HIS2055 : The Later Russian Empire 1796-1917 (Inactive)
- Inactive for Year: 2017/18
- Module Leader(s): Professor David Saunders
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
This module covers Russian history from the death of Catherine the Great to the revolution of 1905,
the First World War and the collapse of the tsarist regime in February 1917. By covering political,
economic, social, cultural and national issues, it aims to forge a greater understanding of the problems facing the Russian empire during this period.
The aims of this module are:
1. To attempt to understand why the Russian Empire survived the strains of the nineteenth century
but buckled under those of the twentieth, by looking at a wide range of political, social, economic,
ethnic and international developments.
2. To provide opportunities for investigating in some depth selected problems (by close scrutiny of
selected source material and detailed and critical examination of particular aspects of the latest
historiography) in the context of a sound general knowledge of the subject.
Outline Of Syllabus
The legacy of Catherine the Great, Russia and the Napoleonic Wars, post-war reaction, the Decembrist revolt of 1825, the authoritarianism of Nicholas I, the pre-emancipation Russian peasantry, Russia in mid-C19th international affairs, the emergence of the Russian intelligentsia, the abolition of serfdom in 1861, the reform of the mid-C19th state structure, Russia’s attempts at rehabilitating herself internationally in the wake of defeat in the Crimean War, Russian revolutionary populism, the reactionary regime of Alexander III, industrialization and its discontents, the Russian revolutionary emigration in the years 1881-1905, the 1905 revolution and the abortive constitutionalism of the ‘Duma monarchy’, the strains of World War One, the fall of the imperial regime in February 1917, the coming of the Bolsheviks in October.
|Guided Independent Study||Assessment preparation and completion||66||1:00||66:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Lecture||24||1:00||24:00||N/A|
|Guided Independent Study||Directed research and reading||66||1:00||66:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||12||1:00||12:00||Seminars|
|Guided Independent Study||Independent study||32||1:00||32:00||20% of guided independent study|
Teaching Rationale And Relationship
Lectures impart core knowledge and an outline of knowledge that students are expected to acquire. They also stimulate development of listening and note-taking skills.
Seminars provide students with an opportunity to participate in discussion and thus to improve their oral communication skills.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||25||2,000 words (including footnotes but excluding bibliography)|
Assessment Rationale And Relationship
The exam tests acquisition of a clear general knowledge of the subject plus the ability to think and analyse a problem quickly, to select from and to apply both the general knowledge and detailed knowledge of aspects of the subject to new questions, problem-solving skills, adaptability, the ability to work unaided, and to write clearly and concisely.
Essays test acquisition of a clear general knowledge of the subject plus the ability to think and analyse a problem in detail, problem-solving skills, the ability to work unaided and to use references and write clearly and concisely. Also, the ability to compare and contrast related primary and secondary sources on a common subject is key.
Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree unless they have compelling reasons not to do so. If this is the case, they are offered the alternative of writing one 3,000 word essay to be handed in by 12.00 p.m. of the Friday of the first week of the assessment period. This will replace all assessment work required of other students on the module. In order to take up this option, students need to discuss it with the Study Abroad Co-ordinator and their module leader, having checked with their home university that the new assessment will be accepted by them. The Study Abroad Co-ordinator will have the final say on such issues.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will require the provision of an alternative assessment before the end of teaching week 12. The alternative form of assessment for all semester 1 non-EU study abroad students will be two 1,500 word essays in addition to the other coursework assessment. The essays should be set so as to assure full coverage of the course content.
Study-abroad, exchange proper and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.