HIST 107: Russian History to 1861: A Story of Four Cities

Transcription

1 Prof. Marko Dumančić Office Hours Fall 2011: Office: Rice Hall 313 tuesdays 5-6:30 p.m. Phone: x 8527 Wednesdays 4-5:30 p.m. mdumanci@oberlin.edu Or by appointment HIST 107: Russian History to 1861: A Story of Four Cities COURSE OVERVIEW Nineteenth- century Russian poet Fedor Tiutchev famously declaimed that: Russia cannot be understood by reason alone. Common measures cannot be applied to her. She has a special character. One must simply believe in Russia. Only fifty years ago, Winston Churchill authoritatively pronounced a nebulous judgment concerning the nature of Russia: It is a riddle wrapped in a mystery inside an enigma. Both men, though separated by time and space, expressed an essential component of Russia's character its complexity. This course is designed to unravel the riddle, uncover the mystery, and solve the enigma of Russia's special character, which Tiutchev admonishes us to believe in. A study of Russia's history will involve a study of both the rulers and the ruled, of both time and space, of both the tangible and the abstract. We will examine the personalities of captivating rulers such as Ivan the Terrible, Peter the Great, Catherine the Great, and Alexander I, the Conqueror of Napoleon. We will analyze Russia's army, the fate of both its soldiers and the peoples they conquered. We will investigate both the customs of the courts and the everyday habits of the Russian peasant. We will launch into this comprehensive project, escaping Churchill's evasive witticisms and avoiding Tiutchev's effusive romanticism, to ultimately come to a concrete understanding of the central question of the course: What is Russia? 1

2 THE THREE CENTRAL QUERIES Needless to say, defining Russia and Russian identity is a difficult, if not impossible task. The difficulty in resolving the mystery, however, should not discourage us from pursuing the task. One way in which we can begin answering the question of Russia's identity is by looking at its past. Over the course of the semester we will be guided by three central questions that will help us better understand Russia without simplifying its evolution. These questions were designed to provide you with interpretative frameworks that go beyond the mere chronology of medieval and early modern Russian history. 1. How did (imperial and state) power function in medieval and early modern Russia? [Did the tsar/emperor/autocrat have total control? Were serfs completely without {political} voice?] 2. What factors influenced Russia s relationship with its neighbors and world powers and what elements defined its place in the regional/international order? [How did Russians understand their national identity and their role on the world stage? Did they see themselves as a world apart or an equal player? How and why did this understanding change?] 3. What institutions/ideologies affected Russians view of themselves? Is there anything uniquely Russian about how Russians constructed their sense of self? [How did Russians approach the church/religion, gender relations, class distinctions, and/or ethnic distinctions?] These lines of inquiry will intersect throughout the semester to give you a fuller view of Russia s history as we will examine these aspects of Russian sociopolitical and cultural system throughout time and space. The hows and whys of the empire s/tsardom s evolution in regard to these three elements will help you make the chronology of Russia s past more three- dimensional. CENTRAL THEMES By the end of the semester you should be well familiar with the below events, names, and concepts. Your familiarity with the information below will prove invaluable as you begin to grapple with the question of what influences and stimuli affected the historic shape and character of Russia. the rise of the Kievan State, the Mongol Yoke, and the Christianization of the Russian lands the chronological development of the Moscow principality, the Grand Duchy of Moscow, and the emergence of the Russian Tsardom the growth of serfdom and the evolvement of the aristocratic/noble class the role of Christian Orthodoxy and religion in Russian life the development and expansion of a unified, centralized Russian state the causes and effects of autocracy the position of national minorities, women, and serfs/peasants within the Russian context Russia's emergence as a European power; Russia's relations with Europe and the Ottoman Empire the fact and fiction behind Russia's (in)famous rulers: Ivan the Terrible, Peter the Great, Catherine the Great, Alexander I, and Nicholas I. 2

3 MAIN OBJECTIVES When you have completed this course, you should be acquainted with the political, social, economic, and cultural development of Russia from earliest times to 1861 have substantive factual knowledge of Russian history know some of the basic theories and generalizations of Russian history have developed your skills in using resources, answering questions, and solving problems have sharpened your skills in historical interpretation and writing. REQUIRED TEXTS: James Cracraft, The Revolution of Peter the Great (Cambridge: Harvard University Press, 2006) Henri Troyat, Alexander of Russia: Napoleon's Conqueror (New York: Grove Press, 1982) All other materials will be available on BlackBoard and on reserve at Mudd Library HONOR CODE "The word plagiarism derives from Latin roots: plagiarius, an abductor, and plagiare, to steal. The expropriation of another author's work and the presentation of it as one's own, constitutes plagiarism and is a serious violation of the ethics of scholarship." [American Historical Association, Statement on Standards of Professional Conduct]. Presenting the work of others as one's own goes against everything that a liberal education is about. It is a serious affront to the other students in the course, to me as a member of the course, and to the plagiariser him/herself. The College requires that students sign an "Honor Code" for all assignments. This pledge states: "I affirm that I have adhered to the Honor Code in this assignment." For further information, see the student Honor Code which you can access via Blackboard>Lookup/Directories>Honor Code. If you have questions about what constitutes plagiarism, particularly in the context of joint or collaborative projects, please see me or raise it in class. ACCOMODATION FOR STUDENTS WITH DISABILITIES If you have a documented disability that may have some impact on your work in this class and for which you may require accommodations, please see me or the Office of Disability Services so that such accommodations may be arranged. 3

4 COURSE REQUIREMENTS AND GRADING: Attendance and Participation (20%) Attendance is mandatory. Although I will keep track of your attendance, I primarily rely on your observance of the Honor Code when you miss class due to illness/family emergencies/extenuating circumstances. I will do everything in my power to make class a productive and enjoyable endeavor and your attendance and participation are crucial elements of this goal. Although some class sessions will be lectures, for much of the time we will collectively discuss the assigned readings. Throughout the semester I will keep track of your participation both in terms of quality and quantity. The ability to engage meaningfully to engage your colleagues in a way that will add depth and dimension to an evolving discussion is a crucial skill in both academic and professional settings. I will be providing you with feedback regarding this aspect of the course but I encourage you to come speak with me if you have questions or concerns. Moreover, I will do everything in my power to create an environment in which all members of this learning community feel welcome and encouraged to vocalize their views and ideas. Film Reviews (20%) We will watch two contemporary Russian films during the semester about Russian history. Since these films were made in the post- Soviet era, I ask that you consider what these two directors are saying about the nature of Russian history. Like any text, a film asserts a particular interpretation of historical events and these reviews (of approximately 750 words each) will aid you in becoming more self- conscious in detecting the filmmakers agenda. The goal of these reviews is not so much to discuss how historically accurate these films are (though you are certainly free to address this issue) but rather to discern the overall ideological framework underpinning the narrative. Final Wikipedia Project (40%) [Proposal 10% First Draft 10% Final project 20%] It s no secret that Wikipedia has become the go- to source for information despite the fact that we all know these entries are incomplete or not altogether accurate. In this final mini- research assignment you will choose an aspect of Russia s pre history and either create a new Wikipedia entry or add/modify an existing one. The assignment should be around words. In addition to allowing you to explore an aspect of Russian history you find most fascinating, this assignment will also allow you to consider the implications and responsibilities involved with creating and publishing publicly accessible information. I will hand out more detailed instructions and a suggested time- line for your project after the second week of classes. 8 Analytic Writing Assignments (20%) To help you/motivate you to keep up with the readings, you will turn in eight (8) reading responses that should be between approximately words in length. These assignments will be graded individually and are meant to reflect your meaningful engagement with the material. In these writing assignments, your task is to identify the central argument of the day s readings. In other words, I am not asking you to identify what the article/documentary feature is about [content] but to identify the author s/director s argument, perspective, and supporting evidence. In addition to identifying the author s argument, methodology, and sources, you are welcome (but not required) to reflect on and probe/problematize the author s/director s contentions and assumptions. Theses assignments are meant to help you precisely and concisely express your thoughts in any academic/professional setting. 4

5 Nota bene: 1. These assignments must be turned in at the beginning of class. Hardcopy only. No assignment can be turned in after a reading has been covered in class. 2. A minimum of four (of the eight) responses must be turned in before Fall break. 3. If there are multiple articles assigned for any given week, you are welcome to focus on one article or examine thematic link that tie individual articles into a coherent unit. POLICIES ON TARDINESS AND MAKE-UP WORK All written work must be turned in to receive a passing grade. Final Wikipedia project and film reviews The grade for the assignment will drop one- third of a letter grade (from a "B" to a "B-," for example) for each 12- hour period. You will also not be allowed to turn in further assignments until late work has been submitted. These further assignments will also be penalized for late submission. Extensions will be considered on a case- by- case basis and will be given in the case of emergency/illness or if you ask for an extension because of a heavy workload during a week when an assignment is due in this class. In the latter case an extensions will be given provided you give me no less than a ten- day notice. COURSE SCHEDULE Topic Readings & Assignments Week 1 W. Sept. 7 Introductions None F. Sept. 9 Chronological and Thematic Overview of Russian Medieval and Early Modern History: From Kiev to St. Petersburg Marshall Poe, "A Distant World: Russia's Relations with Europe Before Peter the Great" in Russia Engages the World Week 2 M. Sept. 12 Russian Exceptionalism? Chapters 1-5 of Marshall Poe's The Russian Moment in World History W. Sept. 14 Kievan Russia And The Byzantine Empire James H. Billington, The Icon and the Axe: An Interpretative History of Russian Culture (New York: Vintage Books, 1966), F. Sept. 16 Mongol Conquest Charles J. Halperin, Know Thy Enemy : Medieval Russian Familiarity with the Mongols of the Golden Horde, Jahrbücher für Geschichte Osteuropas Vol. 30, No. 2 (1982):

6 Week 3 M. Sept. 19 Medieval Russian Culture: The Icon & the Axe; The Bell and the Cannon James H. Billington, The Icon and the Axe, Elizabeth Warner, select chapters from her Russian Myths W. Sept. 21 Russia s Icons vs. Western Religious Art Visit to the Allen Museum to view Russian icons and contemporaneous West European art. F. Sept 23 Lord Novgorod the Great Riasanovsky, Chapter 9. Week 4 M. Sept. 26 The Rise Of Moscow as Russia s Capital & The Birth of Muscovite Culture and Ideology W. Sept. 28 Ivan the Terrible James H. Billington, The Icon and the Axe, Robert O. Crummey, Reform Under Ivan IV: Gradualism and Terror, in Reform in Russia and the USSR (Urbana: University of Illinois Press, 1989), Nancy Shields Kollman, Kinship and Politics: The Making of the Muscovite Political System, (Stanford: Stanford University Press, 1987), F. Sept. 30 Ivan IV as Renaissance Prince? Michael Cherniavsky, "Ivan the Terrible as Renaissance Prince", Slavic Review, vol. 27, no. 2. (1968): Week 5 M. Oct. 3 No Lecture Film Viewing of Tsar W. Oct. 5 Discussion of Tsar Film Review Due in Class F. Oct. 7 Week 6 The Time of Troubles and the Birth of Serfdom Riasanovsky, Chapter 16 Richard Hellie, Enserfment and Military Change in Muscovy (Chicago: University of Chicago Press, 1971), M. Oct. 10 Russia's Serfs and Rebels Paul Avrich, Chapter 3 ("Razin, ") in his Russian Rebels, , (50-130) W. Oct. 12 F. Oct. 14 Peter the Great and the Institution of Serfdom Military and diplomatic revolutions Roger Bartlett, Serfdom and State Power in Imperial Russia, European History Quarterly, Vol. 33, No. 1 (2003): Cracraft, Chapters 2 & 3 6

7 Week 7 M. Oct. 17 Cultural Revolution Cracraft, Chapters 4 & 6 W. Oct. 19 F. Oct. 21 Resistance to Peter's Reforms Introducing Catherine II - the great Cracraft, Chapter 5 A PBS documentary on Catherine the Great on Mudd Library Week 8 Fall Break!!! Fall Break!!! Week 9 M. Oct. 31 W. Nov. 2 Catherine The Great As a Female Ruler Catherine as Enlightened Autocrat Brenda Meehan-Waters, Catherine the Great and the Problem of Female Rule, Russian Review, Vol. 34, No. 3 (1975): Isabel De Madariaga, Catherine the Great, in H. M. Scott (ed.), Enlightened Absolutism: Reform and Reformers in Later Eighteenth- Century Europe (Ann Arbor: University of Michigan Press, 1990), James. H. Billington, The Troubled Enlightenment, in The Icon and the Axe, F. Nov 4 Pugachev Marc Raeff "The Pugachev Revolt," in Preconditions of Revolution in Early Modern Europe eds. R. Forster and J. P. Greene (Baltimore, MD, 1970), Week 10 M. Nov. 7 Catherine Defends Russia s European-ness W. Nov. 9 Serfdom After Catherine F. Nov. 11 Paul s Inauspicious Beginnings Marcus C. Levitt, An Antidote to Nervous Juice: Catherine the Great s Debate with Chappe d Auteroche Over Russian Culture, Eighteenth-Century Studies Vol. 32, No. 1. (1998): Susan Morrissey, "In the Name of Freedom: Suicide, Serfdom, and Autocracy in Russia," SEER vol. 82, no. 2, (2004): Henri Troyat, Chapters 2 & 3 -- Turn in Preliminary Proposal for Project in Class Week 11 M. Nov. 14 Paul's Reign Film Viewing of Poor, Poor Pavel (Vitali Melnikov, 2003) W. Nov. 16 No Lecture - Film Viewing Film review due in class F. Nov. 18 Discussion of Poor, Poor Pavel Edward Allworth, "Russia's Eastern Orientation" & Richard Wortman, "Texts of Exploration and Russia's European Identity," in Russia Engages the World 7

8 Week 12 M. Nov. 21 Alexander and France Henry Troyat, Chapters 5, 6 & 7 W. Nov. 23 Alexander and Napoleon Henri Troyat, Chapters 8 & 9 Thanksgiving No Class Happy Holidays! Week 13 M. Nov. 28 W. Nov. 30 F. Dec. 2 Alexander and the New Order Relations Between the US and the Russian Empire Alexander's Legacy and the Question of Serfdom Henri Troyant, Chapters 10, 11 & 12 Cathal J. Nolan, Detachment from Despotism: US Responses to Tsarism, , Review of International Studies, Vol. 19, No. 4 (1993): Peter Kolchin, In Defense of Servitude: American Proslavery and Russian Proserfdom Arguments, ," The American Historical Review vol. 85, no. 4 (1980): Week 14 M. Dec. 5 Nicholas I Riasanovsky, Chapter 26 W. Dec. 7 F. Dec. 9 Autocracy under Nicholas The Onset of the Great Reforms of Alexander II Richard Haywood, The "Ruler Legend": Tsar Nicholas I and the Route of the St. Petersburg- Moscow Railway, Bruce Lincoln, Nicholas I: Emperor and Autocrat of all the Russians, Part V: Denouement ( ) Week 15 M. Dec. 12 Conclusions Turn in Final Wikipedia Project 8