Lovers of historical science had the opportunity to work with the most important documents of the past in a comfortable home environment. The project "100 main documents of Russian history" was established by the team of the federal portal "History of the Russian Federation", which unites professional historians, scientists and teachers from all over the country. The creators of the portal see their task as the establishment of a new virtual research practice. The documents underlying the history of Russia over ten centuries of the existence of the national statehood will be consistently and systematically published on this resource.

The number 100 in the name of the project is a symbol of the fact that a limited selection of the most important documents... The creators plan to expand the virtual historical archive, and 100 becomes 1000, and then 10,000, and so on. The emphasis is on the so-called first-line sources, that is, those related to the central government and influencing the life of the entire Russian society. However, materials that are of a clarifying nature and are comments to key documents will also be posted on the site.

Portal navigation is simple and logical. The header of the main page contains five sections by centuries: X-XVI, XVII, XVIII, XIX, XX. There is a search by the name of the document. On the main page, you can immediately see the "Top 10" documents that site users refer to most often. A clear instruction for users explains how to work with the site.

Each document is laid out according to a certain scheme. In addition to the scanned pages of the original document, the site visitor gets access to an accompanying article about its origin, the typed text of the document translated into modern Russian; suggested a list of references related to the source and questions for self-examination. In addition, on the page of each document there are sections “Media” and “Additional”, which are mostly not filled in yet.

The editor-in-chief of the portal, Marina Stanislavovna Bobkova, Doctor of Historical Sciences and Head of the Center for the History of Historical Significance of the Institute of General History of the Russian Academy of Sciences, writes: Russian history will help to reduce the number of speculative historical constructions based not on sources, but on opinions and judgments, often distorting the past of our country to the point of disgrace. "

The site "100 documents of Russian history" encourages lovers of historical science to learn to draw conclusions directly from the text of the document, and not from textbooks, the importance of which decreases from year to year with the advent of alternative sources of information.

One of the fundamental documents of modern democracy - the "Bill of Rights" - was adopted in England in 1689.

The adoption of this document, which historians call the first "constitution" of modern times, was preceded by a "glorious revolution". King James II of England, who ascended the throne in 1685, worked for the return of the British to the Catholic faith and the strengthening of the absolute monarchy.

The policy of James II led to the unification of the Tory and Whig parties existing at that time in England ...

General Vlasov: a history of betrayal: In 2 volumes: In 3 books. T. 2: in 2 books. Book. 1: From the investigation file of A.A. Vlasov./ Ed. A.N. Artizova, V.S. Khristoforova. - M .: Political encyclopedia, 2015 .-- 854 p.

General Vlasov: a history of betrayal: In 2 volumes: In 3 books. T. 2: in 2 books. Book. 2: From the investigation file of A.A. Vlasov./ Ed. A.N. Artizova, V.S. Khristoforova. - M .: Political encyclopedia, 2015 .-- 711 p .: ill.

The first volume of the collection of documents is devoted to the history of the treachery of General A.A. Vlasov and the so-called "Vlasov movement". It contains documents from federal and departmental archives Russian Federation, some of which have recently been declassified, as well as documents from the archives of Belarus, Germany and the United States.

The volume contains documents on the history of the surrender of General A.A. Vlasov, the history of the creation of the Russian Committee, the Russian Liberation Army (ROA), the Committee for the Liberation of the Peoples of Russia (KONR), the military operations of the ROA battalions on the Western and Eastern Fronts.

The second volume of the collection of documents "General Vlasov: the history of betrayal" contains documents from the investigation file of A.A. Vlasov and his accomplices (interrogation protocols, transcripts of confrontations, extracts from interrogation protocols), stored in the Central Archive Federal Service security of the Russian Federation.

The second book of the second volume presents the final documents of the investigation, a protest in the order of supervision of the General Prosecutor's Office of the Russian Federation in the case of A.A. Vlasov and his accomplices, as well as the memoirs of Vlasov's contemporaries, containing different opinions about his personality and the "Vlasov movement".

The publication is intended for researchers studying domestic and world history, the events of World War II, the history of collaborationism in general and the specifics of Soviet collaborationism in particular, as well as anyone interested in history.

The published electronic version of the collection of documents "General Vlasov: A History of Betrayal" is available for download. For other versions posted on the Internet this collection Rosarchiv is not responsible.

M. N. Chernov V. Ya. Rumyantsev

HOME TUTOR

WORK WITH DOCUMENTS

IN HISTORY LESSONS

Class

IRIS PRESS

UDC (079)BBK 63.3 (2) i727 4-49

Reviewer:

candidate of pedagogical sciences,

Leading Researcher, Russian Academy of Education E. A. Gevurkova

Serial design A. M. Dragovoy

Chernova, M.N.

4-49 Working with documents in history lessons. Grade 10 / M. N. Chernova, V. Ya. Rumyantsev. - M .: Ayris-press, 2008 .-- 192 p. - (Home Tutor: Preparing for the Unified State Exam).

Isbn 978-5-8112-3124-9

The manual is intended for working with historical documents in history lessons in 10 grades of secondary schools, as well as for preparing students for the USE in Russian history and entrance exams to humanitarian universities.

For each document or group of documents, questions and tasks of various levels of complexity are compiled, which develop in schoolchildren such mental skills as analysis and comparison, the ability to reason and evaluate a historical source.

BBK 63.3 (2) i727 UDC (079)

© Publishing House LLC ISBN 978-5-8112-3124-9 "IRIS-press", 2008

From the compilers

We bring to your attention a collection of documents on the history of Russia in two books. Book 1 includes materials on Russian history from ancient times to the 18th century; Book 2 documents the period of the XIX-XX centuries. Historical evidence is a source of knowledge, monuments from different eras. The formation of the younger generation is especially important scientific approach to them, awareness of their value. The documents are designed to help students to better understand different historical epochs, to establish and “feel” their specifics, to feel their special flavor, to some extent to get in touch with the thoughts, feelings and experiences of the people who lived then. A number of documents allow us to see specific figures who have shown themselves in history.

Documentary materials are arranged according to the problem-chronological principle. The selection and sequence of documents, as well as the methodological apparatus for them, fully comply with the goals and objectives of teaching history, the requirements of the educational standard and programs recommended by the Ministry of Education and Science of the Russian Federation. Compliance with the curriculum of the History of Russia since ancient times and the generally accepted scheme of the educational process makes working with this manual possible and convenient, regardless of specific history textbooks.

Sections of the collection correspond to the thematic blocks of the training course. The collection includes documents of a business nature (fragments of orders, contracts, judicial codes, decrees, etc.), narrative and descriptive documents (fragments of Russian chronicles, memoirs, testimonies of foreign authors, personal and business correspondence), as well as monuments of the artistic word (historical songs). Such

3 I

a wide range of documents comprehensively illuminates a specific historical era, makes its images more vivid, lively and recognizable. These sources allow you to look at certain events, taking into account the actions of the characters of the era, to understand their real aspirations and intentions.

The collection is addressed primarily to history teachers and schoolchildren and vocational colleges... Documents will also be in demand when studying problematic topics in classes with specialized training in history or the humanities. Since the list of the cited historical sources is wide, and their volume is intentionally different, the teacher will independently determine which documents he will use in his work in the classroom, in preparation for lectures, in seminars, elective courses and electives. The collection will help schoolchildren in preparing for the exam, handicraft exam and credit, for admission to higher educational institutions, will be useful in the process of self-education and self-preparation, developing historical thinking, deepening knowledge, and also forming general educational skills.

For each document, taking into account the unequal level of training of students, questions and tasks are drawn up, aimed at recognizing historical events, reproductive activity according to the model, as well as developing a research, creative approach. Thus, the methodological apparatus of the collection will allow the teacher not only to organize work with the document, but also to differentiate it. The authors strove to ensure that in the course of studying historical sources, schoolchildren mastered such methods of mental activity as analysis, comparison and synthesis, learned to reason and evaluate a particular source, using a scientific approach, and build inferences. The inclusion of the document in the explanation of the material can make the teacher's story brighter, and the conclusions more convincing, significantly concretize the studied historical material, draw the attention of students to events, persons of historical figures, processes.

Taking into account the educational and cognitive nature of the collection, the authors used educational readers, collections of documents, teaching aids and other publications when leaving it.

Along with the classroom, the book will certainly be useful to all those who are interested in history, who are not indifferent to the past, present and future of Russia.

M. N. Chernova, Candidate of Historical Sciences V. Ya. Rumyantsev, honored teacher of Russia

To readers

The manual on the history of Russia consists of two parts and contains documents and materials covering the period from ancient times to the 20th century, as well as questions and tasks for them. The presented sources are different in content and origin, in genres and styles. Among them are fragments of chronicles, notes of foreigners, written impressions of our compatriots - not only eyewitnesses, but also participants in the events. Here are state acts, business and private correspondence, materials from periodicals, fragments of historical works.

Such a variety and a wide range of documents make it possible to comprehensively consider a particular historical period, compare unequal assessments of individual historical events, form your own idea of ​​them, and argue your conclusion.

This manual will be of great help to schoolchildren and teachers in preparation for the Unified State Exam. The methodological apparatus of the manual is aimed, first of all, at mastering the skills of working with historical sources, methods of analyzing them. Its task is to help understand and comprehend the content of the document, highlight and formulate its main ideas, compare the texts of different periods and authors, get acquainted with different versions of events and draw up diverse characteristics of historical figures. All this not only makes the joint work of the teacher and student in the classroom interesting and creative, expands and deepens the knowledge of the subject, but at the same time helps in the future to cope with a set of tasks for working with sources in preparation for the Unified State Exam.

It will become much easier for schoolchildren to carry out cognitive actions in a certain sequence, namely: to determine the events, phenomena, persons referred to in the document, that is, to carry out the attribution of the document; explain the essence of the problem characterized in the source in a historical context (with the involvement of knowledge on the course of national history); analyze the author's position, consider versions and interpretations of events.

This manual, in our opinion, can be used not only in the process of studying new material. It will help the teacher both in organizing repetition and in checking the assimilation of the material. It is also useful for those schoolchildren who are preparing to enter the humanities faculties of higher educational institutions, since it broadens their horizons, forms many skills and abilities specific to our subject, and draws attention to a number of complex and debatable problems of the history of Russia.

E. A. Gevurkova,

candidate of pedagogical sciences,

Leading Researcher

history education laboratories

PART ONE

ANCIENT RUSSIA. VI-IX centuries.

Document No. 1

From "Strategicon" Mauritius Strateg *:

about the life of the Slavs

№ 1:

Highlight the main historical facts in the text and write them down in a notebook and group them according to certain criteria: living conditions; occupation of people; customs and social structure.

Determine what prevails in the given fragment: historical facts or artistic description?

The tribes of Slavs and Antes are similar in their way of life, in their morals, in their love of freedom. They can in no way be persuaded into slavery or submission in their country. They are numerous, hardy, easily tolerate heat, cold, rain, nakedness, lack of food.

They do not keep those in captivity in slavery, like other tribes, for an unlimited time, but, limiting them to a certain time, offer them a choice: do they want to return home for a certain ransom, or remain there in the position of free and friends?

They have a large variety of livestock and fruits of the earth lying in heaps, especially millet and wheat.

They settle in forests, near impassable rivers, swamps and lakes, arrange many exits in their homes, due to

* Mauritius Strategist(539-602) - Byzantine emperor, ruled from 582 to 602. He is considered to be the author of one of the "Strategikons" - a treatise on martial art describing campaigns to other countries.

the dangers that happen to them. They bury the things they need in hiding places, do not openly own anything superfluous and lead a wandering life.

Document number 2

From Strategicon Mauritius Strateg:

about the warriors of the Slavs

Questions and tasks for document number 2:

Briefly summarize what you read and state the main ideas.

On the basis of the document, highlight the basic techniques of fighting the Slavs. What do you think caused them?

Why do scientists most often find information about the Slavs of this period in Byzantine or Arab sources? What does this fact mean?

They love to fight with their enemies in places overgrown with dense forests, in gorges, on cliffs. They take advantage of ambushes, surprise attacks, tricks, day and night, inventing many ways. They are also experienced in crossing rivers, surpassing all people in this respect. They bravely withstand being in the water, so that often some of those who remain at home, being caught by a sudden attack, plunge into the abyss of the waters.

At the same time, they hold in their mouths specially made large reeds, hollowed out inside, reaching the surface of the water, and themselves, lying supine at the bottom, breathe with their help. They can do this for many hours, so that it is completely impossible to guess about their presence.

Each is armed with two small spears, some have shields that are sturdy but difficult to carry. They also use wooden bows and small arrows soaked in a poison, special for arrows, which is potent. They are masters of doing all this in a variety of ways they come up with in order to lure the enemy.

Document number 3

From the book "War with the Goths" by Procopius

Caesarean *: about the Slavs

Questions and tasks to the document№ 3:

Select information about the life and beliefs of the Slavic tribes.

How can you characterize their social structure and why?

Determine the nature of the religious beliefs of the Slavs.

Find similarities and differences in the descriptions of the Slavs belonging to Mauritius the Strategist and Procopius of Caesarea. What are they caused by?

These tribes, Slavs and Antes, are not ruled by one person, since ancient times they have lived in the rule of the people [democracy], and therefore they consider happiness and unhappiness in life to be a common matter. And in all other respects, both of these barbarian tribes have the same life and laws. They believe that only one god, the creator of lightning, is the ruler over all, and bulls are sacrificed to him and other sacred rites are performed. They do not know fate and generally do not admit that it has any kind of power in relation to people, and when they are about to face death, whether seized by an illness, or who have fallen into a dangerous situation in a war, they make a promise if they are saved, immediately offer a sacrifice to God for your soul; escaping death, they sacrifice what they promised, and they think that salvation was bought by them at the price of this sacrifice. They worship rivers, and nymphs, and all sorts of other deities, make sacrifices to all of them, and with the help of these sacrifices they also make fortune-telling.

They live in pitiful huts, at great distances from each other, and all of them often change their place of residence. Entering the battle, most of them go to the enemies with shields and darts in their hands, but they never put on shells; some do not wear shirts or raincoats, but only trousers, tucked

* Procopius of Caesarea(about 500 - after 565) - Byzantine writer and historian, adviser to the commander Belisarius, who accompanied him on campaigns.

with a wide belt at the hips, and in this form they go to battle with enemies. Both have the same language, quite barbaric. And by outward appearance they are not different from each other. They are very tall and of great strength. Their skin and hair color is very white or golden and not entirely black, but they are all dark red. Their way of life, like that of the Massagetae, is rude, without any comforts, they are always covered with mud, but in essence they are not bad and not at all evil, but in all their purity they preserve the Hunnic manners. And once even the name of the Slavs and the Antes was the same. In ancient times, both of these tribes were called disputes [scattered], I think, because they lived, occupying the country "sporaden", "scattered", in separate villages. That is why they need to occupy a lot of land. They live, occupying most of the banks of the Istra, on the other side of the river.

Document No. 4

From the "Book of Precious Treasures"

Ibn-Rust *: about the Slavs

Questions and tasks To document№ 4:

Describe this document: when was it written? by whom? what is the historical value of this source?

Select information about the Slavs of the 10th century. and write it down in the table.

3. Compare the data in the table with the information in document number 1 and draw conclusions about the development of the Slavs and their connections.

At the very beginning of the border of the country of the Slavs, there is a city named Cuyab. The country of the Slavs is a flat and wooded country; they live in the forests. From the tree they cut a kind of jugs, in which

* Ibn. Rouste Abul-Ali-Ahmed ibn-Omar - Arabic writer of the early 10th century.

they also have hives for bees, and bee honey is saved. When one of them dies, they burn his corpse. They are all idolaters.

They have all sorts of lutes, gusli and flutes. Their flutes were two cubits long, and their lute was eight-stringed. The intoxicated drink is made from honey. When the dead are burned, they indulge in noisy fun, thereby expressing the joy of their mercy, shown to him [the dead] by God.

The cold in their country is so strong that each of them digs out a kind of cellar in the ground, to which they attach a gabled wooden roof, like a Christian church, and lays earth on the roof. They move into such cellars with the whole family and, taking a few firewood and stones, light a fire and heat the stones red-hot on the fire. When will the stones heat up to the highest degree, pour them with water, from which steam spreads, heating the house to the point that they already take off their clothes. They stay in such housing until spring.

Document No. 5

From The Tale of Bygone Years *:

about the resettlement of the Slavs

Questions and tasks for document number 5:

Describe the historical source.

State the main fact of the read chronicle fragment.

Read carefully the first two phrases and identify the source of Nestor's information.

And God confused the nations, and divided them into seventy and two nations, and scattered them throughout the whole earth. The Slavic people also originated from these seventy-two languages. The Slavs sat down along the Danube, where now the land is Hungarian and Bulgarian. The Slavs parted from those Slavs

* "The Tale of Bygone Years" (PVL) - a chronicle, written by the monk of the Kiev-Pechersk monastery Nestor at the beginning of the XII century.

on the ground and were called by their names from the places where they sat. So some sat down on the river by the name of Morava and were nicknamed Morava, while others called themselves Czechs. The Slavs sat on the Vistula and were nicknamed the Lyakhs, and the Poles came from those Poles. Also, these Slavs came and sat down the Dnieper and called themselves glades, and others - Drevlyans, because they sat in the forests, and others also sat down between Pripyat and Dvina and called themselves Dregovichi, others sat down the Dvina and called themselves Polotsk along the Polota river. The same Slavs, who sat near Lake Ilmenya, were nicknamed by their name - the Slavs, and built a city and named it Novgorod. Others sat along the Desna and along the Seim and called themselves northerners. And so the Slavic people dispersed.

Document number 6

From The Tale of Bygone Years:

about the foundation of Kiev

Questions and tasks to document No. 6:

Determine what prevails in the chronicle story: historical facts or artistic description? Think about why this happened?

Which story about the emergence of Kiev is closer to historical truth and why? How can this be established?

Why, in your opinion, the time and place of the emergence of Kiev are not indicated in the annals?

How can you establish the exact date of the foundation of Kiev? Is it possible?

And there were three brothers: one was named Kyi, the other was Shchek, and the third was Horeb, and their sister was Lybid. And Kiy lived on the mountain, where Borichev is now ascending, Shchek lived on the mountain, which is now called Schekovitsa, and Khoriv - on the third mountain, which was named Horivitsa from him. And they cut down the town in the name of their elder brother and gave him the name Kiev. This Kiy reigned in his kind. And when he came to the king [in Constantinople], then, as they say, a large

the honor received from the king. When he was walking back, he came to the Danube, fell in love with the place and cut down a small town where he wanted to live with his kin, but those who lived there close to him did not allow him. Even now they call the ancient settlement of Kievets on the Danube. Kiy returned to his city of Kiev and ended his life here. And his brothers Shchek and Khoriv and sister Lybed died here.

Document No. 7

From The Tale of Bygone Years:

about the journey of the apostle Andrew

Questions and tasks for document number 7:

Summarize the main events described in the chronicle.

Trace the path of the Apostle Andrew on the map. Do you think it was possible to get to Rome in this way?

What and why was most of all interested in the apostle in Novgorod?

Andrew [the apostle] preached in Sinopia, and when he came to Korsun, he learned that the mouth of the Dnieper was located next to Korsun, and wanted to go to Rome; he came to the mouth of the Dnieper and from there went up the Dnieper. It happened that one day he stopped under the mountains on the shore. And getting up in the morning, he said to the disciples who were with him: “Do you see these mountains? The grace of God will shine on these mountains: it will be here Big city and many churches will be raised up here by God. " And he climbed these mountains, blessed them, set up a cross, prayed to God, descended from this mountain, where Kiev then stood, and went up the Dnieper. And he came to the Slovenes, where is Novgorod today, saw the people living there, their customs, how they wash and whip, and was surprised at this. And going to the Varangians, he came to Rome, told how many he had taught and what he had seen, and told them: “It was amazing in the land of Slovenians when I came here. I saw wooden baths: when they heat them red-hot, they undress, and the naked are doused with tannic kvass, they take young rods and whip themselves, and they soak that they crawl out barely alive, and in order to come to life, they are doused with cold

water. And they do this every day, they are not forced into torment by anyone, but they themselves. They torture themselves so, but they do not torment, but wash themselves. " And hearing about this, everyone was surprised.

Document No. 8

From The Tale of Bygone Years:about the vocation of the Vikings

Questions and tasks for document number 8:

Name the event described by the chronicle .. What is its significance in our history?

Analyze the first phrase of the chronicle story, compare it with the fifth. What do you think the phrase “there is no order in it” means?

It was this fragment that formed the basis of the "Norman theory". Can the vocation of the Varangians be considered the foundation of the ancient Russian state? Argument your answer,

In the year 6370 (862) they drove out the Varangians across the sea, and did not give them tribute, and began to “rule over themselves, and there was no truth among them, and clan after clan, and they had strife, and began to fight with each other. And they said to themselves: "Let us look for a prince who would rule over us and judge by right." And sent across the sea to the Varangians, to Russia. Those Varangians were called Rus, as others are called Swedes, and other Normans to the Angles. The Chud, the Slavs, the Krivichi and the whole of Russia said: “Our land is great and abundant, but there is no order in it. Come to reign and rule over us. " And the elder, Rurik, came and sat down in Novgorod ^, and the other, Sineus, on Beloozero. and the third, Truvor, is in Izborsk. And from those Varangians the Russian land was nicknamed.

Two years later, Sineus and his brother Truvor died. And one Rurik seized all the power.

PART TWO

ANCIENT RUSSIAN STATE.X- STARTXIIv.

Document number 9

From The Tale of Bygone Years:

about the campaign of Russia against Tsargr hell

Questions and tasks to document No.

Briefly summarize what you read and. formulate the main idea,

What historical facts about the campaign of Prince Oleg can be extracted from the above fragment? "

Determine for what purpose Prince Oleg carried out the campaign?

What are the terms of the peace treaty and its consequences?

In the summer of 907, Oleg went against the Greeks. He took with him many Varangians, and Slavs, and Chud, and Krivichi, and Meru, and Drevlyans, and Radimichs, and Polyans, and Northerners, and Vyatichi, And Croats, and Dulebs, and Tivertsy, who are translators. Oleg went with all of them on horses and on ships. The number of ships was 2000, and he came to Constantinople.

And Oleg ordered his soldiers to make wheels and put ships on wheels. When the wind became favorable, the sails were inflated and the ships from the field went to the city. The Greeks saw, they got scared and said, "sending to Oleg:" Do not destroy the city, we will agree to the tribute you want. "

And Oleg established a tribute to the soldiers for 2,000 ships at 12 hryvnia per key, and then give tribute to the Russian cities subject to Oleg.

“Let Russia, when it comes, take the ambassadors' as much as it wants; and if guests come, they also take a month for 6 months, bread and wine, and

meat and fish and vegetables; and let them into the baths as much as they want; when they go home to Russia, then let them take food from our king for the journey, and anchors, and ropes, and sails, and everything they need. "

Tsars Leo and Alexander made peace with Oleg, pledging to give tribute, and, having taken an oath, they themselves kissed the cross. Oleg and his husbands swore by Russian law with their weapons and with their god Perun and the animal god Volos. And Oleg hung his shield on the gates as a sign of victory, and went away from Constantinople.

And Oleg came to Kiev, bringing with him gold, silk fabrics, sweets and wines and all kinds of patterns. And they called Oleg the Prophetic.

Document number 10

From The Tale of Bygone Years:

about the death of Prince Igor

Questions and tasks for document number 10:

Briefly summarize the content of what you read and define the purpose for which Igor went to the Drevlyans.

Why do you think Prince Igor was killed?

Do you think the murder of the prince by the Drevlyans was just?

What features in the social structure of the ancient Russian state did you find and how do you explain them?

In the year 945. This year the squad said to Igor: “The youths of Sveneld have plenty of weapons and clothes, but we are naked. Go, prince, with us for a tribute: you will get us, too. "

Igor obeyed them, and went for a tribute, and added to the previous tribute, and he and his men did violence to them [the Drevlyans]. Collecting tribute, he went to his city. When he was returning back, then, thinking it over, he said to his squad: “Go home with a tribute, and I’ll return, I’m still looking like”: He let his squad go home, and he returned with a small squad, wanting even more booty.

The Drevlyans, hearing that he was walking again, decided with their prince Mal: ​​“If a wolf gets into the habit of the sheep, he will drag the whole flock, if they do not kill him; so here, if we don't kill him, then all of us

will destroy ". And they sent him to say: “Why are you going again? You took all the tribute. "

And Igor did not listen to them. And the Drevlyans, leaving the city of Is-korosten, killed Igor and his squad: after all, there were few of them.

And they buried Igor, and there is a grave near the city of Iskorosten, in the land of the Drevlyans to this day.

Document number 11

From The Tale of Bygone Years:

about the revenge of Princess Olga

Questions and tasks for document number 11:

Determine what prevails in the given fragment: historical facts or artistic description of the event? Think about what it is connected with?

How can you assess the behavior of Princess Olga? When making an assessment, back it up with facts.

Select from the text the facts characterizing the customs and customs of Russian society in the 10th century.

And the Drevlyans decided: “Here [we] killed the Russian prince; let us take his wife Olga for our prince Mal, and with her Svyatoslav, and we will do with him as we want. " And the Drevlyans sent their best husbands, 20 in number [people], in a boat to Olga. And they moored in a boat near Borichev, then the water was flowing near Mount Kiev ... And they told Olga that the Drevlyans had come, and Olga called them to her and told them: “Good guests have come. Tell me, why did you come here? " The Drevlyans said: "The Drevlyansky land sent us with these words: we killed your husband, your husband was like a wolf, plundering and plundering, and our princes are good, they protected the Drevlyansky land, so go [to marry] our prince Mal," was the name him Mal, Prince Drevlyansky.

And Olga sent to the Drevlyans and said to them: “If you really ask me, then send noble men so that I would come with great honor for your prince, otherwise they will not let me in

people of Kiev ". Hearing this, the Drevlyans chose the best men who ruled the Drevlyansky land, and sent for it. When the Drevlyans came, Olga ordered to prepare a bath for them, saying: "After washing, come to me." They flooded the bathhouse and climbed into it and began to wash. And they locked the bathhouse with them. And Olga ordered to light it from the door, and there they all burned. And she sent to the Drevlyans with the words: "Now I am already coming to you, so prepare many honey in the city where you killed my husband, so that I may weep over his grave and create a feast for my husband." When they heard this, they brought a lot of honey and boiled it. Olga, having taken a small squad, walked lightly, and came to his [Igor's] coffin and wept for her husband. And she commanded her people to fill the great grave, and when they did, she ordered them to perform a funeral feast. Then the Drevlyans sat down to drink, and Olga ordered her youths to serve them. And the Drevlyans said to Olga: "Where is our squad, which we sent for you?" She said: "They are following me with my husband's retinue." And when the Drevlyans got drunk, she ordered the youths to drink in their honor, and she went away and ordered the squad to kill the Drevlyans, and they whipped them five thousand. And Olga returned to Kiev and equipped the soldiers against the remaining Drevlyans ...

In the summer of 946 Olga and her son Svyatoslav gathered many brave warriors and went to the Drevlyansky land. And the Drevlyans came out against. And when both regiments met for a fight, Svyatoslav thrust a spear onto the Drevlyans, and the spear flew between the horse's ears and hit the horse in the legs, because [Svyatoslav] was still a child. And Sveneld and Asmud said: "The prince has already begun, we will follow, the squad, for the prince." And the Drevlyans won. The Drevlyans ran away and locked themselves up in their cities. Olga and her son rushed to Iskorosten-city, and the Drevlyans closed themselves in the city and fought hard from the city: they knew that they themselves had killed the prince and what awaited them.

And Olga stood for a year and could not take the city, and came up with this, sent to the city with the words *. “What do you want to hatch? And all your cities have already surrendered to me, and have pledged to give me tribute, and are cultivating their fields and their lands, and you want to die of hunger, not agreeing to give tribute. " The Drevlyans said: "We would be glad to give tribute, but you want to avenge your husband." I told them

Olga: “After all, I have already avenged the death of my husband ... and I don’t want to take revenge anymore, but I want to take a small tribute, and, having made peace with you, I’ll go back.” The Drevlyans said: “What do you want from us? We are glad to give honey and soon. " She said to them: “Now you have neither honey nor furs, but I ask you a little: give me three pigeons and three sparrows from the yard. I don’t want to impose a heavy tribute on you, like my husband, you are exhausted in the siege, so I ask you a little. ” The Drevlyans were overjoyed and collected three pigeons and three sparrows from the yard and sent them to Olga with a bow. Olga distributed a pigeon to each of the howls, and a sparrow to the others, and ordered to tie sulfur to each pigeon and sparrow, wrapping it in small scarves, tying it with a thread to each of them. And Olga commanded her soldiers, as soon as it got dark, to release the pigeons and sparrows. Pigeons and sparrows flew to their nests, pigeons to dovecotes, and sparrows flew to their eaves. And so the dovecotes caught fire, where the cages, where the towers, where the barns, and there was no courtyard where it would not burn, and it was impossible to extinguish, because all the courtyards were on fire. And the people fled from the city and Olga ordered her warriors to seize them, and, taking the city, burned it down, and captured the city elders, and interrupted some of the other people, and gave others to work for her husbands [vigilantes], and forced the rest to pay tribute. And she imposed a heavy tribute on them: two parts of this tribute go to Kiev, and the third to Vyshgorod to Olga, because Vyshgorod is Olga's city. And Olga went across the Drevlyansky land with her son and with her retinue, setting regulations and lessons and there her encampments and catches, and returned to her city Kiev with her son Svyatoslav, and stayed in it for one year.

Documents No. 12 and 13

About Prince Svyatoslav Igorevich

Questions and tasks for documents No. 12 and 13:

Highlight historical facts in the text and write them down in a notebook.

Follow the directions of the campaigns of Prince Svyatoslav on the map. Where and for what purpose did he go hiking?

How is Svyatoslav characterized by the "Tale of Bygone Years" and the Byzantine historian? Are these characteristics in common?