Course: 42.356 Imperial Russia Time: Weds., 6-9 PM
Room: OSH 135 Professor: Michael C. Hickey
Office : OSH 130 Office Phone: x4161
Office Hours: Tues-Thurs, 2:00-3:15, Weds. 3:00-5:30 and by appt.
NOTE!!! See slight changes in reading assignments!!
Navigate this syllabus
Important policies and links:
A list of supplemental readings in the BU library
Links to specific assignments:
Document Paper 1 Document Paper 2 Analysis Paper Document Paper 3 Final Paper
Course Introduction:
Goals and Objectives:
Our goal is to examine major themes and problems in the study of Imperial Russian history, from the late 16th century to the early 20th century.
In studying Imperial Russian history, we will engage with larger questions concerning cultures and their interrelationships.
We also will learn about historical methods of analysis. We will engage in the historian’s craft by reading a wide variety of primary and secondary
sources (historical documents and works by other historians), which we will analyze and discuss in class and about which you will write several papers.
The course is organized chronologically and thematically. Not all periods in Imperial Russian history will receive equal attention.
We will give special attention to the following periods and issues:
state and social structure in the 17th century;
the impact of reforms under Peter the Great;
social structure, economic change, and cultural westernization in the 18th century;
the impact of reforms under Catherine the Great;
the elaboration of autocratic rule in the early 19th century;
social structure, economic change, and cultural developments in the early 19th century;
the impact of the Great Reforms of the 1860s-1870s;
economic, social and cultural “modernization” in the late 19th century;
revolutionary opposition to autocracy in the late 19th century;
the impact of war, revolution, and stunted constitutional reform on Russian society and politics in 1900-1914.
Methods:
This course is designed as a seminar, although I may have to lecture occasionally. Each night we will discuss our week’s readings.
Evaluation Procedures:
Your grade will be based upon:
Class participation (20 percent)
An analysis paper on a book-length primary source (20 percent)
Three document-based analysis papers (10 percent each)
A final paper critiquing one of our common readings (30 percent)
Course texts:
(All required. Available at the University Store or on-line.)
Gregory L. Freeze, ed., Russia, A History, 2nd Edition. New York: Oxford University Press, 2002.
Basil Dymytryshyn, ed., Imperial Russia: A Source Book, 1700-1917. Gulf Breeze: Academic International, 1999.
Daniel Kaiser and Gary Marker, eds., Reinterpreting Russian History, 860-1860s. New York: Oxford University Press, 1994.
Gregory Freeze, From Supplication to Revolution: A Documentary Social History of Imperial Russia. New York: Oxford University Press, 1988.
Nadezhda Durova, The Cavalry Maiden: Journals of a Russian Officer in the Napoleonic Wars. Bloomington: Indiana University Press, 1989.
Michael Melancon, The Lena Goldfields Massacre and the Crisis of Late Tsarist State. College Station, TX: Texas A&M University Press, 2006.
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COURSE POLICIES
Mandatory paper format:
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On attendance and paper deadlines:
Because this is a seminar, it is essential that you attend class sessions. I will consider absences excused only in
cases of medical and other emergencies that can be documented.
If you cannot attend class, I expect you to contact me in advance and then provide documentation.
Your participation grade will fall by 10 percent with each unexcused absence.
Each paper assignment has a due date. The grade for any paper will fall by 5 percent per day
(by 5 pm) that the paper is overdue. The only exception is for excused absences.
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Regarding Plagiarism.
Let me make this as clear as possible—if you plagiarize on any paper in this course, I will immediately pursue the
“formal resolution option” of the University’s Academic Integrity Policy. This means that I will file a formal complaint
with the University’s Office of Student Standards. You will go before a board of review.
If that review board agrees that you have plagiarized, you will fail the course.
You may also face other disciplinary measures, such as being removed from the university.
You must cite all of our sources, using correct endnote citation form.
I also have provided you with a link to my own short guide on endnote citations.
You must quote, paraphrase, and summarize text properly to avoid plagiarism.
I have provided you with a link in which I define forms of plagiarism and give basic instructions on quoting,
paraphrasing, and summarizing text correctly.
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On taking notes to prepare for class:
The assignments in this class demand that you do a great deal of reading and then discuss that reading in class.
I will not put up with BS, so you need to come to class prepared and ready to talk specifics.
The best way to do that is to keep notebooks on your readings.
In other words, do not simply highlight in the book—that will do you little good.
You need to write, because by writing you actively engage with your readings, understand them better, and remember them better.
It is very important that you make references to page numbers as you take notes.
This will help you find passages when we discuss the readings (and when you write papers).
It also is very important that your notes clearly indicate when you are quoting (use quotation marks!!)
and that you are very careful about paraphrasing and summarizing (see the policy link on this).
We are doing five different kinds of reading, and each requires a different approach to note taking:
1) Chapter-length essays by different authors that survey long periods of Russian history.
We will be reading 6 chapters in Russia, A History. Each chapter has a different author, and
each historian has his or her own interpretation of the past.
As you read each chapter, you need to take notes on the following:
Who wrote the chapter, and what else have they written (see pp. xii-xiii)?
What chronology period is covered in this chapter?
What were the main political events in this period?
Who was in power and when?
How was the State organized, and did this change in important ways?
Were there major wars, shifts in alliances or rebellions? Where and when?
How was the social structure organized in this period?
How did the basic social classes/social groups relate to one another?
How did the basic social groups related to the State?
What characterized the economy in this period? Were there major changes?
What are the most important aspects of the period’s cultural history?
What is the author’s thesis (main point) about this period?
Finally, what questions do you want to ask in class about this period?
2) Short primary sources. We are reading a lot of individual primary source documents this semester.
There will be weeks when I ask you to read 20-30 different documents. You need to take notes on these documents,
so that we can discuss them in a meaningful way.
For each document, you need to take note of:
Who wrote the document, where and when?
What was the document’s function (was it a law? A letter? etc.)?
How was the document organized and who was it is aimed at?
What are the main points?
How does it fit in to what we have read in our secondary sources?
What does it show, prove, or suggests about its historical context?
3) Short selections from secondary sources (in the Kaiser and Marker book). There will be weeks when I ask you to read
6-10 of these selections. Kaiser and Marker provide excerpts from much longer books and articles, with the goal of getting to
the heart of different historians’ arguments. As you read each selection, take notes on the following:
Who wrote the selection, and what was the form of the original work?
How does the information relate to what we have already read?
What important information does it add to what we have already read?
What is the thesis (main argument) of this selection?
4) A book-length primary source (Durova’s journals). I have given you a set of analysis paper questions on this book.
As you read and take notes, keep these questions in front of you.
Take notes that relate to the five analysis paper questions.
Keep track of the page numbers and be careful about quoting!
Write down questions or observations that you want to deal with in class.
5) A book-length secondary source (the Melancon book). Your final paper asks you to explain this book’s main argument.
To do that, you have to understand the argument of each individual chapter and how they all fit together. So, as you read:
At the end of every chapter, write 1-3 paragraphs that summarize Melancon’s main argument (thesis) in that chapter
and describe the most important information in that chapter.
If you make notes on specific events (etc), keep track of page numbers and be careful about quoting!
Since you will be critiquing the argument, make note of what you think are the strong points and weak points in each chapter.
Write down questions or observations that you want to deal with in class.
Graded Assignments
Class participation (20 percent)
*Attend class having completed the readings and other assignments for that week.
*Bring your week’s readings and your written notes to class with you.
*Participate in discussion of readings.
*If you are assigned to report on specific readings, be ready to do so.
*Ask as well as answer questions!
Your grade will be based upon the quality of your participation in discussions,
but it will drop by 10 percent with each missed class session,
except in cases of excused absences.
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Analysis paper (20 percent)
You will write a 4-6 page paper (following the mandatory paper format, plus endnotes) in which you will
explain what Durova’s The Cavalry Maiden tells us about one of the following :
(Keep in mind that the narrative begins in the late 1700s and ends in the early 1800s, so you must think about context!)
Your essay must employ evidence from Durova’s journals in a manner that demonstrates that you have read the entire book
(and not just a few isolated passages).
You must use endnotes to cite all quoted, paraphrased, or summarized material.
90 percent of the grade will be based upon the paper’s logic, clarity, accuracy, and use of evidence.
10 percent of the grade will be based upon spelling, grammar, and adherence to proper form.
Due 30 October by noon
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Document-based analysis papers (10 percent each)
In each of these papers, you will use documents from our assigned readings to answer a question.
You also must set your answer against the context of what you know from secondary sources.
Each paper must be 4-6 pages (following the mandatory paper format, plus endnotes) and must using evidence from
(or making reference to) relevant primary sources.
90 percent of the grade will be based upon the paper’s logic, clarity, accuracy, and use of evidence.
10 percent of the grade will be based upon spelling, grammar, and adherence to proper form.
Paper 1:
Many historians argue that Peter the Great’s reforms were aimed, above all, at modernizing Russia’s
military.
To do this, Peter had to:
weaken the old boyar elite,
build a more efficient army and state structure,
increase the state’s control over the population,
stimulate new forms of economic growth,
and promote a “western European” scientific and technological mindset among the upper classes.
Using documents and readings from the Dmytryshyn book, Kaiser and Marker, and our textbook, explain:
a) What specific aspects of Peter’s decrees were aimed at achieving these goals
b) If, from the perspective of the 1740s, the Imperial State had made progress towards these goals.
Due by 5 PM on 25 September
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Paper Two:
Catherine the Great’s reforms also aimed at expanding the autocratic state’s power, albeit in the interest of “enlightened” policies.
Catherine’s approach depended upon organizing society more effectively according to legally-defined corporate “estates.”
The various “charters” issued under Catherine—e.g., the Charter to the Nobility—were part of this restructuring project.
So was the state’s collection of “instructions” or “mandates,” in which representatives of these legal estates expressed their
fundamental concerns and aspirations.
Through “open” discussion of reform, Catherine and her advisors hoped to draw society into the reform process.
Often, however, the aspirations expressed by various social groups clashed or contradicted the state’s goals.
Using materials from the Freeze document collection, Dmytryshyn, Kaiser and Marker, and our text, explain:
a) What Catherine II “expected” from the nobility
b) What different elements of the nobility expected from the state
c) How the nobility’s aspirations clashed with those of at least one other social group.
Due by 5 PM on 9 October
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W. Bruce Lincoln argued that the point of Alexander II’s Great Reforms was to strengthen the Autocracy.
The reforms were intended to do this by:
promoting economic modernization,
restructuring state and military institutions,
expanding education, and
putting more of the “burden” of governance (but not decision making!) onto society.
To draw society into the reform process, Tsar Alexander II and his “enlightened bureaucrats” sought (highly controlled)
input from Russia’s various social estates.
Using materials from the Freeze document collection, the Dmytryshyn document collection, Kaiser and Marker, and our text, explain:
a) What the Great Reforms’ architects hoped to achieve from the serf emancipation, the decree on state peasants, and the zemstvo reforms (40 percent)
b) What the social groups most effected most by these specific reforms (serfs, state peasants, and noble landowners) expected from the reform process (40 percent)
c) Whether, from the perspective of the 1890s, these specific reforms had succeeded (10 percent)
Due by 4:00 PM on 20 November
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Final paper assignment (30 percent)
In an 5-6 page paper (following the mandatory paper format, plus endnotes),
a) explain the thesis (the fundamental argument) of Melancon’s book on the Lena massacre
b) present a critique of the book’s argument.
Is the argument logically consistent?
Does the author’s evidence support his thesis?
What are the book’s strengths and weaknesses?
In critiquing the book, use other relevant course readings.
There is a “right answer” for “part a” of this assignment (the book does have a clear and specific thesis),
but “part b” can be answered in many ways.
What matters is the logic, clarity, and accuracy of your critique.
90 percent of the grade will be based upon the paper’s logic, clarity, accuracy, and use of evidence.
10 percent will be based upon spelling, grammar, and adherence to proper form.
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Weekly Schedule
This is a provisional schedule, and assignments are subject to change.
I will inform you of any changes by posting notes at the top of this syllabus.
I often will assign specific students to report on specific readings in class.
I will add those “specifics” to the Weekly Schedule as the semester progresses.
Week I (2 September) Course Introduction; The Story so far….
(800 years of Russian history in one hour)
The relevant readings (for the ambitious) would be:
Freeze text, chapters 1-2
Kaiser, pp. 1-171
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Week II (9 September) The 17th Century, An Overview
Reading Assignment:
Freeze text, chapter 3
Kaiser: Excerpts: Hellie (pp. 180-183); Crummey (pp. 183-187); Kollman (pp. 187-192);
Likhachev (pp. 197-205); Marker (pp. 205-212); Levin (pp. 218-222).
Documents: pp. 173-176, 176-179, 179-180; 194-197, 213-216; 216-217.
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Week III (16 September) The Early 18th Century, Overview; Peter I, Part I
Reading Assignments:
Freeze Text, chapter 4
Kaiser: Excerpts: Raeff (pp. 246-250)
Dmytryshyn: chs. 1-3 (pp. 1-33)
Kaiser: Documents: pp. 228-229 (Table of Ranks)
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Week IV (23 September) Peter I, Part II; Russia in Peter’s Wake
Reading Assignment:
Review Freeze Text, chapter 4
Dmytryshyn: chs 4, 5, 6, (pp. 34-64); 21 (pp. 139-141); ch. 22 (p. 143).
Kaiser: Excerpts, Bennet (pp. 232-237), Kahan (pp. 273-280), Mironov (pp. 280-285),
Crummey (pp. 344-350), Rabinovich (pp. 362-365), Raeff (pp. 366-369).
Documents pp. 269-272, 312-318, 334-336 [BUT NOT pp. 414-417--that was a typo!].
Be aware that some of the documents in Dmytryshyn are different excerpts or different translations of
documents that also are in Kaiser!
Paper 1 due by 5 PM on Friday, 25 September
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Week V (30 September) “Enlightenment Russia,” from Elizabeth to Catherine II
Reading Assignment:
Freeze Text, chapter 5
Kaiser: Excerpts: Freeze (pp. 339-344); Gromyko (pp. 394-399); Baehr (pp. 406-408).
Documents: pp. 230-232, 269-272 (yes, again), 388-391.
Dmytryshyn: chs 8 and 9 (pp. 57-73); ch. 22 (pp. 143-149); ch. 10 (pp. 73-78).
Kaiser: Excerpts: Freeze (pp. 237-241)
Individual reading assignments (do all the reading, but ready to report on this):
For the Freeze text:
pp. 115-116: everyone will discuss
pp. 116-119: Anthony B, Megan H, Bianca N, Maxime V, Ann V
pp. 119-129, townspeople/merchants: Dominick B., Brian J, Ryan S, Amanda W.
pp. 119-129, state peasants/interstitial categories: Megan D, Casey J, Kristy T, Ryan Y
pp. 119-129, serfs: Ashlea V, Hannah J, Alex K, Max V-G
pp. 119-129, nobility: Megan H, Brian J, Kristy T, Hannah J
pp. 130-131: Anthony B, Casey J, Maxime V
pp. 131-133: Ann V, Ashlea Z, Ryan S
pp. 134-135: Dominick B, Alex K, Max V-D
pp. 135-136: Ryan Y, Amanda W, Megan D
pp. 136-137: Bianca N, Anthony B, Dominick B, Megan D, Alex K, Max V-D, Ryan Y,
Amanda W, Maxime V
pp. 138-141: Megan H, Brian J, Casey J, Hannah J, Ryan S, Kristy T, Ann V, Ashlea Z
pp. 141-142: everyone will discuss
Kaiser and Marker readings:
Freeze excerpt (pp. 339—334): Anthony B, Dominic B, Megan D, Megan H, Brian J
Gromyko excerpt (pp. 394-399): Casey J, Hannah J, Alex K, Bianca N, Ryan S, Kristi T
Baehr excerpt (pp. 406-408): Max V-G, Ann V, Maxime V, Amanda W. Ryan Y, Ashlea Z
Freeze excerpt (pp. 237-241): Everyone
K&M Documents pp. 230-232: Casey J, Hannah J, Alex K, Bianca N, Ryan S, Kristi T
K&M Documents pp. 269-272: Anthony B, Dominic B, Megan D, Megan H, Brian J
K&M Documents pp. 388-391: Max V-G, Ann V, Maxime V, Amanda W. Ryan Y, Ashlea Z
Dmytryshyn readings:
Ch.8: Ashlea Z. Ryan Y, Amanda W, Maxime V, Ann V, Max V-G, Kristy T, Ryan S
Ch. 9: Bianca N, Alex K, Hannahh J, Casey Y, Brian J, Megan H, Megan D, Dominick B, Anthony B
Chapter 10: Everyone
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Week VI (7 October) Russia under Catherine the Great
Week VI (7 October) Individualized Reading Assignment (Make sure you are ready to report on YOUR readings in all 4 parts of the assignment!
I._________Kaiser and Marker excerpts:
de Madariaga (pp. 250-255): Belinko, Biacchi, Denlinger, Hicks, Janiczek, Yanney.
Meehan-Waters (pp. 379-385): Johnson, Jones, Keeler, Niggli, Scarcella, Zantene
Wallace (325-328): Turnbull, Vandermark-Geary, Vinatieri, Voltaire, Waldman
II. _________Kaiser and Marker Documents:
pp. 242-246 (Statue on Provincial Administration): Belinko, Biacchi, Denlinger, Hicks, Janiczek, Yanney
pp. 318-324 (On Moscow Plague Riots): Johnson, Jones, Keeler, Niggli, Scarcella, Zantene
pp. 354-356 (Noblewoman’s dowry): Turnbull, Vandermark-Geary, Vinatieri, Voltaire, Waldman
Documents on Serfs ( pp. 292-295): EVERYONE.
III._________Dmytryshyn documents:
ch. 11 The Nakaz of Catherine II (pp. 79-93): EVERYONE
ch. 12 Novikov on Catherine (pp. 94-99): Belinko, Biacchi, Denlinger, Hicks, Janiczek, Yanney
ch. 14 Pugachevshchina (pp. 104-107): Johnson, Jones, Keeler, Niggli, Scarcella, Zantene
ch. 17 Russian schools (pp. 117-121): Turnbull, Vandermark-Geary, Vinatieri, Voltaire, Waldman
ch. 18 (pp. 122-135) (Radishchev): EVERYONE
IV. _______________Freeze, From Supplication to Revolution, Part 1
EVERYONE must read pp. 11-13 (section introduction)
EVERYONE must read pp. 15-31 (on the nobility)
Documents 4-6 (pp. 31-36) (army/bureaucracy): Zantene, Niggli
Documents 7-9 (pp. 37-44) (clergy): Belinko, Denlinger
Documents 10-12 (pp. 45-51) (professions): Biacchi, Vinatieri
Documents 13-14 (pp. 52-74) (urban society): Jones, Turnbull
Documents 15-22 (pp. 75-86) (peasants): Vandermark-Geary, Janiczek, Hicks
Documents 23-24 (pp. 87-92) (workers): Voltaire, Keeler, Scarcella
Documents 25-29 (pp. 93-99) (minorities/women): Johnson, Yanney, Waldman
{Reading Assignment: A heavy load this week! Review Freeze Text, chapter 5
Kaiser: Excerpts: de Madariaga (pp. 250-255); Meehan-Waters (pp. 379-385); Wallace (325-328).
Documents: pp. 242-246, 318-324, 354-356.
Dmytryshyn: ch. 11 (pp. 79-93); ch. 12 (pp. 94-99); ch. 14 (pp. 104-107), ch. 17 (pp. 117-121).
Freeze Documents, Part 1 (pp. 11-99) (Keep the paper assignment in mind as you read!)
Kaiser: Documents: pp. 292-295 (but not Nicholas’ s speech).
Dmytryshyn: ch. 18 (pp. 122-135).
Because of time limits, I have not assigned the documents in Dmytryshyn on the partition of Poland
and other documents on foreign relation or Siberian expansion. Please feel free to read these if you have time and interest!
Paper 2 due by 5 PM on Friday, 9 October
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Week VII: (15 October) The Early 19th Century, Overview; Alexander I
INDIVIDUAL READING ASSIGNMENTS
EVERYONE must read and be ready to discuss the following:
Freeze text, ch. 6 (Ransel, "Pre-Reform Russia, 1801-1855")--we will discuss pp. 143-156.
Dmytryshyn, chs. 26 (Speranskii docs), 27(1812 docs), 29 (succession docs) [that's pp. 184-195, 201-206]
Kaiser and Marker, docs. on pp. 256-257
Kaiser and Marker, Wirtschafter essay on pp. 285-289.
PLUS you must read and be ready to discuss your "group's" assignments:
GROUP 1 (Scarcella, Belinko, Keeler, Janiczek, Denlinger, Jones)
Dmytryshyn, ch. 23, pp. 153-165
Kaiser and Marker, Hoch essay, pp. 297-303
Kaiser and Marker docs, pp. 352-354
GROUP 2 (Zantene, Turnbull, Hicks, Biacchi, Vinatieri)
Dmytryshyn, ch, 24, pp. 165-174
Kaiser and Marker, Czap essay, pp. 356-362
Kaiser and Marker docs., pp. 370-376
GROUP 3 (Waldman, Niggli, Voltaire, Yanney, Johnson, Vandermark-Geary)
Dmytryshyn, ch. 25, pp. 175-183
Kaiser and Marker, Rieber essay, pp. 328-333
Kaiser and Marker docs, pp. 412-414
General Reading Assignment:
Freeze Text, chapter 6
Dmytryshyn: ch. 23 (pp. 153-165); ch. 25 (pp. 175-183); ch. 26 (pp. 184-190); ch. 27 (pp. 190-195); ch. 29 (p. 201-204).
Kaiser, Excerpts: Wirtschafter (pp. 285-289), Hoch (pp. 297-303); Czap (pp. 356-362); Rieber (pp. 328-333).
Documents: pp. 256-257 (but not the “3rd Section” doc.); 352-354; 370-376; 412-414.
Dmytryshyn: ch. 24 (pp. 165-74).
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Week VIII: (21 October) Russia under Alexander I, pt. II.
Reading Assignment:
Durova (Keep the analysis paper questions in mind as you read!)
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Week IX: (28 October) Russia under Nicholas I
Reading Assignment:
DIRECTIONS: I expect you to bring your reading notes to class for this week.
As the syllabus explained, you are to keep notes on all your readings.
SO, I expect you to bring notes on the textbook, following the textbook note format;
on the excerpts in Kaiser and Marker, following the "short selections from secondary sources" format;
and on documents following the "short primary sources" format.
IF YOU ARE NOT PREPARED FOR THE DISCUSSION, I WILL COLLECT THOSE NOTES AND GRADE THEM
AS 10 PERCENT OF YOUR PARTICIPATION GRADE!
Discussion groups: GROUP A: Olga, Megan H, Hannah, Alex, Amanda, Ryan Y
GROUP B: Ashlea, Dominick, Megan D, Anthony, Bianca, Casey,
GROUP C: Kristy, Ann, Brian, Ryan S, Max V, Max V-G
Freeze Text, chapter 6, pp. `155-169 (All must be ready to discuss!!!)
Dmytryshyn: ch. 29 (pp. 204-206--ALL must be ready to discuss;
ch. 30 (pp. 207-229) GROUP A
ch. 32 (pp. 234-238--ALL must be ready to discuss
Kaiser Excerpts: Lincoln (pp. 257-262)--ALL must be ready to discuss
Pintner (pp. 263-267); Hannah, Ashlea, Ryan S, Amanda, Dominick
Wortman (pp. 408-412); Alex, Megan D, Brian, Max V, Anthony
Riazanovsky (pp. 421-427); Ryan Y, Bianca, Ann, Max V-G
Mills Todd (pp. 418-420); Olga, Casey, Kristy, Megan H
Kolchin (pp. 303-311)--ALL must be ready to discuss
Kaiser Documents: p. 257 (3rd Chanery doc.)--ALL must be ready to discuss
pp. 336-339 (Belliustrin) GROUP A
pp. 391-394 (Afanas'ev) GROUP B
pp. 414-417 (Annenkov) GROUP C
Dmytryshyn: ch. 34 (pp. 245-252) GROUP B
ch. 35 (pp. 252-260) GROUP C
ch. 37 (pp.271-284) GROUP A
ch. 38 (pp. 284-286) GROUP B
ch. 39 (pp. 286-294) GROUP C
If we had time, we'd also discuss Dmytryshyn: ch. 31 (pp. 230-233); ch. 33 (pp. 238-245); ch. 36 (pp. 261-267), and also chs. 40 and 41.
Analysis Paper due by noon on 30 October (friday)
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Week X (4 November) The Era of Great Reforms and Counter-Reform, Overview
Reading Assignment:
We will begin class with a brief discussion of some readings assigned for LAST week:
Freeze, chapter 6 (pp, 165-169) --the "Close of the Reign" and Conclusions" sections.
Dmytryshyn: ch. 37 (pp.271-284), 38 (pp. 284-286) and ch. 39 (pp. 286-294).
THEN we will deal with new material:
Freeze Text, chapter 7, pp. 170-180.
Kaiser: Excerpts: Zakharova (pp. 436-441); Emmons (pp. 441-445).
Kaiser Documents: pp. 428-435. (Intro on Great Reforms, political debates concerning reforms, reform statutes of 1861-66)
Dmytryshyn: ch. 42, on the Emancipation (pp. 304-311)
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Week XI (11 November) NO CLASS SESSION
I will be at the annual conference of the American Association for the Advancement of Slavic Studies this week.
We will not meet this week, but you do have a---
Reading Assignment:
Review Freeze Text, chapter 7, sections on the great reforms
Freeze Documents, Part II (pp. 101-196) (Keep the Pap. 3 questions in mind!)
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Week XII (18 November) The Great Reforms and Society; Radical Politics, pt. 1
Reading Assignment: I will break these readings into "groups"
Review all readings and documents on the Great Reforms
We will discuss Freeze Documents, Part II (pp. 101-196).
EVERYONE read the Intro (pp. 101-102), documents on Nobles (pp. 103-113), and documents on Peasants (pp. 170-179)
Ryan S, Ann, Alex: documents on Bureaucracy and the Army (pp. 114-128)
Anthony, Hannah: documents on the Orthodox Clergy (pp. 129-140)
Brian, Megan D: documents on Professions and Educated Elites (pp. 141-151)
Bianca, Megan H., Max V-G: documents on Urban Society (pp. 152-169)
Ryan Y, Kristy: documents on Industrial Workers (pp. 180-185)
Casey, Ashlea, Olga: documents on Minorities and Women (pp. 186-196)
Freeze textbook, chapter 7, pages 180-199 (EVERYONE!)
Dmytryshyn: ch. 47 (pp. 345-350) (Turgenev on Nihilism): Ryan S, Ann, Alex, Anthony,
ch. 48 (pp. 350-354) (1868 "Revolutionary Catechism): Hannah, Brian, Megan D
ch. 49 (pp. 355-363) (Demands of Narodnaia Volia): Bianca, Megan H., Max V-G, Ryan Y,
ch. 51 (pp. 372-381) (Danilveskii's Pan-Slavism): Kristy, Casey, Ashlea, Olga
Paper III due by by 5 PM on 26 November
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Week XIII (25 November) Thanksgiving Recess Week
Reading Suggestion:
It would be a good idea to begin reading Melancon and look ahead to next week—
there is a heavy load for the last two weeks of the semester!
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Week XIV (2 December) Politics pt. 2; Late Imperial Russia; 1905 Revolution
Reading Assignment: A very heavy load!
Freeze textbook, chapter 7, pages 191-199 (EVERYONE!)
Dmytryshyn: ch. 47 (pp. 345-350) (Turgenev on Nihilism): Ryan S, Ann, Alex, Anthony,
ch. 48 (pp. 350-354) (1868 "Revolutionary Catechism): Hannah, Brian, Megan D
ch. 49 (pp. 355-363) (Demands of Narodnaia Volia): Bianca, Megan H., Max V-G, Ryan Y,
ch. 51 (pp. 372-381) (Danilveskii's Pan-Slavism): Kristy, Casey, Ashlea, Olga
Dmytryshyn: ch. 53 (Program of Plekhanov's Emancipation of Labor Group)(pp. 400-405): Ryan S, Ann, Alex, Anthony, Hannah, Brian, Megan D
ch. 52 (Pobednostsev's Criticism of Modern Society) (pp. 382-399):Bianca, Megan H., Max V-G, Ryan Y, Kristy, Casey, Ashlea, Olga:
Freeze Text, chapter 8 EVERYONE
Dmytryshyn, ch. 59 (Political Party Programs) (pp. 425-450): EVERYONE
ch. 56 (Father Gapon's Petition) (pp. 409-414): Ryan S, Ann, Alex, Anthony,
ch. 57 (Concessions of Nicholas II) (pp. 414-416): Hannah, Brian, Megan D
ch. 58 (1906 Fundamental Laws) (pp. 417-423): Bianca, Megan H., Max V-G, Ryan Y,
ch. 60 (From Witte's memoirs) (pp. 451-467): Kristy, Casey, Ashlea, Olga
For those who want to read more about the 1905 Revolution: Freeze Documents, Part 3 (pp. 197-309)
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Week XV (9 December) Russia on the Eve of World War One
Readings Assignments: A heavy load again! But look at what you’ve accomplished!
Review Freeze Text, chapter 8 (REVIEW)
Melancon (we will discuss the entire book)
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Week XVI Final Paper due by 6:45 PM on 16 December
Supplementary Readings:
The Andruss Library has a considerable collection of materials relevant to Imperial Russian history,
including strong monographic holdings and a sizable body of primary sources.
This list represents approximately 5 percent of titles in our library germane to this course,
and therefore this is by no means intended to be comprehensive.
Alexander, John T. Catherine the Great: Life and Legend. New York: Oxford UP, 1989.
Anderson, Barbara A. Internal Migration during Modernization in Late Nineteenth-Century Russia. Princeton: Princeton UP, 1980.
Anisimov, E. V. The Reforms of Peter the Great: Progress through Coercion in Russia, trans. by John Alexander. Armonk: M. E. Sharpe, 1993.
Ascher, Abraham. The Revolution of 1905. 2 Vols. Stanford: Stanford UP, 1988, 1992.
Baron, Samuel H., trans. and ed. The Travels of Olearius in Seventeenth-Century Russia. Stanford: Stanford UP, 1967.
Bonnell, Victoria, ed. The Russian Worker: Life and Labor under the Tsarist Regime. Berkeley: University of California Press, 1983.
Brooks, Jeffery. When Russia Learned to Read: Literacy and Popular Literature, 1861-1917. Princeton: Princeton UP, 1985.
Burbank, Jane, et. al, eds. The Russian Empire: Space, People, Power, 1700-1930. Bloomington: Indiana UP, 2007.
Clowes, Edith, et. al. Between Tsar and People: Educated Society and the Quest for Public Identity in Late Imperial Russia. Princeton: Princeton UP, 1991.
Crummey, Robert O. Aristocrats and Servitors: the Boyar Elite in Russia, 1613-1689. Princeton, N.J. : Princeton University Press, 1983.
Crummey, Robert O. The Old Believers and the World of Antichrist: the Vyg Community and the Russian State, 1694-1855. Madison, University of Wisconsin Press, 1970.
Dukes, Paul. Catherine the Great and the Russian Nobility: a Study Based on the Materials of the Legislative Commission of 1767. New York: Cambridge UP, 1967.
Dukes, Paul. The Making of Russian Absolutism, 1613-1801. London: Longmann, 1990.
Edelman, Robert. Proletarian Peasants: The Revolution of 1905 in Russia’s Southwest. Ithaca: Cornell UP, 1987.
Eklof, Benjamin. Russian Peasant Schools: Officialdom, Village Culture, an Popular Pedagogy, 1864-1914. Berkeley: University of California Press, 1986.
Engel, Barbara Alpern. Between the Fields and the City: Women, Work, and Family in Russia, 1861-1914. New York: Cambridge UP, 1994.
Engel, Barbara Alpern. Women in Russia, 1700-2000. New York: Cambridge UP, 2004.
Engelstein, The Keys to Happiness: Sex and the Search for Modernity in Fin-de-Siecle Russia. Ithaca: Cornell UP, 1992.
Frank, Stephen. Crime, Cultural Conflict and Justice in Rural Russia. Berkeley: University of California Press, 1999.
Freeze, Gregory L. The Russian Levites: Parish Clergy in the Eighteenth Century. Cambridge: Harvard UP, 1977.
Gaudin, Corinne. Ruling Peasants: Village and State in Late Imperial Russia. DeKalb: NIU Press, 2007.
Hamm, Michael, ed. The City in Late Imperial Russian History. Bloomington: Indiana UP, 1986.
Hellie, Richard. Enserfment and Military Change in Muscovy. Chicago: University of Chicago Press, 1971.
Hoch, Stephen. Serfdom and Social Control in Russia. Chicago: University of Chicago Press, 1986.
Hughes, Lindsey. Russia in the Age of Peter the Great. New Haven: Yale University Press, 1998.
Hughes, Lindsey. Sophia, Regent of Russia, 1657-1704. New Haven: Yale UP, 1990.
Kivelson, Valerie. Autocracy in the Provinces: the Muscovite Gentry and Political Culture in the Seventeenth Century. Stanford: Stanford UP, 1996.
Kivelson, Valerie. Cartographies of Tsardom: the Land and its Meanings in Seventeenth-Century Russia. Ithaca: Cornell UP, 2006.
Kivelson, Valerie and Joan Neuberger, eds. Picturing Russia: Explorations in Visual Culture. New Haven: Yale UP, 2008.
Klier, John D. Imperial Russia’s Jewish Question, 1855-1881. New York: Cambridge UP, 1995.
Lincoln, W. Bruce. The Great Reforms: Autocracy, Bureaucracy, and the Politics of Change in Imperial Russia. DeKalb: NIU Press, 1990.
Madriaga, Isabel. Russia in the Age of Catherine the Great. New Haven: Yale UP, 1981.
Margeret, Jacques. The Russian Empire and Grand Duchy of Muscovy: a Seventeenth Century French Account, trans. and ed. by Chester Dunning. Pittsburgh: Pittsburgh UP, 1984.
Neuberger, Joan. Holiganism: Crime, Culture and Power in St. Petersburg, 1900-1914. Berkeley: University of California Press, 1993.
Pipes, Richard. Struve. 2 Vols. Cambridge: Harvard UP, 1970, 1980.
Perrie, Maureen. Pretenders and Popular Monarchism in Early Modern Russia: the False Tsars of the Time of Troubles. New York: Cambridge UP, 1995.
Platonov, S. F. The Time of Troubles: a Historical Study of the Internal Crises and Social Struggle in Sixteenth- and Seventeenth-Century Muscovy, trans. by John Alexander.
Lawrence: Kansas UP, 1970.
Porshnev, B. F., Muscovy and Sweden in the Thirty Years' War, 1630-1635,ed. by Paul Dukes, trans. by Brian Pearce. New York: Cambridge UP, 1995.
Raeff, Marc. Understanding Imperial Russia: State and Society in the Old Regime. New York: Columbia University Press, 1984.
Randolph, John. The House in the Garden: the Bakunin Family and the Romance of Russian Idealism. Ithaca: Cornell UP, 2007.
Ransel, David. A Russian Merchant's Tale: the Life and Adventures of Ivan Alekseevich Tolchenov, Based on His Diary. Bloomington: Indiana UP, 2009.
Rogger, Hans. Russia in the Age of Modernization and Revolution, 1881-1917. New York: Longmann, 1983.
Schneiderman, Jeremiah. Sergei Zubatov and Revolutionary Marxism: The Struggle for the Working Class in Tsarist Russia. Ithaca: Cornell UP, 1976.
Steinberg, Mark. Proletarian Imagination: Self, Modernity, and the Sacred in Russia, 1910-1925. Ithaca: Cornell UP, 2002.
Wirtschafter, Elise. The Play of Ideas in Russian Enlightenment Theater. DeKalb, NIU Press, 2003.
Wirtschafter, Elise. Russia’s Age of Serfdom, 1649-1861. DeKalb, NIU Press, 2009.
Zelnik, Reginald. Law and Disorder on the Narova River: the Kreenholm Strike of 1872. Berkeley: University of California Press, 1995.