Students will be able to recall how absolutism was illustrated in Russia, as well as understand the impact. Students will also be able to construct on argument using supportive evidence from the lesson on whether or not the absolute monarchs of Russia deserve the title of “great”.
Poster showing a soldier on horseback carrying a Russian flag. Signed in Cyrillic: A. O. Maksimov. Caption in Russian: "Military loan." Caption: This is the only American ambulance now saving lives in Russia. Send contributions to 527 Fifth Avenue, Room 501, New York. Forms part of: Willard and Dorothy Straight Collection.
The collapse of the Soviet State in 1991 was followed by Chechen President Dzhokhar Dudayev's declaration of the Chechen Republic's independence from Moscow. Concerned over the loss of its territorial integrity, Russian troops invaded the breakaway republic and a civil war ensued. In l996, Chechen rebels regained control of the capital, Grozny, from Russian forces, almost destroying the city in the process. Fighting in Chechnya continues to this day, although on a relatively smaller scale. The WIDE ANGLE video 'Greetings From Grozny' (2002) examines the conflict from the perspectives of Russian soldiers, Chechen separatist militants, radical Chechen Islamists, and civilians living in Grozny.In this lesson, students will explore the multiple perspectives surrounding the conflict, examine the conflict's regional and international implications, and understand the mindsets of Chechens who have managed to maintain their identity and self-esteem in the face of untold human suffering. This lesson can be used during or after a lesson on the breakup of the Soviet Union and the formation of the Russian Federation (1991- present). A basic knowledge of post- Soviet history and basic geographical facts of Eurasia are required for the successful completion of the lesson.
This course will conduct a comparative study of the grand strategies of the great powers (Britain, France, Germany and Russia) competing for mastery of Europe from the late nineteenth to the mid-twentieth century. Grand strategy is the collection of political and military means and ends with which a state attempts to achieve security. We will examine strategic developments in the years preceding World Wars I and II, and how those developments played themselves out in these wars. The following questions will guide the inquiry: What is grand strategy and what are its critical aspects? What recurring factors have exerted the greatest influence on the strategies of the states selected for study? How may the quality of a grand strategy be judged? What consequences seem to follow from grand strategies of different types? A second theme of the course is methodological. We will pay close attention to how comparative historical case studies are conducted.
This is a collection of downloadable video clips on the theme of Conflict, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "Greetings from Grozny" (2002), "Ladies First" (2004), "Suicide Bombers" (2004).
Conversations with History and Host Harry Kreisler welcomes Russian scholar and policy analyst, Vitaly Naumkin, who reflects on Islam, Russian perspectives on the Middle East and Central Asia, and the implications of U.S. policy. (58 min))
Conversations host Harry Kreisler welcomes economist Anders Aslund for a discussion of Russia after the fall of communism. He analyzes the reasons for the succcessful implementation of a market economy and the reasons for the failure to achieve a democratic revolution. He compares the leadership of Gorbachev, Yelstin, and Putin. Anders Aslund also discusses the implications of authoritarian rule by Putin for Russia and for relations with the West. (55 minutes)
A mildly jingoistic satire voicing American suspicions of foreign designs on California after the discovery of gold there in 1848. The bay and coastline of San Francisco are shown, menaced by foreign invaders who appear offshore. Closest is Queen Victoria of England, who rides a bull and carries a spade. She sings (to the tune of "Oh, Suzannah!&1), "Oh, "Dear Albert" [i.e., Prince Albert, her husband] dont' you cry for me, / I'm 'off' for California with my shovel on my knee." Next follows Czar Nicholas I of Russia, as a bear, who recites, "As something is "Bruin" I'll put in my "paw /" While the Nations around me are making a "Jaw."" Overhead flies a cock with the head of Louis-Napoleon, president of France. He calls: "As "you "have "Gold" for all Creation / 'Den please give some to "La Grand Nation" / I've just become "de President" / And back I "shall" not like to "went." Louis Napoleon was elected in December 1848. Farther up the coast, Spain's Queen Isabella II wades neck-deep in water toward shore. A squadron of American cutters sails into the harbor behind her, evidently bent on its defense. On land is an encampment of American troops with two rows of tents. A sentry, watching over casks and crates of gold, warns, "Keep out of "these Dig&1gins." The precious stores surround a flagpole with a large American flag. To the left of the encampment is a row of cannon over which Gen. Zachary Taylor, as an eagle, watches. Taylor threatens, "Retreat you poor D---ls! nor a squabble engender. For our Gold unto you we will "never surrender. Right about face!" Double quick to the rear! And back to your keepers all hands of you steer." On a rocky outcropping or jetty at lower left is President James K. Polk, as a snake. He also warns (somewhat more meekly than Taylor): "I pray thee tread not on our corns, /But slope "Dear Vic;" haul in your "horns" / And tell the Powers that lag behind, / Seek other lands "thier Gold to find"; / Or by the "Lord" we'll make a rattle, / To take good care of all such "Cattle. Polk's role of authority here suggests that the print dates from his administration, which ended with the inauguration of Zachary Taylor on March 5, 1849. It could not have appeared earlier, however, than December 1848, when French President Louis Napoleon (a prominent figure here) was elected. The California Gold Rush began in the summer of 1848.|December 1848 or early 1849. Drawn by S. Lee Perkins?|Lith & pubd by Henry Serrell & S. Lee Perkins 75 Nassau St N.Y.|Title appears as it is written on the item.|Maurice & Cooper, p. 149, 152-153.|Murrell, p. 175, 179.|Weitenkampf, p. 98.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1849-1.
This textbook invites students to explore the diverse Russian-speaking communities across Eastern Europe, Central Asia, and North America. It highlights the rich cultures and histories of Ukraine, Kazakhstan, Indigenous populations of Russia, the Baltic states, Georgia (Sakartvelo), and Russian-speaking communities in the United States. Supported by the Less Commonly Taught and Indigenous Languages Partnership and funded by the Andrew W. Mellon Foundation, this OER textbook provides a unique, immersive experience that seamlessly integrates cultural understanding with practical language skills.
This subject examines interactions across the Eurasian continent between Russians, Chinese, Mongolian nomads, and Turkic oasis dwellers during the last millennium and a half. As empires rose and fell, religions, trade, and war flowed back and forth continuously across this vast space. Today, the fall of the Soviet Union and China’s reforms have opened up new opportunities for cultural interaction.
This course analyzes Russia’s social, cultural, and political heritage in the 18th and 19th centuries, up to and including the Russian Revolution of 1917. It compares reforming and revolutionary impulses in the context of serfdom, the rise of the intelligentsia, and debates over capitalism, while focusing on historical and literary texts, especially the intersections between the two.
Medieval and early modern Russia stood at the crossroads of Europe and Asia. In this course we will examine some of the native developments and foreign influences which most affected the course of Russian history. Particular topics include the rise of the Kievan State, the Mongol Yoke, the rise of Muscovy, Ivan the Terrible, Peter the Great, relations with Western Europe. How did foreigners perceive Russia? How did those living in the Russian lands perceive foreigners? What social relations were developing between nobility and peasantry, town and country, women and men? What were the relations of each of these groups to the state? How did state formation come about in Kievan and Muscovite Russia? What were the political, religious, economic, and social factors affecting relations between state and society? In examining these questions we will consider a variety of sources including contemporary accounts (both domestic and foreign), legal and political documents, historical monographs and interpretive essays.
Since the Russian annexation of Crimea in 2014 and the beginning of the war in Donbas, Eastern Europe has been facing a migration crisis. Several million Ukrainians are internally displaced or have fled the country and now face an uncertain future. At the same time, Western-imposed sanctions and the creation of the Eurasian Economic Union have affected Russia’s migration policies. These largely ignored processes have a potential to change the social landscape of the region for many years to come. The aim of this collection is to shed light on the forgotten migrant crisis at the European Union’s doorstep and make sense of the various migration processes in and out of Ukraine and Russia. The book is divided into two sections. The first section deals with migration processes that have taken place within Ukraine or have involved Ukrainian citizens’ migration out of the country, excluding Russia. The second section discusses Russia’s response to the rapid inflow of migrants from Ukraine, its changing migration policies and their effect on migrants, as well as other processes related to the phenomenon over the course of the Ukraine crisis.
This course examines some of the most important political revolutions that took place between the 17th century and today, beginning with pre-revolutionary Europe and the Enlightenment and continuing with the English Revolution of the 17th century, the American and the French Revolutions, the Mexican Revolution, the Russian and the Chinese Revolutions, the Iranian Revolution, and finally, the Eastern European revolutions of 1989, which brought about radical changes without recourse to violence. Upon successful completion of this course, the student will be able to: provide a concise historical narrative of each of the revolutions presented in the course; identify the origins and causes of each revolution, and compare revolutions with respect to their causes; analyze the goals and ideals of the revolutionaries, and compare how these functioned in various modern revolutions; discuss how revolutions in various parts of the world have affected womenĺÎĺ_ĺĚĺ_s rights; analyze how religious and secular worldviews came into conflict during times of upheaval and revolution; discuss the patterns and dynamics of revolutionary violence, and evaluate how revolutionaries have used non violent tactics against oppressive regimes; evaluate connections between revolutionary ideologies and revolutionary events; analyze how the legacies of each revolution are present in modern politics; describe and evaluate competing theoretical models of revolutionary change; interpret primary historical documents. This free course may be completed online at any time. (History 362)
This article provides background information related to natural resources of the poles, and renewable and non-renewable energy.
Power Point presentation "Russian War against Ukraine" for HIST 242 Soviet Union, undergraduate online course.
Poster showing an illustration by Boardman Robinson depicting scene in a refugee camp, also shows the emblem of czarist Russia, includes text about the plight of Russian citizens. Issued(?) by: International Reconstruction League, 200 Fifth Avenue, New York.
The California History and Social Science Project hosted a webinar on March 2nd and shared a list of resources for teaching and understanding the war in Ukraine.
This is an enrichment or remediation mini lesson about Russia for my HS Human Geography Virtual Class. Students have the option to complete this lesson for fun or to earn a "retake" on their Russia Unit test. The top 5 scores on the review game at the end get 5 bonus points added to their Unit test grades.
On behalf of the Council on Foreign Relations (CFR), take this quiz to test your knowledge of Russia's politics, history, economy, and more.