HTY/POS 347 HISTORY OF RUSSIA FROM KIEV TO PETER THE GREAT Online Section, Fall 2013

Transcription

1 HTY/POS 347 HISTORY OF RUSSIA FROM KIEV TO PETER THE GREAT Online Section, Fall 2013 Instructor Information Dr. John F. DeFelice, Associate Professor of History College of Arts and Science Office Hours MW 9:00-9:45 or by Appointment 211 Normal Hall COURSE GOALS: This class surveys Russian History from the Kievan period to the end of Peter the Great s reign. For much of the class, we will be exploring the formation of the Russian state and the development of its traditions. Among other things, we will explore the role of the Orthodox tradition, the climate, the Mongol Invasions, and the ultimate rise of Moscow as the center of Russian state authority. We will also explore the reign of Peter the Great and his attempts to Westernize Russia. This course is designed to provide students with the essential historical knowledge of early Russia and to develop historical and critical skills through discussions, presentations, and critical thinking. LEARNING OUTCOMES: ELO s for Upper Level History Courses 1. Students will learn to develop competency in analyzing primary historical sources and using them in creating historical data and reconstructions. 2. Students will be able to demonstrate knowledge of the distinguishing characteristics of the cultures and civilizations studied 3. Students will develop historical research and exposition skills using primary and secondary sources and/or artifacts. 1

2 REQUIRED TEXTS All students must have the required textbooks Riasankovsky, Nicholas. A History of Russia Vol. I 8 th ed. New York: Oxford University Press, ISBN ISBN-10: ISBN-13: Kaiser, Daniel H. and Gary Marker, Reinterpreting Russian History New York: Oxford University Press, ISBN COURSE ORGANIZATION Message Board Participation (400 points) 50% Essay Quizzes (14) 50% Total 100% COURSE ACTIVITIES Class Participation and the Discussion Board Every week, please comment on the readings assigned for that module and respond to another student s post. An initial post on a reading should be around words. Use the focus questions provided for each module. Providing an answer and supporting it with quotes and/or examples from the reading will earn you the best score. Responding to another student's post should be at least 15 words. Post are scored primarily on their content and engagement with the primary source material assigned in Kaiser and Marker. You may also respond to my comments. Each time you start a thread, you can earn up to 20 points. Responding to a student post can earn up to 10 points. I expect every student to post at least 2-3 times on the discussion board each week! Class Participation and Black Board Point Grading Scale A 400 or more (points keep accumulating and turn into extra credit) B 340 (+ or 10) C 300 (+ or 10) D 260 (+ or 10) F 239 (or less) 2

3 Essay Quizzes Essay quizzes are given each week on Blackboard and the questions covered material that is found in the PowerPoint presentations, Riasanovsky, and the primary source readings in Kaiser and Marker. They are open book quizzes and you ll see the actual questions on this syllabus. So you do not need to go onto Blackboard and take the quiz until you have prepared your answer. Treat this like an essay assignment. What I advise is preparing your answer on a Word document, saving it, and then cutting and pasting it as your quiz answer. An high-scoring answer will usually be word long, but in the past I ve seen great answers as short as 130 words and as long as 400. Use the criteria below. 1. Show that you are engaged with the texts. Quote them, explain them, and expound upon them. In each essay quiz, use at least two or three of the sources assigned that week in Kaiser and Marker or Riasanovsky in your answer. Remember, as historians, we use sources to answer questions. Utilize them as evidence. 2. Organize your quiz with paragraphs and structure. Good organization is important for any historical exposition. And always answer in your own words or cite your sources. Plagiarism will result in an F in this course and a report to the Dean of Students for disciplinary action. This will be to your own institution if you are not an UMPI student. 3. Engage in the act of critical thinking. For example, explore the motivations that result in actions rather than just describe the actions themselves. Connect events in Russia s past with things that develop later as the course progresses. There are a variety of ways to engage in critical thinking in your papers! A word about citing sources: Information you gain from A History of Russia should be cited as (Riasanovsky, page number). For example, if you quote from or use information from Riasanovsky on Ivan the Terrible from Chapter 15 page 135, you'll cite this as (Riasanovsky, 135). Information from Kaiser and Marker is from a variety of sources. So cite the author of the individual work. For example, on pp there is an article by A. M. Sakarov titled, "The Mongol Yoke and Socioeconomic Change". If the quote or information you use is on page 125, cite it as (Sakharov, 125). It's that simple! Material from class lectures is common knowledge and should not be cited as a source. Any questions? me at john.defelice@umpi.edu OR if you feel a lot of your fellow students might benefit from the question and answer post it on our Blackboard discussion board. There is a thread on our discussion board for this. 3

4 Module One (Sept. 3-8) Major Theme: The Eastern European plains always had a varied ethnic make-up. This included Slavs, Finnic, and Baltic people. Major Task: Looking at the evidence for this assertion, primarily literature and archaeology. Major Controversy: What role did the Vikings play in Kiev s political development? Readings: Kaiser and Marker Chapter One: The Multi-Ethnic Peopling of the Rus The Primary Chronicle on the Early Settlers of Rus King Harald s Saga Runic Inscriptions on Vikings Stellae in Western Europe Literature I.V. Dubov, The Ethnic History of NE Rus Readings: Riasanovsky: Riasanovsky, Chapter 1, The Geographical Environment Riasanovsky, Chapter 2, Russia before the Russians Riasanovsky, Chapter 3, The Origins of the Kievan State Focus Question for Discussion One (On the Discussion Board) Did the Vikings influence the establishment of the Kievan state? If not, what do we do with the Norse evidence? What makes this a matter of controversy? Essay Quiz 1 Question (Answer on Blackboard under EssayQuizzes ) Assuming that the Vikings were involved in the formation of Russia s first dynasty (and a lot of historians are not convinced of this!), explain why the Vikings left such a small cultural foot print in Russian language and culture. The Discussion Boards closes Sunday at 10:00 PM. Quiz must be completed by Sunday 10:00 PM 4

5 Module Two (Sept 9-15) Major Theme: What kind of state structure developed in Kievan Rus? Major Task: Determine what kind of state developed and describe its main features. Discuss how later Russian history has influenced historical views on its earliest traditions. Major Controversy: Does the early state structure of Kievan Rus have a tradition that is closer to monarchy or democracy? What authority did nobles and the princes have? What authority and power did the people have? What variations from city to city can you observe? Readings Kaiser and Marker Chapter Two: The State Structure of Kievan Rus Documents (Primary Sources) The Primary Chronicle on Dissention Among the Princes Pravda Russkaia: The Short Redaction Literature I. IA. Froianov and A. IV Dvornichenko, The City State in Kievan Rus Reading: Riasanovksy: Riasanovsky Chapter 4: Kievan Russia: A Political Outline Focus Questions for Discussion Two (On the Discussion Board): Was the political structure of Kiev (and its fellow city states) more of a monarchy or were there elements of a democratic tradition? What were these states major weaknesses and how did they contribute to their failures? Essay Quiz 2 Question (Answer on Blackboard under Essay Quizzes ) Using examples from the texts, describe the political structure of the early Kievan states. What are the strengths and weaknesses of this kind of political organization? 5

6 Module Three (Sept 16-22) Major Theme: This chapter explores how the economy of Kiev worked. Major Task: Look at the commercial and agricultural elements of the economy and how they worked. Major Controversy: Using primary sources and archaeology to try to determine how much of the Kievan economy was commercially based and how much was agricultural. Readings: Kaiser and Marker Chapter Three: The Economy in Kievan Rus Documents: Our primary sources are all visual sources (pictures: enjoys the plows!) Literature: V.P. Levasheva, Agriculture in Rus E.A. Rybina Novgorod s Amber Trade Reading: Riasanovsky: Riasanovsky Chapter 5, Kievan Russia: Economics, Society, and Institutions Focus Questions for Discussion Three (On the Discussion Board): What is the more significant side to Kievan economy: agriculture or trade? Do towns function as centers to distribute produce or to trade and re-trade items? How did this economy work? Feel free to discuss the importance of the amber trade and interpreting the graph on page 46 in Kaiser and Marker and the significance of the discussion of plow and harrow technology. Essay Quiz 3 Question (Answer on Blackboard under Essay Quizzes ) Looking at the evidence presented, what are the roles of agriculture and trade in the early Kievan states? Does one seems more important than the other when its comes to generating revenue? Explain your choice, citing examples. 6

7 Module Four (Sept 23-29) Major Theme: Uncovering the structure of Rus society, its social stratification, and any potential for social mobility. Major Task: Construct a social model that explains Rus society s social stratification, mobility, and control. It should include an analysis of gender and law. Major Controversy: What are women s roles in this society? Is it different among the different classes? Do they have any independence, political voice or influence? Readings: In Kaiser and Marker Chapter Four Society in Rus The Statute of Grand Prince Iaroslav Literature: N.L. Pushkareva and E. Levin, Women in Medieval Novgorod. Reading: Riasanvosky Riasanovsky, Chapter 5, Kievan Russia: Economics, Society, Institutions. (Same reading for Module Three Focus Questions for Discussion Four (on the discussion board): What role did women have in Kievan Rus? What were their social limitations? How did they fare when it came to owning property, appearing in court, and legal protection? Do different classes have different expectation of the court system and its penalties? Essay Quiz 4 Question (Answer on Blackboard under Essay Quizzes ) Historians looking at women in past societies often try to discover the limits of female agency as an indicator that describes how much freedom and autonomy women possessed. Evidence of agency includes freedom to marry or decline marriage, the right to own property and dispose of it without family interference, access to courts, legal redress, and equality under the law, and reproductive and sexual freedom. Generally, the more autonomy women had in these areas, the freer they lived their lives. View the documents and readings and discus female agency in Kievan Rus. 7

8 Module Five (Sept 30- Oct 06) Major Theme: Culture covers a lot in the medieval period: religion, religious art, religious devotion, and the process of conversion. There is also a discussion on literacy (one of several to come). Major Task: To gain an understanding of the culture of Kievan Rus, especially in regards to literacy and religion. Major Controversy: How reliable are primary sources that are religious and/or political in nature? How do students of history filter out the biases and historical distortions in these types of sources? Readings: In Kaiser and Marker Chapter Five, Culture and Everyday Life in Kievan Rus Material culture in pictures The Primary Russian Chronicle: The Christianization of the Rus The Life of St. Theodosius Birchbark Charters (from Novgorod) Graffiti from St. Sophia s Cathedral Literature: Simon Franklin, Literacy in Kievan Rus Reading: Riasanovsky Riasanovsky, Chapter 6, Kievan Russia, Religion and Culture Focus Questions for Discussion Five (on the discussion board) When using primary sources like the Primary Russian Chronicle or hagiographies what kind of biases and distortions do students of history need to be careful of? How do you critically use sources like these? What about other resources such as material culture, graffiti, and charters? How do we weigh the evidence? Essay Quiz 5 Question (Answer on Blackboard under Essay Quizzes ) The conversion of the Rus state to Byzantine Christianity was one of long term significance and had long term political and social consequences. Furthermore it was a conversion from the top down, not the result of a mass movement. And Russian Christianity didn t develop doctrines over time as it did in the ancient world. In Rus it was a franchise imposed from the top down. 8

9 Understanding this, discuss how the stories of Vladimir s conversion and the lives of supersaints like Theodosius served the church and the state. Module Six (Oct 7-13) Major Theme: While princely power declined in Kiev, it seemed to have grown elsewhere, where prince viewed their principalities as their own property. These processes were complicated by the Mongol invasions and occupation. Major Task: Look at the different types of government and princely authority in the Post-Kiev period. Major Controversy: What political forces led to the annexation of Novgorod by Moscow? Readings: In Kaiser and Marker Chapter Six: State Building in Post Kievan Rus NW Rus 1 st Treaty of Novgorod SW Rus Galician-Volhynian Chronicle NE Rus 2 nd Testament of the Moscow Grand Prince The Annexation of Novgorod (Long) The Novgorod Chronicle of the Mongol Invasion Mongol Immunity Charter Literature: S.F. Platonov, State-building in Moscow: The Birth of Autocracy Charles Halperin, Interpreting the Mongol Yoke: The Ideology of Silence Reading: Riasanovsky Riasanovsky, Chapters: Riasanovsky, 7, Appanage Russia: Introduction Riasanovsky, 8, The Mongols and Russia Riasanovsky, 9, Lord Novgorod the Great Riasanovsky, 10, The SW and NE Riasanovsky, 11, The Rise of Moscow Focus Question for Discussion Six (on the discussion board) Compare the system of state of Novgorod with the system of the princely state of Moscow. What is the significance of the Veche bell? Why was it removed? How do these states compare to the 9

10 Russian states of the SW? And why the strange silence as to the benefits Russia gained from the Mongol invasion? Essay Quiz 6 Question (Answer on Blackboard under Essay Quizzes History is written by the victors. How was religion used to justify and sanctify the conquest of Novgorod and its subsequence loss of independence? How can students of history filter out the bias and spin of the pro-moscow sources to create a viable history of this event? Module Seven (Oct 14-20) Major Theme: Looking at the NW (Novgorod) legal codes, historians can see social differentiation and change in the economy after the Mongol invasion. Novgorod s issues are discussed. Major Task: Looking closely at the legal standing of women, social differentiation, and the role of documentation in law courts, and the recovery of the economy after the Mongol invasions. Major Controversy: Sakharov and the rise of serfdom in the wake of the Mongol occupation. Readings: In Kaiser and Marker Chapter Seven, Economy and Society in Post-Kievan Rus The Novgorod Judicial Charter A Muscovite Judgment Charter Literature: Ann M. Kleimola, Justice in Medieval Russia Janet Martin, The Decline of Novgorod s Fur Trade Network A.M. Sakharov, The Mongol Yoke and Socioeconomic Change Reading: Riasanovsky: Riasanovsky, Chapter 12, Appanage Russia: Economics, Society, Institutions Focus Question for Discussion Seven (on the discussion board) Discuss what the laws and charters can teach us about social differential, legal standing of women, and the role of documentation of court. Describe the political reasons for the economic decline of Novgorod. Essay Quiz 7 Question (Answer on Blackboard under Essay Quizzes ) 10

11 Sakharov examined the issue of Mongol yoke (their long occupation of much of Russia) as changing its economic and social structure. What is his argument, what changed and what parts of Russian society won and lost as a result of these changes? Module Eight (Oct 21-27) Major Theme: Post Kievan culture suffered in the post-mongol era, but some societies and state survived. Some even developed and improved. This chapter discusses low, high, and religious culture. Major Task: Survey literacy, entertainment, and art in the post-mongol era. Major Controversy: The anti-minstrel laws: why when there was so little for the common citizen? Readings :In Kaiser and Marker Chapter Eight, Culture and Everyday Life in Post-Kievan Rus Novgorod Birchbark Charters Last Will and Testament of Patrike Stroev Minstrels in Rus : An Immunity Charter Literature Russell Zguta, Russian Minstrals: A Modern View A.M. Sakharov, The Mongols and Cultural Change Mikhail Alpatov, The Historical Significance of Andrei Rublev Reading: Riasanovsky Riasanovsky, Chapter 13, Appanage Russia: Religion and Culture Focus Questions for Discussion Eight (on the discussion board): Why is Andrei Rablev such an important artist for this period? Take look at the internet resources. Feel free to post examples of his art (in color) and discuss them. What evidence is there for literacy in Novgorod? How can this evidence be analyzed to show that literacy was prevalent? 11

12 Essay Quiz 8 Question (Answer on Blackboard under Essay Quizzes ) Why is there such tension between religious morality and entertainment? Is this tension a function of religion, class, or political social control? Module Nine (Oct 28-Nov 3) Major Theme: The rise of and problems associated with Ivan IV (the Terrible) and autocracy in Moscow. Major Task: Evaluate the reign of Ivan IV and the traditions he established. Major Controversy: How bad was Ivan IV? How much of a political reality was Russian Autocracy? Readings in Kaiser and Marker Chapter 9 The State Structure of Moscovite Russia A Foreigner Describes the Oprichnina of Tsar Ivan the Terrible Literature: Nancy Shields Kollmann The Façade of Autocracy Robert O. Crummey Ivan IV: Reformer or Tyrant? Reading: Riasanovsky: Riasanovsky, Chapter 15, The Reigns of Ivan the Terrible ( ) and Theodore ( ) Focus Questions for Discussion Nine (On the Discussion Board): Discuss Ivan IV and his reign as Tsar. Was Ivan a failure and a dictator- or a reformer? In either case, what purpose did his oprichnina and oprichniki serve? Essay Quiz 9 Question (answer on Blackboard under Essay Quizzes ) How can we explain Ivan s reign in the light of his youth, family, marriage, and competition from nobles and noble families? 12

13 Module Ten (Nov 4-10) Major Theme: This chapter covers part of the period of territorial expansion, war, the Time of Troubles, and recovery. Major Task: Understand the roles of war, climate, immigration, taxes and an expanding border on agriculture, stability, and the economy. Major Controversy: Just what caused the Time of Troubles? What factors contributed to it? Readings: Kaiser and Marker Chapter Ten, The Economy of Muscovite Russia Documents (Primary Sources) E.I. Kolycheva, The Economic Crisis in 16 th Century Russia Reading Riasanovsky: Riasanovsky, Chapter 16, The Time of Troubles Focus Questions for Discussion Ten (On the Discussion Board) Look at the graph on page 165 (Kaiser and Marker) and discuss what may have caused the spike in grain prices three times in the period covered. Consider political, climatic, biological, and social causes as well as invasion and civil war. Essay Quiz 10 Question (Answer on Blackboard under Essay Quizzes ) Looking at the period from , what kind of economic dislocations did the Russian people suffer? How did this add to political instabilities? 13

14 Module Eleven (Nov 11-17) Major Theme: These resources cover the stratification of Russian society and changes in its class structure. There is also a section that analyzes gender. Major Task: Look at the class and gender structure in Moscow from 1605 to the reign of Peter the Great and determine how society has changed. Major Controversy: Slavery and serfdom continue in Russia to the early modern period. Why? Readings: Kaiser and Marker Chapter Eleven, Moscovite Society Documents Recording Self-sale into Slavery ( ) Grigori Kotoshikhin on Boyar Weddings (1666) A Marriage Contract (1668) Literature: Richard Hellie, Law and Enserfment of the Russian Peasantry Robert O. Crummey, The Boyars of Moscovy: A Modern View Nancy Shields Kollmann, The Seclusion of Elite Moscovite Women Reading: Riasanovsky Riasanovsky, Chapter 18, Muscovite Russia: Economics, Society, and Institutions Focus Questions for Discussion Eleven (On the Discussion Board): Why would some Russians sell themselves as Slaves? Why were Russian elite women secluded? Did they have any power in their lives? Why did peasant women seem to have more social freedom than noble women? Essay Quiz 11 Question Why did serfdom continue and thrive in Russia centuries after the rest of Europe abandoned the practice? Why was it a necessity to the boyar landowners? 14

15 Module 12 (Nov 18-24) Major Theme: Traditionally, Muscovite culture celebrated ideal types in art and literature: hagiography and icons. Now there is a transition: secular literature and more secular, individualistic art work. Is this influence from the West? Major Task: What drove these changes in art and literature.. Who read and/or enjoyed these new creations? How far down the social ladder did these new conventions travel? Major Controversy: How did elite society differ from common culture in taste and morals? How can the oral culture of common society be recovered? Readings: Kaiser and Marker Chapter Twelve, Muscovite Culture The Life of Iuliana Oror ina Artwork in picture Literature D.S. Likhachev, Individualism in Moscow s Literature Gary Marker, Literacy and Literacy Tests in Muscovy Reading: Riasanovsky: Riasanovsky, Chapter 19, Muscovite Russia, Religion and Culture Pay particular attention to issues regarding religious controversy. Focus Questions for Discussion Twelve: Looking at both literature and art, there is a general shift in these mediums to more individual, secular and less idealized art. But Russians still maintained important parts of their traditions. How does the blend of old and new threaten and help develop Russian society? Essay Quiz 12 Question (answer on Blackboard under Essay quizzes ) Examine the article by Gary Marker in Chapter 12 (Kaiser and Marker) concerning literacy. What evidence does he present in the increase in literacy in Russian during the 17 th century? Does this indicate any changes in Russian society? Did this increase in literacy effect all Russian families or just the elite? 15

16 Module 13 (Dec 2-8) Major Theme: More sources available means more sources of every day life. More western contact also means more observations of Russians. Major Task: To understand how Russians in the period saw themselves and how outsiders viewed them. Major Controversy: Interesting discussion on Russian Sexuality, but it is primarily concerning sex crimes, especially rape. Readings: In Kaiser and Marker Chapter 13, Everyday Life in Muscovy Letters to Stol nik Andrei Il ich Bezobrazov from his Wife (1687) Adam Olearius on Food and Dining (1630 s) Literature: Eve Levin, Sexuality in Muscovy Reading: Riansonovsky: Riasanovsky, Chapter 19, Muscovite Russia- Religion and Culture Focus Questions for Discussion Thirteen (On the Discussion Board) What do the letters exchanged between husband and wife reveal about their relationship? Do you think this is typical for their class? Why or why not? What does this letter tell us about women s agency (i.e. their ability to control money and property) What things would an outsider notice about Russian dining that Russians probably would not mention? Why is this resource (Olearius) important? Essay Quiz 13 Question (Answer on Blackboard under Essay Quizzes ) In reviewing the article on sexuality, how does litigation reveal this society s assumptions and opinions concerning women? What conclusions can you draw from this document? 16

17 Module 14 (Dec 9-15) Chapter 13, Everyday Life in Muscovy Major Theme: More sources available means more sources of every day life. More western contact also means more observations of Russians. Major Task: To understand how Russians in the period saw themselves and how outsiders viewed them. Major Controversy: Interesting discussion on Russian Sexuality, but it is primarily concerning sex crimes, especially rape. Readings: In Kaiser and Marker (These are in several chapters. Note page numbers) The Table of Ranks all Grades: Military, Administrative and Court (Jan 24, 1722) pp The Responsibility of the Parish Priest: The Spiritual Regulation of Peter the Great (1721) pp Literature: Stephen Hoch, The Peasant Commune pp Robert Crummey, Vyg, An Old Believer Community pp Readings: Riasanovsky Riasanovsky, Chapter 20, The Reign of Peter the Great, ( ) Focus Questions for Discussion Fourteen (On the Discussion Board) Why would the Table of Ranks be considered a radical reform? What did it change? What elements of Peter s The Spiritual Regulation show a loss of the prestige of the clergy? Finally describe what made the community of Old Believers at Vyg unique? What challenges did this community face and how did they cope with them? Essay Quiz 14 Question (Answer on Blackboard under Essay Quizzes ) Nikilai Karamzin wrote, We have become citizens of the world but ceased in certain respects to be citizens of Russia. The fault is Peter s. Evaluate this comment in light of the reforms of Peter the Great. Why would some Russians like Karamzin see his reforms negatively? Did Peter leave a stronger or weaker Russia behind him? 17

18 UNIVERSITY POLICY STATEMENT Statement of Commitment As a member of the university, I pledge to Pursue academic excellence, Support open inquiry and civil expression, Listen respectfully to the viewpoints of others, Participate responsibly in the life of the community, Conserve and enhance the beauty of the campus, and Help members of the university realize their potential. 18