HIST 363: (Re) Imagining Russia: Russia and Empire

Scarboro / Fall, 2013

“Death to Worldwide Imperialism”

I.  Description:

This course introduces students to the historical problem of imagining Russia (not so easy as it sounds). 

From the rise of Keivan Rus to the collapse of the Soviet Union (and beyond) tsars and serfs, revolutionaries and poets, Slavophiles and Westernizers, Muscovites, Kalmyks and Tatars, have puzzled through and fought over the meaning and message of Russia.  To borrow from Dostoevsky, Russia has always been beset by a series of “accursed questions” centered around its place in the world: What does it mean to be Russian?  What is the good society in the Russian context?  Is Russia “European” and “Western” or “Asian” and “Oriental” (note the wide range of distributions requirements this course meets in the history department’s curriculum)? To which Lenin added the question: “What is to be done?”

This course is meant to introduce students to these questions through the lens of empire.  The story of Russian development is a story of imperial conquest.  This is true whether we are talking about the rise of Muscovy against the backdrop and patronage of the Golden Horde, or the development of the Soviet Union to global imperial pretentions.  Russians imagined Russia in imperial contexts and have understood themselves primarily within imperial narratives.  We will unpack these narratives using a wide range of genres, historiographic traditions and methodologies. 

II. Purpose:

A. Objectives for the student:

Finally, this course is meant to build on other classes in the History Department’s curriculum in developing students skills in historical methodology and thinking.  Upon finishing this class, the student will be able to: locate, evaluate and interpret historical sources and place them in context; critically engage and evaluate primary and secondary sources; and present analyses of them in clear and persuasive writing.  These everyday tools of the historian will serve the student well in any field he or she chooses to enter.

B.  General Learning Outcomes for the Student:

In addition to the more discipline specific objectives described above, this course is also designed to foster liberal-learning goals in broad ways, focusing specifically on critical thinking, effective writing, effective oral communication and information literacy. It is expected that successful completion of this course will help you improve your ability to: manage information, which involves sorting data, ranking data for significance, synthesizing facts, concepts and principles; to understand and use organizing principles or key concepts against which miscellaneous data can be evaluated; to frame questions so as to more clearly clarify a problem topic or issue; to compare and contrast the relative merits of opposing arguments and interpretations, moving between the main points of each position; to organize your thoughts and communicate them clearly and concisely in written form.

III. General Requirements

A.     Course Readings:

Figes, Orlando, Natasha’s Dance: A Cultural History of Russia, Picador, 2003.

Fitzpatrick, Sheila, Everyday Stalinism: Ordinary Life in Extraordinary Times: Soviet Russia in the 1930s, Oxford University Press, 1999.

Kotkin, Stephen, Armageddon Averted: The Soviet Collapse 1970-2000, Oxford University Press, 2008.

Turgenev, Ivan, Fathers and Sons, Oxford University Press, 2008.

Voinovich, Vladimir, The Fur Hat, Mariner Books, 1991.

Other Readings will be available on the course moodle site:

<<http://kings.mrooms2.net/course/view.php?id=1750>>.

B.     Course Films

The films for the course are an intrinsic part of the course--they will be the centerpiece of class discussion on the week they are shown, and viewing them is a requirement for the course.   All of these films are on reserve at the King’s College library.  Some are available on-line via www.hulu.com please see the link below.  A subscription to Netflix <<www.netflix.com>> (shared or otherwise) is an inexpensive way to watch the films on your own time. 

Eisenstein, Sergei, Battleship Potemkin, 1925.

Menshov, Vladimir, Moscow does not believe in Tears, 1980.

Pichul, Vasili, Little Vera, 1988.

Vertov, Dziga, The Man with the Movie Camera, 1923.

C. Written Assignments:

The primary written assignment in this class is a 10-12 paper on the topic of Russia and Empire that incorporates both primary and secondary sources.  Much of this work will be done collaboratively within a group.  On the first day of class you will chose three other people with whom you will be working closely together both in researching your paper and in preparing and presenting your final group project.  Each of your individual papers will be on the same general topic. Your individual papers will all contribute to the final project so you should be sure to closely collaborate with your peers.  Your paper will be written in several steps, much of it collaboratively:

1)     On the first day of the semester you will chose the general topic of your paper and end of semester presentation and the group with whom you will be working with closely all semester.

2)     On October 14^th you will turn in an annotated group bibliography of secondary sources.  This will consist of a minimum of 30 sources and be the basis of your first draft of the paper your historiographical essay.

3)     The historiographical essay is due on November 1^st.  This essay (which will be incorporated into your final paper) will synthesize the historical scholarship on your topic against which you will situate your own readings of your primary sources.  This essay will need to be a minimum of 5 pages. Besides a hard copy for me turned in in class, you will need to e-mail copies to each member of your group, and submit the paper in through the turnitin link on the course moodle site.

4)     On November 6^th your group will critique one another’s historiographical essays in an in-class workshop.

5)     On November 6^th your group will turn in a group bibliography of primary sources.  This will consist of a minimum of 20 sources and be the basis of the second draft of the paper.

6)     On November 15^th you will turn in your second rough draft of your paper which will focus on interpreting and integrating primary sources within the framework of your historiographical understanding.  This draft should include and build on your earlier rough draft and weave in your readings of the primary sources against the historiography.  This rough draft should be between 8-10 pages.  Besides a hard copy for me turned in in class, you will need to e-mail copies to each member of your group, and submit the paper in through the turnitin link on the course moodle site.

7)     On Wednesday, November 20^th your group will critique one another’s second drafts (synthesis) in an in-class workshop. You will also discuss and develop theses for both your group and individual papers and prepare for your end of the semester presentation in an in-class workshop.  These refined theses are to be turned in by email by the end of the day.

8)     Your final paper of 10-12 pages is due the last day of class Friday, December 6^th (turned in as a paper copy and through the turnitin link on the course moodle site). 

Each stage and component of the paper are to be turned in both in paper form (in class) and electronically via turnitin on the course moodle site.

You will also be responsible for grading your group mates’ performance during your work together this semester which will be factored into the final grade.

D.  Class Presentations

At the end of the semester you will need to present your research to the class in an oral presentation.  This presentation should last approximately 7 minutes with a two minute question session.  The presentation should outline your thesis, demonstrate a strong understanding of the historiographical debate surrounding your topic and a synthesis of primary and secondary sources.

E. Workshops

Writing workshops are designed to give you opportunities to develop and refine your final paper throughout the semester, and provide a forum for peer review.  You will be asked to bring in some component of your final paper on each of these dates:

You will need to bring a typed set of questions and comments for each of your group-mates’ papers for each workshop.   Your participation in each of these workshops is factored into your class participation grade.

F. Exams:

This class will also have two examinations (a midterm on October 21^st and a final exam during finals week).  These examinations will be take-home and consist of several essay questions focusing on class readings, lectures and discussions.

G.  Leading Class Discussion and Participation

As well as providing you with the methodological and analytical tools for engaging in historical thinking, this class will ask you to actively take part in a larger conversation of historical issues within the class.  I expect this class to allow us to delve deeply into the historical topics of each week’s readings.  To that end you need to make sure that you arrive to class on time ready to discuss the weekly readings, having carefully read and thought over the material.  You must take an active role in the class discussions.  Thus a portion of your grade will depend on your in-class performance and presence.

Further, you will be responsible for leading class discussion twice during this semester.  This will entail reading the assigned text, song collection or film closely, arranging a list of topics and themes to discuss in class and preparing a series of questions to discuss during class.  You will e-mail a list of 8-10 questions to me and your classmates no later than 5:00 the evening before class so that we will have time to reflect on them and prepare responses.

As part of this class participation, prior to each class discussion you will be responsible for turning in a written description (no more than a paragraph) of the thesis of the class readings.  These will collected at the beginning of class and no late assignments will be accepted.

In a class of this nature it goes without saying that a classroom environment in which everyone feels comfortable is essential.  You should treat your fellow classmates with respect, listen carefully to their comments and respond to them in a polite manner.

H.  Grading:

It is your responsibility to understand why you have achieved a certain grade, and what steps you can take to maintain or improve your grade.  You should consult with the instructor during office hours or by appointment before and after exams and written assignments.

For your protection, in case of errors in record keeping, you should keep copies of all exams and assignments until you have received official notice of your final grade.

Your final grade will be based on the following percentages:

Your grade distribution for class assignments is as follows:

I. Academic Integrity:

The Department of History adheres to guidelines on academic integrity outlined in the Student Conduct Code in the Student Handbook.  Cheating and plagiarism will be penalized in accord with the penalties and procedures indicated in that source.  All students are responsible for familiarizing themselves with the definition of these infractions of academic honesty.   Please take a moment to familiarize yourself with the History Department’s plagiarism policy posted below:

<http://departments.kings.edu/history/honesty.html>

J. Absences:

I will regularly take attendance in this class. Absences due to college activities, emergency or extended illness may be excused by the appropriate college official. You should consult with the professor about making up missed work in advance or as soon as possible after your return.  Other absences are unexcused and will lower the class participation portion of your grade. After any absence, you are responsible for requesting hand-outs and already returned assignments from me or borrowing notes from other students. If you miss an exam, contact me as possible. You may take a missed exam only at the discretion of the instructor.

K.  Dissabilities:

King’s College and I will make every effort to accommodate students with a bona-fide disability that impacts on their ability to learn the course material.  Please meet with me privately so that appropriate arrangements can be made to help in the learning process.

IV. Course Schedule

Introduction

Monday, August 26^th

Kievan Russia: Kiev as the Mother of all Russian Cities

Wednesday, August 28^th

Playing with Sources, Part I: Primary Chronicles

Friday, August 30^th

**Readings: Primary Chronicles (excerpts) <course moodle site>

Mongols and the “Big Question”

Wednesday, September 4^th

Ivan Groznyi, The Oprichnina and the Time of Troubles

Friday, September 6^th

Discussion: Understanding Groznyi

Monday, September 9^th

**Readings: “State Structure of Muscovite Russia,” from Kaiser and Marker<course moodle site > and "Correspondence between Ivan Groznyi and Andei Kurbsky" <http://www2.stetson.edu/~psteeves/classes/kurbskyivan.html>

**Discussants:

Enter Peter: Modernity and the State: Building the Imperial State

Wednesday, September 11^th

Discussion: What is Russia?

Friday, September 13^th

**Reading: Figes, “European Russia,” “Children of 1812,” and “Moscow! Moscow!” (1-216)

**Discussants:

1) Alyssa Dolman

2) Tiff Prescott

Discussion: Imagining the Empire

Monday, September 16^th 

 **Readings: Slezkine, “Naturalists versus Nations” and Khodarkovsky, “‘Ignoble Savages and Unfaithful Subjects’” <course moodle site>

**Discussants:

1) Mike DeAngelo

Catherine and Serfdom

Wednesday, September 18^th

Discussion: Serfdom

Friday, September 20^th

**Readings: “The Lower and Middling Estates in Imperial Russia,” from Kaiser and Marker <course moodle site>

**Discussants:

1) Chris Theodorou

2) James Schepf

Autocracy in the 19^th Century: Alexander I and Nicholas I

Monday, September 23^rd

Discussion: What is Russia? (part II)

Wednesday, September 25^th

**Readings: Figes, “The Peasant Marriage,” “In Search of the Russian Soul,” and “Descendants of Genghiz Khan” (217-43)

**Discussants:

1) Drew Williams

2) Dave Javick

19^th Century Thought: Foxes and Hedgehogs

Friday, September 27^th

Discussion: Fathers and Sons

Monday, September 30^th

**Readings: Turgenev, Fathers and Sons (entire)

**Discussants:

The Great Reforms

Wednesday, October 2^nd

 Discussion: The Great Reforms

Friday, October 4^th

**Readings: “The Great Reforms,” in Kaiser and Marker <course moodle site>

**Discussants:

1) Mike DeAngelo

2) Dave Javick

Vision and Uncertainty: Alexander III and Nicholas II

Monday, October 7^th 

Discussion: From Dreaming to Awakening

Wednesday, October 9^th 

**Reading: Stites, “Social Daydreaming before the Revolution,” and "Revolution: Utopias in the Air and on the Ground," from Revolutionary Dreams <course moodle site>

**Discussants:

1) Drew Williams

2) T. J. Maderia

Revolution

Monday, October 14^th 

**Group Bibliography of Secondary Sources

Discussion: Man with a Movie Camera

Wednesday, October 16^th 

**Film: Man with a Movie Camera

**Discussants:

1) T. J. Maderia

2) Mark Zambetti

Playing with Sources, Part II: Voices of the Revolution

Friday, October 18^th

Discussion: Remembering the Revolution

Monday, October 21^st  

**Film: Eisenstein, Battleship Potemkin

**Discussants:

1) James Schempf

**Midterm Exam**

High Stalinism

Wednesday, October 23^rd 

Discussion: Everyday Stalinism, Part I

Friday, October 25^th 

**Reading: Fitzpatrick, Everyday Stalinism, chapters 1-4 (1-114)

**Discussants:

1) Joe Cole

2) Tyler Calkins

Socialist Realism

Monday, October 28^th 

Discussion: Everyday Stalinism, part II

Wednesday, October 30^th 

**Reading: Fitzpatrick, Everyday Stalinism, chapters 5-8 (115-228)

**Discussants:

1) Joe Cole

2) Tyler Calkins

The Thaw, Dissidence and Sots Art

Friday, November 1^st

**Historiographical Draft**

Discussion: What is Russia [Soviet Union remix]?, part III

Monday, November 4^th

**Readings: Figes: “Russia through a Soviet Lens,” and “Russia Abroad” (431-586)

**Discussants:

1) Moses Sam

2) Alyssa Dolman

Historiography Workshop

Wednesday, November 6^th

**Group Bibliography of Primary Sources**

Stagnation

Friday, November 8^th

Discussion: The Fur Hat

Monday, November 11^th

**Reading: Voinovich, The Fur Hat (entire)

**Discussants:

Dicussion: Soviet Middle Class Fantasies

Wednesday, November 13^th

**Film: Menshov, Moscow does not believe in Tears

**Discussants:

1) Mark Zambetti

2) Chris Theodorou 

Glasnost and Perestroika

Friday, November 15^th

**Synthesis Draft**

Discussion: Armageddon Averted(!)(?)

Monday, November 18^th

**Reading: Kotkin: Armageddon Averted

**Discussants:

1) Moses Sam

Synthesis and Thesis Workshop

Wednesday, November 20^th

No Class ASEEES Conference

Friday, November 22^nd

Discussion: Little Vera

Monday, November 25^th

**Film: Pinchul, Little Vera

**Discussants:

1) Tiff Prescott

Presentations

Monday, December 2^nd

Presentations

Wednesday, December 4^th

Presentations

Friday, December 6^th

**Final Paper**