HIST377: History of Russia, From the Beginnings Until the End of the 18 th Century
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1 The College of William and Mary Department of History Fall 2013 HIST377: History of Russia, From the Beginnings Until the End of the 18 th Century Dr. Frederick Corney Office: James Blair 321 Tel.: (757) Office hours: M., T., W., Th., pm (and by appointment) Class time: T., Th., 11 am - 12:20 pm Classroom: James Blair 205 This syllabus can be found at my website under "Courses Offered" ( Introduction: This course will cover the progress of Russian history from Kievan Rus' through the end of Catherine the Great and the Eighteenth Century. It will trace the emergence of Muscovy, in competition with other viable principalities, as the centre of Russian culture, the turn westwards under Peter the Great, the Enlightenment policies of Catherine the Great, and the intermittent policies of tsarist state-building. Through a combination of primary and secondary source materials, we will examine the idea of Russia as it emerged over this long period. Required Texts (available at the bookstore): David Goldfrank, Lindsey Hughes, Catherine Evtuhov, Richard Stites, History of Russia: Peoples, Legends, Events, Forces (Cengage, 2003) [ISBN NOT the single volume marked from 1800!!] Halperin, Charles J. Russia and the Golden Horde: The Mongol Impact on Medieval Russian History. Indiana University Press, Perrie, Maureen. Ivan the Terrible. Longman, Cracraft, James, The Revolution of Peter the Great. Harvard University Press, De Madariaga, Isabel. Catherine the Great. A Short History. Yale University Press, Reinterpreting Russian History. Readings, s. Compiled and edited by Daniel H. Kaiser and Gary Marker. Oxford University Press, Classroom Obligations The lectures are intended not to duplicate the texts, but rather to complement them by drawing out key concepts. Regular attendance is required, as is your active participation. You must come to class having already read the texts assigned for that week. Be ready to discuss intelligently these assigned readings. Read carefully, looking for themes, flaws or ambiguities. Note passages that strike you as particularly intriguing or questionable. Feel free to ask questions if something is unclear. Your attendance and participation reflect your interest in the class. In-class discussion must be informed, civilized and
2 respectful. Students with Disabilities If you have any special needs due to a disability, please inform me at the beginning of the course, so that I can work with the College's Disability Services to accommodate these special needs. Classroom Policies and Conduct Please avoid side-conversations in class. They disrupt both my ability to teach and your ability to learn. It is a sign of disrespect to me and other students to read the paper in class, to leave class early without informing me beforehand, or to pack up your things early. Of course, if I have gotten carried away with my lecturing, and I have gone way past the end of class, please let me know. Technology is a wonderful thing and enriches our lives (mostly), and the interwebthingy has been a boon to learning. Still, while you are in class please avoid ing, messaging, texting, txtng, skyping, google-earthing, facebooking, myspacing, yourspacing, just spacing, blogging, twittering, tweeting, surfing, turfing, yahooing, googling, giggling (might be okay in some circumstances), snapchatting, traipsing (especially traipsing), taking selfies, and facepalming (unless I m doing it). Requirements: 1. Map test. 2. Two written papers (see "Written Assignments" below). 3. One mid-term in-class examination. 4. One final tthree-hour examination. 5. In addition, each week I will ask individual student(s) to prepare a short oral report (no more than 5 minutes) on one or more of the primary sources for the following week, as a preparation for general class discussion. This will count towards the participation portion of your grade. N.B. Late assignments will be accepted, if you are prepared to accept substantial grade penalties. Make computer backups of your paper, computer breakdowns are not an acceptable excuse. Written Assignments: Writing conventions (formats for footnotes, endnotes, bibliographies, etc) should adhere to the Chicago Manual of Style which can be found online at: I take the writing assignments very seriously, regardless whether they are papers prepared at home or examinations taken in class. Papers should be typed, double-spaced, stapled, and paginated with margins that do not mask a lack of material. Any phrases or sentences that are not entirely your own must be clearly indicated and referenced. Short quotes may be set off in "quotation marks"; longer quotes (3 or more lines) should be written in single-spaced, indented blocks. Do not use quotation marks around blocked quotes. You may use in-text citations (author, page number) or footnotes or endnotes. Most importantly, all written assignments must be well-structured and clearly argued arguments. They should address the question or issue at hand, succinctly and cogently. Please proofread them for syntactic and grammatical accuracy. Please use the "Chicago Manual of Style" format for footnotes and bibliography ( 2
3 Plagiarism is of course unacceptable and will be referred to the honors court for investigation. If you are unclear what constitutes plagiarism, check out the following website: The first paper (5 pages) will be an analysis of a short primary source document, allowing you to apply some of the techniques we have used in our discussions of primary sources in class. I will distribute this source to you a week ahead of the due date. The second paper (6-8 pages) will be a detailed response to a question provided by me one week before the due date. Grade Breakdown: Map Test: 5% Paper I: 15% (October 24, at start of class) Paper II: 30% (December 5, at start of class) Midterm: 15% (Thursday, October 10, in class) Final: 20% (Monday, December 9, 2-5 pm) Class participation/presentation: 15 % Resources for Improving Writing and Oral Communication The following resources are available to you: The History Writing Resources Center: James Blair 347 ( or or write1@wm.edu). Open Monday-Friday, 9 am - 5 pm. The History Writing Resources Center is staffed by advanced graduate students who are very familiar with all types of history papers. If you would like some help writing a history paper or doing historical research, feel free to schedule a fifty-minute appointment through the center's website. The web site also offers information on HWRC policies, hours of operation, what to bring to your consultation, and many helpful handouts and links that will assist you with your history writing. The HWRC will open for the fall semester on Monday, September 7. The Writing Resources Center: Swem Library, First Floor, the WRC serves students, faculty, and staff. Trained writing consultants will give individual assistance with writing assignments at any stage of the writing process. Expect to work: consultants will not do the writing for you, but they can give you feedback that can improve yur writing skills and result in a better final product. Consultations are free, but, if possible, you should schedule them in advance by calling x The Oral Communication Studios: Phi Beta Kappa Hall 219A, the OCS are staffed by oral communications consultants who are trained to give feedback to anyone preparing an oral presentation. The studios have video cameras and private spaces for practicing and viewing oral presentations, as well as a wealth of instructional materials. Again, schedule in advance your free consultation or studio time by either calling the PBK studio, , or the WRC studio,
4 Lecture Schedule 1. Introduction to Course - Why History? Why Russia? (Aug. 29, Sept. 3) 2. Rus, and the Rise of the State (Sept. 5) Stites, Evtuhov, A History of Russia, pp Halperin, Russia and the Golden Horde, ch. I-II Primary Chronicle on the Early Settlers of Rus' (ca s), 9-11 King Harald's Saga: Harald Hardradi of Norway (ca. 1050), p Kievan Rus' (Sept. 10, 12) Stites, Evtuhov, A History of Russia, pp I. V. Dubov, The Ethnic History of Northeastern Rus, in the Ninth to Thirteenth Centuries, Primary Chronicle on Dissension Among the Princes of Rus' ( ), The Primary Chronicle on the Rebellion in Kiev ( ), Pravda Russkaia - The Short Redaction (Eleventh Century), I. Ia. Froianov and A. Iu. Dvornichenko, The City-State in Kievan Rus (11th-12th Centuries), N. L. Pushkareva and E. Levin, Women in Medieval Novgorod from the Eleventh to the Fifteenth Century, The Christianization of Rus' According to the Primary Chronicle ( ), Literacy in Kievan Rus', Appanage Russia and the Mongol 'Yoke' (Sept. 17, 19, 24) Stites, Evtuhov, A History of Russia, pp Halperin, Russia and the Golden Horde, ch. III-XI The Novgorod Chronicle on the Mongol Invasion ( ), Mongol Immunity Charter (iarlyk) to Metropolitan Peter (ca. 1313), Sakharov's The Mongol Yoke and Socioeconomic Change, Charles Halperin's Interpreting the Mongol Yoke: The Ideology of Silence, Northwest Rus : The First Treaty of Novgorod with Tver Grand Prince Iaroslav Iaroslavich (ca ), Southwest Rus : Extracts from the Galician-Volyhnian Chronicle ( ), Northeast Rus : The Second Testament of Moscow Grand Prince Dmitrii Donskoi (1389), The Annexation of Novgorod According to the Moscow Nikonian Chronicle ( ), The Rise of Muscovy (Sept. 26, Oct. 1) 4
5 Stites, Evtuhov, A History of Russia, pp Ann Kleimola, Justice in Medieval Russia, Russell Zguta, Russian Minstrels: A Modern View, Mikhail Alpatov, The Historical Significance of Andrei Rublev, Platonov, Statebuilding in Moscow: The Birth of Autocracy, Ivan the Terrible, the Expansion of Muscovy and the Oprichnina (Oct. 3, 8, 17) Stites, Evtuhov, A History of Russia, pp Perrie, Ivan the Terrible (entire book) A Foreigner Describes the Oprichnina of Tsar Ivan the Terrible, Kollmann, The Facade of Autocracy, Crummey, Ivan IV: Reformer or Tyrant?, Documents Recording Self-Sale into Slavery ( ), Life of Iuliana Osor ina (late 16 th - early 17 th century), MIDTERM EXAM - IN-CLASS (Oct. 10) 7. The "Time of Troubles" and the Rise of the Romanovs (Oct. 22, 24, 29) Stites, Evtuhov, A History of Russia, pp Grigorii Kotoshikhin on Boyar Weddings (ca. 1666), A Marriage Contract (1668), Crummey, The Boyars of Muscovy: A Modern View, Kollman, The Seclusion of Elite Muscovite Women, Gary Marker, Literacy and Literacy Texts in Muscovy, Adam Olearius on Food and Dining (1630s), Eve Levin, Sexuality in Muscovy,
6 PAPER I DUE OCTOBER 24 (Assignment handed out one week earlier) 9. Peter the Great and the Turn Towards Europe (Oct. 31, Nov. 5, 7) Stites, Evtuhov, A History of Russia, pp Cracraft, The Revolution of Peter the Great (ch. 1-5, and conclusion) The Table of Ranks of All Grades: Military, Administrative, and Court (January 24, 1722), Helju Bennett, Russia s System of Ranks and Orders, Crummey, Vyg, An Old Believer Community, Raeff, The Well-Ordered Police State, Ivan Pososhkov on Merchants and Artisans in the Early 18 th Century (1727), Petersburg as a Concept (Nov. 12) Cracraft, James, The Revolution of Peter the Great (ch. 6) 11. Interregnum - Between Peter and Catherine (Nov. 14) Stites, Evtuhov, A History of Russia, pp De Madariaga, Catherine the Great. A Short History, ch Catherine the Great and Eighteenth Century Russia (Nov. 19, 21, 26, Dec. 3) Stites, Evtuhov, A History of Russia, pp De Madariaga, Catherine the Great. A Short History, rest of the book Manifesto Freeing the Nobility from Compulsory Service (1762), The Statute on Provincial Administration (1775), The Charter to the Nobility (1785), The Charter to the Towns (1785), The Instructions of Catherine II to the Legislative Commission of 1767 (Nakaz) (from me) Freeze, The Soslovie (Estate) Paradigm and Russian Social History, De Madariaga, Catherine the Great, an Enlightened Autocrat, Fedor Karzhavin on the Moscow Plague Riots (1771), Final Discussion (Dec. 5) PAPER II DUE AT BEGINNING OF DEC. 5 CLASS FINAL EXAM: MONDAY, DECEMBER 9, 2-5 PM 6
HIST377: History of Russia, From the Beginnings Until the End of the 18 th Century
The College of William and Mary Department of History Fall 2009 HIST377: History of Russia, From the Beginnings Until the End of the 18 th Century Dr. Frederick Corney email: fccorn@wm.edu Office: James
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