexander II ascended the throne in 1855 after the unexpected death of his father, Nicholas I. He was prepared for the role of emperor from childhood. He received an excellent education, according to a plan specially prepared by V. A. Zhukovsky. The hard work continued for 10 years. Some of the exams, which the crown prince took twice a year, were taken by the emperor himself: a difficult test for both the examinee and his teachers. At the end of his studies, Alexander attended lectures on public administration, finance, and diplomacy. They were read to him by prominent dignitaries of the empire. In addition, he made a long trip to Russia, the first of the Romanovs to visit Siberia.

As I already said thatin 1855 Alexander Nikolaevich was crowned king.One of the most remarkable Muscovites of that time, the poet and thinker Alexei Stepanovich Khomyakov, greeted the emperor with the following verses:

And we believe, and we will believe,

What will he give a gift - a crown of gifts -

The gift of brotherly love to brothers - people

The love of a father for his sons.

And he will give years of bright glory,

Victory in the deeds of war

And in the midst of the glorified power

Years of blooming silence.

Alexander II understood the need for reforms in the country. In his reform undertakings, the emperor relied on liberal figures who at that time occupied high government posts. Among them are the Grand Duke Konstantin Nikolayevich, the brothers N.A. Milyutin and D.A. Milyutina, A.V. Golovina, P.A. Valuev and others. It was under their leadership that reforms took place in Russia, which later received the name -Great Reforms.

Question: What is reform? (from lat. - transformation, change, reorganization of any aspect of social life, which does not destroy the foundations of the existing social structure).

Reasons for liberal reforms:

• Abolition of serfdom.
• The need for a serious reorganization of the local management system.
• The need to revise the Russian judicial system.
• The need to reorganize military affairs in Russia.
• In connection with the beginning of the capitalist development of the country and the implementation of liberal reforms, a need arose for specialists.

Teacher: Alexander II became, in the words of A.I. Herzen, "the king-liberator." An honorary title given only to a select few. Why?

Students: under him, serfdom was abolished.

Teacher: Alexander II was a supporter of the abolition of the serfdom of the peasants. He said:“We did not want, by giving personal freedom to the peasants, to make homeless people out of the peasants. We wanted to avoid what was happening abroad, where the transformation was carried out almost everywhere by force.

• “This speech,” writes a contemporary, “placed the sovereign infinitely above all his ministers and members of the council. From now on, he acquired immortality for himself.

Questions:

• When was the Manifesto on the abolition of serfdom signed? (February 19, 1861). Before signing the Manifesto, Alexander ordered everyone to leave the office. Before signing this great law, he wanted to "be left, - as he himself said, - alone with his conscience.")

The main provisions of the peasant reform of 1861.

• What did the peasants get as a result of the reform? (personal freedom).

• What does it mean to have personal freedom? (Peasants got the opportunity to decide: where and how to live, it was possible to get married without asking the landowner's consent; it was possible to conclude deals on their own, open enterprises, move to other estates).

• Under what conditions were the peasants freed?

As a result of the peasant reform:

• peasant self-government was introduced, i.e. rural and volost gatherings headed by village elders and volost foremen;
• the community distributed the land, laid out duties, determined the order in which recruitment duties were to be served;

a volost peasant court was introduced for petty crimes and property claims.

The meaning of the peasant reform:

• it provided an opportunity for the development of peasant entrepreneurship;
• contributed to the growth of the departure of peasants to work;

gave a strong impetus to the development of capitalism in Russia.

Teacher:

The results of the peasant reform of 1861. provoked criticism from the democratic public, radicals - revolutionaries, representatives of socialist thought. The poet Nekrasov responded to the results of the reform that abolished serfdom in the following way:

The great chain broke

Broke up and hit

One end - on the master,

Others - for a man.

Question: how do you understand these lines of Nekrasov?

A) what does it mean "the great chain has broken?"

B) what does it mean to hit "with one end - on the master"?

C) what does it mean to hit “the other end - on the peasant”?

Historical dictation?

Document score?

The reform of 1861 was the greatest political achievement of the 19th century.

Teacher:

After the abolition of serfdom, Russia turned into a completely different country. Many administrative institutions and legal norms became obsolete in one day. There was a need to continue the transformation and bring the state structure in line with the new social order.

Question? What reforms have been carried out?

Were held: zemstvo, city, judicial, military, educational, financial.

When was the land reform carried out? (Zemstvo reform January 1, 1864.)

• By the beginning of the 60s. XIX century, the former local government showed its complete failure. Yes, and the nobles had to somehow compensate for the loss of their former power.

• creation of local self-government bodies - zemstvos;
• organization of medical and veterinary care;

emergence of educational institutions.

Principles.

Working with a document in the textbook “From the Regulations on Provincial and District Institutions” pp. 155-156

Question: №1 p.157

Positive consequences:

• creation of a wide network of zemstvo hospitals and schools;
• improved road network;

zemstvos provided agronomic and veterinary assistance to peasants.

But:

• The zemstvos had no political functions whatsoever (that is, they did not influence the government);
• The dominant position in the zemstvos was occupied by the nobility;
• Zemstvos depended on the central authorities;
• The financial possibilities of the zemstvos were limited;

Financial and economic issues were slowly resolved.

Conclusion: Zemstvo reform created in Russia a new, modern institution of local self-government, attached to civilian life the previously absolutely powerless peasantry, and contributed to the development of improvement. The zemstvo intellectual described by A.P. Chekhov - a doctor and teacher, a disinterested ascetic and an expert in his field - became the personification of the best features of the Russian intelligentsia.

Urban reform of 1870

The urban reform was carried out in the same way as the Zemstvo.

The essence of the reform: (she replaced the former estate city dumas with all-class elected city institutions):

• The governing body is the City Council.
• The executive body is the City Council.

Elections by property qualification, as a result of which the electors were divided into 3 curia. (1 - large entrepreneurs who paid 1/3 of taxes to the city treasury; 2 - smaller taxpayers of another 1/3; 3 - all other taxpayers - workers, employees, intelligentsia).

Question? What issues were resolved by the city public self-government?

Issues addressed by the City Council:

• improvement of cities;
• arrangement of markets and bazaars;
• care of local trade and industry;
• health care and public education;
• adoption of sanitary and fire prevention measures;

setting local fees.

Positive consequences of the reform:

• a significant improvement in urban amenities;
• improvement of the health care system and public education;

creation of a network of guardianship institutions.

But:

Bodies of city self-government were deprived of a significant share of independence. (Who controlled its activities? The state. The governor or the Minister of the Interior approved the mayor - the chairman of the uprava. They could impose a ban on any decision of the Duma).

• they were dominated by the commercial and industrial bourgeoisie;

workers, employees, intellectuals were excluded from participation in city self-government.

The most consistent transformation of Alexander II wasjudicial reform.

Purpose of the reform : the creation of legislation and a judicial-executive system that meets the requirements of society and is in no way inferior to similar European institutions.

Principles of the new court:

• the introduction of jury trials;
• the courts became classless, public and adversarial, independent of the administration;

institute of magistrates was established.

Scheme: The structure of the Russian court.

• Court of the World (considered petty criminal and civil cases).
• The General Court (included) the District Court (considered complex criminal and civil cases); judicial chambers (considered cases of malfeasance of officials).

Question? In which courts were jurors present? (in district courts when considering criminal cases).

The Senate became the highest court of appeal; it also considered political cases.

The Russian judicial system became the most advanced for that time.

Liberal transformations in society necessitated fundamental reforms in the army.

Question: When was the military reform carried out? (1861-1874)

1) Remember what army manning system existed in Russia?

Recruitment duty- picking methodarmed forces Russian Empire (Russian imperial army and fleet ) before 1874 . Recruitment service introduced in RussiaPeter I in 1699 .

2) What shortcomings were discovered over time

In this recruiting system in the army?

Scheme. Strengthening the expansion of European powers, the defeat of Russia in the Crimean War, the military development of Western Europe, the formation of the militaristic German Empire, the growth of the revolutionary movement in Russia - the need for a radical reorganization of military affairs in Russia.

Question: who was the leader of the military reform?

(The head of the military reform Milyutin Dmitry Alekseevich is a Russian statesman and military figure, field marshal general, corresponding member, honorary member of the St. Petersburg Academy of Sciences. Minister of War since 1861).

• 1864 Formation of 15 military districts with their own administration, subordination to the Minister of War;
• reorganization of the army recruitment system: universal conscription was introduced; (instead of recruiting since the time of Peter I, the transition to universal military service was a serious blow to the class organization of society).
• reduced service life (6 and 7 years active service, 3 and 9 in reserve);
• the abolition of corporal punishment; (depending on the type of troops).

technical re-equipment of the army and navy.

Question: what is conscription?

Scheme. Measures for the technical re-equipment of the army and navy:

• radical technical reconstruction of military factories;
• use of achievements of scientists and designers;
• replacement of smooth-bore weapons with rifled and rapid-fire ones;

construction of a steam fleet.

Question: What is the significance of military reform? (Russia received a mass army of a modern type. The authority of military service was raised).

The manifesto on universal military service said: "The cause of defending the Fatherland is the common cause of the people and the sacred duty of every Russian subject."

Teacher:

Education and enlightenment were the subject of special concern for Emperor Alexander Nikolayevich.

Questions: when was the reform in the field of public education carried out? (1863-1864)

What are the changes in the education system? (primary, secondary, higher)

• The education system has undergone a significant restructuring that has affected all three of its levels: primary, higher and secondary.

Consequences of the reform:

• the number of educational institutions - civil, military and religious - has increased;
• elementary schools of various types have been created - state, zemstvo, parochial, Sunday; (Alexander II can be called the creator of the rural school).
• the first higher educational institution was opened in Siberia (the university in Tomsk);
• the number of primary rural schools has increased;
• a foundation was laid for women's education: gymnasiums for women and higher courses for women were opened;
• children of any class could study in the gymnasium;
• the autonomy of the universities was restored.

Disadvantages of the reform:

• access to universities was closed for graduates of real gymnasiums and girls, graduates of gymnasiums;
• high tuition fees were set in high schools, so that not everyone could afford it.

Significance and consequences of the reforms:

Liberal reforms have changed the whole way of life of the state.

Self-government bodies and courts have been created.

The reforms contributed to the growth of the country's productive forces and its defense capability.

The civic consciousness of the population has grown.

Enlightenment began to spread rapidly, the quality of life improved.

Russia has taken steps towards the creation of civilized forms of the state.

Conclusion: All these "fixes" and "improvements" had their reasons. Alexander II could not allow the reforms he was carrying out to lead to a violation of peace and stability in the country. He believed that it was possible to maintain order in society if the balance that had developed in the highest echelons of power was strictly observed. That is why the development of reforms was carried out by some, ardent supporters of change, and their implementation, by others, in fact, opponents of change.Reforms of the 60-70s - a major event in the history of Russia. Russia has joined the pan-European process of creating advanced, civilized forms of statehood based on the self-activity of the population and its will. The main result of the development of Russia in the 60-70s of the XIX century was a radical renewal of the socio-political and cultural life on a liberal basis. But these were only the first steps.

(As a result of the Great Reforms, the broadest sections of the population of the Russian Empire received much more freedom than they had before. The reforms not only aroused public initiative, but also introduced self-government in universities, villages, volosts, cities, provinces, democratized the court, created a new army. The reforms contributed greatly to the comprehensive modernization of the country and created the conditions for economic and social changes.)

The final word of the teacher, summing up, grading.

Homework:

Try to draw a symbol, an emblem of Russia in the era of reforms.

Test.

b) the abolition of censorship in Russia;

____________________________________________________________________

Test.

1) Judicial reform was carried out on the principles of:

a) class; b) classlessness; c) publicity; d) preventing publicity?

2) The main reason for the abolition of serfdom:

a) the dissatisfaction of the landlords; b) the activities of the liberals; c) the crisis of the feudal system; c) government initiative?

3) The main consequence of the Zemstvo reform:

a) the possibility of open political activity;

b) the abolition of censorship in Russia;

c) the possibility of economic initiative in the field;

d) the formation of local political parties?

4) Of the liberal reforms, the following were carried out later than others:

A) zemstvo; b) military; c) urban; d) judicial?

5) The most consistent of the bourgeois transformations was the reform:

a) urban; b) zemstvo; c) judicial; d) peasant?

6) What did the reforms of the 60-70s lead to:

a) to the disappearance of feudal remnants in Russia; b) to liquidate the autocracy;

c) to accelerate the development of society; d) to the destruction of noble privileges?

7) Liberal reforms of the 1860-1870s. led to changes in the area:

a) state-territorial structure; b) the central administrative apparatus;

c) local government; d) staffing the army; e) legal proceedings?

Answers to the test: 1) c; 2) in; 3) in; 4) b; 5) in; 6) in; 7) c, d, e

What or who is it about?

Answer:________________________________.

_________________________________________________________________

What or who is it about?

1. A peasant freed from serfdom under the reform of 1861, but not transferred to ransom.

Answer:_____________________________.

1. The landowner's agreement with the peasants on the size of the allotment and the terms of the redemption operation.

Answer:______________________________.

1. Plots of land torn away from peasant allotments in favor of the landowner.

Answer: ______________________________.

1. 80% of the cost of the allotment, which the state paid for the peasant and which he had to return within 49 years.

Answer:_______________________________.

1. A peasant who, after 1861. carried out duties in favor of the landowner.

Answer: _______________________________.

1. Land added to the peasant allotment.

Answer:________________________________.

1. Transformation in any sphere of the state.

Answer:________________________________.