HI319 Russia in the 20th Century

for FA 2007

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HI 319 Russia in the 20th Century


FA 2007 HO


Bach, Thomas


Associate Professor of History

Office Location


Office Hours

M/F 10:30-12:00; W 10:00-2:00 & by appointment

Daytime Phone




Web Page


Class Days


Class Time

12:25 - 1:40 PM

Credit Hours



Texts (all required; all at Park Bookstore)

Robert Service A History of Modern Russia
Harvard UP
ISBN 0-674-01801-x
Lydia Chuckovskaya Sofia Petrovna
Northwestern UP
ISBN 0-8101-1150-0

Arthur Koestler Darkness at
ISBN-10: 1416540261

Anna Politkovskaya Putin's Russia

Henry Holt/Metropolitan Books
ISBN 0-805-8250-6

Primary Sources: Are on the WWW or Ecompanion: those we discuss must be printed out. You should print the others.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
Begins with the failure of the democratic revolution of 1905, emphasizing the Revolution of 1917 and Russia under Lenin. The rise of Stalin, collectivization of agriculture and industrialization, World War II and the Cold War. New democratic stirrings and the collapse of the Soviet system. 3:0:3.

This course explores the history of modern Russia beginning in the late imperial period and culminating with Russia under Vladimir Putin. Students will learn about:  the failure of the democratic revolution of 1905, the Revolution of 1917; USSR under Lenin; Stalin and Stalinism including collectivization of agriculture and industrialization, World War II and the Cold War; the collapse of the Soviet system.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the major steps in the development of 19th and 20th century Russia;
  2. Measure the successiveness of the historical events in Russian history;
  3. Revise stereotypical attitudes toward Russia and Russian people;
  4. Assess Russian history from multiple viewpoints;
  5. Examine the ethnic diversity of both the USSR and the Russian Federation;
  6. Explain the goals and values of the major ethnic groups;
  7. Formulate an informal personal perspective on the past and present relationship between the United States and Russia; and
  8. Analyze the significance of the Cold War and identify historical revisionism.

  Instructor Learning Outcomes
  1. Students will
  2. develop an advanced level of understanding of the history of Russia and the Soviet Union in the twentieth century
  3. improve your writing skills, with particular reference to writing according to the conventions used by historians
  4. develop an understanding of how Soviet history has evolved as a scholarly discipline, with particular emphasis on the study of Soviet Russia in the United States
  5. gain a basic familiarity with techniques for locating secondary and primary sources on Russian and Soviet history
  6. mprove your skill at reading secondary sources for argument
  7. improve your skill at reading, contextualizing and analyzing primary sources
  8. improve your oral communication skills
Core Assessment:

Link to Class Rubric

Class Assessment:


Class Participation: 15 % 

Exams: 20% each = 40 %

There are two exams a final and a midterm.  

Research Essay: 25% Minimum 15 pages

Comparative Book Essay: 10 %


Primary Source Analysis 10 %




100-91 A Superior Work

90-81 B Excellent Work

80-71 C Average Work

70-61 D Substandard

60       F Unacceptable work

Classroom Rules of Conduct:
See class handout

Course Topic/Dates/Assignments:

Lectures and Readings[1]


20 Introduction

Course of Course; Specifics of Assignments and Readings

24 Old Regime Russia


Primary:  Freeing the Serfs

Revolutionary Committee to Alexander III

Letter to Gogol

27 Reforms

Reading: Service Chapter 1

            Primary Konstantine Pobedonotsev

31 Essay Discussion:

Hand in: Research Topic and Question Due


3 (No Class)

7 Marxism and Leninism

Reading: Primary: Lenin What is to be done?

                              K. Marx and F. Engles The Communist Manifesto

10 1905

Reading: Primary Bloody Sunday Demands

Tsar’s 1907 Proclamation

14 World War I

Reading: Service Chapter 2

Primary: Russian in Crisis

 Blok on Intellectuals

 Newspaper description of Eastern Front 

Research Topic and Question Due


17 Revolution

Reading: Service Chapter 3

Primary: Lenin April Thesis

21 Revolution

Service: Chapter 4 & 5

            Primary:  Lenin Tactics

4 Civil War

Reading: Service: Chapter 6

Primary: Kropotkin to Lenin (both letters)

               Trotsky on Deserters

28 The NEP

Reading: Servcice: Chapter 7 &8

Primary: Bukharin Enrich Yourself

                        Kronstant Mutiny

                        Peasants Revolt


1 Lenin Dies

Reading: Primary: Lenin’s Testament

   Trotsky on Testament

   Stalin on Trotskyism

Assignment: Thesis and Reading List Due

5 Midterm

8 Stalin

Reading: Service: Chapters 9 & 10


12 Stalin

Service Chapter 11 & 12

Primary: Collectivization

12 Discussion: Darkness at Noon (ALL)

15 (no class)

19 (no class)

22 Discussion: Sofia Petrovna  (ALL)


Reading Service Chapters: 13 & 14

29 Cold War

Service Chapters 15 & 16

Comparative Book Essay Due


2 Kruschev

Service: Chapter 17 & 18

Last Day to Submit Primary Source Analysis

5 Destalinization

9 Discussion of Drafts

12 (no class)

14 Discussion of Drafts

16  Discussion of Drafts


19 Stability and Stagnation

Service: 19 & 20

23 (no class)

26 Gorby

Service: 21, 22 & 23

30 1989

Service 24 & 25


3 Yeltsin

Service: 26 & 27

7 Putin

Politkovskaya: Selections Assignment TBA

Research Essay Due

[1] Subject to Change.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2007-2008 Undergraduate Catalog Page 87-88

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:


·         Nurture critical understanding, sensibility of the past, and advancement of intellectual, analytical, and rhetorical abilities

·         Augment students’ aptitude to reason historically and to nurture a recognition of history’s contested nature

·         Assess historical knowledge by encountering the diversity of means in which historians appeal to and render the past

·         Engage matters of contention that incite historical debate

·         Experience the nature and practices of historical evidence


Historical Consciousness, Perspective, and Recognition: graduates of the Program of History shall be able to acknowledge the varieties of cultural experience in history. Specifically, graduates shall exhibit that they: have obtained a basic knowledge of the alternating lore’s and connotations that have maintained western, non-western or pre-modern cultures and societies; can interpret the historical maturation of events, institutions, and social values; can profess historical queries regarding the obstacles that encompass human history and historical continuities and discontinuities; and can exhibit how the past is applicable to the present by affixing a critical perspective to history.

Historical Research Skills: graduates of the Program of History shall master the nature of historical interpretation, the variety of historical sources, and the structure of historical argument, and be able to employ that understanding by addressing historical questions. Specifically, graduates shall demonstrate that they can: present a notable historical research question about history; locate pertinent primary and secondary sources for analyzing a research question; discerning primary and secondary sources in terms of plausibility, authenticity, interpretation, audience, inclination, and value for addressing the research question; evaluate sources impartially and rigorously to address a research question; and direct evidence from research to buttress a historical argument to answer a research question.

Historical Expression: graduates of the Program of History shall be able to demonstrate that they are knowledgeable and discriminating users and producers of history. Specifically, graduates shall demonstrate that they: can affix a critical perspective to appraise historical arguments, embracing the quality of the sources, the validity of the interpretations of those sources, and the soundness of the argument’s use of evidence to sustain a historical interpretation; and have mastered the oral and written forms of communication fitting to history.



·         Authoritative research and writing opportunities

·         Diversification of classroom interactions

·         Combination of studies concentrating on studies focusing on deepness

·         Occasions to discover diverse global cultures

·         Engagement with events prior to contemporary times

·         Advancement of the means by which historians perform their work and the theoretical deliberations that undergird that work; and

·         Integration of various diversified courses the curriculum offers.


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Uses  6 or more sources
Uses 4 to 5  sources
Use 3 to 4 sources
Uses fewer than  3 sources
Identifies and analyzes 6 or more issues
Identifies and analyzes at least 4 issues
Identifies and analyzes at least 3 issues

Identifies and analyzes fewer than 3 issues
Assesses outcomes of at least 6 issues
Assesses outcomes of a 4 to 5 issues
Assesses outcomes of at least 3 issues
Assesses outcomes of less than 3 issues
No errors in factual presentation 1 or 2 factual errors
3 to 4 factual errors
5 or more factual errors
Demonstrates mastery of 6 or more issues
Demonstrates mastery of 4 to 5 issues
Demonstrates mastery of 3 issues
Demonstrates lack of undertstanding of issues
Incorporates at least 6 sources
Incorporates 4 to 5 sources
Incorporates at least 3 sources
Incorporates less than 3 sources
Whole Artifact                                                                                                                                                                                                                                             
No errors in factual presentation
1 to 2 factual errors in presentation
3 to 6  factual errors in presenation
More than 6 factual errors in presentation
No errors in format items
1 error in fromat items
2 to 3 errors in format items
More than 3 errors in fromat items
M/LL Courses                                                                                                                                                                                                                                               
Exhibits an awareness for contemporary issues
 Exhibits an awareness for contemporary issues
Exhibits an awareness for contemporary issues


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Last Updated:8/15/2007 7:55:03 PM