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

Scarboro / Fall, 2016

Kuzma Petrov-Vodkin, Fantasy, 1925

I.  Description:

This course introduces students to the historical problem of imagining Russia (not as 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. History Department Learning Outcomes

This course is designed to lead to student achievement of the History Department Learning Outcomes.   Students who graduate from the King’s College Department of History will:

            Learning Outcome 1: demonstrate and apply knowledge of major historical subjects,             themes, and concepts.

            Learning Outcome 2: critically engage sources and asses historiographical arguments.

            Learning Outcome 3: illustrate their participation in these historical conversations by        producing original scholarship.

B.  Objectives for the student:

Further, this course will ask the student to make sense of the “Russian Project” from an interdisciplinary perspective. He or she is to become familiar with the major cultural, social, political and economic trends of the creation and evolution of the Russian idea and to be able to interpret them in a historical, social and political context.  Central to the course is the objective that the student will become familiar with historical methodology, and the methodology and thinking of the social sciences: he or she should be able to locate, evaluate and interpret historical sources and place them in context.  The course’s paper will ask the student to 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. 

C.  General Learning Outcomes for the Student:

In addition to the more content-related objectives described above, this course has some general liberal-learning goals of developing academic skills. 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.

Hosking, Geoffrey, Russian History: A Very Short Introduction, Oxford University Press, 2012.

Lovell, Stephen, The Soviet Union: A Very Short Introduction, Oxford University Press, 2009.

The Russia Reader: History, Culture, Politics, Adele Barker and Bruce Grant, eds., Duke University Press, 2010.  

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

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. 

Balabanov, Brother, 1997.

Eisenstein, Sergei, Battleship Potemkin, 1925.

Hessman, Robin, My Perestroika, 2011.

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

Pichul, Vasili, Little Vera, 1988.

C. Group Work and Workshops

The primary written assignment in this class is a 10 paper on the topic of historical imaginings of Russia that incorporates both primary and secondary sources.  Much of this work will be done collaboratively within a group with which you will be working closely together in researching historical questions associated with your topic and sources to address them.  There will be four groups total each focusing on one of four historiographical problems within the structure of the Russian History.  

1.     Group Questions and Historiography Workshop                          September 30^th

In the first group workshop you will critique one another’s annotated bibliography of secondary sources and arrive at a series of five big questions or historiographical debates associated with your topic. 

(These questions will need to be turned in on Monday, October 3^rd).

2.     Primary Source Workshop                                                                        November 7^th

In the second group workshop you will critique on another’s annotated bibliography of secondary sources and historiographical essays.  At this workshop you will need to present your group-mates your written review of their historiographical essay.

(I will also need a copy of your written reviews of your group-mates historiographical essay).

3.     Thesis and Synthesis Workshop                                                   December 5^th

In the final group workshop you will critique one another’s thesis and synthesis drafts.  At this workshop you will need to present your group-mates your written review of their synthesis draft.

(I will also need a copy of your written reviews of your group-mates synthesis).

D. Written Assignments:

Your final paper is broken down into several constituent parts that will be turned in over the course of the semester.  Below are the details:

1.     Annotated Bibliography of Secondary Sources                            September 23^rd

Your annotated bibliography of secondary sources will need to include at least 15 secondary sources dealing with your historical questions.  The annotations should feature correct bibliographic citations; articulate the thesis for each source; and indicate how they approach your historical questions. 

(See Worksheet on the Course Moodle Site).

2.     Primary Source Synthesis (Russia Reader)                                  October  17^th

You will need to choose one of the following chapters from Barker and Grant’s edited volume, The Russia Reader and synthesize the primary sources presented. 

a. “Far Pavilions: Siberia,” 151-191

b. “The Changing Countryside,” 192-252

c. “Near Pavilions: The Caucasus,” 253-302

Your synthesis will need to be at least 4 pages long and should answer the following questions: 1) What do the sources illustrate collectively (i.e. why do you think they were chosen by the editors)? 2) What are the big questions that they touch on? 3) What is distinctive about the individual sources?  How do the sources address the larger question of “what is Russia?”

3.     Annotated Bibliography of Primary Sources                                October 31^st

Your annotated bibliography of primary sources will need to include at least 15 primary sources dealing with your historical questions.  The annotations should feature correct bibliographic citations; articulate the thesis for each source; and indicate how they approach your historical questions.

(See Worksheet on the Course Moodle Site).

4.     Historiography                                                                               November 14^th

Your historiographical 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. 

(You will need to turn the paper both in paper copy in class and through the turnitin link on the course moodle site.  Additionally, besides a hard copy for me, you will need to e-mail copies to each member of your group).

5.     Synthesis and Thesis                                                                     November 28^th

Your synthesis draft of your paper will focus on interpreting and integrating primary sources within the framework of your developed historiographical understanding of your topic and historical questions.  This draft should be a minimum of 8 pages.  You will also need to separately turn in a thesis statement (no more than two sentences) articulating the main argument of your paper.

(You will need to turn the paper both in paper copy in class and through the turnitin link on the course moodle site.  Additionally, besides a hard copy for me, you will need to e-mail copies to each member of your group).

6.     Final Paper                                                                                     December 9^th

Your final paper a minimum of 10 pages will be due the last day of the semester.

(You will need to turn the paper both in paper copy in class and through the turnitin link on the course moodle site).

E.  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.  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.

F.  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:

G. 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>

H. 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.

I.  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 29^th

Kievan Russia: Kiev as the Mother of all Russian Cities

Wednesday, August 31^st

Group Discussion: Primary Chronicles

Friday, September 2^nd

**Readings: “Primary Chronicles” (course moodle site)

Group Discussion: Russian History and the Big Questions

Wednesday, September 7^th 

**Readings:    Hosking, Russian History (entire)

Discussion: Icons and Archetypes

Friday, September 9^th

**Readings:    “Icons and Archetypes,” in The Russia Reader, 10-52.

~Discussant: A. J. Bonk

Mongols and the “Big Question”

Monday, September 12^th

Ivan Groznyi, the Oprichnina, and the Time of Troubles

Wednesday, September 14^th

Group Discussion: Primary Chronicles

Friday, September 16^th

**Readings: “From Kyiv through Muscovy,” in The Russia Reader, 55-88.

~Discussant: Robert Bamrick

Enter Peter: Modernity and the State

Monday, September 19^th

**Readings: “Peter’s Social Reforms,” John Perry, in The Russia Reader, 101-109.

Catherine and Serfdom

Wednesday, September 21^st

**Readings: Pushkin, The Bronze Horseman (excerpts) in The Russia Reader, 97-101 and

Discussion: What is Russia?

Friday, September 23^rd

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

~Discussant: Casey O’Connell

***Annotated Bibliography of Secondary Sources***

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

Monday, September 26^th

Discussion: What is Russia? (part II)

Wednesday, September 28^th

** Readings:  Figes, “The Peasant Marriage,” In Search of the Russian Soul,” and “Descendants of Genghiz Khan,” 217-431

~Discussant: Melissa Piccione

Historiography Workshop

Friday, September 30^th

19^th Century Thought: Foxes and Hedgehogs

Monday, October 3^rd

***Group Questions***

No Class: AAC&U Conference on Global Learning

Wednesday, October 5^th

No Class:  AAC&U Conference on Global Learning

Friday, October 7^th

Discussion: Fathers and Sons

Monday, October 10^th

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

~Discussant: John Erdman

The Great Reforms

Wednesday, October 12^th

Vision and Uncertainty: Alexander III and Nicholas II

Monday, October 17^th

***Primary Source Synthesis***

Group Discussion: Soviet History and the Big Questions

Wednesday, October 19^th

**Readings: Lowell, The Soviet Union (entire)

Revolution

Friday, October 21^st

Discussion: Revolution in Sources

Monday, October 24^th

**Readings: “Revolution,” in The Russia Reader, 305-347

~Discussant: Jacob Kozak / Casey O’Connell

Discussion: Revolution at Sea

Wednesday, October 26^th

**Film: Eisenstein, Battleship Potemkin, 1925

~Discussant: John Kozak

Discussion: Building Utopia

Friday, October 28^th

**Readings: “Building New worlds from the Old,” in The Russia Reader, 349-394

~Discussant: Jacob Kozak / Nick Fazio

High Stalinism

Monday October 31^st

***Annotated Bibliography of Primary Sources***

Discussion: Stalin and Terror

Wednesday, November 2^nd

**Readings: “The Great Terror,” in The Russia Reader, 447-486

~Discussant: Nick Fazio / Alex Bolsar

Discussion: Socialist Realism

Friday, November 4^th

~Discussant: Tristin Milazzo / Alex Bolsar

Primary Sources Workshop

Monday, November 7^th

Discussion: What is Russia [Soviet Union Remix]? (part III)

Wednesday, November 9^th

**Readings: Figes, “Russia through a Soviet Lens,” 431-521

~Discussant: John Kozak / Tristin Milazzo

The Thaw, Dissidence and Sots Art

Friday, November 11^th

Stagnation

Monday, November 14^th

***Historiography***

No Class: ASEEES Conference

Wednesday, November 16^th

No Class: ASEEES Conference

Friday, November 18^th

Discussion: Soviet Middle Class Fantasies

Monday, November 21^st

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

~Discussant: A. J. Bonk /Jay McDonnell

Discussion: Living Advanced Socialism

Monday, November 28^th

**Readings:  “Life under Advanced Socialism,” in The Russia Reader, 615-662

~Discussant: Melissa Piccione / Robert Bamrick

***Synthesis***

***Thesis***

Discussion: Living Advanced Socialism, part II

Wednesday, November 30^th

**Film: Pinchul, Little Vera

~Discussant: Michael Logrande

Collapse

Friday, December 2^nd

Thesis and Synthesis Workshop

Monday, December 5^th

Discussion: My Perestroika

Wednesday, December 7^th

**Film: Hessman, My Perestroika

~Discussant: Michael Logrande

Discussion: Post-Socialism

Friday, December 9^th

**Film: Balabanov, Brother

~Discussant: John Erdman / Jay McDonnell

***Final Paper***