Following directions story

7 Core Following Directions Activities for Kids That'll Improve Listening

Inside: Quick and easy following directions activities for kids that will help them practice self-control, emotional regulation and improve listening skills.

There was a joke traveling around years ago from Carrie On Y’all that said, “Maybe if I start yelling ‘Get your shoes on!’ the night before, we could get to school on time the next day.”

Honestly, the struggle is real.

Kids need A LOT of practice to learn basic life skills.

Following directions activities can support better listening skills in your child.

Teaching kids to follow directions isn’t as simple as doing a listening activity for kids, watching fairy dust shower from above, and seeing your kids transform into magical listeners.

Several years ago I was getting ready to take my son to school. He insisted—like life or death insisted—that he needed to wear his green shoes.

So I helped him find his green shoes, laid them out on the floor, and then realized I made a horrible mistake.

He shook his head and said, “No green shoes, mom. Nooo!”

In exactly two minutes, the green shoes went from being my complaining child’s most prized possession to the most horrible and disgusting shoes one could don.

Related Posts:

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10 Totally Awesome Tricks for Independent Kids

Teaching kids to follow directions – let’s simplify.

1. Connection first. Attention follows.

A few brief moments using SAY WHAT YOU SEE®, where you describe what your child is thinking, doing, feeling or saying, makes a big difference. This is the building block of connection, and when kids feel connected to you, they are for more likely to cooperate.

It might sound something like, “You’re drawing a picture with big green squares and red lines.”

No brainer, right? And yet, I still find myself talking to my kids without taking a brief moment for connection.

Sharing a set of instructions before you briefly connect with your child is like speaking foreign language. It can fall flat.

I know I have my child’s full attention when I have two things:

Eye contact
Eyes level (get down to the child’s level).

2. Be short and specific.

Kids tend to hear a lot of conversational white noise when adults are speaking to them. Say exactly what needs to be said for your child to follow your directions. Trim everything else out.

Instead of… “Hurry up. We gotta get out the door for this appointment. Get your coat lets go.”

Try… “Coat please.” Or, “You’re missing a coat.”

3. Use “wait time.”

This is a great strategy that I learned from a teacher. After giving a set of instructions to your kids, pause for 3-7 seconds to allow their brain to process and apply the information. Research shows kids are more likely to follow directions if you give them “wait time” or a hearty pause.

As adults, we are used to processing information much quicker, but kids…they take time.

Think of it this way: Keeping realistic expectations and waiting is the difference between you giving up and throwing your tea in the air vs. you calmly taking a sip of your tea while you employ “wait time.”

4. Unless you are offering a choice, don’t ask.

If your directions aren’t up for negotiation, keep that door firmly closed. Offering choices is a fabulous way to help end power struggles and enjoy a happier home.

But…everything in life is not always a choice. If you can’t offer a choice within a parental boundary you feel good about, give instructions as a statement, rather than a question.

Instead of… “Can you pick up your toys?”

Try… “I see toys on the floor and it’s time to leave.”

Or if you’d like to offer a choice, you can say something like, “I see blocks and dolls. Show me which one you want to put away first.”

5. Practice using following directions activities.

In order to build great listening skills, kids need a lot of practice…A LOT.

Which makes sense! I think we all can relate to needing a lot of practice before we can get good at anything. I could tell you a few stories about burnt dinner rolls for the past five years, but that’s a story for another day 🙂

Related:

50+ Best Simple Games for 2 Year Olds and Up
The Ultimate List of Board Games for 2 Year Olds

7 core following directions activities for kids.

There are several good ‘ole fashioned standby games to play with kids to help them 1) Listen and hear what you are instructing and 2) Practice following the directions you shared.

1. Simon Says

One person is Simon or Elmo or Dora or Spiderman or Teacher or Whoever, and this person is the “leader.” Simon gives a set of instructions and everyone else follows. The person who doesn’t follow the instructions is “out.” And the person who follows the instructions throughout the game, wins Simon Says.

2. Red Light, Green Light.

One person is the leader who calls out “Red Light” or “Green Light.” When the leader calls out “Red Light,” everyone stops. When the leader calls out “Green Light,” everyone goes. Anyone who doesn’t stop or freeze during “Red Light” is out.

3. Follow the Leader.

Take a walk around your house or outside and whatever you (or the leader) does, everyone else must follow. This is a great game to allow your child to be the leader and have you follow your child. It’s a perfect opportunity to model following directions for your child!

4. Map Game

Try this map game and help your kids work their way through the grid following the directions given. Practice counting and using the words left, right, forward, and backward.

5. Two-step direction games.

Do one of these 2-step direction games with your kids. This is perfect for preschoolers and above! Have your kids follow some of the 2-step directions throughout the day (e.g. Shake your head “yes” and then quack like a duck.) Brilliant!

6. Lego® Game

If you have kids who are old enough to play a board game, try this Lego Game to help your kids practice reading directions and following them.

7. Visual direction activities.

With kids, visual directions are so important! You can make life simpler and fun using visual directions for your kids, such as a printable daily schedule for kids.

Bedtime routine cards
Morning routine cards
Mealtime routine cards

Using routines is a great way to support cooperation and help your kids learn to follow directions.

They are also energy saving, AND a great way to avoid yelling “Green shoes!” ten times every morning or “Eat your dinner!” six times every evening.

Grab your FREE Following Directions Checklist Here!

The Following-Directions Follies | Education World

First Day of School Activity: Following-Directions Follies

Return to back to school lesson plan

Subjects

Physical Education
--Games
--Exercise/Movement

Grade

K-2
3-5
6-8
9-12

Brief Description

This fun activity assesses students' ability to observe and follow directions.

Objectives

Students will

follow written instructions.
carefully observe the actions of each person.
perform the activity without error.

Keywords

activity, following directions, observe, observation, fun

Materials Needed

slips of paper with written instructions for students to follow; the activity below includes enough instruction slips for 20 students and one leader

Lesson Plan

This activity tests students' abilities to observe and follow directions. It's a fun activity for any time of year, but at that start of the year, it can provide insight into students' ability to follow directions.

To start the activity, distribute to each student a small slip of paper with a simple instruction written on it. You should have a paper slip too; or appoint a student to lead the activity. Each slip of paper has a different instruction in the following format: "After somebody _____, then you will _____." For example: After somebody stands up and spins around two times, then you will call out "She sells seashells by the seashore" three times as fast as you can.

Enough instructions for 20 students and one leader appear below. If more than 20 students are in your class, create a new instruction for each additional student.

Each student must pay very close attention to the actions of every other student. When a student sees another student doing the activity that appears on his or her slip after the words After somebody ________, that student should be ready to do whatever action appears on his or her slip after the words then you will ________ .

Following are three sample instructions that will give you an idea of how the activity should flow:
After somebody stands up and spins around two times, then you will hum the tune to the song "Row, Row, Row Your Boat."
After somebody hums the tune to the song "Row, Row, Row Your Boat," then you will stand up and do five jumping jacks
After somebody stands up and does five jumping jacks, then you will clap your hands four times.

Start the Activity
To start the activity, the teacher or appointed activity leader, ignoring the After somebody stands and... instruction on his or her slip, simply does the then you will... action. The other students observe the leader's action to see if it is the action that appears on their slips following the After somebody... The student holding the slip that states that action then performs his or her action.

The game continues until the cycle is complete and each student has performed the action on his or her slip.

The idea of the activity is to see how fast the actions can cycle through the entire class. Once you have done the activity once, you might repeat it to see if students can beat the time they recorded for the first time through.

After students have done the activity two or three times, you might collect the slips and have student pick new slips, so they have a new action to do and will have to focus on the new instructions.

The teacher/leader will want to keep a master sheet and observe the activity, because some students might not follow the precise instructions when they perform their actions; others might jump in and perform their actions out of turn.

The Instructions
Print the list below and cut it into strips. If more than 20 students are in your class, you will need to create additional instructions. Be sure the first new instruction you write follows the last instruction below.

You also might consider writing some instructions that relate to curriculum you have taught. For example, "you will call out the name of five former presidents of the United States."

After somebody STANDS UP AND SPINS AROUND TWO TIMES, then you will HUM THE TUNE TO THE SONG "ROW, ROW, ROW YOUR BOAT."

After somebody HUMS THE TUNE TO THE SONG "ROW, ROW, ROW YOUR BOAT," then you will STAND UP AND DO FIVE JUMPING JACKS.

After somebody STANDS UP AND DOES FIVE JUMPING JACKS, then you will CLAP YOUR HANDS FOUR TIMES.

After somebody CLAPS THEIR HANDS FOUR TIMES, then you will STAND UP, WALK ALL THE WAY AROUND THE CLASSROOM AND THEN GO BACK TO YOUR SEAT.

After somebody STANDS UP, WALKS ALL THE WAY AROUND THE CLASSROOM AND THEN GOES BACK TO HIS OR HER SEAT, then you will CALL OUT "SHE SELLS SEASHELLS BY THE SEASHORE" THREE TIMES AS FAST AS YOU CAN.

After somebody CALLS OUT "SHE SELLS SEASHELLS BY THE SEASHORE" THREE TIMES AS FAST AS HE OR SHE CAN, then you will STAND UP AND HOP THREE TIMES ON ONE FOOT.

After somebody STANDS UP AND HOPS THREE TIMES ON ONE FOOT, then you will RECITE THE WORDS TO THE PIG VERSE OF THE SONG "OLD MCDONALD HAD A FARM."

After somebody RECITES THE WORDS TO THE PIG VERSE OF THE SONG "OLD MCDONALD HAD A FARM," then you will STAND UP, GET A SHEET OF MATH PAPER, CRUMPLE THE PAPER, AND TOSS IT TO THE PERSON WHO DID THE ACTION JUST BEFORE YOURS.

After somebody STANDS, GETS A SHEET OF MATH PAPER, CRUMPLES THE PAPER AND TOSSES IT TO THE PERSON WHO DID THE ACTION JUST BEFORE HE OR SHE DID, then you will CALL OUT ALL 26 LETTERS OF THE ALPHABET, IN ORDER, AS FAST AS YOU CAN.

After somebody CALLS OUT ALL 26 LETTERS OF THE ALPHABET, IN ORDER, AS FAST AS HE OR SHE CAN, then you will STAND UP AND SPIN AROUND THREE TIMES.

After somebody STANDS UP AND SPINS AROUND THREE TIMES, then you will HUM ONE VERSE OF THE SONG "HAPPY BIRTHDAY TO YOU."

After somebody HUMS ONE VERSE OF THE SONG "HAPPY BIRTHDAY TO YOU," then you will STAND UP AND DO THREE JUMPING JACKS.

After somebody STANDS UP AND DOES THREE JUMPING JACKS, then you will RECITE THE WORDS TO "MARY HAD A LITTLE LAMB."

After somebody RECITES THE WORDS TO "MARY HAD A LITTLE LAMB," then you will CLAP YOUR HANDS TOGETHER SIX TIMES.

After somebody CLAPS HIS OR HER HANDS TOGETHER SIX TIMES, then you will STAND UP AND JUMP UP AND DOWN FOUR TIMES ON BOTH FEET.

After somebody STANDS UP AND JUMPS UP AND DOWN ON BOTH FEET FOUR TIMES, then you will CALL OUT "SHE SEES CHEESE" CAN THREE TIMES AS FAST AS YOU.

After somebody CALLS OUT "SHE SEES CHEESE" THREE TIMES AS FAST AS HE OR SHE CAN, then you will STAND UP, STRETCH, AND LET OUT A BIG YAWN.

After somebody STANDS UP, STRETCHES, AND LETS OUT A BIG YAWN, then you will COUNT BY 5s TO 100.

After somebody COUNTS BY 5s TO 100, then you will RECITE THE WORDS TO THE COW VERSE OF THE SONG "OLD MCDONALD HAD A FARM."

After somebody RECITES THE WORDS TO THE COW VERSE OF THE SONG "OLD MCDONALD HAD A FARM," then you will STAND UP AND HOP FIVE TIMES ON ONE FOOT.

After somebody STANDS UP AND HOPS FIVE TIMES ON ONE FOOT, then you will STAND UP AND SPIN AROUND TWO TIMES.

[Return to the top instruction.]

Assessment

This activity will help you assess students' abilities to follow directions.

Lesson Plan Source

Education World

Submitted By

Gary Hopkins

Find more great back-to-school activities on Education World's special Back to School archive page.

Click here to return to this week's Back to School lesson plan page.

main directions - the topic of a scientific article on history and archeology . Rygalova1

1 Altai State University (Barnaul, Russia)

Foreign Experience of GIS in Historical Studies: Principal Approaches

M. V. Rygalova1

1 Altai State University (Barnaul, Russia)

The main directions and possibilities of using geoinformation systems in historical science are considered. Foreign researchers note the great potential of using GIS technologies, taking into account all the specifics of historical research. The paper proposes a division according to the problematic principle of the main areas in which researchers find the use of GIS technologies. From the analysis of the practical creation of geo-information systems, it becomes obvious that in the process of working on them, various types of sources are updated, primarily cartographic ones.

GIS technologies make it possible to establish relationships between various phenomena in some cases, to identify an alternative point of view on an already studied problem in others. Researchers are trying to find the best tools and opportunities for working with GIS technologies, adapting them to the specifics of historical research. Geographic information systems can be created both for the local (for example, urban history) and the national level (national GIS on the scale of entire states), the features of their creation and analysis depend on this.

Keywords: geographic information systems (GIS), historical GIS, historical source, urban history, spatial analysis.

BOT 10.14258/1gua8u(2014)4.1-33

The article considers main approaches to and possibilities of Geographic Information Systems (GIS) application in historical scholarship. Foreign researchers point out great potential of geoinformational technologies, taking into account all the specifics of historical studies. This article suggests subdividing approaches to geoinformational technologies application according to the problem-solving tasks they help to facilitate. GIS analysis shows that their development leads to updating of different sources, primarily source maps. Geoinformational technologies allow to reveal relations between various phenomena in some cases or to identify an alternative point of view on well characterized issues in others.

Researchers try to find the best ways and approaches to using geoinformational technologies that are taking into account the specific character of historical studies. Geographic Information Systems can be created for the local (for example, urban history) and national level (national GIS for the entire nation). Geographic Information Systems are better suited for the analysis of statistical information, but more recently, they have often been used in relation to the descriptive information, for example, Literary GIS.

Key words: Geographic Information Systems (GIS), historical GIS, primary source, urban history, spatial analysis.

Understanding the role of the spatial factor has become an important milestone on the way to the use of geographic information systems (GIS) in historical research. The position that in historical analysis time cannot be considered separately from space becomes an integral part of the mentality of the historian-researcher and a full-fledged methodological premise of the study, interpretation and scientific presentation of historical events. “Understanding how spatial relationships change over time is fundamental to the study of history” [1, p. 27-60]. This idea, in the conditions of increased attention of the historical community to the spatial aspects of0003

history

following, and especially to GIS, is gradually becoming trivial. The purpose of this article is a brief analysis of the main directions of their application in foreign historical science.

GIS are widely used in various areas of historical research, the main condition of which is spatial reference. In fact, here we are witnessing real interdisciplinary research at the intersection of at least three sciences: computer science, geography and history. Unfortunately, the pace of introduction and use of methods of spatial analysis in domestic historical science continues to lag behind the rapid development of GIS based on historical material in many foreign countries. Without dwelling on the causes of this phenomenon and trying to be objective, we note that interest in the issues under consideration is growing in Russia, although not very quickly [2; 3; 4, p. 133-141, 5, p. 72-79, 6, p. 10-16].

There are many definitions of GIS depending on the field and direction of research. One of the most well-established and widespread definitions characterizes GIS as information systems that provide the collection, storage, processing, display and dissemination of data, as well as obtaining new information and knowledge about spatially coordinated phenomena based on them [7, p. 9]. In general terms, a brief definition convenient for historians can be reduced to the one given in one of his works by a British researcher, professor of geography at the University of Portsmouth J. Gregory, who notes that GIS are computer systems that combine database management systems with information about location. They are able to manage, integrate, process, analyze and display data that are spatially tied to the earth's surface [8].

E. Diamond and D. Bodenhamer add to this the ability of GIS to display and analyze data at any geographical scale, while complementing textual sources of information [9, p. 25-44]. “Historical GIS is a general term covering many research uses of geospatial technologies and analytical research and teaching methods,” concludes A.K. Knowles [10, p. XIII].

Due to the massive spread of computer technology and related software, GIS are widely used at the beginning of 90s 20th century One of the key directions here is the creation of geoinformation systems of the national level and scale, concerning the key issues of establishing the boundaries of states and their administrative-territorial units. GIS in such projects is an indispensable tool, since it allows

to designate a network of boundaries at different time periods. The databases of such systems contain data from population censuses, since this clearly structured source carries a huge amount of spatial information. National GIS is a systematic record of administrative changes containing a wide range of date-limited boundaries, i.e. give a cut of the borders on a specific date and allow you to analyze demographic, economic and other aspects [11, p. 198-229]. In fact, such systems are not only historical, but also universal in nature, affecting various aspects of social development, although the historical component still remains decisive.

Among the first national GIS projects are the Belgian GIS (Belgisch HISGIS), the Netherlands GIS (Netherlands HGIS), the UK GIS (GBHGIS). The foundations of many national GIS projects began to be laid much earlier than the projects themselves were finalized. Thus, the GIS of the Netherlands was based on the results of two major projects that were carried out over 60-9 years. 0s (Karto-foot and NL-KAART), covering the entire system of territorial boundaries from 1811 to 1990 [12, p. 143-145]. In the second half of the 1990s - early 2000s. large national GIS have also been created for Germany and the USA. Reconstruction of boundaries seems to be a rather complicated process, requiring comparison of entire series of maps and other sources containing spatial information. Unlike European and American Chinese National GIS (CHGIS), due to the huge chronological period that it covers (more than 2 thousand years, from 222 BC to 1911), contains a number of features. From the very beginning, it was conceived as a hierarchy of territorial units represented on the map by point objects rather than polygons [1, p. 28-29]. Thus, the Chinese GIS does not aim to reconstruct the borders, however, the location of all identified administrative places has been established. GIS, at the request of the user, can display the existing hierarchy of Chinese administrative units on a specific date [13, p. 150-152]. Thus, the main task of all national GIS projects is to establish a flexible network of administrative units within which, based on census data, statistical comparisons of socio-economic changes can be made.

The next area of application of GIS - large projects aimed at expanding user access to resources. An example is research within the ECAI (Electronic Atlas of Cultural Initiative) project. ECAI is a global resource in the format of an electronic atlas, bringing together

scientists and experts in the field of information technology from around the world, aimed at integrating developments in the field of GIS, sharing experiences and results [14, p. 165-170]. The data sets created during the study are registered within the project and are available to any user. Thus, a researcher dealing with a similar topic no longer needs to start work from scratch, he can use the basic developments of his colleagues (use layers and data sets) to conduct an independent study [15]. ECA1 has implemented such large-scale projects as NARA (North Atlantic Atlas of Religion), which provides wide access to resources for the study of religious issues at various levels; a project to study the biographies of Chinese officials over seven centuries, carried out at Harvard University under the guidance of Professor P. Bol [14, p. 169], and many other large projects.

The use of GIS in the study of urban history seems to be very promising. US Professor of Geography, specialist in the field of historical GIS, editor of fundamental works on the application of GIS in history, A.K. Knowles defines this direction as the study of landscapes of the past, referring here to the actual urban history, as well as the study of changes in the boundaries, population size and structure, and other aspects of the urban environment [16, p. ten].

The results of the study of urban history form the basis of the dissertation of the professor of the University of Akron (USA) L. Siebert. His focus was on the history of Tokyo for 130 years. The project covers all the changes that have taken place in the capital region. GIS is widely used for mapping and analysis of spatial phenomena in such areas as urban and environmental planning, geography, business [17, p. 539]. As a result of the study, an electronic atlas of Tokyo was created [18, p. 537-574].

When studying urban history, researchers use additional sources, including address books, directories, election results, and other localizable information. These sources formed the basis for the creation of a GIS for two American cities - Newport and Alexandria. Spatial analysis leads researchers to quite unexpected conclusions. Thus, it is clear that the proximity of water bodies and railways did not affect the population density in any way [19, p. 85].

Religious aspects of urban history are considered by American historians E. Diamond and D. Bodenhamer. The authors try to find the relationship between religious affiliation and race on the material of Indianapolis [9, R. 25-44]. This study is an example of the fact that without a GIS it is difficult for a historian to associate qualitative data with georeferencing and then visualize the results.

Another important aspect of urban history is the history of the railway network, which can be singled out as a separate area due to the large number of works on this topic. Much attention is paid to the study of the railway network by L. Siebert, based on the materials of Tokyo, a city that has one of the densest railway networks in the world [17, p. 537-574]. R. Schwartz compares the European and British levels of railway development and their impact on the agrarian crisis [20, p. 229-255]. A team of scientists (R. Schwartz, J. Gregory and D. Marty-Heneberg) are using GIS to study the growth of the railway network in England and Wales during the First World War, comparing population growth and railways. The study, supported by maps, showed that the availability of rail transport stimulated local agricultural trade, creating new opportunities for marketing products, and railroads became a defining condition for the development of agriculture from the middle of the 19th century. before the outbreak of the First World War [21].

Studies on the history of land use occupy a special place, since it is within the framework of this topic that geographic information systems were first used back in the 60s. 20th century With the use of GIS technologies within the framework of historical science, changes in landscapes and the ecological situation are considered in conjunction with changes in the socio-economic situation. For example, one of the works is devoted to the ecological organization of the colonial economy and its impact on agriculture in the United States [22, p. 164]. Professor of History at the University of Texas (USA) G. Kunfer turns to the study of dust storms in the context of historical development and casts doubt on the assumption that they occurred only after the massive plowing of land. Overlaying dust storms on plowed maps shows that most dust storms occurred in counties with 80 percent or more unplowed land [23, p. 95-122].

Despite the fact that geographic information systems are more suitable for the analysis of statistical information, recently they are often used in relation to descriptive information, for example, in a completely new direction - literary GIS. The pilot project of such a system "Mapping the Lakes: a literary GIS", carried out with the financial support of the British Academy, was headed by J. Gregory [24]. Within the framework of the project, D. Cooper and J. Gregory consider the theoretical possibilities of GIS in the field of literature. For example, they take the texts of T. Gray and S. Taylor about the Lake District (Lake District) [25, p. 89-108].

history

A Literary Atlas of Europe is currently being created at the Cartographic Institute in Zurich. The project focuses on three case studies of different literary regions, which are reflected in hundreds of literary texts: the Alpine landscape (Lucerne / Gotthard lakes in Switzerland), the coastal zone of the border (North Friesland in Germany) and urban space (Prague, Czech Republic). The project is based on a database containing localization information extracted directly from literary texts. GIS makes it possible to make queries regarding one or more attributes, create thematic maps for both individual texts and for the whole group. Thus, with the use of geoinformation systems in this direction, many interesting things can be done [26].

An important place in foreign historiography is occupied by the study of theoretical aspects of the use of GIS in historical research. Works by A.K. Knowles reflect many aspects of the creation and development of historical GIS. According to the researcher, "... for history, GIS offers an unprecedented set of tools for visualizing

historical information in its geographical context, considering it at various scales, integrating material from various sources" [10, XIV]. Answering the question: what are the advantages of GIS as a method, A.K. Knowles notes that GIS makes space part of the analysis [27, p. 452-453].

Professor of Geography at the University of California M. Goodchild gave a brief but succinct definition of how geographic information systems are understood in foreign historical research: “GIS has moved from a map-dominated technology to providing a comprehensive, efficient and flexible approach to representing phenomena in space and time” [ 28, r. 179-198].

There is a great potential for using GIS, but, as J. Gregory, K. Kemp and R. Mostern note in their work, “... it is necessary to take into account the peculiarities of historical data and traditions in historical science” [29, R. 7-8]. Geographic information systems act here not only as an additional research tool, allowing you to discover completely new aspects of objects that are often impossible to see without GIS, but also allow you to take a completely new look at long-established facts, events and processes.

Bibliography

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2. Vladimirov V.N. Historical geoinformatics: geoinformation systems in historical research. - Barnaul, 2005.

3. Vladimirov V.N., Silina I.G., Chibisov M.E. Parishes of the Barnaul Spiritual Board in 1829-1864. (according to the materials of the clear sheets). - Barnaul, 2006.

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9. Diamond E., Bodenhamer D.J. Race and the Decline of Mainline Protestantism in American Cities: a GIS Analysis

of Indianapolis in the 1950s // History and Computing. -2001. - Vol. 13. - No. 1.

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5. Selected Papers from the Fifth National Conference on GIS Research UK (GISRUK). - 2005.

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14. Lancaster L.R., Bodenhamer D.J. The Electronic Cultural Atlas Initiative and the North American Religion Atlas // Past Time, Past Place: GIS for History. - Redlands, 2002.

15. Buckland M., Lancaster L. Combining Place, Time, and Topic The Electronic Cultural Atlas Initiative // D-Lib Magazine. - 2004. - Vol. 10. - No. 5.

16. Knowles A.K. GIS and History // Placing History: How Maps, Spatial Data, and GIS Are Changing Historical Scholarship. - 2008.

17. Siebert L.J. GIS-Based Visualization of Tokyo's Urban History // Social Science History. - 2000. - Vol. 24. - No. 3.

18. Siebert L. Using GIS to Document, Visualize and Interpret Tokio’s Spatial History // Social Science History. -2000. - Vol. 24. - No. 3.

19. DeBats D.A., Lethbridge M. GIS and the City: Nineteenth-Century Residential Patterns // Historical Geography. - 2005. - Vol. 33.

20. Schwartz R.M., Rail Transport, Agrarian Crisis, and the Restructuring of Agriculture: France and Great Britain Confront Globalization, 1860-1900 // Social Science History. 2010. - Vol. 34. - No. 2.

21. Schwartz R.M., Gregory I., Thevenin T. Spatial

History: Railways, Uneven Development, and Population Change in France and Great Britain, 1850-1914 [Electronic resource]. - URL: https://www.mtholyoke.edu/courses/

rschwart/railways/History_Geography_______Railways_and_

Social_Change_in_France_and_Great_Britain,_1830-1930/

Essays_for_Publication/JIH%

22. Donahue B. Mapping Husbandry In Concord: GIS As A Tool For Environmental History // Placing History: How Maps, Spatial Data, and GIS Are Changing Historical Scholarship. -2008.

23. Cunfer G. Causes of the Dust Bowl // Past Time, Past Place: GIS for History. - Redlands, 2002.

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resource]. - URL: http://www.lancaster.ac.uk/

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26. Literary Geography - or How Cartographers Open up

a New Dimension for Literary Studies [Electronic resource]. - URL: http://icaci.org/files/documents/ICC_proceedings/

ICC2009/html/nonref/24_1.pdf.

27. Knowles A.K. Introduction // Social Science History. -2000. - Vol. 24. - No. 3.

28. Goodchild M.F. Combining Space and Time: New Potential for Temporal GIS // Placing History: How Maps, Spatial Data, and GIS are Changing Historical Scholarship. ESRI Press - Redlands, 2008.

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Read articles on the history of the Russian Federation for schoolchildren and students

In the middle of the 19th century in the Russian Empire, an ideological trend began to emerge among the raznochintsy intelligentsia - populism. It got its name from its main idea - the rapprochement of the intelligentsia with the people.

The origins of populism

The main task facing the authorities and society in the middle of the 19th century was the solution of the peasant question. Among the intelligentsia, a lot of projects for the further development of the country were proposed, and all of them determined the abolition of serfdom as the primary goal.

A. Herzen was the first to speak about his vision of solving the problem, who proposed the theory of communal socialism. He believed that socialism in Russia would appear on the basis of the peasant community. His main supporter N. Chernyshevsky finalized this concept and believed that the community is only a transitional stage to a collective form of production and consumption.

The ideas of communal socialism formed the basis of the ideology of populism:

– Russia must follow its own path.

- Capitalism is alien to the development of Russia.

- Russian society does not contain a social basis for autocracy.

- Russia will come to socialism without going through the period of capitalism.

- The new socialist society will be based not on the family, but on the community.

- The peasantry must be led by professional revolutionaries.

- The peasants have already matured to socialist ideas.

– Only a revolution is capable of carrying out social ideas.

The ideas of communal socialism coincided with the thoughts of the raznochintsy intelligentsia. The peasant reform of 1861 did not resolve many issues, which increasingly pushed for active action. Another reason for dissatisfaction was the introduction of fees for higher education, because of which the majority of young people could not study at universities. So they became the main social pillar of populism in the 19th century.

Aims of populism

The populists considered their main task to be the complete change of society on the basis of socialist principles.

The main directions of the populist movement

Populism was not homogeneous. And if the main idea was "communal socialism", then the paths to this goal were very different.

One of the directions was propaganda. This movement was headed by P. L. Lavrov and N. K. Mikhailovsky. They believed that forced reorganization was unacceptable, and that a social revolution should be prepared by the constant propaganda work of the intelligentsia.

Another direction was called rebellious or anarchist. This movement rejected the state and wanted to replace it with societies based on the principle of autonomy. Here the main leader and ideologist was M. A. Bakunin. Representatives of this trend believed that a great revolutionary explosion could be prepared by a series of constant riots and uprisings.

Another trend was social-revolutionary, or conspiratorial. Its ideologists believed that only a revolution could give the people enlightenment, equality and fraternity. There is no need to waste time on enlightenment, it is necessary to create an organization of revolutionaries and seize power. The leader of the movement P. N. Tkachev was a supporter of a strong state capable of turning the country into a large commune.

Narodnik activities

In 1860 legal and illegal populist associations appeared in Moscow and St. Petersburg. One of the largest organizations was "Land and Freedom", which appeared in St. Petersburg in 1861. In this organization, the first populist program for the reorganization of society was developed, but in 1864 the organization dissolved itself.

Companions of "Land and Freedom" created a secret society of N. A. Ishutin (Ishutins), whose members were going to prepare a peasant revolution. In a few years they established contact with underground organizations in other cities, opened a free school in Moscow, several workshops, and even prepared N. Chernyshevsky's escape from hard labor.

On April 4, 1866, D. Karakozov, a member of this organization, on his own initiative organized an assassination attempt on Alexander II. The attempt was unsuccessful, the organization was destroyed, many of its members were arrested.

By the end of the 60s of the 19th century, Narodnik organizations appeared in many cities of Russia. It was at this time that the first "going to the people" took place. The populists made an attempt to communicate personally with the people. Young people went to the villages, worked as teachers, paramedics, clerks, and part-time campaigned among the peasants. The propaganda work ended in failure. The peasants were not very eager to talk with strangers. As a result, about 1,500 people were arrested and sentenced for anti-government agitation.

In 1876 the second organization "Land and Freedom" was founded. It had its branches in many cities, mainly in the south of Russia. Members of the organization committed a number of assassination attempts on gendarmerie and police officials. But terror as a means of struggle was not shared by all the participants. V. Zasulich, G. Plekhanov, L. Deutsch were against. In 1879 there was a final split in the organization.

The opponents of terror united in the organization "Black Redistribution", and the supporters of terror - in the "People's Will", headed by A. Zhelyabov, V. Figner, S. Perovskaya and others. They considered the assassination of Emperor Alexander II to be their main task.

Members of the "Narodnaya Volya" in the period from 1879 to March 1, 1881 made five unsuccessful attempts on the emperor, but in the end they managed to achieve their goal.