Synopsis of 21 paragraphs on history. How to write history notes? The main rule of a good abstract

I want to make a reservation right away that I did not have and do not have any special methodology for preparing notes. Therefore, this post is just an attempt to summarize some simple and obvious tips for taking notes.

Tip 1. The end must justify the means.

If you have decided to write notes, then you should immediately decide for yourself whether you will do this throughout the course of history, only on some of the most difficult and / or little studied part (topic) for you, or simply limit yourself to brief fragmentary notes “on just in case" and "perhaps a ride."

This is relevant, because there are a lot of examples when people incorrectly calculated the time and simply did not have time to do a lot. Or they lost motivation when they began to realize that the amount of work is very large, and writing notes is progressing very slowly. This leads to the following recommendation.

Tip 2. Brevity is the sister of talent.

This means that the information in the abstract should be presented concisely. It would seem that Captain Evidence, but it often turns out that not for everyone. The synopsis is not a rewriting of whole sentences and paragraphs from a textbook, but a conscious work with the text in order to reduce the existing volume to a "squeeze" of the most valuable material. The abstract must contain The most important from the names, dates, events mentioned in the paragraph (chapter, section).

How to choose them? There are two ways here.

A) Rely on the indications already available (sometimes key points may already be highlighted in the text bold font, in italics, color ). You can also rely on the dictionaries of terms, lists of personalities, dates, etc. present at the beginning and end of the textbook (reference book) or their sections. etc.

B) Rely on your own choice. Most likely the ideal way, as is often the case - " golden mean”, i.e. a combination of both methods.

Tip 3. Make an economy y - economical, and abstract - ponclear.

Follow the first part of the statement and the call of L.I. Brezhnev is not at all necessary, but it is necessary to make your notes not only compressed in volume, but also meaningful in quality.

I would single out two main ways to achieve this goal.

A) Drawing up a detailed outline plan (i.e. highlighting semantic parts - subparagraphs in the text). With the help of this method, it will be possible to structure even a large text and facilitate its understanding, and hence the memorization of information.

B) Drawing up diagrams (drawings, tables, etc.). Here the main goal is about the same, only the visualization method plays a greater role, allowing both to reduce the amount of writing and not to get confused in cause-and-effect relationships, the logic of actions of historical persons, etc.

Tip 4. Konspekt - did not growcat, but a learning tool.

This means that the abstract should be easy to use. I am increasingly coming to the conclusion that perhaps it is more convenient to use non-notebooks for notes - “ledgers”, reminiscent of their thickness complete collection works of Lenin, and ordinary sheets of paper A4. The fact is that after writing the abstract, you can find some new information and important points that you also want to fix in writing. Writing in notebooks is inconvenient here, since it is difficult to calculate required space, which should be left for changes (additions). The downside here is that you need to constantly monitor that all the necessary materials are at hand and nothing is lost.

However, the following tips follow from this.

Advice 5. What we have - we do not store, having lost - we cry.

This means that if you write on separate sheets, then at least get yourself special folders (preferably with files), in which you pack the fruits of your educational activities. This is especially true, for example, of historical works, which should not only be written regularly, but, no less important, rewritten (correcting the consequences of an unsuccessful experience) and then carefully preserved. This is necessary so that before the exam you do not try to buy / download the entire package of possible texts “without SMS and registration”, but calmly re-read your own opuses.

Advice 6

With all due respect to V.S. Chernomyrdin and his catchphrase in the title, but some problems with your texts are best avoided. Therefore, if you still write in a notebook, then be sure:

A) Leave space after the abstract for making clarifications (corrections), additions that may well appear. You should not sculpt words and sentences on top of each other as if you are writing on scarce material. Do not spare the paper and it will be grateful to you!

B) Use paper bookmarks to mark sections, markers and pens to highlight the most significant points in color (but do not overdo it). This will save you a lot of time when searching for the necessary information when iterating and not only.

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Lesson outline

in history and social studies

in grade 10 Municipal budgetary educational institution Dyullyukinskaya secondary school

on the topic " Personality of Peter I »

Developed by: Ivanov Dulustaan ​​Spiridonovich

student of professional retraining coursesHistory theoryand methods of teaching in an educational organization»

Checked by: Ivanov Innokenty Vyacheslavovich - teacher of history and social studies

Moscow, 2016

Topic: "Peter's personality I »

the date of the December 12, 2016

Lesson type: combined.

Technical means (lesson equipment): I", "Catherine II

Target: I.

Tasks:

1.Educational:

● I Alekseevich;

● I.

2. Educational:

● I;

3. Developing:

● I;

Methods:

Lesson plan:

Organizing time.

Actualization.

Disclosure of the topic of the lesson.

Consolidation of knowledge.

Homework.

The duration of the lesson is 45 minutes.

Topic disclosure plan:

Opinions of historians about the identity of the reformer.

Appearance and personal life of PeterI.

Petrine reforms.

Foreign policy.

During the classes:

Almost 300 years ago, disputes began around the identity of Peter and his activities, which continue to this day. Some admire Peter “either an academician, or a hero, or a navigator, or a carpenter” (A. S. Pushkin). And for others, he is a "villain", "despot", "tyrant".

slide 2

"Peter is a great statesman, the creator of a powerful empire, a man thanks to whom Russia took the path of world civilization" V. Tatishchev.

“Peter is the destroyer of Russian national foundations, and his reforms were a “brilliant mistake” M. Shcherbatov.

Teacher: "What do you think?" (interview 8 students about Peter) The survey lasts 2-3 minutes, there is a dialogue with the children. Correct them if they are wrong. Give out 8 cards with the opinions of famous historians (later they will come up with the rationale for the opinions received). The content of the cards is in Appendix No. 1.

Update : "Today we have to figure out whether he was a destroyer, or still the creator of a powerful empire, or maybe both."

Teacher: “We write down the topic ...” (it is already on the board - “Peter's personalityI»)

"Because you have studied the eventsXVIIcentury, you should already know how Peter came to powerI? (poll with a show of hands). At the end of the survey, show the video from the cycle " Russian empire».

“I need 2 volunteers who, during the lesson, will perform a secret creative task in pairs, and at the end they will receive grades” (two students are given the task to jointly come up with a test for the whole class on the main events by the end of the lesson).

Main material.

"Peter I the Great (Peter Alekseevich; May 30, 1672 - January 28, 1725) - the last tsar of all Russia from the Romanov dynasty (since 1682) and the first All-Russian Emperor (since 1721)" (Write down the dates).

“Peter was proclaimed king in 1682 at the age of 10, began to rule independently from 1689. From a young age, showing interest in the sciences and a foreign way of life, Peter was the first of the Russian tsars to make a long journey to the countries Western Europe(1697-1698). Upon returning from them, in 1698, Peter launched large-scale reforms Russian state and social order. One of the main achievements of Peter was the solution of the task set in the 16th century: the expansion of the territories of Russia in the Baltic region after the victory in the Great Northern War, which allowed him to take the title of the first emperor of the Russian Empire in 1721 ”(in the course of the story, the main dates and events are written out).

“In historical science and in public opinion from the end of the 17th century to the present, there are diametrically opposed assessments of both the personality of Peter I and his role in the history of Russia. In the official Russian historiography, Peter was considered to be one of the most prominent statesmen who determined the direction of Russia's development in the 18th century. However, many historians, including N. M. Karamzin, V. O. Klyuchevsky and others, expressed sharply critical assessments.

“And now we will hear those who received cards with the opinions of historians” (8 students speak, their presentation skills are evaluated).

Bring students to the idea of ​​turning Russia into a power (Slide 3).

"In order to understand the very personality of the king, it is necessary to begin with his appearance."

Appearance ( if possible, invite a student with artistic talent to sketch an exemplary image of the emperor).

“As a child, Peter amazed people with the beauty and liveliness of his face and figure. Because of his height - 204 cm (6 ft 7 in) - he stood out in the crowd by a whole head. At the same time, with such a large growth, he was not a heroic build - he wore shoes of size 38, and clothes of size 48. Peter's arms were also small and his shoulders were narrow for his height, same thing, his head was also small compared to his body."

Personal life (on the interactive whiteboard, students create a diagram of the king's relatives, sketching it in a notebook at the same time).

“For the first time, Peter married at the age of 17, at the insistence of his mother, Evdokia Lopukhina in 1689. A year later, Tsarevich Alexei was born to them, who was brought up with his mother in terms that were alien to Peter's reformist activities. The rest of the children of Peter and Evdokia died shortly after birth. In 1698, Evdokia Lopukhina was involved in the Streltsy rebellion, the purpose of which was to raise her son to the kingdom, and was exiled to a monastery "(Slide 5,invite a student to sketch a diagram of the king's relatives ).

“Alexey Petrovich, the official heir to the Russian throne, condemned the transformation of his father, fled to Vienna under the patronage of a relative of his wife (Charlotte of Brunswick) Emperor Charles VI, where he sought support in the overthrow of Peter I. In 1717, the prince was persuaded to return home, where he was taken into custody" (Slide 10).

“On June 24 (July 5), 1718, the Supreme Court, which consisted of 127 people, sentenced Alexei to death, finding him guilty of treason. On June 26 (July 7), 1718, the prince, without waiting for the execution of the sentence, died in the Peter and Paul Fortress ”(the date and event are recorded).

“From his marriage to Princess Charlotte of Brunswick, Tsarevich Alexei left his son Peter Alekseevich (1715-1730), who became Emperor Peter II in 1727, and his daughter Natalya Alekseevna (1714-1728)” (the next student continues the scheme).

“In 1703, Peter I (how old is he?) met 19-year-old Katerina, nee Marta Samuilovna Skavronskaya, captured by Russian troops as war booty during the capture of the Swedish fortress of Marienburg. Peter took the former maid from the Baltic peasants from Alexander Menshikov and made her his mistress. In 1704, Katerina gave birth to their first child, named Peter, the next year, Pavel (both died soon after). Even before her legal marriage to Peter, Katerina gave birth to daughters Anna (1708) and Elizabeth (1709). Elizabeth later became Empress (reigned 1741-1761)" (slide 4 and continuation of charting).

“The official wedding of Peter I with Ekaterina Alekseevna took place on February 19, 1712, shortly after returning from the Prut campaign. In 1724, Peter crowned Catherine as empress and co-ruler. Ekaterina Alekseevna gave birth to her husband 11 children, but most of them died in childhood, except for Anna and Elizabeth.

After the death of Peter in January 1725, Ekaterina Alekseevna became the first ruling Russian Empress Catherine I, but she died in 1727, vacating the throne for Tsarevich Peter Alekseevich. The first wife of Peter the Great, Evdokia Lopukhina, outlived her happy rival and died in 1731, having managed to see the reign of her grandson Peter Alekseevich ”(we are completing the sketch of the diagram).

succession to the throne

“Tsarevich Pyotr Petrovich (1715-1719, son from Ekaterina Alekseevna), declared heir to the throne, died in childhood. The son of Tsarevich Alexei and Princess Charlotte, Peter Alekseevich, became the direct heir.

On February 5 (16), 1722, Peter issued a Decree on the succession to the throne (cancelled by Paul I 75 years later), in which he canceled ancient custom transfer the throne to direct descendants in the male line, but allowed the appointment of any worthy person as the heir at the will of the monarch ”(record the date and event).

In conclusion, we draw (briefly, with leading questions to the class) a table of Peter's reforms (Appendix No. 2) and write down the main events of foreign policy (Slides 7,8,9). This takes place in the form of a survey of children about what reforms they are aware of, and then entering them into a table.

At the end of the lessonvoting - everyone is given a “ballot”, which the student gives in favor of a positive, negative, or neutral attitude towards the first emperor after what he heard and saw in the lesson.

Summing up,grades are given .

Homework : “Prepare essays with your own view of the personality of PeterI».

Appendix No. 1. Cards with the opinions of historians.

1. In a letter to the Ambassador of France in RussiaLouis XIV This is what he said about Peter:

This sovereign reveals his aspirations by his concerns about preparing for military affairs and about the discipline of his troops, about training and enlightening his people, about attracting foreign officers and all kinds of capable people. This course of action, and the increase in power, which is the greatest in Europe, makes him formidable to his neighbors and arouses a very thorough envy.

2. He gave an enthusiastic description of PeterMikhail Lomonosov

With whom shall I compare the Great Sovereign? I see in antiquity and in modern times Possessors, called great. Indeed, before others are great. However, they are small before Peter. ... To whom shall I liken our Hero? I have often wondered what He is, who with an all-powerful wave governs the heavens, the earth, and the sea: His spirit breathes, and the waters flow; touches the mountains, and they rise up.

3. Voltaire wrote repeatedly about Peter. By the end of 1759 he published the first volume, and in April 1763 the second volume of "The History of the Russian Empire under Peter the Great" was published. Voltaire defines the main value of Peter's reforms as the progress that the Russians have achieved in 50 years, other nations cannot achieve this even in 500.

4. August Strindberg (Swedish writer, playwright of the 19th century) described Peter

Barbarian who civilized his Russia; he who built cities, but did not want to live in them; he, who punished his wife with a whip and gave the woman wide freedom - his life was great, rich and useful in public terms, in private terms, such as it turned out.

5. N. M. Karamzin , recognizing this sovereign as the Great, severely criticizes Peter for his excessive passion for the foreign, the desire to make Russia the Netherlands. A sharp change in the "old" way of life and national traditions undertaken by the emperor, according to the historian, is far from always justified. As a result, Russian educated people "became citizens of the world, but ceased to be, in some cases, citizens of Russia."

6. S. M. Solovyov spoke of Peter in enthusiastic tones, attributing to him all the successes of Russia as in internal affairs, and in foreign policy, showed the organicity and historical readiness of the reforms:

The need to move onto a new road was recognized; At the same time, the duties were determined: the people got up and gathered on the road; but someone was waiting; waiting for the leader; the leader arrived.

The historian believed that the emperor saw his main task in the internal transformation of Russia, and the Northern War with Sweden was only a means to this transformation. According to Solovyov:

The difference of opinion stemmed from the enormity of the work done by Peter, the duration of the influence of this work. The more significant a phenomenon is, the more divergent views and opinions it generates, and the more they talk about it, the more they feel its influence on themselves.

8. V. O. Klyuchevsky gave a controversial assessment of the transformations of Peter

The reform (Peter's) itself came out of the urgent needs of the state and the people, instinctively felt by an imperious person with a sensitive mind and strong character, talents ... in this state, was not directed by the task of placing Russian life on Western European foundations that were unusual for it, introducing new borrowed principles into it, but was limited to the desire to arm Russian state and the people with ready-made Western European means, mental and material, and thereby bring the state on a level with the position it has won in Europe ... Started and led by the supreme power, the habitual leader of the people, she mastered the nature and methods of a violent upheaval, a kind of revolution. It was a revolution not in its aims and results, but only in its methods and in the impression it made on the minds and nerves of its contemporaries.

9. P. N. Milyukov , in his works develops the idea that the reforms were carried out by Peter spontaneously, from time to time, under the pressure of specific circumstances, without any logic and plan, they were "reforms without a reformer." He also mentions that only "at the cost of ruining the country, Russia was elevated to the rank of a European power." According to Milyukov, during the reign of Peter the Great, the population of Russia within the boundaries of 1695 decreased due to incessant wars.

Annex No. 2. Table of Reforms of Peter I .

Name of the reform

years

The essence of transformation

Brief results of the reform

Reform government controlled

1699-1721

Creation of the Near Office (or Council of Ministers) in 1699. It was transformed into1711 to the Governing Senate . Establishment of 12 colleges having a certain scope of activity and powers.

The system of state administration has become more perfect. The activities of most state bodies became regulated, the collegiums had a clearly defined area of ​​activity. Supervisory bodies were created.

Regional (provincial) reform

1708-1715 and 1719-1720.

At the first stage of the reform, Peter 1 divided Russia into 8 provinces: Moscow, Kyiv, Kazan, Ingermanland (later St. Petersburg), Arkhangelsk, Smolensk, Azov, Siberia. They were ruled by governorsAt the second stage of the reform, the provinces were divided into 50 provinces. , controlled by governors, and they were divided into districts, led by zemstvo commissars. Governors and decided judicial and military issues.

There was a centralization of power. Local governments have almost completely lost influence.

Judicial reform

1697, 1719, 1722

Peter 1 formed new judicial bodies: the Senate, the Justic College, the Hofgerichts, and the lower courts. Judicial functions were also performed by all colleges, except for the Foreign. The judges were separated from the administration. The court of kissers (an analogue of the jury trial) was canceled, the principle of the inviolability of an unconvicted person was lost.

A large number of judicial bodies and persons engaged in judicial activities (the emperor himself, governors, governors, etc.) brought confusion and confusion to the proceedings, the introduction of the possibility of "knocking out" testimony under torture created grounds for abuse and bias. At the same time, the adversarial nature of the process was established and the need for the verdict to be based on specific articles of the law corresponding to the case under consideration.

Military reforms

from 1699

The introduction of recruitment , the creation of the navy, the establishment of the Military Collegium, which was in charge of all military affairs.Introduction using the "Table of Ranks" military ranks , common for all of Russia. Creation of military-industrial enterprises, as well as military educational institutions. Introduction of army discipline and military regulations.

With his reforms, Peter 1 created a formidable regular army, numbering up to 212 thousand people by 1725, and a strong navy. Subdivisions were created in the army: regiments, brigades and divisions, in the navy - squadrons. Many military victories were won. These reforms (although ambiguously assessed by different historians) created a springboard for the further success of Russian weapons.

Church reform

1700-1701; 1721

After the death of Patriarch Adrian in 1700, he was actuallyliquidated the institution of the patriarchate . In 1721, the Spiritual Regulations were adopted, which actually deprived the church of independence. In place of patriarchythe Holy Synod was created, the members of which were subordinate to Peter 1 who were appointed. Church property was often taken away and spent on the needs of the emperor.

The church reforms of Peter 1 led to the almost complete subordination of the clergy to secular power. In addition to the elimination of the patriarchate, many bishops and ordinary clergy were persecuted. The church could no longer pursue an independent spiritual policy and partly lost its authority in society.

Financial reforms

Almost the entire reign of Peter 1

The introduction of many new (including indirect) taxes, the monopolization of the sale of tar, alcohol, salt and other goods. Damage (reduction in weight) of the coin. The penny becomes the main coin. Transition to the poll tax.

Increase in revenues of the treasury several times. But firstly, it was achieved due to the impoverishment of the bulk of the population, and secondly, most of these incomes were embezzled.

calendar reform

Self-analysis of an open history lesson held in

Lesson topic: « Personality of Peter I ».

Target: convey to students the characteristics of the personality of an outstanding politician, the first emperor of Russia - PeterI.

Tasks:

1.Educational:

● to create in students an idea of ​​​​the appearance, character and preferences of the first emperor of Russia;

● get to know the personalities surrounding the emperor, in particular - with his family;

● highlight the main opinions of historians and some other talented figures on the significance of Peter's activitiesI Alekseevich;

● trace the internal and external activities of Emperor PeterI.

2. Educational:

● contribute to the formation of patriotic feelings and moral education of students by continuing the organization of their independent activities to assess the consequences of Peter's domestic and foreign policyI;

● lead students to independently comprehend the causes of reforms by listing crisis phenomena in various fields life of society, thereby forming a love for the subject.

3. Developing:

● develop visual-figurative thinking of students, oral speech in the process of viewing and discussing illustrations, portraits and videos;

● to form the ability to work with historical documents on the example of the opinions of various historians about the personality of PeterI;

● develop the ability to think, analyze, prove, reason by asking leading questions.

Lesson type: combined.

Methods:

oral, with elements of explanation, reasoning, generalizing characteristics;

visual, with illustrations and videos;

practical, using a document, a map.

Technical means (lesson equipment): Board, projector, illustrations "PeterI", "Catherine I”, presentation “The Personality of PeterI”, cards with the opinions of famous historians, video “Russian Empire. Series 1. Peter I, part 1. And also a textbook: History of Russia from ancient times to the present day. In two volumes. T. 1 / Sakharov A. N., Bokhanov A. N., Shestakov V. A. Edited by A. N. Sakharov. - M., 2010. - 544 pages.

The purpose and objectives of the lesson were implemented

The goal and all educational tasks were realized in the process of describing the appearance, character and personal life of the emperor, as well as in the study of his foreign and domestic policy.

Educational tasks were solved by getting acquainted with the gradual transformation of Russia with the help of reforms and the successful foreign policy of PeterIinto a great European and maritime power.

3. Developmental tasks:speech development was carried out through monologue responses (at the blackboard, in the process of interviews, work in pairs).Development logical thinking students, their analytical abilities (compare, compare, draw conclusions on the topic) took place during the sketching of the emperor's family diagram, as well as in the process of discussing the opinions of historians about the personality of PeterI.

In this lesson, I tried to implement important for the modern lesson of historyapproaches :

Integrated. The connection with the General History was carried out through the narration of the events of the war with Sweden and Turkey.

Organization of independent activities of students: in the preparation and implementation of testing, practical work with cards.

An individual approach was carried out through individual work with the family scheme.

A person-oriented approach was implemented through work in pairs, conducting surveys.

The structural components of the lesson were observed:

1. Organizationala moment characterized by the external and internal (psychological) readiness of students for the lesson;

2. Actualization (repetition of the material covered and transition to a new topic);

3. Disclosure new topic;

4. Practical work to expand and generalize the knowledge, skills and abilities of students;

5. Given homework;

6. The results of the lesson were summed up by the students in the form of a vote.

The lesson used computer technology to improve the quality of education of students. Through the projector, various presentation slides with illustrations and a video recording were displayed on the screen. All this made it possible to speed up the pace of work of students in the lesson in order to complete tasks in the lesson as much and as efficiently as possible.

The educational work at the lesson was varied: individual in the form of cards, work in pairs in the form of preparing tests and group work in the form of understanding the question posed and voting. The psychological microclimate necessary for work has been created, the nature of communication with students is friendly. Student grades are announced.

When you write a synopsis of a story, it should be concise, engaging, and to the point. Luckily, it's not hard at all!

Steps

Part 1

When you read

Read the story. It is very difficult to prepare a synopsis of a story without reading it. So open a book or plug in your headphones and listen to the story from your iPod. You should not always trust sites that claim to have prepared an abstract of the book - these abstracts are not always accurate.

• As you read, keep the main idea of ​​the story in mind. The main idea of ​​The Lord of the Rings, for example, could be something along the lines of "greed (in this case, the desire to possess the Ring of Omnipotence) is a powerful source of power for evil" or "even the actions of one insignificant creature (such as a Hobbit) can change the world ".

1. Take notes. You need to take notes as you read, as you will need to refer to them when you are ready to begin your outline. Look for "who? what? when? where? why?" You will get the basis for what you want to cover in your abstract.

2. Find the main characters. You have to know who the story ends up being about and identify which characters are not as important to the story. If you're reading a story with multiple characters, you won't want to tag every new character.

   • For example, when reviewing a book Harry Potter and the Philosopher's Stone you should write down Harry Potter, Ron Weasley and Hermione Granger as they are the main characters. You can also write down Hagrid, Dumbledore, Snape, Quirrell and Voldemort, as they have a significant place in the story.
   • You don't need to list Peeves the poltergeist or Norbert the dragon. Although they are important at certain points in the story, they don't affect the main storyline enough to be mentioned in the synopsis.
   • Shorter stories like Little Red Riding Hood are easy because you only need to write down Little Red Riding Hood, her grandmother, the wolf, and the lumberjack (depending on the version).

3. Mark the location. The place of action is the place where the events take place. It will be more difficult if the story you are reading takes place in many different places. In this case, you will have to describe more.

   • To continue with the Harry Potter example, the main action takes place at Hogwarts, so you could write something like "Hogwarts School of Magic in the UK".
   • In summarizing a story like The Lord of the Rings that takes place over a wide area, one might mention that it is the Middle Lands and point out some important places, such as the Shire, Mordor, and Gondor. You don't need to go into too much detail (for example, mention the forest of Fangorn or the tower of Minas Morgul).

4. Note the conflict."Conflict" means the main problem that the heroes will have to deal with. This is not necessarily a villain, as is the case with Harry Potter and the Lord of the Rings.

   • In the Harry Potter story, the main conflict is Voldemort's attempt to steal the Philosopher's Stone and return as a threat to the wizarding world (and kill Harry).
   • For example, if you are writing an outline of the Odyssey, the main conflict is Odysseus' attempt to return home to Ithaca. The whole story develops around his desire to get home and the obstacles that stand in his way.

5. Check out the main events. These are the most important parts of the story. You don't need to describe every action of the character. In fact, this is exactly what you do not need to do! Just look for events that develop the underlying conflict or help resolve it.

   • Some key events in the Harry Potter story: Harry finds out he is a wizard or Harry meets a three headed dog and of course Harry, Ron and Hermione defeat Voldemort.
   • The task may seem easier when parsing short stories like Little Red Riding Hood, but you should only note the most important moments, for example, the meeting of Little Red Riding Hood and the wolf, the eating of Little Red Riding Hood by the wolf, after she mistook him for her grandmother, the appearance lumberjack.

6. Note the intersection. This is usually a major event that ends the story's conflict and resolves issues. Even if the book is part of a series, it usually has a twist to the story. Spoilers below!

   • In Harry Potter, the denouement is the victory over Voldemort. The story after this point is not important to the synopsis, even if it is important to the narrative. You don't need to describe Dumbledore and Harry's conversation, and even Gryffindor's victory points, as it has nothing to do with the main storyline with Voldemort.
   • In Little Red Riding Hood, the denouement will be the appearance of a woodcutter to save Little Red Riding Hood herself and her grandmother.
   • In a story like The Lord of the Rings, the denouement is difficult enough to summarize. You can end up destroying the Ring, but (especially if the main point of the story is the importance of the deeds of one insignificant creature) you should mention the Clearing of the Shire and Frodo's departure from the Gray Haven.

   Part 2

   Abstract writing

   1. Organize your notes. The hardest part - reading the book - is over! If you have taken notes, you are fully prepared to write a summary. You should organize your notes according to the chronology of the story. Determine where the story begins and ends main character gets from one point to another.

      • Continuing with the Harry Potter example, you need to trace how Harry went from the moment he found out he was a wizard to defeating Voldemort.
      • Outlining a story like the Odyssey, you should follow how Odysseus, having lost all his people and washed ashore by Calypso, came to defeat the suitors and convince Penelope that he is "real".
      • When debriefing a short story like Little Red Riding Hood, you should describe why Little Red Riding Hood went into the woods, how she was deceived and eaten, how she was saved.

   2. Write a summary. Now that you have organized your notes, it will be quite easy. All you have to do is write a short paragraph answering the key questions “who? what? when? where? why?” that are already covered in your notes. Make sure you also include the title of the work and the name of the author.

      • Make sure you focus on the main story line. Stay on topic by describing Harry's Quidditch game or his feud with Malfoy.
      • Also don't quote history. You should not repeat the dialogue from the story in the abstract. You can briefly mention the main idea of ​​the conversation (for example, "When Harry and his friends learned from Hagrid that the Philosopher's Stone might be in danger, they decided to stop the thief themselves").

   3. Look at examples of plot outlines. It's much easier to write something if you've seen a couple of examples, got an idea of ​​the wording used, and how to combine different elements in one short, concise sentence.

      • "Harry Potter and the Philosopher's Stone" by J.K. Rowling is the story of an eleven-year-old orphan, Harry Potter, who learns that he is a wizard and goes to study magic at the British School for Wizards, Hogwarts. There he learns that his parents were killed by an evil the wizard Voldemort, who was defeated by the then infant Harry.With his friends Ron Weasley, who was born into a large family of wizards, and Hermione Granger, the most intelligent witch in their course, Harry figures out that the Philosopher's Stone, which grants immortality, is hidden in the Forbidden Section of the fourth floor When Harry and his friends learn from Hagrid that the Philosopher's Stone is in danger, they decide to stop the thief themselves, who they believe is Professor Snape, who hates Harry.When Harry finds the stone, he discovers that the thief is Professor Quirrell, possessed by Voldemort. Due to a spell cast by Harry's mother, he is able to defeat Quirrell and Voldemort is forced to return to exile."
      • Homer's epic poem "The Odyssey" tells the story of the Greek hero Odysseus and his ten-year journey home to the island of Ithaca, where his wife Penelope and son Telemachus are waiting for him. harboring a grudge against Odysseus for having blinded Poseidon's son Cyclops earlier on his journey, he tries to destroy the hero's ship, but the goddess Athena stops the god. various adventures during which he escaped with the team, a journey to the Land of the Lotus Eaters, the blinding of Polyphemus, his romance with the sorceress-goddess Circe, the deadly Sirens, the journey to Hades, the fight against the sea monster Scylla. The Theacians safely deliver Odysseus to Ithaca, where he enters into the hall of his house disguised as a beggar.Ithaca believed that Odysseus was dead, the hall was full of suitors who tried to kill his son and convince Penelope to choose a new husband. Penelope refused, because she believed that Odysseus was alive. She arranges a competition with the bow of Odysseus, which only he can pull. When Odysseus drew his bow, he shot all the suitors and was reunited with his family."
      • These notes describe the main plot of the stories. They use language like "When Harry found the Stone..." instead of describing what it cost to find the stone, which is not the subject of the synopsis. They are short and focus only on the most significant main characters such as Odysseus, Penelope, the gods and so on.

Ancient Russia
Russia's struggle against external aggression in the 13th–14th centuries
The emergence and development of the Moscow Principality in the fourteenth and fifteenth centuries
East Slavs.
culture Ancient Russia
Formation of Kievan Rus The role of the Varangians in this process Socio-political structure Kievan Rus.
Decay Kyiv state. The main economic, political and cultural centers of medieval Russia
Socio-economic and political structure of the unified Russian state (the second half of the 15th - the first third of the 16th century

Story Russian Federation
August (1991) coup. Russia on the way to reform
Perestroika from an attempt to modernize the system to a change in the model of social development.
Russia in the 90s – the beginning of the XXI century (Modern Russia)

History of the USSR
Foreign policy of the USSR In the 20s.
Foreign policy of the USSR in 1965–1985
Foreign policy of the USSR in the 30s.
The foreign policy of the USSR on the eve and during the Second World War
The foreign policy of Soviet Russia in October 1917–1920
Russian Civil War
Industrialization of the USSR
Collectivization
Culture of the USSR in 20-30s
NEP is a historical necessity. Essence. Meaning
The initial period of the Great Patriotic War
Education Soviet Union. Description of the USSR as a multinational state.
Socio-political life in the USSR in the 30s. Formation and essence of the Stalinist regime
Socio-political transformations in the USSR 1953-1964. Khrushchev thaw.
The victorious end of the Great Patriotic War (1944–1945). Military operations 1944
Politics of War Communism in Soviet Russia
Russia from February to October 1917 Bolshevik takeover
USSR in interstate relations (1945–1965)
USSR in the post-war period. Strengthening the totalitarian-bureaucratic system
Stalingrad and Battle of Kursk. A radical turn in the Great Patriotic War.
February Revolution. Socio-political situation in Russia after the fall of tsarism
The formation of the Bolshevik regime and the beginning civil war in Russia (October 1917 - May 1918).
The era of developed socialism. The growth of stagnation in the internal life of the USSR.

Russia in the XIX - XX centuries
Foreign policy of Russia at the turn of the XIX - XX centuries. Russo-Japanese War
Socio-political life of Russia at the turn of the XIX - XX centuries, the creation of the RSDLP and the party of socialist revolutionaries. Zemstvo-liberal movement
Revolution 1905–1907 The reasons. Driving Forces and the Course of the Revolution. Attempt to establish a parliamentary monarchy
Russia in the First World War. Growing political crisis in the country
Socio-economic development of Russia in late XIX- the beginning of the XX century. (1895–1914).
Third June Monarchy 1907 Stolypin reforms

Russia in the 19th century
Russia's foreign policy in the second half of the 19th century
Decembrist movement ideology and organization. Decembrist uprising and its historical significance.
Crimean War. Reasons for the defeat of Russia
Culture of Russia in the first half of the 19th century
Russia's international position in early XIX in. Her participation in the anti-Napoleonic coalitions of 1805–1807 Patriotic War 1812
Social movement in Russia in the 30-50s. 19th century The theory of official nationality. Westernizers and Slavophiles. Revolutionary Democrats
Opposition movement of the 60–80s. populism and bourgeois liberalism
Prerequisites for the fall of serfdom. Revolutionary situation in 1859–1861 The abolition of serfdom in Russia
Russian perestroika of the 60s–70s 19th century
Socio-economic development of Russia in the 60–90s. 19th century The specifics of the formation of capitalist relations
Socio-economic development of Russia in the first half of the XIX century. Crisis of the feudal system of economy

Russia in the XVII-XVIII centuries
Foreign policy of Russia in the XVIII century. In the West, the Polish Question and Partitions of Poland Seven Years' War Russo-Swedish Wars
Foreign policy of Russia in the XVIII century. in the East, the emergence of the eastern question of war with Turkey began the annexation of the Caucasus.
Foreign policy of Russia under Peter I. Northern War
Civil warriors in Russia in the 17th–18th centuries. (Popular movements under the leadership of S. Razin, K. Bulavin, E. Pugachev) General and special
Culture of Russia in the 18th century
Reforms of Peter Ideas. Main content. Progress and results
Russia in 1725–1762 An attempt to establish a constitutional monarchy in 1730 Palace coups. The main directions of domestic policy
Russia under Catherine II. enlightened absolutism. The laid commission of 1767. Strengthening the positions of the nobility. New trends in the development of industry and trade

Russia in the fourteenth and sixteenth centuries
Internal and foreign policy Russia in the 30s - 80s. 16th century Formation of a despotic monarchy under Ivan the Terrible
Serfdom in Russia causes and time of occurrence. The main stages of its legal registration
Culture of Russia in the 17th century
The annexation and development of Siberia at the end of the 16th - 17th centuries
The development of culture in the fourteenth and sixteenth centuries
Troubles in Russia at the end of the 16th - beginning of the 17th centuries Causes. Main stages and results.
Economic and political development of Russia in the XVII century. New trends in the economy. Estate-representative monarchy and the strengthening of absolutism