AS Grade: A2 ALPS target: Personal target:

Name: ALPS Target:

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

Autocracy Marxism Proletariat Capitalism Communist Historical Materialism Marxism- Leninism Bolsheviks Dictatorship of the Proletariat Historical Determinism Dialectical Mensheviks Command Economy Labour Theory of Value Cult of Personality Bloody Sunday Polish Question Vyborg Manifesto Kadets Labourists Octobrists Justices of the Peace Land Captains Article 87 Democractic Centralism Revolutionary Defensism Nomenklatura Soviet

During the course of this theme, you will be using a learning technique called Building Learning Power which is all about helping you learn better. It works by developing your ability to learn through exercising four different learning muscles. This booklet is designed to help you identify your four learning muscles and work with them. The four different learning muscles seen in the brain opposite will have an image to help you identify them throughout the booklet. Resilience: Engaging with the learning, absorption in the task; managing distractions, persevering; being prepared to get it wrong and learn from mistakes and sticking at it; even when it is hard. Resourcefulness: Questioning; making links; imagining; reasoning; capitalising on the resources you have available and using them well. Reflectiveness: Planning your learning; revising, monitoring and adapting; distilling (drawing out lessons from experience) and meta-learning (understanding learning and how you learn). Reciprocity: Being ready, willing and able to learn alone and with others; balancing self reliance and sociability; collaborating; recognising and improving skills such as empathy and listening; imitation (picking up others skills, habits and values).

Learning Objective To understand the nature of autocracy in Russia. Success Criteria 1. Ao1a: To understand and explain why autocracy was seen as the only way to rule Russia. 2. Ao1a: To be able to understand how the three Tsars approached autocracy. 3. Ao1b: To be able to assess change and continuity across the three Tsars. Task 1: What is autocracy? Autocracy is absolute power. The Tsars were said to have been ordained by God, and all Russians had to obey the will of the Tsar or suffer punishment, including the wrath of God. What questions can you think of that will help you understand how autocracy worked in Russia. Write them down in the space below. Leave a space fill in the answers. Any questions that you do not manage to get the answer to we will open to the class at the end of the lesson, and see if we can get them answered. We will put a selection of questions (and any unanswered questions) up on the working wall.

Task 2: How did autocracy work in Russia? Using page 16 of Access to History, Russia and its Rulers, complete the following diagram explaining how autocracy worked in Russia. Task 3: Change and continuity across the Tsars when considering autocracy. Put the following actions of the Tsars (you may need to remind yourself from your first booklet) onto the autocracy scale, based on how autocratic you think they are. The actions are: a)the emancipation of the Serfs, b) Russification, c) Fundamental Laws, d) October Manifesto, e) the Reaction, f) the Duma.

Task 4: What was affecting Russian autocracy? Use pages 17-19 of your Access to History, Russia and its Rulers textbook to help you complete the following table, discussing the impact of events on autocracy. This should include Ao1b concepts such as identifying change and continuity, identifying the extent to which these events have caused change etc. Event Impact on autocracy Orthodoxy, Autocracy and Nationality The Crimean War (1854-6) The Russo-Japanese War (1905) The 1905 Revolution The Assassination of Alexander II by the People s Will The Liberal Democracies and Industrialised Nations of Western Europe Pobedonostsev The First World War Task 5: Essay Skills An exam question might ask you to compare how autocratic the different regimes are. Distill all your knowledge to write a complete definition of autocracy with examples from all three Tsars below....

Learning Objective To understand the theory of Marxism and how it was implemented by our three Communist leaders (Lenin, Stalin and Khrushchev). Success Criteria 1. Ao1a: To create an explanation of key areas of Marxist theory. 2. Ao1a: To be able to explain how Marxism led to Marxism-Leninism and to Marxism-Leninism- Stalinism. 3. Ao1b: To be able to suggest reasons why Marxism might have resonated in Russia. Task 1: Understanding Marxism Pay attention to the PowerPoint Ideologies of Ruling Russia-Marxism and your teacher s subsequent explanation of Marxism. Use the box below to create some notes that seem important from that PowerPoint. You will use them later. It is also a good idea to keep an eye on your key terms list, and complete some of the key words as they come up. Building Learning Power note: This is practising your listening skills and your resourcefulness. Use your teacher as an expert and the tools they are providing you with well. During this task, ask questions, make comments and links out loud if you can, or scribble them down if you prefer. Try to listen ACTIVELY not just passively.

Task 2: Demonstrating your understanding of Marxist theory Using your handout, page 20-21 of Access to History Russia and its Rulers, and the PowerPoint slides, create a poster explaining how Marx and Engels believed that society would arrive at a Communist state. Ensure that you use these key words: Proletariat, capitalist, bourgeoisie Antagonism Substructure and superstructure Means of production Dictatorship of the proletariat Historical Determinism Tag your poster into your booklet. This is a tricky theory to understand- if you don t immediately understand it then be resilient! Don t allow yourself to get distracted by others on this independent task. Task 3: Marxism to Marxist-Leninism to Marxist Leninism- Stalinism Take a sheet of A4 plain paper and divide it into half. 1. Marxism-Leninism 2. Marxism-Leninism-Stalinism Create a method of demonstrating how Lenin and Stalin adapted Marxism on each half of your A4 sheet. Consider how you worked through Marxism and try to learn and plan out a system that improves on what worked for you last time. Use pages 22-24 of Access to History Russian and its Rulers. NOTE: Khrushchev did not get his own Marxist theory, as he developed destalinisation instead which was supposed to be a return to Marxism or at least Marxism-Leninism. We will look more at destalinisation later in the booklet. Task 4: Why did Marxism take over in Russia and not in more industrial nations? From what you know of Russian history so far, consider: What makes Marxism more likely to take over in Russia? What makes it less likely to take over in Russia?... Complete the learning journey section Key Concept Mountain.

Learning Objective To be able to apply your knowledge of Alexander II to the idea of whether he is an autocrat or a reformer. Success Criteria 1. Ao1a: To understand what Alexander II s reforms were and how it could be used to support the idea that he was an autocrat/ reformer. 2. Ao1b: To be able to create a judgement on which one Alexander II was. Task 1: Evidence gathering Read the following information and take two highlighter pens/ coloured pencils. Highlight any information that either a) proves Alexander II is a genuine liberator or b) proves that his actions were all about reform for the people of Russia. CHALLENGE: What dangers can you see for Russia in these reforms? Note: All information taken from Access to History: Russia 1815-81 (by Russell Sherman). NOTE: There is a lot of reading to do in today s lesson. Practise managing your distractions. Local Government; The Zemstva (singular Zemstvo) The Zemstva were local elected councils. The powers given to them reflect the nature of the struggle which was taking place between the liberals and the more reactionary elements in Russia. The liberals wanted the councils to have real power and in part they succeeded. The zemstva were given responsibility for public education, public health, local economic development, road building and the provision of services such as water and fire prevention. The liberals also wanted them to be given power over the disposal of imperial taxes, but in this they failed. This failure shows the division which existed between the desire for reform and the equally strong desire to maintain autocratic control. Alexander wanted reform, he wanted to devolve some power from the centre, but he also wished to remain in firm control and to maintain stability. It was felt that giving the zemstva control over imperial finance would undermine those aims. The membership of the zemstva also reflected the desire of the conservative elements and the Tsar to retain the nobility as a bulwark against undue radicalism. The zemstva were two tiered: district and provincial. The seats for the district were divided amongst the three classes: 45% to the nobility, 40% to the peasants and 15% to the townsmen and the clergy. These district zemstva then elected representatives to the provincial level. Local taxation continued to favour the nobility rather than the peasantry, but by virtue of their local knowledge, the zemstva did improve local administration in the areas in which they were allowed to operate. Legal Reform There were numerous different types of court, and officials were often ill-trained and illiterate. The accused rarely saw the judges and the written evidence of the nobility was given more credence than that from any other group. Corruption was rife. The reform of 1864 was intended to sweep away all the old abuses and to set up a system which was not only fair and just but was seen to be so. To avoid bribery, salaries were set deliberately high. Trials became public, trial by jury was introduced and appeal courts were set up. Justices of the Peace were elected by the district zemstva for a period of three years and Judges were nominated to the regular courts by the Tsar. Once they were appointed they were virtually guaranteed independence as it was very difficult to remove them. However, the case of Vera Zasulich, where an admitted revolutionary who had shot a general was found not guilty against all the evidence and the express wishes of the Minister of Justice meant that terrorist activities would never again go through regular open courts as juries had a tendency to act as they thought they should rather than according to evidence. Another consequence that had not been anticipated was that open and efficient courts needed trained lawyers and judges. The Tsar agreed to the setting up of an independent bar. This led to the growth of a body of people, trained in the art of persuasion, fully conversant with officialdom and the law and generally disposed towards liberal ideas. It proved to be the ideal breeding ground for reformers, some of whom were to become prominent revolutionaries in the future.

Military Reform The Crimean War had shown all too clearly the shortcomings of the Russian military system; it had failed to defeat inferior numbers of foreign troops on Russian territory. Though this was partly due to transportation it was also due to the command structure and the administration being inflexible and inefficient. Punishment was often severe and barbaric. The period of service for conscripts was 25 years (often viewed as a life sentence), and those who could avoided military service in any way possible. In 1861, the Tsar appointed Miliutin as Minister of War, with the explicit task of reforming the military. Miliutin held office for the next 20 years. He was an able administrator who took a keen interest in all affairs of state and generally took a liberal stance on most issues. He sought to humanise the military and improve its efficiency in all aspects. He set about his task with considerable vigour. In 1862 regional commands were set up in four areas. The aim was to improve efficiency by decentralising administration and supply. In 1864, six further regional commands were established. In 1863 the more extreme forms of corporal punishment were ended and the Military Code was revised. Miliutin also set about reducing the influence of the old cadet corps, which until now had produced the officers of the army. He set up special army schools (Junker schools) which were open to all. This was a significant step forward, and by 1871 12% of the Junker students were not from the nobility. This was an important advance away from privilege and patronage, and towards promotion and selection on merit. The compulsory length of service for conscripts had already been reduced from 25 to 16 years in 1859. Plans were laid to further reduce the length of service. This was intended to make the army a less fearsome prospect and to prevent people avoiding military service. In 1874, the Manifesto and Statute on Universal Military Service was published. It became law in 1875. Liability to military service and conscription were extended to all classes. Service in the army was no longer an optional punishment for criminals. All males upon reaching 21 years of age had to register and about ¼ were chosen by lot to serve. Only those unfit for service were exempted- though in practice, deferments on compassionate grounds were obtainable for all classes. Service was limited to 15 years, with normally only seven spent on active service. Length of service was significantly reduced for those who volunteered and those with an education (even those who only had a primary education only needed to serve four years). Though these reductions obviously favoured the educated (and therefore the rich and nobility) it was still a major step forward in social as well as military terms. In the area of conscription at least, the son of the lowest peasant was now theoretically treated in exactly the same manner as the son of the highest noble. Alexander put his full weight behind these reforms (that were not popular amongst the nobility). He felt strongly that defence of the fatherland was a common concern to all his subjects. He saw it as a sacred task and the sacred task of all Russians to ensure that Russia was able to defend herself. Education Reform Until 1861, strict and repressive control was maintained over education. Then Alexander appointed the liberal Golvonin as Minister of Education. He set out at once to reform the education system. It was decided to develop primary education in the villages. The task was soon handed over to the zemstva. Between 1861-1881 the number of primary and secondary schools increased fourfold. In 1862 new schools were placed under the jurisdiction of the Ministry of Education rather than under the control of the Church. This was intended to free them from the traditionally stifling influence of the Church. Significant progress was made in terms of both the quality of the education provided and pupil numbers. The University Regulations of 1863 were Golvonin s most famous contribution to the education system. They allowed a freedom of expression which had certainly not been seen for 50 years. The universities were given virtual autonomy in administrative matters and, although the curriculum was prescribed by the Ministry, much greater freedom was allowed in terms of presentation and treatment. The regulations also allowed deferments of payment of fees, reductions or cancelling debts and universities could import texts from abroad without censorship. However, an incident in 1866 prevented this atmosphere from continuing to develop unchecked. A former student of Kazan University attempted to assassinate the Tsar. The opponents of Golvonin s reforms blamed him and he was replaced by the conservative Dmitri Tolstoy. Although Tolstoy restricted entry to the universities and placed some disciplinary powers in the hands of the police rather than the university authorities, he did not seriously interfere with the foundation laid down by Golvonin. In 1871 he introduced a new classical curriculum into the gymnasia (higher secondary schools). In 1872 Tolstoy took similar powers over the modern technical schools (realschule), whilst at the same time increasing their number. He also made it a condition of entry to the universities that students had graduated from a gymnasium. At the same time new technical institutes were set up for students from the realschule. This meant that they could continue their studies without being exposed to the possibly corrupting influence of the universities. The Tsar had appointed a liberal to change the education system and then a conservative to keep the effects of those changes in check.

Censorship Reform Censorship relaxed under Alexander II for a time, but in 1863, responsibility for censorship was passed to Valuev, the Minister of the interior and the system again became tighter. The Press Laws published in 1865 stated that government, academic and classical (as in Greek and Latin texts- including those who wrote about democracy and philosophy) publications were free from censorship, however also that the minister of internal affairs could issue warnings to periodical publications. A third warning would suspend publication for a period of time but not exceeding six months. In 1866, the radical journal, the Contemporary was prohibited which occurred in the wake of the attempt on the Tsar s life. Censorship was strict by modern British standards, but in comparison to what had gone before in Russia it represented a considerable increase in freedom of both ideas and expression. Task 2: Alexander II was a Reformer! No, Alexander II was an Autocrat! Use a blank piece of paper to design your own method of explaining your view of Alexander II. Use page 18-19 of your Access to History to help you. Also read the following article The Problem of Reform in Imperial Russia. If you wish to work with others, feel free to, although both of you will need a copy. The Problem of Reform in Imperial Russia Many members of the ruling class accepted that major reforms were needed for Russia to overcome its social and economic backwardness. However, a major block in the way of reform was a basic disagreement within the governmental elite concerning Russia s true character as a nation. Since the days of Peter the Great there had been serious differences between Westerners and Slavophiles. The Westerners believed that if Russia wished to remain a great nation it would have to adopt the best features of the political and ecnoomic systems of the advanced countries to western Europe. The Slavophiles regarded western values as corrupting and urged that the nation should preserve itself as holy Russia, glorying in its Slav culture and its separate historical tradition. Another barrier to planned reform was the autocratic structure of Russia itself. Change could only come from the top. There were no representative institutions, such as a parliament, with the power to alter things. The only possible source of change was the tsar. From time to time there were progressive tsars who accepted the need for reform, but it was hardly to be expected that any tsar, no matter how enlightened, would go so far as to introduce measures that might weaken his authority. The consequence was that reform in Russia tended to be sporadic, depending on the inclinations of the individual tsar, rather than a systematic programme of modernisation. It is notable that the significant periods of reform in Russia were invariably a response to some form of national crisis or humiliation. This was certainly true of the reforms introduced in Alexander II s reign introduced after the Crimean War. Alexander II was not a supporter of reform simply for its own sake. He saw it as a way of lessening opposition to the tsarist system. He said that his intention was to introduce reform from above in order to prevent revolution from below. His hope was that his reforms would attract the intelligentsia to side of tsardom as natural allies. The early signs were that he had succeeded. The measures of the 1860s, Emancipation and the granting of greater press and university freedoms, were greeted with enthusiasm. The intelligentsia welcomed the reforms as the basis of a genuinie restructuring of Russian politics and society. However, no matter how progressive Alexander II may have appeared, he was still an autocrat. It was unthinkable that he would continue with a process that might compromise his power as Tsar. Fearful that he had gone too far, he had largely abandoned his reformist policies by the 1870s. Many of the intelligentsia felt betrayed. Despairing of tsardom as a force for change, a significant number of them turned to thoughts of revolution.

Learning Objective To be able to reflect on Alexander III s actions and compare them to Alexander II s. Success Criteria 1. Ao1a: To be able to explain Alexander III s reputation as a reactionary, recalling previous knowledge. Task 1: Reflection and Judgement, Did Alexander II and Alexander III have the same approach to ruling Russia? You already have completed some work on the Reaction of Alexander III. Go back to this work and use the information below to create your judgement in whatever way works best for you. You can also use page 19 of Access to History, Russia and its Rulers. From My Revision notes, A2 OCR History Russia and its Rulers 1855-1964, Andrew Holland Alexander II s (Tsar 1855-1881) stuck closely to autocratic principles especially after the first attempt to assassinate him in 1866. Although Alexander II was a willing reformer, his policies were still carried out with the need to preserve autocracy in mind. For example, he maintained respect for his authority by compensating serf owners after the 1861 Emancipation Edict was put into operation. Alexander III s (Tsar 1881-1894) reign is often seen as a period of more intense authoritarian rule. It is often referred to as the Reaction, that is to say a response against the more reforming period of his father s rule. Alexander strongly believed that the Slav peoples lacked the intelligence to participate responsibly in a democratic political system. Besides, they were viewed as displaying inertness and laziness and were therefore undeserving of greater freedoms. Nevertheless, like his father, he was willing to reform if it benefited Russia as a whole. To what extent did Alexander II and Alexander III have the same approach to ruling Russia?

Learning Objective To be able to explain how and why Nicholas II changed government structures and institutions. To be able to evaluate what kind of ruler Nicholas II was in comparison to the other Tsars. Success Criteria 1. Ao1a: To be able to describe the changes to government structures made under Nicholas II. 2. Ao1a: To be able to explain why those changes were made. 3. Ao1b: To be able to compare the three Tsars in order to reach a judgement on the nature of their governments. Task 1: Changing Government Structures before 1905. a) Distil the information on page 29 of your textbook into these tiny boxes explaining what the government institutions did; ensure that you highlight any changes so that they stand out. Make sure that you also identify where the power in these institutions lie. The Personal Chancellery of his Imperial Majesty Council of Ministers The Imperial Council of State The Tsar The Senate The Committee of Ministers (established in 1861) b) From what you know of events during Nicholas II s reign (up to 1905), what might put pressures on these institutions? (Hint: You may want to think of movements outside of Russia as well as inside).... This is a tricky question (looking beyond obvious events in Russia around 1905). You may want to find some help from a classmate.

Task 2: Changing Government Structures before 1917. a) Using page 30 of your textbook, read the changes to government after the 1905 revolution and create your own hierarchy of where the power lay in the last few years of Imperial Russia. Create your diagram in whatever the best way for you is, but ensure that changes are highlighted. b) To what extent is there actual change in the balance of power in Government Institutions? During the next task, keep a note in this table. Information that you already know Information that you found out during the next task

Task 3: The Dumas. You ve already looked briefly at the Dumas in the previous booklet. You are now going to do a more detailed analysis of the Dumas below. Include what has happened in each Duma, using section 31-33 of the booklet. The First Duma The Second Duma The Third Duma The Fourth Duma

Task 4: What kind of Ruler was Nicholas II? a) This view of Nicholas II could be supported or argued with from what you have looked at so far. Argue with this statement on the basis of what you now know! Barbara Tuchman: an American Historian The Russian Empire was ruled from the top by a sovereign who had but one idea of government to preserve intact the absolute monarchy bequeathed to him by his father and who, lacking the intellect, energy or training for his job, fell back on personal favorites, whim, simple mulishness, and other devices of the emptyheaded autocrat... the impression of imperturbability he conveyed was in reality apathy the indifference of a mind so shallow as to be all surface. When a telegram was brought to him announcing the annihilation of the Russian fleet at Tsushima, he read it, stuffed it in his pocket, and went on playing tennis. b) Create a cartoon image of Tsar Nicholas II as an autocrat.

c) Create a cartoon image of Tsar Alexander III as an autocrat. Think about how you ve represented Nicholas II. How can you develop a comparison? d) Create a cartoon image of Tsar Alexander II as an autocrat. Think about how you ve represented your previous two Tsars. How can you develop a comparison?

Learning Objective To be able to explain to what extent the Provisional Government achieved a change in the nature of government.. Success Criteria 1. Ao1a: To be able to describe the circumstances in which the Provisional Government took over in February 1917. 2. Ao1a: To be able to describe what the Provisional Government a) did and b) intended to do to the nature of Government. 3. Ao1b: To be able to evaluate whether what they put in place actually led to their downfall. 4. Ao1b: To be able to explain the issues that prevented the Provisional Government from achieving what they wished to. Task 1: Understanding the Fall of Tsarism a) Why did Nicholas II fall? On lined/ plain paper create a timeline of the events from the outbreak of the First World War in 1914. b) Which reasons are economic, due to Nicholas s mistakes, a growing liberal opposition, the impact of the First World War or a combination of them? Find a way of showing them on your timeline. Your information can be found on page 33-34 of your Access to History, Russia and its Rulers textbook and in the reading you have been given for this lesson (from Russia, 1855-1964 by Derrick Murphy and Terry Moss, published by Collins). You also have some information in the PowerPoint accompanying this section of work and you will also have the benefit of your teacher s expertise. Pick whichever resource or combination of resources will help you most. c) Which of these reasons do you think is most significant for the fall of Tsarism?... Compare your answer with another pair- does this change how you view the fall of Tsarism? Task 2: The Problems that the Provisional Government had. In pairs, discuss this issue and develop your conclusions (note: it may well be worth switching partners for a change- see what working with new ideas does for you). Complete them on the diagram on the next page. a) What problems does the Provisional Government have to solve after the abdication of Tsar Nicholas II. b) Consider short, medium and long term problems. c) Consider small, medium and large problems. d) Consider also what the Provisional Government has stated in how it will rule (you will need to read the Public announcement of the formation of the Provisional Government which you can find on the next page in the box. The asterixed themes will all be covered in more detail in later themes.

Public announcement of the formation of the Provisional Government Published in Izvestia, 3rd March 1917. The announcement stated the declaration of government: Full and immediate amnesty on all issues political and religious, including: terrorist acts, military uprisings, and agrarian crimes etc. Freedom of word, press, unions, assemblies, and strikes with spread of political freedoms to military servicemen within the restrictions allowed by military-technical conditions. Abolition of all hereditary, religious, and national class restrictions. 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. Replacement of the police with a public militsiya and its elected chairmanship subordinated to the local authorities. Elections to the authorities of local self-government on basis of universal, direct, equal, and secret vote. Non-disarmament and non-withdrawal out of Petrograd the military units participating in the revolution movement. 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 provisional government feels obliged to add that it is not intended to take advantage of military circumstances for any delay in implementing the above reforms and measures.

Task 3: The Dual Authority (Use the chapter from Reactions and Revolutions by Michael Lynch on the Provisional Government to complete this section. Provisional Government and the Petrograd Soviet Who were its members? Provisional Government Soviet How was this body formed? What powers did it have? Why did the Soviet not take power when it had the opportunity? Why did the Soviet cooperate with the Provisional Government? What was the impact of Soviet Order No. 1 on the end of the Provisional Government? Soviet Order No. 1: 1. Committees to be elected immediately from the ranks of all military and naval units 2. One delegate from each company to be elected to the Petrograd Soviet 3. Armed forces are subordinate to the Petrograd Soviet in all their political actions 4. Orders of Military Commission of the Duma are to be carried out only if they do not conflict with the orders of the Petrograd Soviet 5. All weapons to remain under the control of company and battalion committees, and in no circumstances to be handed over to officers 6. While on duty soldiers must observe strict military discipline, but off-duty soldiers enjoy the same rights as other citizens; saluting off-duty is abolished 7. Honorific titles of officers are abolished (Your Excellency) 8. All coarse conduct by officers towards soldiers (use of the familiar ty) is abolished, and cases of it must be reported to the committee

Task 4: Why did the Provisional Government fail? Put together these reasons together to explain the reasons why the Provisional Government failed. In the centre: you have the main categories of reasons, the outside should be the details of those categories (they are on a separate sheet). Throughout your reading, adding extra detail to your notes will help develop your understanding of this topic.

Which Russian leader during this period was responsible for the most significant change in the nature of their government? In this type of question, the examiner is looking for you to compare at least four or five of the seven leaders across the time period (so at least two before 1917 and two after), in depth. Mentioning all is good practise, but you won t have time to thoroughly compare them all in detail in an exam. For the purposes of this exercise though you will need to compare all of the Tsars and the Provisional Government. Task: Answer this question, bearing in mind the assessment objectives and the explanation here. You are pulling together all of the information from this booklet and the tasks you have completed so far.

During this unit, you have been building your learning power and building your knowledge of the nature of Russian governments under the Tsars. You should have learned something about how you learn and how you can improve your learning. The halfway point seems like an appropriate time to review your work. Resilience- How well are you: Managing distractions? Resourcefulness- How well are you: Finding solutions from past work? Engaging with the work? Working with the books/ web/ reading you have available? Dealing with mistakes or work you ve found difficult? Asking questions to help you understand more? Target for improvement: Target for improvement: Reflectiveness- How well are you: Looking at your own performance, working out what works and doesn t work about how you learn? Reciprocity- How well are you: Collaborating with others? Revising the topic over, thinking about it differently? Using each other to understand the work? Adapting the work you are doing to fit in best with how you work? Recognising what works for other students and seeing how you can adapt that to suit you?? Target for improvement: Target for improvement: Overall Building Learning Power target:

How do you best like to learn? Over the course of this unit (and your education as a whole) you will have used a variety of different techniques to help you learn the content, most of which a teacher will have asked you to use. Which of those do you feel works best for you? Reading texts Technique Like it a lot Like it Indifferent to it Don t like it much Hate it Reading and highlighting texts Making notes from texts Responding to questions Using diagrams/ graphs/ images Representing information as something else (e.g. creating a cartoon) Working individually Working in pairs Working in groups Turning information into a dramatic scene (e.g. role play, writing a script) Creating posters/ leaflets Checking own work Checking another s work Getting ideas from other people Listening to teacher s explanations Watching a film (documentary or otherwise) Listening to class discussion Participating in class discussion Quizzes Choosing your own activities Other (please explain) Other (please explain) Other (please explain)

Learning Objective To be able to explain to what extent Lenin and the October Revolution of 1917 achieved a change in the nature of government.. Success Criteria 1. Ao1a: To be able to describe the circumstances in which Lenin and the Bolsheviks took over in Oct. 1917. 2. Ao1a: To be able to explain the changes made to the nature of Government. 3. Ao1b: To be able to evaluate the level of difference that the October 1917 Revolution made to the nature of the Tsarist government. 4. Study Skills: To be able to plan your own method of learning about the October Revolution of 1917 and Lenin s changes to the nature of government. Task 1: Using Your Review and Your People Decide how you want to work. You have two lessons and a homework (so in total, four hours) to ensure that you have learned all about the October Revolution and the changes that were made to the nature of Russian Government. You have all of the resources available in the classroom at your disposal, as well as your textbook. Begin by taking five/ ten minutes to plan. Your learning will be checked by: a. A knowledge test (this is designed to show any gaps in your knowledge, and will give you the opportunity to improve on anything you may have missed). b. Producing a judgement on the level of difference between the nature of Lenin s government and the Tsarist government and having a resource to explain that to the group. Who am I going to work with? (make sure you include the names) Individually Pairs Group How are you going to find out all of the knowledge? (Where will you start? How will you divide your time in the two lessons and homework) What kind of method will you use to explain your judgement to the rest of your group? Evaluation of performance How well did you plan your activities? How well did you do on the knowledge test? How good was your explanatory resource? What could you do to improve the next time you have a task like this?

Learning Objective To be able to explain to what extent Stalin achieved a change in the nature of government.. Success Criteria 1. Ao1a: To be able to describe the circumstances in which Stalin took power. 2. Ao1a: To be able to explain the changes made to the nature of Government. 3. Ao1b: To be able to evaluate whether Stalin was a Red Tsar or not. 4. Ao1b: To produce a comparison between all of the different rulers. Task 1: Stalin s Rise to Power Use the following information to explain how Stalin became leader of the Soviet Union. Stalin, Josef Vissarionovich (1879-1953), The New Penguin Dictionary of Modern History 1789-1945, 2001 ed. Stalin, Josef Vissarionovich (1879-1953). Stalin, man of steel, was the name he adopted in 1912. He was born Dzhugashvili, the son of a Georgian shoemaker, and was one of the few Bolshevik leaders to come from the working class. After a brutal upbringing, in which he was regularly beaten by his drunken father, he grew up cruel and vindictive, trusting no one. He was expelled from the Tiflis (Tbilisi) Orthodox seminary in 1899 for his Marxist activities and became a full-time revolutionary in 1901. He was arrested six times between 1902 and 1913 and twice escaped from internal exile. He was in exile in Siberia from 1913-1917 and returned to Petrograd after the February Revolution. After the October Revolution he joined the Politburo when it was formed in 1919 and helped to defend Tsaritsyn (later Stalingrad and now Volgograd) in the Russian Civil War. He was given jobs by Lenin which his more voluble and able colleagues did not want and which called for diligence rather than imagination. One such post, which was to be crucial in his rise to power, was that of General Secretary of the Communist Party, to which he was appointed in 1922. In this position he chose secretaries who headed local Party organizations: they elected delegates to Party conferences, who in turn elected the Party's Central Committee, Politburo and Secretariat. As General Secretary Stalin came to control all these bodies. Lenin regretted Stalin's accretion of power and in a secret memorandum of 4 January 1923 suggested that Stalin should be removed as General Secretary. He planned to work with Trotsky to oust Stalin at the Party Congress, which was to meet in April, but on 9 March Lenin had his third stroke, from which he never recovered. This and the unpopularity of Trotsky, who was Lenin's obvious successor, saved Stalin. On Lenin's death in January 1924 Kamenev and Zinoviev persuaded the Bolshevik Central Committee to suppress Lenin's memorandum and supported Stalin against Trotsky. Stalin was a superb tactician, with a sharp eye for the weaknesses of others. He used his position of General Secretary first to isolate his rivals and then to secure their dismissal. He allied with Bukharin to force Trotsky, Kamenev and Zinoviev out of office and then turned against Bukharin. From 1929, when Trotsky was forced to leave Russia, Stalin was in a dominant position, though this did not become unassailable till the murder of Kirov in 1934. (There was a mystery behind this- Kirov was possibly murdered on Stalin s orders). The one-sided power struggle In 1924 many people expected Trotsky to take over from Lenin. Trotsky had played a major part in the Bolshevik revolution and, as commissar for war, had been responsible for the success of the Red Army during the Civil War. Lenin wrote that Trotsky had outstanding ability but was overconfident and that Stalin was rude and excessively ambitious. Stalin understood the importance of image. He organized Lenin's funeral, presenting himself to the people as the guardian of Lenin's ideas. Trotsky was far from Moscow, ill with malaria, at the time of the funeral. Trotsky and Stalin spoke by telephone. Trotsky claimed that Stalin had told him the wrong date for the funeral, on purpose. This is possible, because Stalin's later career showed that he would do anything to get his way. Stalin used his position to organize support in the central committee and put his supporters in key positions. At first, Stalin was helped by two other leading Politburo members, Zinoviev and Kamenev. They made sure that Trotsky did not become leader

and that Lenin's criticisms of Stalin were not made public. Trotsky believed that the only way to save the Bolshevik state was to encourage an international world revolution against capitalism. Stalin and his allies argued for an alternative, communism in the Soviet Union. They said that Russia should be transformed into a modern state that could protect itself from outside threats. As Stalin's influence grew he was able to force Trotsky from the Politburo, then the Communist Party. In 1928 the fallen hero was deported to Asia, and in 1929 he was exiled. Stalin never forgot or forgave. In 1940 a Stalinist agent found Trotsky in Mexico, and killed him with an ice axe. Stalin was the only one of the Politburo who schemed for complete power. Stalin trusted no one and expelled even his former friends and allies, like Kamenev and Zinoviev, from all positions of power. By 1929 all the key positions were filled by Stalin's supporters, and Stalin was supreme. Stalin realized that the Soviet Union was far behind her capitalist rivals economically and, as he feared attack from the Western powers, decided that this gap would have to be closed quickly. In 1924 he had put forward the idea of Socialism in one country *, by which he meant that Russia could become strong by her own efforts. He began a period of rapid industrialization through the Five Year Plans, which were successful in making the USSR one of the greatest industrial powers in the world. Without the planners, scientists, engineers and skilled labourers produced in the 1930s, the Soviet Union could not have survived the German invasion of 1941. To finance this industrialization Stalin abandoned NEP and introduced the collectivization of agriculture, though at enormous human cost in the murder or deportation of the kulaks. Such policies could only be carried through by centralizing power and by establishing a dictatorship. One-party rule had been set up by Lenin but Stalin carried this much further by establishing personal control of the Party, the government and the secret police and by using the latter to remove, not enemies of the regime, but former Bolsheviks. All who had disagreed with Stalin or whom he regarded as in any way a threat to his position were eliminated in the Great Purges. These did enormous damage to every sector of Soviet society and especially to the armed forces, whose officer corps was decimated. This almost led to the Soviet Union's defeat when Germany invaded in 1941. The cult of personality, which involved extravagant praise for everything the great father did, reached its height. All Soviet achievements were said to be due to his genius and inspiration. This did not bring any change in the regime. Stalin was obsessed, more than before, with both internal and external security. All those who had been under enemy occupation (and this included prisoners of war) were automatically suspected of being anti-soviet. Consequently, most exprisoners of war ended up in forced labour camps, whilst hundreds of thousands of people were moved from their homelands to Siberia. There were further Five Year Plans (in 1951-1955) which, like those prewar, concentrated on heavy industry, starving agriculture and consumer industries of funds. The results were impressive by 1948 the war damage had been made good and there was rapid expansion after that but, for the mass of people, the privations of the 1930s and the war continued into the 1950s. In 1949 leading Leningrad Party officials were executed and it appeared that the purges of the 1930s were about to begin again. People disappeared, fear and suspicion returned, not least to Stalin's closest colleagues. Khrushchev was convinced that only Stalin's death in 1953 prevented the elimination of leading Bolsheviks. * Socialism in one country Concept proposed by the Soviet dictator Stalin in 1924. In contrast to Leon Trotsky's theory of permanent revolution, Stalin suggested that the emphasis be changed away from promoting revolutions abroad to the idea of building socialism, economically and politically, in the USSR without help from other countries. Synopticity Question: What differences were there between? Stalin and Lenin s rise to power? How Stalin and Lenin rose to power compared to the Tsars?

Task 2: Stalin s changes to the nature of Government Below is the nature of the Bolshevik state under Lenin. Use pages 39-40 to show: a) any information that isn t included in this diagram but is included on pages 39-40 b) any illusions of democracy c) any actual democracy d) any signs of autocracy e) any continuity between the Tsarist regime and this new regime f) Check your work with another student? Have they picked up anything that you haven t?

Use pages 41-42 to complete this table: What does Stalin retain? What does Stalin Change? Task 3: Were Lenin and Stalin Red Tsars? Using the reading you will be provided with and your own conclusions create a way (on lined or plain paper, whichever fits your method best) of showing how Tsarist Lenin and Stalin were? Task 4: The Different Rulers (so far) as a comparison? Try distilling all the information you have learned so far to answer the questions that follow. Which leader is...... the most autocratic? Answer with explanation and justification.... the most evil?... the most humane?... the most determined to do what is best for Russia?... the most democratic?... the one you have the most sympathy for?... the strongest?... the best?

Learning Objective To be able to explain to what extent Khrushchev achieved a change in the nature of government.. Success Criteria 1. Ao1a: To be able to describe the circumstances in which Khrushchev took power. 2. Ao1a: To be able to explain the changes made to the nature of Government. 3. Ao1b: To produce a comparison between all of the different rulers. Task 1: Khrushchev takes the reins Using pages 24-25 of your textbook explain how Khrushchev came to power................ What is the difference between what Khrushchev did to his rivals and what Stalin did to his? (Use the image below to help you work it out).

............... What does this indicate about possible differences between Khrushchev s and Stalin s regimes?............... Task 2: Changes to the Nature of Government a) Read the extracts from Khrushchev s Secret Speech and try to identify what changes to the nature of Government Khrushchev is planning. Comrades: We must abolish the cult of the individual decisively, once and for all; we must draw the proper conclusions concerning both ideological-theoretical and practical work. In this connection we will be forced to do much work in order to examine critically from the Marxist-Leninist viewpoint and to correct the widely spread erroneous views connected with the cult of the individual in the sphere of history, philosophy, economy and of other sciences, as well as in literature and the fine arts. It is especially necessary that in the immediate future we compile a serious textbook of the history of our Party which will be edited in accordance with scientific Marxist objectivism, a textbook of the history of Soviet society, a book pertaining to the events of the Civil War and the Great Patriotic War. Secondly, to continue systematically and consistently the work done by the Party's Central Committee during the last years, a work characterized by minute observation in all Party organizations, from the bottom to the top, of the Leninist principles of Party leadership, characterized, above all, by the main principle of collective leadership, characterized by the observation of the norms of Party life described in the Statutes of our Party, and finally, characterized by the wide practice of criticism and self-criticism. Thirdly, to restore completely the Leninist principles of Soviet socialist democracy, expressed in the Constitution of the Soviet Union, to fight wilfulness of individuals abusing their power. The evil caused by acts violating revolutionary socialist legality which have accumulated during a long time as a result of the negative influence of the cult of the individual has to be completely corrected.

b) Using pages 24-28, put the following features of Khrushchev s regime on this CHANGE LINE with an explanation of why you have placed them there. You need to place the SECRET SPEECH, COLLECTIVE LEADERSHIP, DESTALINISATION, THE SECRET SPEECH, THE ANTI-PARTY GROUP No changes to Stalin s regime Huge changes to Stalin s regime No changes to Tsarist regime. Huge changes to Tsarist regime.

c) The Impact of Khrushchev s Changes to the Regime Use the reading below as a starting point- do you think Khrushchev did have a big effect on the regime? Assessment of Khrushchev from Contemporary Review, by Margaret Rooke Do you think this is affair assessment? Consider what you have read in the textbook as well.

Task 3: Final Comparison of all the Leaders a) If you look at your learning journey at the beginning of the booklet, you will see that each of the leaders has been given a geographically relevant name. Try and work out why each one has been given that name. b) If each of our leaders was an animal, which one would it be? Draw (or find a picture) of the animal you would represent them as and make sure that you explain how.

Learning Objective To consolidate the contents of this booklet by creating a number of essay plans in preparation for a timed essay. Success Criteria 1. Ao1a: To ensure a thorough understanding of this whole theme, ensuring that your knowledge is detailed, precise and thorough. 2. Ao1b: To practise drawing through comparisons and synoptic judgements across the essays. 3. Study skills: To practise different types of essay planning to hopefully find one that works for you. The Essays You will get one of the following essays to do in timed conditions in class. Your homework will be to revise for this timed essay. In class, you will practise creating essay plans in order to prepare for this timed essay. You may get one of the following essays: 1. The nature of Russian government was changed more by Stalin than by any other ruler. How far do you agree with this view of the period from 1855-1964? (January 2010) 2. How far do you agree that the October Revolution of 1917 was the most important turning point in the development of Russian government in the period from 1855-1964? (June 2010) 3. There was very little difference between Tsarist autocracy, Lenin s dictatorship and Stalin s totalitarianism. How far do you agree with this statement? (this is a possible question) Task 1: What makes a good essay? In your textbook (pages 47-54) are two sample essays on this theme. Read the essays. Read the commentary on the essays, and think about your own reactions to these essays. Write down five things you would like to try and imitate from these essays in your own timed essay. 1. 2. 3. 4. 5. Task 2: Essay Plan 1, the nature of government was changed more by Stalin than any other ruler. This essay is asking you to compare the nature of each leaders government to the nature of Stalin s government. It is important that you focus on that phrase the nature of government. a) What are the key pieces knowledge you need in this essay? You might consider: events, different types of ideology, political structures, local government, participation in government, key terms. List them in the boxes below (feel free to add more on another piece of paper). Swap some with a friend.

The Examiners report for this essay says the following It has become a regular feature of questions that deal with Russian governments for candidates to focus too much on anything that occurred and to dismiss the development of government as incidental. Unfortunately, this session was no different. Candidates must realise that economic reforms such as emancipation of the peasantry, collectivisation and five-year plans only become relevant when they are linked to political, administrative and ideological methods and changes in government. Some wanted to include foreign policy and wars or else failed to show how a concern for the welfare of the people was linked to government; the same applied to sections on social policies. Several candidates assessed each Russian ruler between 1855 and 1964 (though many stopped in 1956) but without drawing any comparisons with Stalin or making him the reference point of a synthesis. Those candidates who did discuss repression, the fate of opposition, ideology, political parties, the absence of democracy, one party state, the 1936 Constitution, and compared developments under Stalin with changes under other rulers, scored well. 1861, 1881, 1905 and 1917 were seen as alternative pivotal moments. (Remember we have not looked at the whole course yet, therefore some of these terms may be unfamiliar to you) b) What does the examiner s report suggest were things that candidates should do to score well?........................... This is a good technique for looking at essays, if you know what paper your essay has been set from. Otherwise, looking at the examiner s reports for any years are good sources for revision, and you can find them on the OCR website: http://www.ocr.org.uk/qualifications/as-a-level-gce-history-a-h106-h506/ c) Look at the knowledge that you have in your table/ lined paper. Find different ways to group your knowledge in a way that answers the question. (For example, you may want to consider how much the nature of government is changed by these events/ leaders etc and rank them in order of significance, or to group them into areas that are more significant than Stalin or less significant, or simply into change and continuity) Sometimes, doing this kind of task on Post-It notes is a good technique.

Drawing together your essay: This is an example of an essay map which you can access on a computer from this web address: http://www.readwritethink.org/files/resources/interactives/essaymap/ Introduction Idea 1 Idea 2 Idea 3 Supporting evidence for Idea 1 Supporting evidence for idea 2 Supporting evidence for idea 3 Conclusion

Task 3: Essay Plan 2, the October Revolution as a Turning Point 1. Individually, complete your History Burger essay plan on the blank burger plans that are available. 2. Get into a pair, and create (from your burgers) a new burger that uses both of your ideas. Feel free to have extra components in your burger- e.g. does it have bacon or a pickle on it?) 3. Get into a group, and create your final burger. Essay Planning Review Method Looking at sample essays How helpful did you find it? Listing your knowledge Looking at an examiner s report Grouping your ideas and knowledge in different ways Filling in a proforma. Checking your work with another person. Task 4: Plan your final essay, using whichever techniques you prefer.