AS Grade: A2 ALPS target: Personal target:

Transcription

1 Name: ALPS Target:

2 AS Grade: A2 ALPS target: Personal target: Based on your AS performance: what is your most important skills and study targets for studying this essay based topic next year. SKILL TARGET: STUDY TARGET: Russia Skills Strongly Agree Agree Neither Agree nor disagree AO1a: I can use a wide range of accurate and relevant evidence. AO1a: I can accurately and confidently use appropriate historical terminology. AO1a: I can create clearly structured and coherent answers to questions. AO1a: I can communicate accurately and legibly. AO1b: I understand how to analyse key concepts (continuity/ change/ causation/ significance) within their historical context. AO1b: I can produce excellent synthesis (drawing links between different rulers across a time period). AO1b: I can produce a thorough synoptic assessment (a judgement over a whole time period). AO1b: I understand different interrelationships across different areas and can support these connections. Study skills: I can take responsibility for my own learning, seek information and clarification independently and know when to ask for help. Study skills: I can keep up to date with deadlines and stay organised. Disagree Strongly disagree

3 Zemstva Duma Autocracy Serfs Emancipation Crimea Effect Russification Radicals Liberals Soviet Red Army Constitutional monarchy Constituent Assembly Okhrana Cheka N.K.V.D. New Economic Policy Collectivisation War Communism Show Trials Red Tsar Kulaks Dekulakisation De-Stalinisation UKASE

4 Unit F966 Option B Theme 4: Russia and its Rulers This theme focuses on the nature of Russian government and its impact on the Russian people and society. Candidates should understand the similarities and differences between the autocratic rule of the tsars to 1917 and the subsequent Communist dictatorship but are not expected to have a detailed knowledge of the events of Candidates are not expected to demonstrate a detailed understanding of the specification content but are expected to know the main developments and turning points relevant to the theme. Content Russian rulers: similarities and differences in the main domestic policies of Alexander II, Alexander III, Nicholas II, the Provisional Government, Lenin, Stalin, Khrushchev. The nature of government: autocracy, dictatorship and totalitarianism; change and continuity in central administration; methods of repression and enforcement; the extent and impact of reform; the extent and effectiveness of opposition both before and after The impact of the dictatorial regimes on the economy and society of the Russian Empire and the USSR: changes to living and working conditions of urban and rural people; limitations on personal, political and religious freedom; extent of economic and social changes. Impact of war and revolution on the development of Russian government: the effects of the Crimean War, the Japanese War, 1905 Revolution, 1917 Revolutions, World War One, World War Two, the Cold War. OCR 2013 GCE History A v3 85

5 Useful Russian History Timeline, Ruler Main Developments Outcomes Alexander II (The Tsar Liberator ) Alexander III (Russification and Reaction) Nicholas II (End of three centuries of the Romanov dynasty) 1917 (February- November) Provisional Government Lenin (The Red Tsar ) Stalin (Totalitarianism) Khrushchev (Destalinisation) 1856: Defeat in the Crimean War 1861: Emancipation of the serfs 1866: First assassination attempt against Alexander II 1881: Assassination of Alexander II 1883: Land Banks established 1880: Land captains formed. 1891: Famine Investment in Industry (Witte) Formation of political parties Russo Japanese War Liberal Reforms : First World War and army desertions Continued in the war. Relaxed censorship laws (Eight Principles) Rise of Opposition Groups Constituent Assembly Withdrew from the war : Civil War 1921: Famine and Economic Collapse : Struggle for Power 1928/9-1941: Five Year Plans and collectivisation : The Great Terror (reprised after the war) : The Great Patriotic War : Struggle for power 1954: Agricultural reforms 1956: Denunciation of Stalin by Khrushchev at the Twentieth Communist Party Congress 1959: Seven Year Plan started 1962: Khrushchev backed down over the Cuban Missile Crisis 1864: Zemstvo law Growth of opposition groups. Political Reaction Witte s Great Spurt 1898: Social Democrats 1901: Social Revolutionaries 1905: Bloody Sunday and 1905 Revolution: the October Manifesto Fundamental Law : Stolypin s work : Four Dumas met 1917: February Revolutionabdication of the Tsar October Revolution 1918: Lenin established a Communist dictatorship 1918: Treaty of Brest-Litovsk : War Communism : New Economic Policy Stalin emerged as leader Industry and agriculture transformed but at a heavy pricefamine ( ), loss of freedom, end of private business initiatives. Elimination of Stalin s rivals and opposition. Khrushchev emerged as leader. The Virgin Lands scheme 1957: Political decentralisation began. Growth in heavy industry/ consumer goods 1964: Khrushchev overthrown

6 Learning Objectives To be able to explain why Alexander II emancipated the serfs and what other issues Alexander II had to deal with, with reference to the situation that Russia was in when he inherited the throne q. Success Criteria 1. Ao1a: Explain any issues/problems that Alexander II had when he inherited the throne in 1855 q. 2. Ao1a: Explain why Alexander II emancipated the serfs q. 3. Ao1a: Describe the process q and place into the context q. 4. Study Skills: Create useful notes using higher order thinking skills on Alexander II s motives for emancipating the serfs q. 5. Ao1b: Assess how significant Alexander II s actions were to the lives of the people of Russia q. Task 1: What kind of man do we think Alexander II was? Look at the following list of words and decide which ones apply to Alexander II. Stupid, Intelligent, Humane, Repressive, Educated, Leader, Well Prepared, Experienced, Unfeeling, Knowledgeable, Sensitive, Selfish, Horrible, Well travelled, Courageous, Smartly dressed, Patriotic, Autocratic, Reformer, Resistant to change. Annotate your image with the words that you have chosen. I f you have any reasons to think so, add those in too!

7 Task 2: The situation facing Alexander II Create a paragraph describing what situation was Russia in when Alexander inherited it in Use Access to History: Russia, Chapter 4, the Emancipation of the Serfs Include: 1. Economy 2. Foreign Policy 3. Society 4. State of Government CHALLENGE: Target grades B+ should be attempting to explain how Alexander II s personal qualities and experience may be influencing his solutions to these problems.!... Task 3: The Emancipation of the Serfs This is another note-taking exercise where the emphasis is on brevity. Your mission (s is to write Alexander II s motives out concisely (no more than 1 sentence on each of the motives that you can identify). CHALLENGE Grades C+, rank Alexander II s motives in order of significance. Grades B+, as above but also add three more events or people besides Alexander II that affected the emancipation.

8 Task 4: The Process of Emancipating a Serf Create your own method of note taking to develop your explanation of what caused the serfs to be emancipated. It should include: A description of what happened. An explanation of what caused the emancipation of the serfs. Targets C+: An analysis of the significance of these causes. Target B+: placed this work into the context of the time (discussed what other than Alexander II caused the emancipation). Complete this on lined or plain paper and tag it into your booklet. Task 5: To what extent did the emancipation of the serfs change the lives of the peasants. Within this you have three tasks to do: 1. Identify what has changed in the life of the serfs. 2. Identify what has remained the same in the life of the serfs. 3. Develop a conclusion. To what extent did emancipation change the life of the serfs? Grades C+: Consider whether whatever change and continuity improves the life of the serfs. Grades B+: To what extent did Alexander II achieve his motives? You can show your conclusion in whatever way you like: it does not have to be written. Complete this on lined or plain paper and tag it into your booklet. SUPER FUN SILLY THINKING TASK If Alexander II was an animal, what kind of animal would he be? Draw or describe the type of animal, explaining your reasoning with relevant evidence in this box.

9 Learning Objectives To be able to explain what Alexander III s problems and actions were and compare them with those of Alexander II q. Success Criteria 1. Ao1a: Explain what motivated Alexander III q. 2. Ao1a:Explain the internal and external turmoil facing Alexander III q. 3. Ao1b: Compare Alexander III s issues/ problems/ motives/ actions with those of Alexander II. and make a judgement on the change and continuity between the two q. 4. Ao1b: Assess how significant Alexander III s actions were to the lives of the Russians q. Task 1: The guiding principles of Alexander III Alexander III was guided by principles inherited from his tutor, Pobedonostsev. Read page 15 of Heinemann Russia and its Rulers textbook and the section called the role of Pobedenostsev in the reading from Access to History, Reaction and Revolutions: Russia in order to add an explanation of a) what each of them were, and b) how each of them were visible in Alexander III s Russia.

10 The Policies of Alexander III. Use the rest of these sections to complete the following table. Measure taken by Alexander III (remember, you will need to describe it!) The Reaction : The Statute of State Security Did it concern Orthodoxy/ Autocracy/ Nationality What was its impact on the Russian people? The Reaction : The University Statute, 1887 The Reaction : The Zemstva Act, 1890 Russification

11 Task 2: The Internal and External Turmoil. Whose Fried Egg is Yolkier? A fried egg has a white outside and a yellow yolk inside. We are going to use this to symbolise the internal (yolk) and external (white) pressures on both Alexander II and Alexander III. Read pages of the Heinemann Russia and its Rulers textbook and use the knowledge gained so far, draw your own fried eggs to symbolise internal and external turmoil. The size of the yolk and the white should reflect the severity of their troubles (e.g. the more significant the internal trouble, the larger the yolk).

12 Learning Objectives To be able to explain what Nicholas II s problems and actions were and compare them with those of Alexander II and III q. Success Criteria 1. Ao1a: Explain what the strengths and weaknesses of Nicholas II were q. 2. Ao1a: Explain how Nicholas II attempted to preserve autocracy in Russia q. 3. Ao1b: Compare Nicholas II s issues/ problems/ motives/ actions with those of the previous two Tsars and make a judgement on the change and continuity between the three q. Task 1: Nicholas II s strengths and weaknesses in comparison to Russia s problems. Read page of the Heinemann Russia and its Rulers textbook in order to create Nicholas II s muscles and dumbbells. Add to Nicholas II s muscles any strengths he has. Add to one side of Nicholas II s dumbbells what weaknesses he has. Add to the other side of Nicholas II s dumbbells what problems Russia has to deal with during his regime. Complete the box with how long you think Nicholas II s muscles can lift those dumbbells. Weaknesses Russia s Problems Strengths Strengths Nicholas II can lift these dumbbells for...

13 Task 2: Nicholas II s Preservation of Autocracy Much of what Nicholas II did was, similarly to his predecessors, only concerned with the preservation of the Tsarist autocracy. However, there were occasions when his actions were overtaken by events outside of his control. Using the pages of the Heinemann Russia and its Rulers textbook, complete the table below, showing how Nicholas II s actions were designed to preserve autocracy. Nicholas II s most important legislation has been put in for you to ensure that you have it, but you will still need to explain it. Event (you may want to write a sentence or two to say what happened). State supported industrial expansion was already started under Alexander III Agricultural reform under Stolypin Greater economic freedom in Russia Russification had begun under Alexander III Catastrophic war with Japan (1904-5) followed by revolution (1905) The October Manifesto was quite liberal. The creation of the Dumas The First Duma What were Nicholas II s actions in response to that event? Introduced the October Manifesto The Fundamental Law How were Nicholas II s actions designed to preserve autocracy? The Second Duma The Third Duma The Fourth Duma The 300 th Anniversary of the Romanov Dynasty (1913) The First World War

14 Task 3: The Fabulous Fabergé Tsars. Fabergé eggs were jewelled, enamelled eggs, made by the Russian jewellers (House of Fabergé) for the Russian aristocracy and given at Easter. Sometimes they would contain surprises (such as necklaces or miniature pictures of the Russian Royal Family). Sometimes the eggs themselves would have portraits. This one is the Rose Trellis Egg which was presented by Nicholas II to his wife and contained a diamond necklace and a miniature of her son, the Tsarevich Alexander framed in diamonds. For more information: Create your own Fabergé eggs for each of the Tsars, showing their motives, actions, effects of actions and anything else you can consider. Try to show where there are similarities (continuities) by using the same symbols/ words/ images across the eggs.

15 Learning Objectives To be able to explain what the Provisional Government s domestic policies were q. Success Criteria 1. Ao1a: Explain how the Provisional Government intended to reshape Russia q. 2. Ao1a: Describe what the domestic policy of the Provisional Government was q. 3. Ao1b: Explain why the Provisional Government failed q. Task 1: What were the Provisional Government problems and intentions. From Heinemann Russia and its Rulers textbook, p They [the Provisional Government] came with a clear liberal agenda in which they believed that the changes they made were not to preserve an outdated autocracy, but to introduce the benefits of 19 th century liberalism. However, the context for establishing this was much more unfavourable than the context which the three Tsars had faced in preserving their ideal type of regime. The world in 1917 was a distinctly illiberal place, with freedom everywhere subordinated to the needs of war. It was extremely unlikely that without a liberal market economy, a strong educated middle class, a democratic tradition and a period of peace to ease a transition that Russia could not suddenly become a liberal democracy. The great majority of the opposition did not believe in this and the supporters of the old regime had not valued it... The liberal reforms after March 1917 were more whole-hearted than those of the Tsars but freedom of press, movement, association, political activity and the end of political police and control added to the problem. The enemies of democracy got free rein... The peasant land seizures [where the peasants simply took over landed estates] were neither prevented, nor recognised, leaving a state of uncertainty in the countryside. If the government had issued a Land Decree accepting the new ownership, then perhaps the history of Russia might have been different. But that would have been asking the liberal middle class politicians to betray their entire ethos of respect for property and law and order. Lenin [leader of the Bolshevik Party] who had no interest in either could easily promise the peasants land... [and] could also promise peace- international obligations to capitalist powers meant nothing... But the Provisional Government needed foreign recognition, believed in honouring obligations and respecting the sacrifice millions had made... Had a constitution been established and elections held quickly then the Provisional Government might have achieved legitimacy. However, they allowed themselves to be distracted by the practical problems of organising all this in a time of war. The problem for the Provisional Government was that the Tsar had been overthrown by events in the capital rather than in the country as a whole. The revolution had spread to the cities, but the bulk of Russia had not been involved. Therefore the new political leaders were not known on a national level and the authority of the government had not been imposed nationally. Whole areas had drifted out of any control when the Tsarist regime collapsed- as was shown by the peasant land seizures. Troops were drifting home by late summer; local police forces were disintegrating... The sheer size of Russia, its poor communications and education reduced the effectiveness of the Provisional Government. Russian traditions of disintegration at time of crisis made it hard for it to assert control. Into this political vacuum came a number of competitors- the Soviets [councils of workers that emerged in the 1905 Revolution- the most important was the Bolshevik controlled Petrograd Soviet], the extremist groups and some discontented military units.

16 Read the above and highlight the following: 1. Problems that the Provisional Government had to deal with. 2. What the Provisional Government intended to do following their takeover of power. Do you think that the Provisional Government could have succeeded on the basis of what you have read? 3. What do you suggest the Provisional Government do to solve the following problems? Problem What you think the Provisional Government should have done? What the Provisional Government did do? The Peasant Land Seizures Involvement in the First World War (which Russia is losing) Controlling or dealing with their rivals/ opposition 4. Use the summary of the Provisional Government (on the next page) and page 7 of the Access to History, Russia and its Rulers to explain what the Provisional Government did actually do in the third column of the above table.

17 5. The Eight Principles of the Provisional Government. Below are the Eight Principles that the Provisional Government drew up and proclaimed to the people of Russia, explaining how they would run Russia. Read them, and decide which principles were mistakes. Highlight them and explain why. Use page 8 of your textbook to help you. 1. Full and immediate amnesty on all issues political and religious, including: terrorist acts, military uprisings, and agrarian crimes etc. 2. Freedom of word, press, unions, assemblies, and strikes with spread of political freedoms to military servicemen within the restrictions allowed by military-technical conditions. 3. Abolition of all hereditary, religious, and national class restrictions. 4. Immediate preparations for the convocation on basis of universal, equal, secret, and direct vote for the Constituent Assembly which will determine the form of government and the constitution. 5. Replacement of the police with a public militsiya and its elected chairmanship subordinated to the local authorities. 6. Elections to the authorities of local self-government on basis of universal, direct, equal, and secret vote. 7. Non-disarmament and non-withdrawal out of Petrograd the military units participating in the revolution movement. 8. Under preservation of strict discipline in ranks and performing a military service - elimination of all restrictions for soldiers in the use of public rights granted to all other citizens. The Soft Boiled Egg of Failure Use this soft boiled egg to explain why the Provisional Government failed. Use your textbook and the work done so far to develop your conclusion. The Yolk should symbolise problems that the Provisional Government had to deal with and their weaknesses. The shell should represent their authority and strengths. The soldiers- what is attacking the Provisional Government.

18 Learning Objectives To be able to explain, assess and compare the key domestic policies of the Communist Rulers, Lenin, Stalin and Khrushchev q. Success Criteria 1. Ao1a: Explain what the domestic policies were q. 2. Ao1a: Identify and evaluate change and continuity with the Tsars and each otherq. 3. Ao1b: Explain whether they were red Tsars or not q Task 1: What did each ruler do? Using your Access to History, Russia and its Rulers book and any additional research you wish to undertake, develop a way of showing what the domestic policies were of each of the Communist rulers; Lenin, Stalin and Khrushchev. Task 2: Identification and evaluation of Change and Continuity with the Tsars and Each Other Create a timeline of Russian domestic policy throughout the hundred years (this is a way of drawing all of your notes together to create an overall judgement) Task 3: Explain whether the Communists were Red Tsars or not. A red Tsar is a leader that is Communists but acts in the same way as the Tsars. Complete your reading on Lenin and Stalin as Red Tsars and then make your judgement in the box below. Ruler Lenin Argument FOR being a Red Tsar Argument AGAINST being a Red Tsar Conclusion Stalin Khrushchev

19 If each leader was a type of EGG which type would they be? You can pick from Scrambled, Poached, Hard-Boiled, Soft-Boiled, Fried, Raw, Omelette, Easter, Fabergé or you may pick eggs from different birds or reptiles (e.g. ostrich egg). Draw or write (or both) your conclusions in the boxes below. Alexander II Alexander III Nicholas II Provisional Government Lenin Stalin Khrushchev Use this final box for extra notes or ideas.

20 Look at the work you have done on your leaders. Draw links between them and explain which leaders are similar to which leaders?