DOCUMENT RESUME SO 006 326 the USSR: History of Russia

DOCUMENT RESUME

'ED 083 098 SO 006 326 TITLE The U.S.S.R.: History of Russia. Grade Eleven. (Resource Unit II, Sub Unit 2.] Project Social Studies. INSTITUTION Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center. SPONS AGENCY Office of Education (DHEW), Washington, D.C. BUREAU NO HS-045 PUB DATE (67'] NOTE 116p.

EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Area Studies; *Communism; Course Content; *Cultural Factors; Curriculum Guides; Educational Objectives; Grade 11; *History; History Instruction; Instructional Materials; Resource Units; *Social Studies Units; Teaching Techniques; Units of Study (Subject Fields) IDENTIFIERS Project Social Studies; *Union of Soviet Socialist Republics; USSR

ABSTRACT This subunit on Russian history is part of a unit on the USSR, one of four resource units for an eleventh grade course on area studies. The objectives for the subunit are listed as to generalizations, skills, and attitudes. There are two outlines provided for this subunit. The first identifies generalizations about culture change which might be taught throughout the study of Russian history and shows how events in Russian history can be used to teach them. The second outline provides a possible sequence for teaching the history of Russia. Teaching procedures are placed opposite this second outline. The materials present aspects of cultural continuity between Tsarist Russia and the Soviet Union. This section includes a "fairly lengthy presentation of Marxian ideas. A teacher's guide to the entire course is SO 006 320. A teacher's supplement to the unit on the USSR is. SO 006 324; other subunits on the USSR are SO 006 325, SO 006 327 and SO 006 328. (Author/KSM) U 5. DE ED NA

TH,s DUCE -91- THE PEW'." ATONIC, ,TATED EDUCA'' SUB-UNIT OM THE HISTORY OF RUSSIA

L.JJ As you will recall from the introduction to this area-study, two outlinesar for this sub-unit. The first identifiesgeneralizations about culture change taught through the study of Russian hjstory and shows how events in Russian can be used to teach them. This outline of content should not be used as th which Russian history should be studied. Outline 2 provides a possible sequ teaching the history of Russia. The teaching procedures are placed opposite and outline.

f;lthough ,nis is a resource unit and teachers are expected to select from th activities, there are some which are of crucial importance because of the wa \1they are used to illustrate culture change and continuity. They may be used n stand, or the teacher may substitute some other activity to teach the same c I, These activities are preceeded by stars.

\S)

FILMED FROM BEST AVAILABLE COPY HEALTH DEPARTMENT OF U S WELFARE EDUCATIONINSTITUTE & OF NATIONAL EOLI',ATION REPRO HAS HEE% ROM DOCUMENT RECE,VED :HIS EXACTLY AS ORIGIN DL,CED ORGNIZA1ON OR ViEW OROPINIONS -9)- , HE ReRson,PO,NT, 0, REPRE ATINC. NECESSARILYINSTITL,,7 a OF STATED DONOTNATIONAL AL SENT 0,F-ICPOSI`.10N ORPOLICY EDOCAT'.ON SUB-UNIT ON THE HISTORY OF RUSSIA call from the introduction to this area-study, two outlines are provided Init. The first identifies generalizations about culture change which might be the study of Russian history and shows how events in Russian history 3 teach them. This outline of content should not be used as the order in history should be studied. Outline 2 provides a possible sequence for );story of Russia. The teaching procedures are placed opposite this sec-

is a resource unit and teachers are expected to select from the list of -ere are some which are of crucial importance because of the way in which to illustrate culture change and continuity. They may be used as they teacher may substitute some other activity to teach the same content. ;es are proceeded by stars.

FILMED FROM BEST AVAILABLE COPY -91a-

OBJECTIVES FOR SUB-UNIT ON HISTORY

This sub-unit on history should make progress toward developing the following

GENERALIZATIONS

1. Althouc culture is always changing, tions are applied to peo certain parts or elements may persist sires to change, providi over long periods of time. change they do not feel

a. Culture traits may change through e. Some values are conduciv a process of diffusion. some make change difficu

i) People who are in contact with f. Persistence of cultural each other are likely to borrow a result of the lack of cultural traits from each other. conditions which furthe Migration of people from one a reluctance to change. paft of the world to another involves the movement of culture g. Certain facets of the s. and material objects, thus re- may inhibit marked sociE, sulting in changes in the area innovation, to which people migrate. 1) Class structure may b. Culture traits may change as a re- change because upper sult of innovation from within a will fear loss of ri society. cept ideas of people

c. People charge their culture if they a) Those who benefit feel a real need for change, if stratification sy they are dissatisfied with present likely to accept aspects of their culture. (People ly to oppose than do not change their culture unless top tend to ratio they feel a need for change.) of the stratifica something natural d. Changes introduced from above or

without is more likely to occur if b) The division of 1 it is enforced, that is, if sanc- sibilities among -91a-

OBJECTIVES FOR SUB-UNIT ON HISTORY

history should make progress toward developing the following:

ure is always changing, tions are applied to people one de- or elements may persist sires to change, providing a need for iods of time. change they do not feel spontaneously.

its may change through e. Some values are conducive to change, of diffusion. some make change difficult.

who are in contact with f. Persistence of cultural traits may be her are likely to borrow a result of the lack of exposure to

1 traits from each other. conditions which further change or to on of people from one a reluctance to change. the world to another in- the movement of culture g. Certain facets of the social structure erial objects, thus re- may inhibit marked social change and in changes in the area innovation. h people migrate. 1) Class structure may inhibit social -aits may change as a re- change because upper class members inovation from within a will fear loss of rights and not accept ideas of people of lower classes. irge tieir culture if they a) Those who benefit most from the

1 need for change, if stratification system are most issatisfied with present likely to accept it and most like- their culture. (People ly to oppose change. (Those on ange their culture unless top tend to rationalize the justice a need for change.) of the stratification system as something natural,) Itroduced from above or more likely to occur if b) The division of labor and respon- Arced, that is, if sanc- sibilities among castes produces a mutual interdependent, very ization, in ideology,,:or what stable, and slow-changing so- is a part of the cultural sys ciety. *1) Technological changemay c c) The greatest push to improve sous problems in a society levels of living is more likely to corhc rom those above the 3. Each culture is unique. bottom strata of society than rom those at the bottom. 4. Political revolutions are usuall suit of multiple causes. 2) Family structure and communal struczure may make change diffi- 5. Whenever things valued by a sac' cult. ;learce, there will be different' fess to and cetrol of these val 3) When an individual Is sti-%)ngly at- 1;c-nrce thin9s by sub-groups with tached to a group and is in contin- clety. uing contact with it, his group- anchored beliefs and beh5viors are a. Control of one or a few scare much less likely to change than as may enable the group to get c if he is far removed from the 91.4 other scarce and valued thing pyramidtheir control or pow 2, A given culture is an integrated whole, based on fundamental postulates or velum. b. Class membership has certain life and behavior (class corr a. All the institutions in a society are related; because of this interrela- c. Societies differ in the relat tionship, a change in one institution of ascribed and achieved stat Is likely to affect other institutions. provide and the relative emph (Changes in the family are reflected each. in other institutions and changes in other Institutions are reflected in d. if an individualis aware of the family.) ship in a class, this awarene feet his behavior. b. Changes in one -1spect of a culture will have effects on other aspects; 6. Members of a class can move out changes will ramify whether they by various means, and this mobil are technological, In social organ- up or down. 1 interdependent, very ization, in Ideology, whatever else and slow-changing so- Is a part of the cultural system.

*1) Technological change may create ser- atest push to improve ious problems in a society. of living is more likely .;:rom those above the 3. Each culture is unique. strata of society than ose at the bottom, 4. Political revolutions are usually the result of multiple causes. ucture and communal may make change diffi- 5. Whenever things valued by a society are scarce, there will be differentiated ac- ;ess to and cr-ltrol of these valued and Jividual is st7::)ngly et- Eclrce thins by sub-groups within the so- a group and is in contln- ciety. ct with it, his group- ,llefs and behmolors are a. Control of one or a few scarce thingi likely to change than as may enable the group to get control of er removed from the group. other scarce and valued things and thus pyramidtheir control or power. is an Integrated whole, ntal postulates or values. b. Class membership has certain effects on life and behavior (class correlates). tutions in a society are use of this interrela- c. Societies differ in the relative number nange in one institution of ascribed and achieved statuses they affect other institutions. provide and the relative emphasis on he family are reflected each. itutions and changesin tions are reflected in d.If an individual is aware of his membership in a class, this awareness may affect his behavior, e aspect of a culture eces on other aspects; 6. Members of a class can move out of a class ramify whether they by various means, and this mobility may be ical, in social organ- up or down. a. The more widespread the system of ed- indft'duals or groups to acc ucation, the greater the mobility between classes. a. Minority groups are somet accommodate. b. The more industrialized and urbani- zed the society, the more differen- b.In autocratic governments tiated and open the system of strat- fuse to accommodate are ifications; the less industralized and urban the society, the less the c. When one country wins a mobility Between classes. the defeated party to ac

7. Groups may engage in power conflict; one 9. Every economic system faces group tries to dominate another in order lack of enough resources to to take something from it, such as labor human 1:!2nts. or wealth. Eccnczic wants of v;c9le a.In political conflict there is a to be :satisfied, sitnce struggle over scarce valu:.s or goals; services must be repleol each side tries to use the political ly as they are used up, system to attain its goals. tion is expanding, and s ventions create new want b. Struggle may bring together otherwise unrelated groups. Coalitions and 10. Prices (including wages) temporary associations will result supply and demand. from conflict where primarily pragmatic interests of the participants a. Other things being equal are involved. a good rises when the go supply as compared to th c. Groups engaged in continued struggle good and falls when the with the outside tend to be intoler- good is larger than the ant within. They are unlikely to existing'price. tolerate more than limited departures from group unity. In general business firms profits. C. Accommodation may occur among inoividuals having equal status and power or it may a. The incentive to achiev occur when one individual or group isin income as possible is m a dominating position and can force other incentives. despread the system of ed- individuals or groups to accommodate, e greater the mobility be- es. a. Minority groups are sometimes forced to accommodate. dustrialized and urbani- iety, the more differen- b. In autocratic governments, those who re- open the system of strat- fuse to accommodate are punished. the less industralized he society, the less the c. When one country wins a war, it may force t.icen classes, the defeated party to accommodate.

cage in power conflict; one 9. Every economic system faces scarcrty or a ) dominate :mother in order lack of enough resources to satisfy all ling from it, such as labor human -,,,nts

Eccnczic ::ants of pole seem never )1 conflict there is a to be :satisfied, sUca goods -Ind :er scarce values or goals; services must be repleals1:ed consmit- ries to use the political ly as they are used up, since popula- attain its goals. tion is expanding, and since new inventions create new wants. ay bring together otherwise groups. Coalitions and 10. Prises (including wages) are affected by associations will result sumly and demand. ict where primarily prag- rests of the participants a. Other things being equal, the price of ed. a good rises when the good is in short supply as compared to the demand for the aged in continued struggle good and falls when the supply of the utside tend to be intoler- good is larger than the demand at the

. They are unlikely to existing'price. ore than limited departures unity. 11. In general business firms try to maximize profits. may occur among inoividuals status and power or it may a. The incentive to achieve as large an 'e individual or group is in income as possible is modified by other position and can force other incentives. -91d-

12. Labor productivity may rise both from 15. Any decision isin part the p the activities of workers themselves the internalized values, the and from the accumulation of capital and the experiences of thepe and technological and managerial ad- the decision. vance. 16. The decision-maker reactsto 13. Capital formation through saving is a other decision-makers. major means of increasing an economy's total output over time because it in- 17. Executive decisionsare limit creases productive capacity. factors, including permissabi1

14. Political power is unevenly distributed 18. Taking the policy-makingproc through a population. the general strategic advan tat; the status quo. a. Itis unlikely that cne cr_uld find many genuioe autocracies (rule by 19. The requirements for leaders hi one) --in complex modern govern- as an organization or governme ment; they are very likely really the need for leaders with admi oligarchies. The scope of govern- skills tends to replace the ne ment and the variety of clienteles charismatic leader. demands a variety of skills which one man does not possess. 20. The contrast between democrat' democratic political systems m 1) Every decision maker is dependent at as a conflict in basic unde on advice, knowledge, information, political intelligence, and as a 21. ideology is associated with th result, those advisors who can in the political system with t provide him with it have an impor- political awareness, involveme tant base for exerting power and formation. influence on the official. 22. People with different ideologi 2) A law or policy must be effectua- the same scene and their ideol ted and applied; in that process it sharply different meaninga the whole decision-making process -- maybe even different oercep goes on again. facts. -91d-

may rise both from 15. Any decision isin part the product of workers themselves the internalized values, the perceptions, ulation of capital and the experiences of theperson making and managerial ad- the decision.

16. The decision-maker reacts topressures from through saving Is a other decis ion- makers. reasing an economy's time because it in- 17. Executive decision.1 are limited bymany capacity. factors, including oermissability.

unevenly distributed 18. Taking the policy-making process as a whole, on. the general strategic advantages He with the status quo. that ene cr.:uld find tocracies (rule by 19. The requirements for leadership may change; lex modern govern- as an organization or government develops, very likely really the need for leaders with administrative he scope of govern- skills tends to replace the need for a riety of clienteles charismatic leader. ty of skills which t posSess. 20. The contrast between democratic and non- democratic political systems may be looked on maker is dependent at as a conflict in basic underlying values. nowledge, information, telligence, and as a 21. Ideology is associated with those people e advisors who can in the political system with the greatest with it have an impor- political awareness, involvement, and in- r exerting power and formation. the official. 22. People with different ideologies may perceive Icy must be effectua- the same scene and their ;deoiogies will give ied; in that process it sharply different meaning and significance cision-making process -- maybe even different perceptions of the n. facts. -91e-

23. Most political communication depends on 28. Wars have an important ecoi the use of negative and positive symbol;, upon people. stereotypes, and other communication shortcuts; effective communi:ation de- 29. The structure of the famil pends on the effective manipulation of one society to another, an those symbolic tools. to another within any soci

*.e.A. Obstacles to communication may be social 30 In different societies or as well as physical. groups within a society, s sentiments are strongly re -5. The means may make it difficult to ach6e are encouraged. As a resu the stated ends. has a modal personality or among its adults. LG. All of the places of earth are tied together by forces of man and nature. 31. Frustration may result in

a. Man has speeded spatial inter-Jctien. Trade has drawn the world closer to- SKILLS gether. The broad skill toward which b. City life is heavily dependent upon timately directed is underlin trade. aspect of a skill or an under to learn a skill is in plain c. The world is a community ofinterde- pendent countries. (Important polit- 1. Attacks problems in a rat ical happenings in one part of the world affect other parts.) a. Sets up hypotheses.

27. There are many sources of national power 2. Is skilled in gathersn in dealing with other nations. a. Adjusts reading rate.to a. Military capacity is an important fac- reading. tor in the development of national power, but not the only one. b. Interprets graphs.

b. Differences in population, resources, 1) Draws inferences fro and economy may be reflected in dif- ferencos in national power. 3. Is skilled in evaluatin -91e-

al communication depends on 28. Wars have an important economic impact egative and posftive symbols, upon people. and other communication ffective communication de- 29. The structure of the family varies from effective manipulation of one society to another, and from one group is tools. to another within any society.

) communication may be social 30 In different societies or in different ,hysical. groups within a society, some emotion and sentiments are strongly repressed; others ay make it difficult to achie,e are encouraged. As a result any one group :nds. has a modal personality or personalities among its adults. )laces cf earth are tiad to- arces of man and natuea. 31. Frustration may result in aggression.

;peeded spatial interaction. s drawn the world closer to- SKILLS

The broad skill toward which teaching is ul- e is heavily dependent upon timately directed is underlined. A specific aspect of a skill or an understanding needed to learn a skill is in plain type. is a community of interde- countries. (Important polit- 1. Attacks problems in a rational manner. penings in one part of the fect other parts.) a. Sets up hypotheses.

!my sources of national power 2. Is skilled in qatherins information. with other nations. a. Adjusts reading rate to purpose in capacity is an important fac- reading, he development of national ut not the only one. b. Interprets graphs.

icesin population, resources, 1) brows inferences from graphs. lomy may be reflected in dif- s in national power. 3. I,; skilled in evaluating information. a. Checks on the accuracy of information. a. Makes and Interprets time

1) Checks facts against his own back- b. Lboks for relationshipsa ground of information and collects within one country and wi additional information when he wide time framework. needs it to check the facts. C. Has a sense of the passag 2) Checks on the bias and competency of witnesses, authors, and produc- d. Sees meaningful differenc ers of materials. eras; notes relationship between institutions and 3) Looks for poinls of agrement and tions. disjrecmcnt mong An-7;sses and ::nd other ncurcns of in- 5.Is skillcd In organizing

,74 ri';',41:it ! ow r as, c(.3. 4) Identifies and examines assumptions a. Applies previously-iearne to decide whether or not he can ac- generalizations to new da cept them. b. Tests hypotheses against 5) Recognizes differences in difficul- ty of proving statements. 6. Communicates effective) wit

b. Checks on the completenss of data a. Presents effective symposi and is wary of generalizations based on insufficient evidence. ATTITUDES 1) Rejects post-hoc arguments. 1. Is curious about social data. c. Detects inconsistencies. 2. Values objectivity and desir d. Distincluislies between relevant and values from affecting his int irrelevant-iFformation. of evidence.

1) IdenP;fies persuasion devices. 3. Respects evidence even when i prejudices end preconceptions 4 . Has a well-developed time sense. the accuracy of information. a. Makes and interprets timelines..

facts against his own back- b. Looks for relationships among events of information and collects within one country and within a world- anal information when he wide time framework. it to check the facts. c. Has a sense of the passage of time. on the bias and competency nes'SeS, authors, and produc- Sees meaningful differences between materials. eras; notes relationship within,any era between institutions and cultural assump- points of agrecnent and tions. ;:rx:ent .7,21ong win-.1sses and yid other cc cis of in- 5.Is skillc:d In or anizing c,nd noal zing in- TOTWaTtalTn ons.

ies and examines assumptions a. Applies previously-learned concepts and ide whether or not he can ac- generalizations to new data. nem. b. Tests hypotheses against data. izes differences in difficul- proving statements. 6. Communicates effectively with others.

the completeness of data a. Presents effective symposia. ry of generalizations based icient evidence. ATTITUDES post-hoc arguments. 1. Is curious about social data. iconsistencies. 2. Values objectivity and desires to keep his ;hes between relevant and values from affecting his interpretation 71-FifOrmation. of evidence..

.ies persuasion devices. 3. Respects evidence even when it contradicts prejudices and preconceptions. 2.velo ed time sense. -91g-

4.Is committed to the free examination of social attitudes and data.

5.Is sceptical of theories of single causation in the social sciences.

6. Is sceptical of panaceas.

7. Supports freedom of thought and expres- s ion.

B. Values procedural safeguards for those accused of crimes.

9. Desires to protect the rights of minorities. -92- GtNERALIZ,',T; OUTLINE NO. 00E (Jut in order or G. Although culture is always chang- fli. Although culture is always char ing, certain parts or elements may parts or elements may persist cm, persist over long periods of time. of time.

G. Cultural traits may change through A. Russian culture has changed a process of diffusion. fusion and innovation fromwi

1. Much of Russian culture h from other peoples throug diffusion.

a. The people living in w of as Russia borrowed the peoples who invade tral Asia.

b. The people flying in w of as Russia borrowed from the Viking prince their trade and protec vaders.

c. The people living in w of as Russia borrowed from the Byzantines wi and warred in the Cons

d. Russians borrowed many from western Europe wh zed that Western Europ in technology.

e. Many of the Russian me and revolution had the from Western Europe. (O humanitarian ideas abo ideas, etc. Marx in t from the British.) -92- OUTLINE NO. OA ('lotin order of teaching.) h culture is always chang- Ill. Although culture is always changing, certain rtain parts or elements may parts or elements may persist over long periods over long periods of time. of time.

$ traits may change through A. Russian culture has changed through both dif- ss of diffusion. fusion and :nnovation from within.

1. Much of Russian culture has been borrowed from other peoples through a process of diffusion.

a. The people living In what we now think of as Russia borrowed many traits from the peoples who invaded them from Cen- tral Asia.

b. The people living in what we now think of as Russia borrowed many cultural traits from the Viking princes who organized their trade and protected them from invaders.

c. The people living in what we now think of as Russia borrowed many cultural traits from the Byzantines with whom they traded and warred in the Constantinople area.

d. Russians borrowed many cultural traits from western Europe when the Tsars reali- zed that Western Europe was ahead of them in technology.

e. Many of the Russian movements for reform and revolution had their or in ideas from Western Europe.(Decembrist movement, humanitarian ideas about slaves, Marxian ideas, etc. Marx in turn borrowed ideas from the British.) 93-

G. Cultural traits may change ES a rc- 2. Parts of Russian cultur suit of innovation from within a innovation from within society. a. The village commune sia as a means of s problems faced by p

b. The Russian system quite distinctive; ercbly from the sysI Europe.

c. The system of Zemst" sian creation.

G. People change their culture if B. A number of factors facil they feel a real need for change, if they are dissatisfied with 1. People change their cu present aspects of their culture. real need for change, fled with present aspe

a. The Russians gave m 'Tsars in order to g invaders.

h. Tsars adopted polic new seaports in ord to the seas as they greater trade and n

c. The Tsars set up a because of the need landowners who were

d. The Tsars abolished Faced threatened pe -93- ral traits may change es a rc- 2. Parts of Russian culture are the result of of innovation from within a innovation from within. tY a. The village commune evolved within Rus- sia as a means of solving some of the problems faced by peasants.

b. The Russian system of feudalism was quite distinctive; it differed considerably from the system in Western Europe.

c. The system of Zemstvos was a unique Rus- sian creation. ie change their culture if B. A winbar of factors facilitate or hinder change feel a real need for change, ley are dissatisfied with 1. People change their culture if they feel a ult aspects of their culture. real need for change, if they are dissatisfied with present aspects of their culture.

a. The Russians gave more power to the 'tsars in order to gain protection from invaders.

b. Tsars adopted policies of expansion to new seaports in order to gain outlets to the seas as they saw the need for greater trade and naval power.

c. The Tsars set up a system of serfdom because of the need to gain support of landowners who were losing workers.

d. The Tsars abolished serfdom when they faced threatened peasant revolts. -911- e. The Tsar uranted cert reforms .)s a result o of 1905 which arose people became dissati ernment after its def

f. Defeat in the Crimean of 1905 led many Russ that economic and soc necessary.

g. The pnople of Russia during 1917 and set u systems out of disiLus bons under fte old g

G. Change instituted from above is 2. Change instituted from a

more likely to be successful if it ly to be successful if i is enforced, that is,if sanctions that is, if sanctions ar are applied to people one desires ple one desires to chang to change, providing a need for need for change they do change they do not feel spontane- eously. ously. a. Most changes in Russi above when the Tsar s change because of wor from the West or fear low or foreign invasi

b. The Tsar applied sanc people, thus giving t that many did not fee

G. Persistence of cultural traits may 3. Persistence of cultural result from a reluctance to change. from a reluctance to cha -911- e. The Tsar uanted certain constitutional reforms a result of the revolution of 1905 which arose in part because the people becairie dissatisfied with the government after its defeat at war.

f. Defeat in the Crimean War and in the War of 1905 led many Russians to believe that economic and social reforms were necessary.

g. The vople of Russia revolted twice during 1917 and set up new political systems out of diliust with the conditions under the old governmentS. stituted from above is 2. Change instituted from above Is more likely to be successful if it ly to be successful if it is enforced, ed, that is, if sanctions that is,if sanctions are applied to peo- ed to people one desires ple one desires to change, providing a providing a need for need for change they do not feel spontan- ey do not feel spontane- eously.

a. Most changes in Russia were made from above when the Tsar saw the need for change because of worry about competition from the West or fear of revolt from be- low or foreign invasion.

b. The Tsar applied sanctions to the Russian people, thus giving them a need to change that many did not feel. ce of cultural traits may 3. Persistence of cultural traits may result om a reluctance to change. from a reluctance to change. -95-

a. Some of the Tsars f ty in bringing abou changes when they t Russia. The masses change and preferre

b. The landowning clas change which would disadvantage.

G. People who are in contact with 4. Contact with other cul each other are likely to borrow leads a group of peopl cultural traits from each other. of that culture. Pers Migrati:m of people from one part traits may be a resul of the uorld to another Involves sure to conditions wh; the movwent of culture and material objects, thus resulting in a. Diffusion from the changes in the area to which peo- tines, and the Inv ple migrate. Central Asia was tt contact.

b. Russians did not a tural changes in W the period of the the Renaissance be off from contact w ing the Mongol inv of the country.

c. Many serfs and pea their farming tech tural ways because with new ideas.

d. Contact with weste cers fighting duri led them to develo -95-

a. Some of the Tsars faced great difficul- ty in bringing about more than surface changes when they tried to westernize Russia. The masses saw no need to change and preferred their own culture.

b. The landowning classes tried to resist change which would be to their economic disadvantage.

who are in contact with 4. Contact with other cultures frequently ,ther are likely to borrow leads a group of people to adopt aspects 'al traits from each other. of that culture. Persistcnce of cultural in of people from one part traits may be a result of a lock of ;:fpo- lAorld to another involves sure to conditions which Ful.,.!er champ. ys;amnt of culture and mater - jects, thus resulting in 3. Diffusion from the Vikin,js, the Byzaa- !s in the area to which peo- tines, and the invading tribes from igrate. Central Asia was the result of culture contact.

b. Russians did not adopt many of the cultural changes in Western Europe during the period of the High Middle Ages and the Renaissance because they were cut off from contact with these people during the Mongol invasions and domination of the country.

c. Many serfs and peasants did not change their farming techniques or other cultural ways because of lack of contact with new ideas.

d. Contact with western ideas by army officers fighting during the Napoleonic Wars led them to develop western ideas at a -96-

time when other Russians contact did not develop

G. Certain facets of the social struc- 5. Certain facets of the socia ture may inhibit marked social inhibit marked social chang change and innovation. a. Family structure and the ture made change difficu the serfs were freed.

b. Class structure may inhi because upper class memb er will fear loss of rig cept ideas of people of Many of the landowning prevent the freeing of-de liberal reforms.

G. Some values are conducive to change, 6. Some values are conducive some make change difficult. make change difficult.

a. Russian attitudes toward rationalism and fatalism difficult for the Soviet industrialization.

b. Russian attitudes toward paternalistic family str lective responsibility h difficult to introduce n niques after the freeing

G. People usually do not discard a C. People usually do not discard trait completely; they are more ly; they are more likely to mo likely.to modify it to fit into Into new situations. Even whe new situations. Even when a major ganization of a society takes reorganization of a society takes a revolution), not all of a cul place (such as a revolution), not ly modified. -96-

time when other Russians without such contact did not develop these ideas. cets of the social struc- 5. Certain facets of the social structure may nhiblt marked social inhibit marked social change and innovation. innovation. a. Family structure and the communal structure made change difficult even after the serfs were freed.

b. Class structure may inhibit social change because upper class members who have power will fear loss of rights and not accept ideas of people of lo..,;er classes. Many of the landowning classes tried to prevent the freeing onteserfs and other liberal reforms. s are conducive to change, 6. Some values are conducive to change, some change difficult. make change difficult.

a. Russian attitudes toward tradition, time, rationalism and fatalism made it more difficult for the Soviets to introduce industrialization.

b. Russian attitudes toward authority, the paternalistic family structure, and collective responsibility helped make it difficult to introduce new farming techniques after the freeing of the serfs.

ally do not discard a C. People usually do not discard a trait complete- letely; they are more ly; they are more likely to modify it to fit codify it to fit into into new situations. Even when a major reor- ions. Even when a major ganization of a society takes place (such as tion of a society takes a revolution), not all of a culture is complete- .1 as a revolution), not ly modified. -97-

all of a culture is completely 11. The old communal forms of modified. were adapted to serfs and when serfs were freed. T munel control of land was agricultural cooperatives ists when they came topo 2. The idea of collective re taxes and at law) did not serfs were freed; in some under the communists.

3. The Patriarchal family la other changes within Russ

4. Autocratic rule and ottit ority, obedience, and ter through many changes in R

5. The messionic attitude In Orthodox Church has persi form to the present day.

6. The belief in some religi vation has been adapted t vation through communism.

7. Even after the revolution Russian cultural traits p used by the Bolshevists.

G. Changes in one aspect of a culture D. Changes in one aspect of a c will have effects on other aspects; effects on other aspects; c changes will ramify whether they whether they are technologic are technoloQical, in social wgan- ganization, in ideology, or ization, in ideology, or whatever a part of the cultural syste else is a part of the cultural iys- tem. iture is completely 1. The old communal forms of making decisions were adapted to serfs and then to the mir when serfs were freed. The system of communal control of land was adapted to the agricultural cooperatives by the communists when they came to power.

2. The idea of collective responsibility (for taxes and at law) did not change after the serfs were freed; in some forms it persists under the communists.

3. The Patriarchal family lasted through many other changes within Russia.

4. Autocratic rule and attitudes tcYard authority, obedience, and terror persisted through many changes in Russia,

5. The messionic attitude introduced by the Orthodox Church has persisted in modified form to the present day.

6. The belief in some religious means of sal- vation has been adapted to the idea of sal- vation through communism.

7. Even after the revolutions of 1917, many Russian cultural traits persisted and were used by the Bolshevists.

) one aspect of aculture D. Changes in one aspect of a culture will have effects on other aspects; effects on other aspects; changes will ramify ill ramify whether they whether they are technological, in social or- Dlogical, in social organ- ganization, in ideology, or whatever else is :n ideology, or whatever a part of the cultural system. part of the cultural sys- 98-

1. Changes in the type of farming (from slash and burn to more settled types) led to changes in the patterns of land ownership and social organization among peasants.

2. Loss of markets during the period of Mongol invasions led landowners to stop producing so much for markets and to set up different relationships with peasants. This loss also resulted in great changes within the cities.

3. The introduction of some western _ideas- _ about technology under Peter the Great led to changes in other aspects of Russian life.

4. The introduction of the Greek Orthodox religion into Russia led to many changes in Russian society and helped fix ideas of authoritarianism in government as well as in religion.

5. The establishment of the Zemstvos, in part to help meet problems raised by the freeing of the serfs, led to greater educational opportunities and so greater mobility between classes.

6. The declining reputation of the Tsars and the loss of certainty about Russian super- iority after defeat in the Crimean and Japanese wars led to many economic, social and political reforms. -99-

7. Increased industria/izat need for more workers an changes in the communal peasants. Later, indust affected mobility among family structure.

8. Technological changes cr problems both in Western stimulating Marxism) and

G. A given culture is an integrated E. A given culture is an ante whole, based on fundamental postu- on fundamental postulates lates or values. the values fostered by the came to permeate all aspec ciety and culture (e.g. rej ism and acceptance of myst; toward common responsibili dividual responsiblity, et

G. The greatest push to improve liv- F. The greatest push to impro ing levels is mere likely to come more likely to come from t from those above the bottom strata tom strata of society than than from those at the bottom. bottom.

1. The bottom strata lecke resources and hope for

2. Most of the reform and ment in Russia came fro per class intelligentsi were also not of the lo -99-

7. Increased industrialization led to the need for more workers and helped bring changes in the communal system among peasants. Later, industrialization also affected mobility among classes and the family structure.

8. Technological changes created serious problems both in Western Europe (thus stimulating Marxism) and in Russia.

Jlture is an integrated E. A given culture is an integrated whole, based sed on fundamental postu- on fundamental postulates or values. Some of ;alues. the values fostered by the Orthodox church came to permeate all aspects of Russian society and culture (e.g. rejection of rationalism and acceptance of mysticism; attitudes toward common responsibility rather than individual responsiblity, etc.) est push to improve liv- F. The greatest push to improve living levels is s is more likely to come more likely to come from those above the bot- e above the bottom strata tom strata of society than from those at the those at the bottom. bottom.

1. The bottom strata lacked the education and resources and hope for change.

2. Most of the reform and revolutionary movement in Russia came from the middle or upper class intelligentsia, (Marx and Engels were also not of the lower class.) 101 OUTLINE NUMBER TWO (insuggested orc OBJECTIVES always chang- 111.Although culture is always chang G. Although culture is persist over ion ing, certain parts orelements or elements may may persist overlong periods of time.

A. IS CURIOUS ABOUTSOCIAL DATA.

S. Sets up hypotheses.

1., IS CURIOUS ABOUT SOCIALDATA. 101 OUTLINE NUMBER TWO (insuggested order of f:_aehing) certain parts ilture is always chang- III.Although culture is always changing, persist over long periods of time. n parts orelements or elements may over long periodsof

ABOUT SOCIAL DATA.

otheses.

S ABOUT SOCIAL DATA. I

TEACH1N6 l'ROCEDUAES 10?- ;1ATERIALS OF

1. Tell pupils that some people state thatone of the problems facing Lhe Soviet government is toovercome long - seated attitudes and traditions in Russian life. A study of history may help pupils decide if these analy- ses are right, and if so what these attitudes and traditions are. Also point out that others argue thatsome of the earlier attitudes and values have aided the So- viets. A study of history may help pupils decide if these people are right and if so which attitudes and values these are. Perhaps pupils will decide that both groups are right or both wrong,or they moY decide that one group is right and one wrong.

Say: Historians are sometimes likely to state thatno country can escape its history. What do you think they mean? Do you thirk they are right?Why or why not? (Point out that a study of Russian historymay help pupils decide if this statement is true in thecase of the Soviet Union.)

3. Point out on a map the part of Russia in which earlye- vent; in Russian history took place and in which thena- tion yas born. Ask: What is this part of Russia usually called?Why do you think the culture of the people living in European Russia differs considerably from that of people living in the western part of Europe? (Do not answer for the class. Let pupils set up hypotheses to test.)

4. Perhaps place' books dealing with Russian historyon a table in the room and let pupils havea browsing period in which they Find a book which interests them for further reading or a topic in which theyare particularly interested. F.CURES -10?- ;1ATERIALS OF INSTRUCTION

,at some people state that one of the pyob- de Scviet government isto overcome long- .des and traditions in Russian life. A :ory may help pupils decide if these analy- -, and if so what these attitudes and tradi- lso point out that others argue that some attitudes and values have aided the So- idy of his-cory may help pupils decide if are right and if so which attitudes and are. Perhaps pupils will decide that ,re right or both wrong, or they may decide

,c) is right and one wrong.

ans are sometimes likely to state that no .)scape its history. What do you think they think they are right? Why or why not? gat a study of Russian history may help pu- this statement is true in the case of the ,)

a map the part of Russia in which early e- sian history took place and in which the na- n. Ask: What is this part of Russia usual- Jhy do you think the culture of the people ropean Russia differs considerably from that ving in the western part of Europe? (Do not he class. Let pupils set up hypotheses to

e books dealing with Russian history on a room and let pupils have a browsing period find a book which interests them for fur- or a topic in which they are particularly -103-

Adjusts reading rate to purpose in reading.

IS CURIOUS ABOUT SOCIAL DATA.

G. Cultural traits may change throughA. Early Russian history is char a process of diffusion. ies of invasions, by attempts the country for protection an G. Peoples who are in contact with quarrels among the different each other are likely to borrow Invasions and tirade with diff cultural traits from each other. suited in the diffusion of ma of these peoples to the Slavi G. Migration of people from one part what is now Russia. The peri of the world to another involves by changing agricultural inst the movement of culture and material objects, thus resulting in changes in the area to which people migrate. -103- eadin' rate to ur c e in

S ABOUT SOCIAL DATA.

1 traits may change throughA. Early Russian history is characterized by a ser- ss of diffusion. ies of invasions, by attempts of princes to unite the country for protection and trade, and by who are in contact with quarrels among the different Russian princes. her are likely to borrow tnyasions and trade with different peoples re- 1 traits from each other. sulted in the diffusion of many culture traits of these peoples to the Slavic peoples within on of people from one part what is now Russia. The period is also marked world to another involves by changing agricultural institutions. 'went of culture and mater- ects, thus resulting in in the area to which people Give pupils a list of study questions to guide their Lenoyel,The work during their study of Russian history. Or have ch. 14. pupils work out their own list. Perhaps have pupils Scholastic Bo read rapidly through any of a number of brief accounts editors, of Russian history to find out which topics they are interested in the most. (Before they begin, discuss Petrovich, So reading rate to use for this purpose. Be sure to have pp, 19-43. available materials of different reading levelsto suit Rieber Nets the differing reading levels in the class.) the U,S.S.R. ch. 2. Now give pupils a list of-sugkjesmd individual :nod iftndel R1.1§S;I group activis let them sucjiyest 6khers, 1;:),1 b-2/3-: pils list their eiv, 5,:ccod, on .SChl esilfir to turn ;n ond of perlod. It is sijrsilents the !..7, ;Tip; Is a tel.: tativ,,. 872-0 s.,:lheclule so thto: knc-A %11.7.n !1.r./!?. Whiting;Me, i:tleir projects c.cmpleii:ed. rY4v, pig. 59 Appropriote s if brief (e.g Cultural Her i 41S7 Steyr ianos, G Martz,pp. 310-

S. Give pupils time in class to work on various projects deal ingwithRussian history.. Varythisstudy time with projects such as the following: a list of study questions to guide their Leng4e1, The Soviet Union,. their study of Russian history. Or have out their own list. Perhaps have pupils Scholastic Book Services

through any of a number of brief account's editors, crorietUnion,chs. listory to find out which topics they are 2,4. n the most. (Before they begin, discuss Petrovich, Soviet Union, to use for this purpose. Be sure to have pp, 19-43. terials of different reading levels to suit Rieber & Nelson, A Stud of g reading levels in the class.) the U,S.S.R. and Communism,

ils a list of sugyeste0 i nd i v i dua i rind Model, Russia Re-ex,Tifrdj. :7-c.d let ',,o9gest okhers, :,11,f1 J- pp, 14-2K- left vs i;2 5;:ccod, nod third c.hc,',-.; on Schl es iotier .0 :n 7;nd or t Is k;1(11 r>p. it ;xt '.7, jIvinj rvils a 8721f ), t I I Enc.,/ yht"..n t h,Tis Whiting; §ovi:atsULqn, ,ts JP0ap PP. 'S5- 77Y. Appropriate sections In texts if brief (e.g. Welty, lian's Cu1 turalflelltage,pp.zirc -4131. Stavrianos, Global Hist. of PITIL pp. 310-313.1---

time in clasSto, work on various projects 1 Russian history). Vary this study time ts such as the following:

1 . Presents effective symposio.

S. Isin the habit of looking at places and events in terms of relative locatiOn.

S. Checks on the bias and compLIncy of authors; a, Review with the class the differences between a symposium and a panel presentation. Discuss ways of rrc-

paring and presenting both. Have pupils who are i '<- ing part in either a symposium or a panel prepare written progress reports, indicating sources used, ways in which they are dividing up the work for the presentation, and major points to be stressed. b. Project drawings of some of the different peoples who moved into the Russian plains in the early period of Historof P Russian history. Perhaps )lace drawings on a buile- how, tin board :wound a ir%p !ing the p r2as from ,/hi,) yh 20 the different pecplcs -]re thought to have come to Walsh, Rt1A5! which they moved within what is now Russia. (For such Union, 0. ii a bulletin board, use pupil's drawings from past years or get volunteers to make drawings before the class begins this sub-unit.) c. Give pupils an account of the Scythians by Herodotus. See "Selecte Have them read the account, do the exercise, and ana- Russian Hist lyze the account. Be rure to discuss: How does "Exercise on Herodotus' own values affect she account? What char- #1. acteristics does he describe?

Now quote Walsh on modern historical interpretations Walsh, Russi about the Scyrhians. (Use excerpts and paraphrase Union, pp. 8 his material on the peoples dominated by the Scyth- ians.) Discuss: Would you put more faith in Walsh or in 1-1,crodotus' account? Why?

d. Have pupils read the early (1243) account of the Tar- See "Selecte tars written by a French knight who fought Lhem. They Russian Hist should evaluate the source in terms of the Has and competency of the author. -106-

the class the differences betweena sym- panel presentation. Discuss ways of rre- presenting t-oth. Have pupils who are i .'n- either a symposium or a panel prepare writ s reports, indicating sources used, ways in are divicAng up the work for the presenta- ajor po;nts to be stressed. wings of some of the different peoples who Carmichael, An Illustrated the Russian plains in the early period of Histor_iof RaMii-- tory. Perhaps glace drawings on a buile- 1-0T55w, 111.Til-Y0-rider the Czarsl. ro,:nd a w-p sl,.ing the DffN15 from \Ali() ?it peoples are thought to have cume Dial to Walsh, Russia and the Sov. within what is now Russia. (For snch Union O. . board, use pupil's drawings from pastyears steers to make drawings before the class sub-unit.)

an account of the Scythians by Herodotus. See "Selected Readings.in ead the account, do the exercise, andana- Russian History" #1 and count. Be sure to discuss: How does "Exercie on Russian History, " own values affect the account?What ehnr- #1. does he describe? alsh on modern historical interpretations Walsh, Russia and the Soviet cythians. (Use excerpts and paraphrase Union, pp. 8-9. 1 on the peoples dominated by the Scyth-. cuss: Would you put more faith in Walsh otus' account?Why?

read the early (1243) account of the Tar- See "Selected Peadings in n by a French knight who fought them. They Russian History," #2. uate the source in terms of the bias and of the author. -107-

S. Checks on the bias and competency of authors.

Checks on the completeness of data and is wary--67-rnera zations based on insufficient evidence.

S. Sets up hypotheses.

G. People who are in contact with each other are likely to borrow cultural traits from each other.

G. Migration of people from one part of the world to another involves the movement of culture and material objects, thus resulting in changes in the area to which people migrate. e. Give pupils differing accounts of how the Vikings or Moscow, alis Varangians came to Russia. Discuss: Why do you think Czars, pp. these accounts differ so much? Discuss the problem CriFq, Our of historical research in this period because of the p. 325. lack of written history and the dependence upon early Seeger, Pa writings made years later on the basis of oral tradi- hilP_EK, Pp tions. vol, 1. Walsh, Read vol 1. Walsh, Russ Union, pp, Stavrlancs, Man, pp.-31 See "Exerci tory," #2. Russ. Hist. f. Project pictures of Russian churches and the Kremlin. For a pictu Ask pupils if they have ever seen pictures of similar church, see churches in other parts of the world. If so, where? eninq World or Stavrian Now show pupils pictures of churches and other build- of Man, P. ings showing this Byzantine influence in the eastern or Thayer, Mediterranean area. Have pupils compare. Discuss: For picture Where do you think this architectural style started? ern Byzanti How do you think it may have spread? (Have pupils see Stavria test their ideas against data studied later in this sub-unit.) Perhaps show picture of corn palace at Mitchell, South Dakota. Have pupils compare this building with the ones they have just seen. Then ask: How do you think this style of architecture could have appeared in Mitchell, South Dakota? Tell pupils about the numbers of Russian immigrants to this area. 108-

Jpils differing accounts of how the Vikin r Moscow, RussiALUnder the ians came to Russia. Discuss: Why do y nkCzars, pp. 33-3T. accounts differ so much? Discuss the prc E0-6-9, Our Widening World, torical research in this period because of Ltie p. 325. f written history and the dependence upon early Seeger, pc@at of Russian gs made years later on the basis of cral tradi- Riha7;Readings in Russ. Hist., vol. 1. Walsh, Readings in Russ. Hist., vol 1. Walsh, Russia and the Sov. Yllion, 11721. StaVilancs, Global Hist. of Man, pp. 312737--- See "Exercise on Russian His- tory," #2. "Selected Rdgs. on Russ. Hist.," #3. t pictures of Russian churches and the Kremlin, For a picture of a Russian pilsif they have ever seen pictures of similar church, see Ewing, Our Wid- .esin other parts of the world. If so, where? ening World, p. 320; or Stavrianos, Global Hist. 'ow pupils pictures of churches and other build- of Man, p. 363; howing this Byzantine influence in the eastern or Thayer, Russia, pp. 38-39. rranean area. Have pupils compare. Discuss: For pictureT7Thiddle East- do you think this architectural style started? ern Byzantine architecture, you think it may have spread? (Have pupils see Stavrianos, p. 461, 503. heir ideas against data studied later in this it.) Perhaps show picture of corn palace at 11, South Dakota. Have pupils compare this ng with the ones they have just seen. Then low do you think this style of architecture have appeared in Mitchell, South Dakota? Tell about the numbers of Russian immigrants to rea. -109- Sets up hypotheses.

G. Culture traits may change through a process of diffusion.

G. Peoples who are in contact with each other are likely to borrow culture traits from each other.

S. Presents effective symposia.

G. Migration of people from one part of the world to another involves the movement of culture and material objects, thus resulting in changes in the area to which people migrate.

G. People do not change their culture unless they Feel a need to change.

G. Changes in one aspect of a culture will have ef;:ects upon other aspects; changes will ramify, whether they are technological, in social organization, in,deology, or what- -110-

g. Project a chart showing a number of words such as father, mother, and brother in English, French, Ger- man, and Russian languages. Ask: How do you think this c ,pse resemblance between some of the words :n the different languages may have come about?

h. Have a pupil who is studying Russian show the class the Russian alphabet. Compare this alphabet with other alphabets. Does it resemble any of them?

1. Ask a Catholic priest or a Russian or Greek Orthodox priest or both a Catholic and one of the Orthodox priests to speak to the class about the differences in the two churches, particularly as they developed in the early days of the Great Schism.

*7. Have several pupils present a symposium on Russia prior Moscow, Rus to the Mongol Invasions. They should discuss the inva- Czars, pp, sions from the east and south, the rule by the Vikings, 6775', Our the trade with the Byzantine Empire, the establishment pp. 322-2 of Kiev, the formation of a loose confederation of Seeger, Pa princes during the Kiev period and the quarrels between History., pp those princes, the early wars with neighboring peoples, RT557ed., and the adoption of various culture traits from those sian Histor with whom the Slays came in contact (e.g. religion, al- a sh, e. phabet, art, architecture, ideas about rationalism and sian Histor mysticism as a means of understanding their world, ideas "g'tavrIanos, about autocracy, etc.) Following the symposium, dis- Man, pp. 36 cuss the diffusion of culture traits and particularly Walsh, Russ the influence of the Greek Orthodox church as compared Union, 'CET with the influence of the Russian Catholic church on western Europe. What differences were there between - 110..

ct a chart showing a number of words suchas r, mother, and brother in English, French, Ger- )nd Russian languages. Ask: How do you think :lose resemblance between some of the words in ifferent languages may have come about?

3 pupil who is studying Russian show the class ussian alphabet. Compare this alphabet with alphabets. Does it resemble any of them?

Catholic priest or a Russian or Greek Orthodox t or both a Catholic and one of the Orthodox -s to speak to the class about the differences e two churches, particularly as they developed e early days of the Great Schism.

oral pupils present a symposium on Russia prior Moscow, Russia Under the Ingo] Invasions. They should discuss the inva- Czars, pp. 36-43. )m the east and south, the rule by the Vikings, NIF5's Our WideninWorld, with the Byzantine Empire, the establishment pp. 322:2 . the formation of a loose confederation of Seeger, Pa eant of Russian 'uring the Kiev period and the quarrels between History, pp. nces, the early wars with neighboring peoples, EeaigpRudlrs-

doption of various culture traits from those sian Histor, vo . the Slays came in contact (e.g. religion, al- WaTS h e ., Readings in Rus- rt, architecture, ideas about rationalism and sian History, vol. I.

1 as a means of understanding their world, ideas Stavrianos, Global Hist. of 1ocracy, etc.) Following the symposium, dis- IIPILL pp. 362764. diffusion of culture traits and particularly Walsh, Russia and the Soy. once of the Greek Orthodox church as compared Union, "NTT influence of the Russian Catholic church on urope. What differences were there between ever else is a part of the cultural system.

G. All of the places of earth are tied together by forces of man and nature. (Man has speeded spatial interaction through trade.)

G. Accommodation may occur among individuals having equal status and power or it may occur when one individual or group isIn a dominating position and c:-11 force othlr iodividuals or jccups to Lri.( .0 ,k2te.

G. Whenever things valued by a society are scarce, there will be dif- ferential access to and control of these valued and scarce things by sub-groups within the society.

G. Members of a class can move out of the class by various means, and this mobility may be up or down.

G. Changes in ane aspect of ca cLflturc will have effects on other aspects.

G. Control of one or of a few scarce things may enable the group to get control of other scarce and valued things and thus pyramid their control of power. G. People usually do n.t discard a trait completely; they are more likely to modify it to fit into new situations. -112-

ideas of the two churches? between their role as com- rcClosky & Tu pared with the political rulers?'thy was the adoption tatorship, p. of a different religion in Russia important in terms of the relationship of Russians with peoples in western Europe?

(Instead of the symposium, you may wish to have all pupils read about this era of Russian History. If so, have members of the class read different books, in terms of their reading level. Discuss the same questions as those suggested for the follow-up discussion on the symposium.)

*0. Have a very capable student report on conditions among Blum, Lord an peasants during the Kiev period. He should note changes Russia, ERF7 to a new type of commune as settled agriculture replaced Or "selected the older shifting forms of agriculture. He should also sian HiStory," note the factors which led to the development of large landowners, slaves, and indentured peasants.

Or have pupils read #4 in the "Selected Readings." Then discuss changes in agriculture and the effects of these changes as well as the persistence of certain traits. -1l2- e two churches? between their role as com- McClosky & Turner, Sov. *-- the political rulers? lihy was the adoption tatorship, p. 28. ent religion in Russia important in terms tionship of Russians with peoples in western

the symposium, you may wish to have all pu- bout this era of Russian History. If so, s of the class read different books, in terms ading level. Discuss the same questions as sted for the follow-up discussion on the sym-

capable,student report on conditionsamong Blum, Lord and Peasant in ring the Kiev period. He should note changes Russia,EHT/737-777---- pe of commune as settled agriculture replaced Or "Selected Readings on Rus- hifting forms of agriculture. He should also sian Hit-tory," #4: ctors which led to the development of large slaves, and indentured peasants. ils read #4 in the "Selected Readings:" Then ges in agriculture and the effects of these ell as the persistence of certain traits, -113-

S. Makes and interprets timelines.

S. Looks for relationships among e- vents within one country and a world-wide time framework.

Presents effective symposia. . B. The Vongol invasions cut Russ Western Europe at the time wh G. Although culture is always chang- were taking place there durin ing, certain parts or elements die Ages. The invasion also may persist over long periods of upon economic life, and upon time. changes and movements within

on the growth of autocratic i G. Persistence of cultural traits may be the result of a lack of exposure to conditions which further change, including contact with other cultures.

G. People usually do not discard a trait completely; they are more likely to modify it to fit into new situations. -113-

"nterprets timelines.

-elationships among e- in one country and with - -wide time framework.

fective symposia. . B. The Mongol invasions cut Russia off from Western Europe at the.time when many changes vulture is always chang- were taking place there during the High Mid- .in parts or elements dle Ages. The invasion also had an effect .t over long periods of upon economic life, and upon population changes and movements within Russia, and upon the growth of autocratic ideas in Russia. of cultural traits may suit of a lack of exposure ions which further change, contact with other cui- ually do not discard a oletely; they are more modify it to fit into t ions. 9. A committee might begin a timeline on Russian history. This timeline should be placed underneath a timeline prepared during the study of Western Europe. It should be referred to constantly as pupils study the history of Russia.

A pupil might also prepare a brief timeline of events in U.S. history to be placed beneath the timeline on Russian history. (Both timelines should be made to same scale as the one on Western Europe.) During the study of Russian history, the teacher should frequeLtly ask the questions: What was happening in Western Europe at this time? in the United States (for later periods in Russian history)? Do you think there were any relationships belween these events in Russia and events in these other parts of the world?

*10. Have several pupils present a symposium on Genghis Khan, . Lamb, Genqh the Mongol invaders, and their effects upon Russia. Fol- Moscow, ails lowing the symposium, discuss these effects. Were they Czars, pp. primarily the result of diffusion? of reaction to con- Seeger, Fag quest? of the breaking off of communication and trade Hist., ch. with western Russia?Or were they the result of a com- wing, Our V bination of these factors? Have pupils compare the role pp. 328-3S0; of the Orthodox Church during this period and the Catho- Carmichael, lic church in Western Europe during the Middle Ages. of Russia; Also have pupils note changes in the system of landown- Riha, ed., ing and the conditions of the peasants during this per- sian Histor iod. Pupils should add to their chart dealing with peasant life in Russia. Blum, (Or instead of the symposium, you may wish to have all sla, cns. pupils read about the Mongol period in Russia. If so, TaFf-je lando have pupils read differing accounts suited to their read- Walsh, Russi ing level. Be sure to have at least one pupil read a- Union, pp. bout changes taking place among peasants, landowners, and-77ected R cities during this period.) History," #5 -114- e might begin a timeline on Russian history. me should be placed underneath a timeline uring the study lf Western Europe. It should d to constantly as pupils study the history ght also prepare a brief timeline of events story to be placed beneath the timeline on story. (Both timelines should be made to same he one on Western Eirope.) study of Russian history, the teacher should ask the questions: What was happening in rope at this time? in the United States (for ods in Russian history)?Do you think there lationships be'..ween these events in Russia in these other parts of the world? al pupils present a symposium on Genghis Khan, Lamb, Genghis Khan; invaders, and their effects upon Russia. Fol- Moscow, Russia-Under the symposium, discuss these effects. Were they Czars, pp. '43:49; the result of diffusion? of reaction to con- eeger, Pageant of Russian the breaking off of communication and trade Hist., ch. 5; rn Russia? Or were they the result of a cam- riTrig, Our Widening:World f these factors? Have pupils compare the role pp. 3873TUT---- hodox Church during this period and the Catho- Carmichael, illustrated Hist. in Igestern Europe during the Middle Ages. of Russia; pupils note changes in the system of landown- Riha, ed., Readings in Rus- e conditions of the peasants during this per- sian History, Vol: 1; Is should add to their chart dealing with pea- Walsh, ed., Readings In Rus- in Russia. sian History, Vol. 1; 117717557a-5nd Peasant in Rus- a of the synposium, you may wish to have ail lia± chs. 4-7-(on cities, d about the Mongol period in Russia. If so, landowners, and peasants); read differing accounts suited to their read- Walsh, Russia and the Soy. 3e sure to have at least one pupil read a- Union, pp. 47:54. es taking place among peasants, landowners, and "Selected Readings on Russian ing this period.) History," #5. -115-

G. City life is heavily dependent upon trade.

G. of a :13s,-, , ,At cla.,s by v-irlot".; ,sny r, v)

Chsngcs in one aspect of culture will have effects on other aspects; changes will ramify whether they are technological, in social organization,in, ideology, or whatever else is a part of the cultural system.

Obstatl.es tocommunication may be. social as Well:as-geographic

CultUre may change through a prci- .eess of ,diffuSion.

.:Culture may. change through a process of innvation:froM,wilhin.

' People do not Change.theIT behav Tar unless they fee';, a need for change.: -117-

G. In autocratic governments, those C. The Princes of Moscow gradu who refuse to accommodate are Mongol domination, expanded punished. over more and more land, se autocratic government, and G. In different societies or in dif- dom into Russia. The peopl ferent groups within a society, came to believe during this some emotions and sentiments are sia was the center of Greek strongly repressed; others are en- that the Russian people ha couraged. As a result, any one sion in the world. group has a modal personality or personalities among its adults.

G. Whenever things valued by a society are scarce, there will be dif- ferential access to and control of these valued and scarce things by sub-groups within the society,

G. Class membership carries with it certain class correlates.

G. Although culture is always changing, certain parts or elements may persist over tong periods of time.

G. Culture may change through a process of innovation from within or diffusion from other cultures.

G. People do not change their culture unless they fecl the need for change.

G. Change introduced from above or without is more likely to occur if it is enforced, that is,if sanctions are aoplied to people one desires to change, providing a need for change they do not feel spontaneously. -117-

3tiC governments, those C. The Princes of Moscow gradually threw off e to accommodate are Mongol domination, expanded their control over more and more land, set up a highly autocratic government, and introduced serf- ent societies or in dif- dom 1- o Russia. The people of Russia also oups within a society, came to believe during this period that Rus- _ions and sentiments are sia was the center of Greek Orthodoxy and repressed; others are en- that the Russian people had a religious mis-

. As a result, any one sion in the world. s a modal personality or ities among its adults.

things valued by a socie- carce, there will be dif-

1 access to and control of lued and scarce things by ps within the society.

rshlp carries with it class correlates.

1 culture is always chang- -tain parts or elements may over long periods of time.

may change through a pro - iniovation from within or on from other cultures. do not change their culture they fedthe need for change.

introduced from above or with- more likely to occur if it is d, that is,if sanctions are to people one desires to

. providing a need for change ) not feel spontaneously. -118-

*11. Have pupils read from a variety of sources about the Moscow, Rus way in which the Princes of Moscow threw off Mongol Czars, pp. control, expanded their own control, set up an autocra- Ewing, 49Y: tic government, and established serfdom. Bring the PP. 330-333 history of Russia down to the period of Peter the Great. Carmichael, (Or use a symposium to present this information.) of Russia; Riha, ed., Discuss: What effect did Ivan Ill's marriage to a Greek sian Histor princess have upon Russia? What effect did Ivan the Ter- Walsh, ed. rible have upon democratic practices in Novogorod? What sian Histo changes took place in Russian culture during this period? B um,...190 In what ways did the culture remain much the same? Why Russia, chs do you think Russia adopted such an autocratic govern- Lamb, March ment during this period? Now did the autocratic power McClosNY an of Ivan the Terrible compare with that of rules in West- Dictatorshi ern Europe at the same time? WargE, Russ Union, pp.

Perhaps have a pupil make a large wall map showing how Denoyer Gep Russia expanded from the time the early princes of Mos- Sov. Union cow got rid of Mongol control. He should place each newly acquired area on the map as the appropriate period for this expansion is discussed in class. -118- s read from a variety of sources about the Moscow, Russia Under the ch the Princes of Moscow threw off Mongol Czars, pp. 49-71; ;:ponded their own control, set up an autocr3- Ewing, Our lAdeninci_orld, ment, and established serfdom. Bring the pp. 330-333; Russia down to the period of Peter the Great. Carmichael, Illustrated Hist. symposium to present this information.) Riha, ed., Readirgsin_Eus- What effect did Ivan III's marriage to a Greek sian History, vol. 1; ave upon Russia?What effect did Ivan the Ter- Walsh, ed., Readings in Rus- upon democratic practices in Novogorod? What sian History, vol. 1; )ok place in Russian culture during this period? gium,Agrglarid Peasant i, ws did the culture remain much the same?Why R.21sia, chs 6:1V; nk Russia adopted such an autocratic govern- Lamb, March ofMmupay; .g this period? Now did the autocratic power McClosVy aria-Turner, Soy, ,e Terrible compare with that of rulers in West- Dictatorshi2, pp. 28-29; at the same time? WaTiV, Russia and the Soy. Inion,57337767": we a pupil make a large wall map showing how Denoyer Geppert atlas of anded from the time the early princes of Mos- Sov. Union d of Mongol control. He should place each iired area on the map as the appropriate per- expansion is discussed in class. -119-

G. People usually do not discard a trait completely; they are more likely to modify it to fit into new situations.

G. People do. not change their culture D. Peter the Great and unless they feel a need to change. to westernize Russia in or with the west. They remai G. Culture may change through a pro- tic rulers. cess of diffusion or through innovation from within a country.

G, In poUticci conflict there Is a struggle over scarce values or goals,

G. Accommodation may occur among individuals having equal status and power or it may occur when one individual or group isin a dominating position and can force other individuals or groups to accommodate. (In autocratic governments, those who refuse to accommodate are punished.) -11 9-

usually do not discard a amp1etely; they are more to modify it to fit,into uations.

do not change their culture D. Peter the Great and Corine the Crept tried they feel a need to change. to westernize Russia in order to catch up with the west. They remained highly autocra- may change through a pro- tic rulers. f diffusion or through rnno- from within a country.

icd conflict there is a strug- er scarce values or goals.

iodation may occur among fin- als having equal status and or it may occur when one in- Jai or group isIn a dominat- )sition and can force other in- ials or groups to accommodate. Jtocratic governments, those ,ruse to accommodate are pun-

) - 12 0-

*12. Have a pupil liven an interrupted oral report in three Lainb, Cit of parts. He should begin by telling the class a bit about Moscow, Peter and his early life, his trip to western Europe, Czars, c and his reasons for the trip. Interrupt the report at P this point to do the following: Histoy, chi, nar'ques, Shor sla, ch. BI armichael, Histor of Ru ning, Pp. 334- Stavrianos, ed World Hist., p Walsh, Russia Union, c. Biker, Peter tt

a, Have pupils read Von Korb's first-hand account of how See "Selected Pctcr revenged himsul: upon revolting Strcl- Russian Histor tsic. OiSCU5S: What does this account illustrate about the poucr of the Russian rulcr in this period? about _he power of nobles? -120-

I given an interrupted oral report in three Lamb, City of the Tsar; should begin by telling the class a bit about Moscow, Russia Under the is early life, his trip to western Europe, Czars, ch. 3; sons for the trip. Interrupt the report at riTgir, pageant of Russian to do the following: History,--EY.177------Marques, Short Hist. of Rus- sia, ch. IllusWtcd YI§X5211LILaggii---- wirWladeriThaloal, pp, 3347376; Stavrianos, ed., Readings in World Hist., pp. 341-343. WriETTUFsia and the Soviet Union, C.777; taker, Peter the Great.

ils read Von Korb's first-hand account of how See "Selected Readings in Gi.cr): revenged himsul7 upon revoltine Strcl- Russian History," #6. scuss: Iihnt does this c.ccount illustrate poucr of the Russian ruler in this period? power of nobles? G. Change introduced from above or without is more likely to occur if It is enforced, that is, if sanctions are applied to the people one desires to change, providing a need to change they do not feel spontaneously..

G. Although culture Is always changing, certain parts or elements may persist over long periods of time.

G. Persistence of cultural traits may be a.resutt of a lack of exposure to conditions which further change or from a" reluctance to change.

G. People usually do not discard a trait completely; they are more likely to modify it to fit into new situations.

S. Checks on the bias and competency of authors.

G. Changes in one aspect of a culture will have effects on other aspects; changes will ramify whether they arl technolo ?ical, in social organization, in ideology,or whatever else is a part of the cultural system.

G. Each culture is unique. -122-

b. Hive pupils read a first hand account of how Peter See "Selected tried to modernize the appearance of Russians. They Russian Histor should also read excerpts from the account of the Englishman John Perry who went to Russia to work for Peter the Great. What problems did he see in the attempts to westernize Russia?What factors made for resistance to or acceptance of some of the changes which Peter tried to introduce? Also discuss the accounts in terms of bias and competency of the authors. (Before tie class begins reading, review kinds of questions which pupils should ask about bias and competency as they read.)

Now have the student resume his oral report. He should elcboate upon Peter's reasons for attempting to westernize Russia, how he went about achieving his goats; the extent to which Peter was successful, and the ways in which Russian culture remained unchanged. The ensuing discussion should focus upon the process of cultural diffusion, change imposed from above, resistance to change, and the autocratic government under Peter.

13. Have a pupil prepare an imaginary diary of one of the See sources lis men who acccmpanied Peter on his trip to Western Europe. in activity 12, -I22-

is read a first hand account of how Peter See "Selected Readings in 'Iodernize the appearance of Russians. They Russian History," Os 7-8. ,o read excerpts from the account of the r John Perry who went to Russia to work the Great. What problems did he see in DtS to westernize Russia? What factors resistance to or acceptance of some of the TI;ch Peter tried to introduce? Also dis- accounts in terms of bias and competency thors. (Before the class begins reading, nds of questions which pupils should ask s and competency as they read.)

studnt resume his oral report. He should Peter's reasons for ottompting to west- a, how he went about achieving his goals, which Peter was successful, and the ways sian culture remained unchanged. The ensu- on should focus upon the process of cultural mange imposed from above, resistance to the autocratic government under Peter.

prepare an imaginary diary of one of the See sources listed for report --,panied Peter on his trip to -/estern Europe. in activity 12. -123-

G. Culture may change through a process of diffusion....

G. Whenever things valued by a society are scarce, there will be differentiated access to and control of these valued and scarce things by sub-groups within the society.

G. Class membership has certain class correlates.

G. Members of a class can move out of the class by various means, and this mobility may be up or down.

S. Generalizes from data.

G. Whenever things valued by a society are scarce, them will be differentiated access to and control of these valued and scarce things by sub-groups within the society.

G. Class membership has certain class correlates.

G. Members of a class can move out of the class by various means, and this mobility may be up or down. S. Checks on the bias and competency Trf-du L -124-

The diary should draw comparisons between Russian life and life in 'iestern Europe at that time.

*14. Have a capable student pretend that he is an English- Blum, Lord man traveling in Russia in the early 18th century. He Russia, 7F. is a diplomat or perhaps a factory owner himself and so Walsh, Russ is intereFted in factory conditions and factory workers. Union, The student should write his letter which he might have written home to a government official or to a friend describing what he has learned about the use of serfs as factory workers in Russia at this time and about the rise of in,lostry.

Ditto up this imaginary letter and distrihute it to the class. !Ater pupils have read it, discuss: How did, these serfs differ from those in western Europe?How did the development of industry differ from that in England at this time?

*15. Have pupils read brief excerpts from accounts of life See "Select among serfs and nobles under Catherine. They should Russian His compare these accounts and analyze them for bias and Hoff, Russ' competency of authors. E ewitness 5 -124-

!lould draw comparisons between Russian We 'Jestern Europe at that time.

:ble student pretend that he is an English- Blum, Lord and Peasant in ng in Russia;r: the early 18th century. He Russia, Ch. 16117, at or perhaps a factory owner himself and so WTS-FRussia and the Soy. ed in factory conditions and factory workers, Union, pp. 135-13b. should write his letter which he might have e to a government official or to a friend that he has learned about the use of serfs ':orkers in Russia at this time and about the ustry.

Is imaginary letter and distribute it to the er pupils have read it, discuss: How did differ from those in wester'Europe?How elopment of industry differ from that in this time?

read brief excerpts crom accounts of life See "Selected Readings in and nobles under Catherine, They should Russian History," #'s 9-10, se accounts and analyze them for bias and Hoff, Russia, Adventures in of authors. EyewitiT6Tr1TTstory, pp. 52- 54, 64-65, 69-73. -125-

G. People do not change their culture unless they feel a need to change.

G. Culture may change through a process of diffusion or through innovation front -11th in a country.

G. tricoikkal ic't there is a struggle over sc values or goals.

G. Accommodation may occur among In- dividuals having equal status anu power or it may occur when one individual or group isin a dominating position and can force other individuals or grmps to accommodate. (In autocratic governments, those who refuse to accommodate are punished.)

G. Change introduced from above or without is more likely to occur if itis enforced, that is,if sanctions are applied to the people one desires to change, providing a need to change they do not feel spontaneously. -126-

Now have a pupil who has investigated life among peas- Blum, Lord

ants in the 17th-18th centures compare his findings wiih Russi , 151T

what the class has read. He should add information he pages . thinks neglected in the readings. Walsh, Rus Union, pp. Afterwards, have the class add to their charts on changes in the life of peasants.

*16. Have an oral report on Catherine the Great. The report Schermin, should emphasize her attempts to westernize the country Great; and to expand its boundaries and her policies toward moscow, Ru the serfs. Again discuss the ways in which Russian cul- Czars, Jr. ture was changed and the ways in which cultural traits NZ-Fr, Pa persisted. Ask: Do you think that the fact that Cath- History, c erine was German made any difference in her policies? Charques, Why or why not? Russia, ch Carmichael of Russia; Gang, (fur Pp. 336- -126-

a pupil who has investigated life among peas- Slum, Lord and Peasant in

:he 17th-18th centures compare his findings with Russ i @, TE":"27-tkattere7 class has read. He should add information he pages). eglected in the readings. Walsh, Russia and the Soviet Union, FC,TT34-713371Trr 9. ds, have the class add to their charts on changes ife of peasants. oral report on Catherine the Great. The report Schermin, Catharine The mphasize her attempts to westernize the country Great; xpand its boundaries and her policies toward PETEUW, Russia Under the Again discuss the ways in which Russian cul- Czars, .CH767------changed and the ways in which cultural traits 3-agr, Pacoant of Russian d. Ask: Do you think that the Fact that Cath- History...Th.-0; s German made ,Iny difference in her polic:cs? Charques, Short Hist. Of by not? Russia, chTTD; tiTIVEhael, Must. Hist. of Russia; Ewing, Our Widening World, pp. 336 -3c, -127-

G. Although culture is always changing, certain parts or elements may persist over long periods of time.

G. Persistence of cultural traits may be a result of a lack of exposure to conditions which further change or from a reluctance to change.

G. People usually do not di..,card a trait completely; they are more likely to modify it to fit into new situations..

G. Changes in one.aspect of a culture will have effects on other aspects; changes will ramify whether they are technological, in social organization, in ideology, or whatever else is.a.part of the cultural system.

Looks for relationships among e- vents w tin one country and within a world-wide time framework.

G. Persistance of cultural traitsmay E. At the end of the Napol be the result of a lack of exposure society was very simile to conditions which further change, in Catherine's Russia; including contact with other cultures. ciety was undergoinga strains which ultimate] G. Culture may change through aprocess of diffusion.

. Sets up hypotheses. -127-

culture is always changing, parts or elements may per- r long periods of time.

:nee of cultural traits may cult of a lack of exposure itions which further change a reluctance to change.

Jsually do not discard a Dmpletely; they are more to modify it to fit into qationso.

in one aspect of a culture ye effects on other aspects; will ramify whether they hnological, in social organ- in ideology, or whatever apart of the cultural sys-

or relationshi s amon e- ith

tance of cultural traits may E. At the end of the Napoleonic Wars, Russian result of a lack of exposure society was very similar in many ways to that ditions which further change, in Catherine's Russia; however, Russianso- ing contact with other cultures. ciety was undergoing a number of stresses and strains which ultimately led to greater change. e may change through a process fusion. -123-

Also discuss: How did Peter's and Catherine's ideas of their rule over the Russian empirecompare with the ideas of rulers in western Europe at thesame time?

17. Have a pupil give a very brief report on Alexander I and Seeger, Pae his role in the Napoleonicwars. Then remind pupils of Hist., 6h. the earlier reporton Napoleon's invasion of Russia and I:los-Cow, Russ his defeat. Discuss: What effect do you think the Czars, c 7 Napoleonic licrs would haveupon Russia? Let pupils set up hypotheses to test. -123-

uss: How did Peter's and Catherine's ideas of e over the Russian empire compare with the rulers in western Europe at thesame time? oil give a very brief report on Alexander 1 and Seeger, Paw/of Russian in the Napoleonic wars. Then remind pupils of Hist., di. report on Napoleon's invasion of Russia and Moscow, Russia Under the t. Discuss: What effect do you think the Czars, ch, 7. Ucrs would have upon Russia? Let pupils set eses to test. S. Looks for relationships among e- vents within one country and within a world-wide time framework.

G. The contrast between democratic and non-democratic political systems may be looked at as a conflict in basic underlying values.

G. The structure of the family varies from society to society.

G. Although culture is always changing, certain parts or elements may persIt over long periods of time.

G. Changes in one aspect of a culture will have effects on other aspects; changes will ramify whether they are technological, in social organization, In ideology, or whatever else is a part of the cultural system.

G. Some values are conducive to change; some make change difficult.

G. Class membership has certain class correlates.

G. Control of one or a few scarce things may enable the group to get' . control of other scarce and valued things and thus pyramid their control of power. -130-

If you have a classroom setof the Ewing text or her Ewing, Ou pamphlet on Slavic Society,have the entire class re.-rd pp. 342.-4 about life in Russia in theperiod 1015-1323. Perhaps See also have the class fill out thesection on Russia in a Russian H chart such as the followingas they read. They should der's Ins fillin the material on theU.S. and Western Europe ector of afterwards. kazar." (

Society inRussia, the .S. an estern Europe in they±riod 1815-1823

ountry oim of Agri Form in- Family Reli- Other overn- cul- of das-Struc- gous Aspects ent turefortryture Insti- of So- tutions cial Struc- ture

uss la

nited States

estern Europ

Or,if you do not have enough copies of the Ewing for all class members,have a group of students present a symposium on life in Russia in this period. They should prepare a chart to use in their presentation. Then have the other members oF the class, fillin the other parts of the chart on the U.S. and on Western Europe.

Discuss: How did sociee- in Russia during this period differ From the society under Peter the Great? How did it differ from that in the U.S.? in Western Europe? How realistic was A'exander's aim of introducing western we a classroom set of the Ewing text or her Ewing, Our Widening World, on Slavic Society, have the entire class read pp. 342:3;3. 'e in Russia in the period 1015-1823. Perhaps See also "Selected Readings in class fill out the section on Russia in a Russian History" for "Aleplan- as the following as they read. They should der's Instructions to the Dir- he material on the U.S. and Western Europe ector of the University of is. kazar." (Reading #12)

:ietv in Russia, the O.S. and Western Europe, in the _Eel' I od 1815-1823

ocm of Agri-Form In- Family Reli- Other overn- cul- of cbs Struc- gous Aspects ant ture Ldacr try tore insti- of So- i tutions cial Struc- ture

ates

uro

u do not have enough copies of the Ewing for all uers,have a group of students present a sympos- Fe in Russia in this period. They should pre- ort to use !r1their presentation. Then have the oers of the class, fillin the other parts of on the U.S. and on Western Europe.

How did society in Russia during this period urn the society under Peter the Great? How did from that in the U.S.? in Western Europe?How was Alexander's aim of introducing western S. Sets up hypotheses.

S. Evaluates sources of information tri terms of accuracy.

G. A law or policy must be effectuated and applied.

G. Executive decisions are limited by many factors (including permis- sibility).

G. The contrast between democratic and non-democratic political systems may be looked at as a conflict in basic linder!ying values.

S. Checks or the bias and competency, FrE5TFOTs.

S. Checks on the completeness of data.

G. The greatest push to improve levels of living is more likely to come from these above the bottom strata of society then from those at the bottom. -132-

European education ,nd ,cchnical ideos among the upper classes without introducing the new libera; ideas of western Europe? Why? Oo you think the society will oeconie less or more like that in 'Jestern Europe during the 19th century?Why? (Let pupils set up hypotheses to test as they study Russia in the 19th century.)

Remind pupils that the Ewing accountis short and there- fore cannot point out all the limitations upon some of the generalizations made. Ask: Did you find any statements in this section which you think are too brood or inaccurate? (If necessary, ask Further quc-iicns such as: That action did Catherine the Greak take 1.,Dard the idea which Peter had estoblished of demailkiing ser- vice from all Lc-.bles? Do you have any evidcNce that the nobles were more powerful than implied in this chapter? If so, what? etc.)

Perhaps have a pupil report on Walsh's account of the Walsh, Russia murder of Alexander's father and the role of nobles in Union, pp. both Catherine's reign and in this mu-der. 1317-233.

19. Have several pupils read famous Russian novels and plays Novels,. Also is dealing with Russian life during the 19th century. They 111. His... o. should be prepared to add information to class discus- sions about different topics such as the life of serfs, Russian bureaucracy, the secret police, etc. They should also prepare written reports analyzing the novel or play they have read as an example of protest literature. Pu- pils should read about the author of their novel or play to find out how he was treated by the Russian vvernment.

20. Have a group of pupils pretend to be army ofricers who Seeger, °,11qcx have reuirned from he Napoleonic wars. They meet to History, 15p. 2 plot , :he Decembrist revolt. They should discuss the rwril, Our Ni causes of their discontent and what they plan to do pp. 365=3 6; -132- cation and technical ideas among theupper ut introducing the new liberal ideas of e? Why? Do you think the society will )r more like that in Western Europe during tury? Why? (Let pupils seiup hypotheses he,, study Russia in the 19th century.) s that the Ewing account is short and there- )oint out all the limitations uponsome of zations made. Ask: Did you find any state- s section which you think are too broad or (If necessary, ask Further quef.'.iens such -ion did Catherine the Greak take toard di Peter had est,thlished of demanLlingser- i mblas? Do you have any evidr..;;ce chat ere more powerful than implied in this so, what? etc.)

a pupil report on Walsh's account of the Walsh, Russia and the Soy. 3xander's father and the role of nobles in Union, 71137767:71-63, 150- ne's reign and in this murder. TST7-233.

pupils read famous Russian novels and plays Novels.. Also tse Carmichael, Russian life during the 19th century. They His,. o, ia. ',Tared to add information to class discus- Russ ,ifferent topics such as the life of serfs, aucracy, the secret police, etc, They should written reports analyzing the novel or play 2d as an example of protest literature. Pu- ead about the autFr of their novel or play low he was treated oy the Russian yuvernment.

of pupils pretend to be army officers who Seeger, Paqeaptof Russian 1 from the Napoleonic wars. They meet to History,-057. t revolt. They should discuss the NT-n-6, Our Widening World, it discontent and what they plan to do -133-

G. Culture may change through a process of diffusion.

G. Accommodation may occur among individuals having equal status end power or it may occur when one individual or group is in a dominating position and can force other individuals or groups to accommodate. (In autocratic governments, those who refuse to accommodate are punished.)

G. The contrast be' leen democratic and non- democr;ic,polltical systems may be loc»xd-et as a conflict in unkerlying .alues.

1... SUPPORTS FREEDOM OF THOUGHT AND EXPRESSION, ..

S. Checks on the bias and competency 6TWITRTFT

G. Liass membership has certain effect on life and behavior (class correlates).

G. The division of labor and respon- shilities amorg castes produces a mutuallyinterdependent, very stable, and slow-changing society. about it. Afterwards, have the class discuss the impor- Walsh, Ru' tance of western influences upon this group. Union, pp, AiR57 ed. sian Hist 0 77-Plori edia of R UFT66-75: 21. Tell pupils or have someone report about the way in lnnoyer, Pa which the Decembrist revolters were treated by the new History, Tsar and about repressive measures which he instituted, Including the establishment of a new secret police. Discuss: How was the conflict in this period accommu- dated.

Have pupils read excerpts from contemporary accounts of "Selected serf life in the early part of the 19th century. Some- History," one might also read Blum's more recent account and tell Walsh, Rea the class how this account compares with that of those History, vi they have read. Discuss the bias and competenLy of the Bilini Lord authors. Have pupils add to their chart on changing Russia, pp conditions of Russian peasants. Also discuss: Was this INT, ohs. a caste system? Why or why not? How did the relations of serfs and nobles affect the likelihood of cultural changes including the changes in agricultural techniques? -134-

Al:terwards, have the class discuss the impor- Soy. estern influences upon this group. ATF5, ed., Readings in Rus- s!an History, vol T-24 pp. 295- 3-077Plorinsky, ed., Encyclo- pedia of Russia and th3nv.- 107.175:77.8;)29. s or have someone report about the way in inTeger, p2gear462fRtm Decembrist revolters were treated by the new bout repressive measures which he instituted, the establishment of a new secret police. How was the conflict in this period accommu-

s read excerpts from contemporary accounts of "Selected Readings in Russian in the early part of the 19th century. Some- History," #'s 13-14. also read Blum's more recent account an(' tell Walsh, Readings in Russian how this account compares with that of those listory, vorl, pp:74-87-5.61; read. Oiscuss the bias and competent.), of the 817M7tord and Peasant in -lave pupils add to their chart on changing Russia, pp. 431-14337k16- of Russian peasants. Also discuss: Was this 4141, chs. 22-24. ,tcm? Why or why not? How did the relations yid n)bles affect the likelihood of cultural :ludtng the changesin agricultural techniques? G. Persistence of cultural traits may be a result of the lack of exposure to conditions which further change or from a reluctance to change.

G. Whenever things valued by a society are scarce, there will be dif-. ferentiated access to and control of these valued and scarce things by sub-groups within the society.

G. Control of one or a few scarce things may emable the grc9p to gat control of other scarce and valued things and thus pyramid their control or power.

G. Societies differ in the relative number of ascribed and achieved statuses they provide and the relative emphasis they are given.

G. Class membership has certain effects on life and behavior (class correlates).

G. Members of a class can move out of the class by various means, and this mobility ma) be up or down.

G. Certain aspects of the social structure may inhibit marked social change and innovation. (Class structure may inhibit social change because upper class members will fear loss of r:ghts and not accept ideas of people of lowr cllssesj -136-

23. Give the class descriptive data and tables on the class See "Exerc system in Russia in the early 19th century, with a com- History." parative table on s'ave ownership in the U.S. in 1850. Have pupils compare serf ownership in Russia with slave ownership in the U.S. during the 1350's.Which group of landowners held the largest number of slaves? Also ask pupils to note changes in srf-ownership between 1834 and 1858. What seemed to be happening to the wealth of scrf-owners if measured by number of serfs owned? Now have pupils check their conclusions on the basis of this data with that shown in a table 61. the per cent of all serfs mortaged by landowners to government credit insti-

tutions frk 1 1320 to 1859. What conclusions can they now draw about the wealth of the serf-owners?

Ask; What do you think might be causing the declining "Teacher's wealth and growing indebtedness of serf-owners in this on the U.S, period?Mow read aloud Jrhn Quincey Adam's letter about the way in which nobles lived. Also quote Blum as to other reasons for the indebtedness.

Ask pupils to look at other data on the privileges of the nobility and on class mobility. Discuss: How does this status compare with that of the nobility in France prior to the French revolution?How easy was it for someone to move into the nobility in Russia? Out of the privileged status in Russia? -136-

class descriptive data and tables on the class See "Exercises on Russian 1 Russia in the early 19th century, with a com- History," table on slave ownership in the U.S. in 1850. Is compare serf ownership in Russia with slave

) in the U.S. during the 1850's. Which group avers he'd the largest number of slaves? Also s to note changes in s.-!rf-ownership between 1858. What seemed to be happening to the wealth vners if measured by number of serfs owned? Now Is check their conclusions on the basis of this that shown in a table on the per cent of all taged by landowners to governrent credit insti- rom 1820 to 1859. What conclusions can they now A the wealth of the serf-owners? it do you think might be causing the declining "Teacher's Supplement to Unit d growing indebtedness of serf-owners in this on the U.S.S.R." Now read aloud John Ouincey Adapts letter about n which nobles lived. Also quote Slum as to isons for the indebtedness.

s to look at other data on the privileges of ity and on class mobility. Discuss: How does us compare with that of the nobility in France the French revolution?How easy was it for o move into the nobility in Russia? Out of leged status in Russia? -137-

G. Changes in one aspect of a culture F. The Crimean WEr led to a will have effects on other aspects; in Russian government and changes will ramify whether they are Tsar freed the serfs, est technological, in social organiza- and had his advisors worl. tion, in ideology, or whatever else These reforms did not sat is a part of the cultural system. teiligentsia and finally assassinated. G. Those who benefit most from the stratification system are most likely to accept it and most likely to oppose change. (Those on top tend to rationalize the justice of the stratification system as something natural.)

S. LRoicsforshi s e-amon vents withrn one ( a world-wide time ramework.-

Culture may change through a process of diffusion.

G. People change the:r culture if they see a real need for change, if they are dissat!sfied with vesent aspects of their culture.

G. People usually do not discard a cJI- ture trait completely; the,/ are most likely to 110(177 it to fit Into new situations.

IS SCEPTICAL OF PANACEAS. -137-

s in one aspect of a culture F. The Crimean WEr led to a number of reforms iave effects on other aspects; in Russian government and society. The new es will ramify whether they are Tsar freed the serfs, established Zemstvos, ological, in social oganiza- and had his advisors work out legal reforms. in ideology, or whatever else These reforms did not satisfy many of the In- )art of the cultural system. telligentsia and finally Alexander 11 was assassinated. who benefit most from tLe ification system are most like- accept it and most likely to e change, (Those on top tend tionalize the justice of the ification system as something al.)

fir relaticnships amagge: watirraicountriapd within de timeframework. Are may change through a pro- (7 diffus:on.

re change their culture if they a real need for change, if they lissatisfied with present aspects heir culture,

le usual], not discard a cul- trait co -ely; they are most ly to it to fit into new atioris. CEPT1CAL OF PANACEAS, 13d-

Have a pupil give brief ural report on the Crimean Ewing, Our Nic War (its purse and its results for Russia). He pp. 36676-67: should discuss the many differing opinions after the war about what should be done in Russia,

Or have several pupils role-play a discussion by a group of advisors to the Tsar on what should be done to cor- rect the weaknesses shown by the Crimean War.

k25. Have popi,s read about the freeing of the serfs. They Stavrianos, GI should make a brief outline of the previsions. Discuss: Man, pp. 3457; Do you think this system for freeing serfs would solve Ing, Our Wid the agricultural problems of Russia?Why do you think P. 368. the Tsar freed the serfs? Seeger, Pagean History. Have pupils examine the timelines on the bulletin board to note events taking place in the U.S. and Western Europe at the time the serfs were freed in Russia. Cs- cuss: Do you think there could have been any relationships among all of these events?

Have pupils add to their chart on changing conditions of peasants in Russia. 13J-

hive-brief oral report on Lhe Crimean Ewing, Our Ii6,:ninat World, .LOSe: and its results for Russia). He PP. 366-60.- uss the many differing opinions after the fiat should be done.in Russia, feral pupils role-play a discussion by a group to the Tsar on what should be done to cor- aknesses shown by the Crin'lean War.

read about the freeing of the serfs. They Stavrianos, Global Hist. of a brief outline of the provisions. Discuss: -Man pp. 34373447------k this system for freeing serfs would solve NTAgtOur Widening World, tural problems of Russia? Why do you think P. 368. ced the serfs? Seeger, Pageant of Russian History. examine the timelines on the bulletin board :its taking place in the U.S. and Western re time the serfs were freed Russia. Dis- ou think there could have been any relation- all of these event0

add to their chart on changing conditions of RuEsia. -139-

G. Those who benefit most from the stratification s,stem are most likely to accept it and most likely to oppose change. (Those on top tend to rationalize the justice Df the stratification system as something natural.)

G. Change introduced from above or without is probably more likely to occur if it is enforced,that is, if sanctions are applied to the people one desires to change, prwiding a need to change they do not feel spontaneously.

G. Changes in one aspect of a culture will have effects on other aspects; changes will ramify whether they are technological, in social organization, in ideology, or whatever else is a part of the cultural system.

G. Although culture is always changing, certain parts or elements may persist aver long periods of time.

G. Changes in one aspect of a culture will have effects on other aspects; changes wiil ramify whether they are technological, in social .Irganization, in ideology, or whatever else is a part of the cultural system. 'lave scveral pupils read about redctHns to the freeing "Selected of the serfs. They might then role-play a series of History," imaginary interviews with a frccd serf, an old 1,3ndoi.p.-r, a goNd2rnment official who helped plan Ole reform, and a member of the intelligentsia. Discuss: Why did the landowners (nobles) accep' this drastic champ?What effect do you think the freeing of the serfs might have o-J other aspects of life in Russia?

27. Have a pupil write a series of editorials which might "Selected F have appeared in the U.S. press just after the freeing History," of the serfs and3 few years inter when the editorial Florinsky writer is trying to assess the effects of the decree. Empire, 172

*28. Have a pupil prepare a writter summary for distribution Black, ed. to the class of some of the other reforms instituted by of Russian Alexander IIin his early years, such as the Zemstvos, 272; court and legal reforms, etc. The report should include Charques S a discussion of some of the kinds of wrrk done by the li2, pp. r Zunstvos. McClosky an oictatorshi ,ral puOls read about react ions to the freeinl "Selected Reading in QussiJn rfs. They might then role -play a series of History," 4's6-17.

, interviews with a freed serf, an old landoor, ment oFFeral who helped plan the reform, and a the intelligentsia Discuss: Why did the rs (nobles) accept this drastic chan9e?What ef- ou think the freeing of the serfs might have on Deets of life in Russia?

ipil write o series of editorials which might "Selected Readings in Russian ...ared in the U.S. press just after th;.? freeing History," #'s 15-17. rfs and a few years Inter when the editorial Florinsky, End of the Russian trying to assess the effects of the decree. nEire, upil prepare a written summary for distribution Black, ed., Transformation ass of some of the other reforms instituted by of Russian Societx, pp, 1D5- e II in his early years, such c-sthe Zemstvos, TM; legal reforms, etc. The report should include Charques, Short Hist, of Rus- ion of some of the kinds--)f work done by the s 12, pp. ITT-7351 McClosky and Turner, Soy, Dictatorship, p. 34; S. Checks on the bias and competency G. The last part of the 19th ce of autFors. by increasingly severe polit a growing demand for reform G. Any decision isin part the prod- groups of intelligentsia, a uct of the internalized values, tural problem, and a sharp

the perceptions, and the exper- izatIon. . iences of the person making the decision, 1. The asstssination of his ander III to return to v G. Changes in one aspect of a culture measures. will have effects on other aspects; changes will ramify whether they are technological, in social organization, in ideology, or whatever else is a part of the cultural system.

G. Political revolutions are usually the result of multiple causes.

G. Any decision isin part the product of the Internalized values, the perceptions, and the experiences of the person making the decision. -141-

n the bias and Com etenc G. The last part of the 19th century was marked by increasingly severe political repression, a growing demand for reform by organized sion isin part the prod- groups of intelligentsia, a growing agricul- ne internalized values, tural problem, and a sharp rise in industrial- :eptions, and the exper- ization. f the person making the 1. The assAssination of his father led Alex-. ander 111 to return to very repressive in one aspect of a culture measures. ie effects on other aspects; will ramify whether they are ogical, in social organization, logy, or whatever else is a part cultural system.

al revolutions are usually the of multiple causes.

'vision isin part the product internalized values, the tions, and the experiences person making the decision. -I2-

Have the class read the summary. Then discuss: What "Selected R effects do you think these reforms might have upon sian Histor Russian society? Walsh, Russ Union, pp.

29. Have pupils read the description of Alexander 11 by "Selected R Kropotkin. Analyze it for bias and competency of the sian Histor author. Walsh, Russ Union, p. Read aloud to the class Walsh's description of Alexander lirnexande II. Ask: How do the two c:ccounts differ?Why do you (analysis o think they differ in this way? Mow quote De Toqueville rot satisfy to the effect that the most dangerous mcmeot for a bad government is the time when it begins to reform. Ask: Would you agree?Why or why not? After this disL cussion, read Walsh's statement about why Alexander's reforms seemed not to have satisfied many Russians.

30. Have an interrupted oral report on the assassination of Riha, ed., Alexander 11 and the reaction of his son, the new Tsar. Ilis-1-tata,vo The pupil should tell about the assasination. Then in- 415ihTEussi terrupt the report for the following activity. Union, pp.

Have the class read the letter to Alexander III written "Selected Re by the Executive Committee of "The Will of the People," History," # the terrorist organization which killed Alexander 11. Dis- cuss: What effect do you think such a letter and the as- saslnation would have upon Alexander III? Now have the pupil resume his report and describe Alexan- der's reactions and what happened to the Zemstvos. class read the summary. Then discuss: What "Selected Readings in Rus- do you think these reforms might have upon sian History," # 1810 society? Walsh, Russia and the Soy. Union, pp. -255;2615..

ils read the description of AlexanderI r by "Selected Readings In Rus- n. Analyze it for bias and competency of the sian History," # 19 Walsh, Russia and the Soy. Union, 137-74-6-70MTEr5n d to the class Walsh's description of Alexander BTTTexander); p. 246-47 How do the two c;ccounts differ?Why do you (analysis of why reforms did ,q differ in this way?Mow quote De Toqueville rot satisfy many people). ilect that the most dangerous mcmeot for a rnment is the time when it begins to reform. Id you agree?Why or why not? After this dis;. read Walsh's statement about why Alexander's .corned not to have satisfied many Russians.

nterrupted oral report on the assassination of Riha, ed., Readings In Russian II and the reaction of his son, the new Tsar. History, vol 2, pp: 371-38i. should tell about the assasination. Then in- WiTiAussiaF, and the Soy. he report for the following activity. Union, 1515.79T-754,--

class read the letter to Alexander Ill written "Selected Readings in Russian ecutive Committee of "The Will of the People," History," # 20 rist organization which killed Alexander Ii. effect do you think such a letter and the as- n would have upon Alexander III? the pupil resume his report and describe Alexan- ,ctions and what happened to the Zemstvos. G. The contrast between democratic and non-democratic political systems may be looked at as a conflict in basic underlying values.

L. SUPPORTS FREEDOM OF THOUMT ANDEX- PRESSION.

L. VALUES PROCEDUREAL SAFEGUARDS NEEDED FOR A FAIR TRIAL FOR THOSE ACCUSED OF CRIMES.

I.. DESIRES TO PROTECT THE RIGHTS OF MINORITIES,

G. Accommodation may occur among individuals having equal status and power or it may occur when one individual or group isin a dominating position and can forceother individuals or groups to accommodate. (Minority groups are sometimes forced to accommodate.) *31. Have pupils read selections on the secret police, and "Selected the treatment of political opponents during the 19th History," century. Mterwards, discuss: How did the methods Kennan, S of arrest and treatment of those arrested compare with ile S ste

methods used in the U.S. at that time? with those used 11-5 , e . in Britain, France, and Germanat that time? How were in Eyewiti political exiles treated in Siberia? 113, 140 167.

32. Have a pupil present a report on the Russification pro- Florinsky, gram and the treatment of the Jews in the last of the sian Em it

19th century and early years of the 20th century. 1 Hist., vol fT&FTnsky, Russia and pp. 257-) KarpovIch, 1801-1917, Is read selections on the secret police, and "Selected Readings in Russian lent of political opponents during the 19th History," #'s21 and 22. ,Wterwards, discuss: How did the methods Kennan, Siberia and the.Ex- and treatment of those arrested compare with ilq_5_Y!IfEl ed in the U.S. at that time? with those used P6ff-,--e-C--,--RussiajAdventures 1, France, and Germany at that time? How were in Eewitness is t. pp. 109 -

exiles treated In Siberia? - , . -155, 163 - 167.

it present a report on the Russification pro- Florinsky, End of the Rus- he treatment of the Jews in the last of the sian Empire,FITWW ry and early years of the 20th century. Readings In Russ. Hist., vol p VIWInsky, Russia and the S-o%i:Uliflon:z7 pp. 257.4Y8. Karpovich, Imattlel"Russla, 1801-1917, pp. 53 -57 -145-

G. Itis unlikely that one could find many genuine autocracies (rule by one) in compleg modern government; they are very likely really oligarchies. The scope of government and the variety of clienteles demands a variety of skills which one man does not possess.

G. A law or policy must be effectuated and applied; in that process the whole decision-making process goes on again.

G. Every decision-maker is dependent on advice, knowledge, information, political intelligence, and as a result, those advisors who can provide him with it have an important base for exerting power and influence on the official.

G. The decision-maker reacts to pres- sures from other decision-makers.

G. The greatest push to improve liv- 2, The intelligentsia organiz ing levels is more likely to come movements during the 19th from those above the bottom strata of society than from those at the bottom. -145-

kely that one could find ne autocracies (rule by omplex modern government; ery likely really oligar- e scope of government riety of clienteles de- riety of skills which one of possess.

olicy must be effectuated d;in that process the sion-making process goes

sion-maker is dependent knowledge, information, intelligence, and as a ose advisors who can pro- ith it have an important xertlng power and influ- e official.

on-maker reacts to pres- other decision-makers.

.-.1st push to improve liv- 2. The intelligentsia organized many reform is more likely to come movements during the 19th century. above the bottom strata ' than from those at the -14b-

33. Discuss: Do you think the Tsar really exercised one-man rule in Russia?Why or why not? (Discuss role of powr- ful members of bureaucracy and the power which advisG,s have over even autocratic rulers.)Also discuss problems of getting orders carried out. Ask: What do you remember about the problems of our President in getting orders carried out? Do you think the Tsar might have had similar problems? Why or why not?

34. Ask: What evidence have you found so far of the exis- tence of groups trying to briog about reforms?What methods did some of these groups use? Now tell pupils that they are going to examine some of the movements more carefully. Have several pupils assume the roles of members of the "Selected R Going to the People Movement. They should discuss their History," # goals, why they, as members of a privleggiclass, joined Riha, ed., the movement, their work with the people, and the way sian Hist. in which they have been treated by the Tsarist government. -146-

Do you think the Tsar really exercised one-man ssia? Why or why not? (Discuss role of poyr- rs of bureaucracy and the power which advisu1-; even autocratic rulers.) Also discuss problems g orders carried out. Ask: What do you remem- the problems of our President in getting orders t? Do you think the Tsar might have had simi- ?,ms? Why or why not?

evidence have you found.so far of the exis- roups trying to bring about reforms?What d some of these groups use? Now tell pupils are going to examine some of the movements ully, al pupils assume the roles of members of the "Selected Readings in Russian he People Movement. They should discuss their History," #23 they, as members of a privlegalclass, joined Riha, ed., Readings in Rus- nt, their work with the people, and the way sian Hist, V5I-2., pp..3S7- have been treated by the Tsarist govern- -147-

G. Although culture is always chang- 3. Although serfs had bee ing, certain parts or elements may to get enough land, th persist over long periods of time. payments, and the comm many from moving to th G. People usually do not discard a ant population increas trait completely; they are more likely to modiFy it to fit into new situations.

G. Although culture is always chvog- ing, certain parts or elements may persist over long periods of time.

G. Certain aspects of the social structure may inhibit marked social change and innovation (Family structure and communal structure may make change dIfficult.) gh culture is always chang- 3. Although serfs had been freed, they failed ertain parts or elements may to get enough land, they had to make high t over long periods of time. payments, and the communal system kept many from moving to the cities as the peas- usually do not discard a ant population Increased rapidly. completely; they are more to modiFy it to fit into tuations. gh culture is always chang- .ertain parts or elements may t over long periods of time. n aspects of the social struc- lay inhibit marked social change riovation. (Family structure xnmunal structure may make change -143-

*35. Have a report on other revolutionary movements ;n Rus- McClosky and sia (except communism.) Be sure that the pupils include Dictatorship, information about other work of the Populists than the Going to the People Movement and about Bakunin's ideas about anarchy and the use of violence.

Discuss: From what social class did most of these early revolutionists come? Why do you think they did not come from the lowest class? Tell pupils that they will discuss the Marxlan communist group in some detail later, just before they study the revolutions of 1917.

36. R:=.111lod pupils of the lor of the Zc:Jstvos. AA:- Mat:' group ,!o you think c7,rried out the 'D,!oc.Jtion, relief, and !ealth programs of the Zemstvos? PolAt:out that SU,',2 3f the intelligoitsla turned to this. (ind ofIwk and away from more revolutionary activity.

37. Have a pupil prepare a model or drawing of a peasant village in Russia in the late 19th century. He should describe the model to the class during the discussion in activity 30. The class should compare it with earlier villages discussed in class.

Have pupils read accounts of peasant life in thn late "Selected Re 19th century (up to 1905). At least one pupil. should sian History, read, bout the famine of1891-92. Then discuss the con- Florinsky, E ditions among the peasants and the communal system of Em control. Ask: Do you think these peasants would be BlaCk-,. &Y., j contented with their lot?Why or why not? Do you of Russ, Soc think they would organize a revolt?Why or why not? DT:

1 143-

)rt on other revolutionary movements in Rus- McClo5ky and Turner, Sov. : communism.) Be sure that the pupils include Dictatorship, oh, 3. about other work of the Populists than the 'e People Movement and about Bakunin's :hy and the use of violence.

rom what social class did most of these ear - :onists come? Why do you think they did not he lowest class? Tell pupils that they is the Marxlan communist group in some detail

--. before they study the revolutions of 1917.

kls of the Izork of the ZE;:istos. /V170: V,It- )u think cnrricd out the -...,.1LIc?stion,relief, progrIms of the Zemstvos? Pol..)t:out thlt intelligentsia turned to this.Aind of 1.:rk Com more revolutionary activity.

11 prepare a model or drawing of a peasant Russia in the late 19th century. He should le model to the class during the discussion in I. The class should compare it with earlier ;scussed in class.

read accounts of peasant life in thn late "Selected Readings in Rus- -y (up to 1905). At least one pupil should sian History," Ps 24-26. the famine of 1891-92. Then discuss the con- Florinsky, End of the.Rus- )ng the peasants and the communal system of signEmpire,.ch. ,sk: Do you think these peasants would be Transformation Oth their lot?Why or why not? Do you of Russ. S9cita, pp. 294- ,.ould organize a revolt? Why or why not? -149-

G. When an individualis strongly at- tached to a group and isin contin- uing contact with it, his 9roup- anchored beliefs and behaviors are much less likely to change than as if he is far removed from the group.

G. The structure of the family varies from one society to another.

S. Interprets h . ((yaws infer- er1S.Ps.PLAX12E2) G. Man uses his physical environment in terns of his cultural values, perceptions, and level of technology..

G. Although culture is always changing, certain parts or elements may persist over long periods of time.

G. Certain aspects of the social structure may inhibit marked social change and innovation. (Family structure and communal structure may make change difficult.) -150-

how do you think this communal system would affect production?Uhy? How do you think it oould affect the movement of peasants to cities to work in factories? Why?

Have pupils compare the communal system with that in earlier periods of Russian history. have them add to their chart on changing conditions among Russian peasants. Be sure to emphasize collective responsibility and the role of fathers 'n this paternal family system.

39. Have a ;;upil make t1g3 graphs to c,rpire: (a) total pro- Figures nceded dvction of small grains per person in RH3sia, U.S. and Found in "Sete Con-2da from 1899 to 1914, and (b) ?rodIction per acre in Russian Nis in Russia, the U.S. nd Germany just prior to 1905.

Project the graphs in class and then ask: How can you account for these differences? Do you think the lower production in Russia was due only to the type of communal system?Why or why not? (Be sure to discuss problems arising from farming separated strips of land. Compare this system with problems facing some underde- veloped peoples today.)

1:0. A pupil might pretend to be a government investigator "Selected Readi sent out b4, the Tsar to report on peasant conditions sian History,", between lvi0-1900, He should prepare his report Walsh, ed., Rea and make recommendations for changes. Ditto up this sian History., v report for use by other pupils in the class. 77767r. Trcyat, Or have several pupils assume the roles of advisors to Under the_ _Lpst

the Tsar bctwoc.n 18/0-1900. They should discuss FIZTraTcy, End needed reformsin agriculture. Empire, ch.g: - 150-

Ink this communal system would affect pro-

? How do you think it would affect the ,asants to cities to work in factories? pmpare the communal system with that in 1s of Russian history. Have them add to 1 changing conditions among Russian peas- ' to emphasize collective responsibility f fathers in this paternal family system.

rake two graphs to (a) total pro- Figures nceded for graphs are ill grains per person in Ro3sia, U,S. -;nd found in "Selected Re7Itiftos )99 to 1914, and (b) prod.Iction per ccre in Russian Nistory," 27 U,S, aid Germany just prior to 1905.

aphs in class and then ask: How can you iese differences? Do you think the lower Russia was due only to the type of cam- Why or why not? (Be sure to discuss ng from farming separated strips of land. ystem with problems facing some underde- s today.)

Pretend to be a government investigator "Selected Readings in Rus- e Tsar to report on peasant conditions sian History,", #1s24-:"?.6, 28. He should prepare his report Walsh, ed., Readincis in Rus- mendations for changes. Ditto up this sian History, vol. 3, pp. by other pupils in the class. 6377671. Troyat, Dai l ife in Russ is

i pupils assume the roles of advisors to Under the'asti_ Ts-57s, LLn 18/0-1900. They should discuss r1671niliji,rn:FOTTFieRussian in agriculture. Empire, ch.T. -151-

G. Changes in one aspect of a culture 4. iodustry expanded greatly will have effects on other aspects; century and brought with changes will ramify whether they usual problems faced by cc

are technological, in social organ- the initial stages of an 1 ization, in ideology, or whatever lution. Much of the indus else is a part of the cultural sys- owned or controlled by the tem. foreigners. Thus no lard= of industrialists arose Ir G. Technological change may create serious problems in a society.

Insfalets r hs. (Draws inferences frcm

S. Presents effective svmaia.

G. Changes in one aspect of a culture 5. Russia continued to have will have effects on other aspects; class, a huge class of pe changes will ramify whether they ers, and only a small mid are technological, in social organization, in ideology, or whatever else is a part of the cultural system. -151-

1 one aspect of a culture 4,iodustry expanded greatly in the late 19th effects on other aspects; century and brought with it some of the 111 ramify whether they usual problems faced by countries during Dlogical,in social organ- the initial stages of an industrial revo- ,n ideology, or whatever lution. Much of the industry was either part of the cultural sys- owned or controlled by the Tsar or by foreigners. Thus no large middle class of industrialists arose in Russia. ical change may create roblems in a society.

hs. (Draws inferences Yr,

effective slmEsia.

,n one aspect of a culture 5. Russia continued to have a small upper c effects on other aspects; class, a huge class of peasants and work- ramify whether they ers, and only a small middle class. iolo9ical, in social organ- in ideology, or whatever 1 part of the cultural sys- -152- *1:1. Have a committee do the following: Walsh, ed., sian Histor a. Prepare a bulletin board display on life of a factory -5-4T:'54.41 worker in late 19th century Russia. (up to 1905). Troyat, Dal Pupils should prepare charts and drawings to illus- sia Under t trate what life was like. Gordon, Wor b. Make graphs showing change in industrial output, the After Lenin number of industrial workers, and in foreign trade TAN-Cr.- durlhg the last part of the 19th century (up to 19051 Malosky an Dictatorshii c. Make a graph comparing industrial grk%rth in Russia raea-IT-p. nnd in countries of Western Europe during this per- charips). iod. Florinsky, Empire, p. d. Prepace a symposium describing industrial growth (us- +1a ski, Russ ing the graphs in b and c), the role of the govern- lifliarl,PP. ment in industrial development, the life of factory "Selected R workers in the late 19th century (using the bulletin a and b. board in a), and early labor laws.

42. Have a pupil prepare an imaginary diary of a Russian Walsh, ed., noble visiting homes and factories in 1900 or an Ameri- sian Hist., can labor union leader visiting them. Troyat, pai Last of tile

43. Have class try to decide what has happened to the strat- Black, ed., ification system in Russia by 1900. Now give i:hem a of Russ. So little more information about what was happening to the nobility and to the ways in which the new educational progrom ,nd the bureaucratic system wcre affecting verti- cal mobility. -152-

nittee do the following: Walsh, ed., Readinqs_in Rys- Sian History., vol. 3,pp. a bulletin board display on life of a factory S41-1:5;4; in late 19th century Russia. (upto 1905). Troyat, 0?)ily_l_ife in Rus- ;hould prepare charts and drawingsto illus- sia Under the Last Tsars, nat life was like. Gordon, Workers Before and Dphs showing change in industrial output, the AfterLeTiiiWi.1751175Uor )f industrial workers, and in foreign trade the last part of the 19th century (up to 19051 McClosky and Turner, Soy... Dictatorship., p. 34 (GrIsian jraph comparing Industrial grtth in Russia ratJiTTp.35(discussing ,ountries of t:estern Europe during thisper- chanrs). Florinsky, Erld_of_the. Russ. Empire, p.J46 a symposium describing industrial growth (us- t76.16.7 Russia and the Soy. graphs in b and c), the role of the govern- Union,pp'. industrial development, the life of factory "Selected Readings," #28, in the late 19th century (using the bulletin a and b. 1 a), and early labor laws.

it prepare an imaginary diary ofa Russian Walsh, ed. Read_i_ms_jnRus- ring homes and factories in 1900 or an f+meri- sian His-- t., vol. 3, pp. 547- inion leader visiting them. Troyat, pai.11Ajfe_Underthe Last of are Tsars, as. 5,7.

try to decide what has happened to the strat- Black, ed., Transformation c)ystem in Russia by 1900. Mow give Oem a offs,.,Socir9Cy. cteacherTs e information about what was happening to the 'r-e. re re:n- ce), -242-243. nd to the ways in which the new educational d the bureaucratic systemwere affecting verti- ty. -153-

G. Members of a class can move out of the class by various means, and this mobility may be up or down.

G. The more widespread the system of education, the greater the mobility between classes.

S. Checks on the bias and com etency H. The Russo-Japanese War in of aut ors. Tsar's government into eve pute and led to the 1905 r G. Political revolutions are usually the establishment of a 0cm the result of multiple causes. as the agricultural reform -153- of a class can move out of the various means, and this may be up or down.

widespread the system of n, the greater the mobili- !eh classes.

)n the bias and_cmpetenci H. The Russo-Japanese War in 1905 brought the ors. Tsar's government into even greater disre- pute and led to the 1905 revolt and then to )1 revolutions are usually the establishment of a Duma and reforms such dit of multiple causes. as the agricultural reforms of 1906. -154-

44. Have pupils read briefly about the Russo-Japanese War of Moorhead, Russlp 1905 (on pals of Russians and lack of success) and the voltwhi.c;h follcmed. ri.i1;99r7W140:

Aftar r,aadIA genzral :7,c,!_lrs on the iev,...)1t, pupils Seeger, Pageluit_ sculd rd varicus accounts of Father C.7pon :LA "Bloody Shcb,S Sunday."Afterleds, have the class analyze tha moults His t.aViii° for bias and competency of ;lui.:!:ors and for points on which the authors agree and dIsilgree.; Carmichael, Shoe. the Russian Revo

boldston, Russ 58-64; Karpov c Teall, From Tsar sars, ch. 3. 7tWected Readin Hist." #'s 29-31

45. Have a group of studenls role-play an imaginary meeting of factory workers after Bloody Sunday.

46. Have a pupil prepare a series of cartoons which might have appeared abroad after the Russian defeat in the Russo-Japanese War. -154-

d briefly about the Russo-Japnnse War of Moorhead, Skusslao_poplution, Russians and lack of succss) and the 110,:;cd. Ouryiderqnft'1(Act, p. 370; general ::cArf.s on the1 ev.J1, pupils Scouer, acccuots c ;:ather C7c:on 3,)d "Bloody Shz.;h,_S Ci111jTrtialo have the class analyze thena-cuits Hist, , IW-1"97 ,-:,potency of ;Lit!:ors and for roints on rs agree and diselgeee. rm I chae 1 , Short Mist__of the Russian ice-Z1iliaai pp. 7V--171 Uoldston, RtAs,Reyol, pp. 58-64; Ka ricsa. Rust,68- 71 Teal!, From Tsars to Commis- sars 6. 7TtelLted Readingsin Russian Hist." #'s 29-31.

students role-play ,an imaginary meeting -ars after Bloody Sunday.

-epare a series of cartoons which might broad after the Russian defeat in the gar. -155-

G. Taking the policy-making process as a whole, the general strategic advantagesusually lie with the status quo.

G. A given culture is an integrated whole, based on fundamental post- ulatet or values.

G. In different societies or in different groups within a society, some emotions and sentiments are -i56-

. Have prpare a report cn the estc:blishment of erpovick, the'Dbma'and c..4,169,. in.-the electoral systemforithe PP. 73-79.- Dump, (Why were these 'changes made and what effect did Russi the car.ges have?) Tell pupils- about the refonn relat- Union,7.50, 3 ed to free speech. and 'press. g, Our 4 370-372;: Or, have all pupils read brief accounts of the Dumas and McClosky I the reforms: tatotship, p nIdston, Ru 76-80.

Outline briefly some of the agricultural reforms of Black, ed. 1905-06. Ask: What do you think would ',le the efzct -of Russian

of Oe5e veforms? . FM66 Rn P. '33., Florinsky, pire, pp. 23 Vaigh, Russ' Union, WTTJ

*49. Have a pupil prepare an imaginary report of a govern- Fiorinsky, E ment. inveStigator sent out in 1913 to:report on what he pire, p. 24, finds -has happened to peasants since the reforms of Russi 1905-06. Ditto up thit report for class use and discus- Union, 15:-34 siOn.- PT6FInsky, e sia and Sov.

*50.. Have several pupils .the chief values.and Lengyel, Soy chatacteriSticsof the RuSsiari people prior to the:rev-- Mead, Sov.AL oution of 1917. I They Should make,:achart of these

values and explal.n it. :o the':olass Discuss: . What values would t..:1-7.ists find easiest to change or to industrialize their country? !--,oare a rrwrt cn the est,.blishment of V.i3rpovick, Imperial Russl.a, ci(:.,.16c.JS in the electoral system for the PP. 73-79. w?.re these changes made and what effect did Walsh, Russia and the have?) Tell pupils about the reforms relat- Union, 33673XT. speech and pres.:,. twrrig-, Our Wideningilorld, 370-372; 1 pupils read brief accounts of the Dumas and McClosky & Turner, Sov, Dic-

tator3hi , pp. 36-38.

o ston, Russ. Revol., pp. 76-80.

.afly some if l pia gricultalral i'forms iF Black,,:0,.1.17)1f,917,

A: What ! ' /cu think ,::ould !)e of Mission 6p -JW:30; Forms? liaTriTAr Sove p. 33.. Fiorinsky, pp. Wagh, Russ is an4.the Sov. Union, pp: 541.

1 prepare an imaginary report of a govern- Florinsky, Encii_9f Rusb_Em- igator sent out in 1913 to report on what he pire, p. 24,

appened to peasants since the reforms of WWh, Russia andthe,t Sov. itto up this report for class use and discus- Union, 'f)-"..-344-.7 MIT-Msky, ed., Enc 1. of Rus- sia and Sov. Union, p.

1 pupils the chief values and Lengyel, Soy. Union, Ch. 5. tics of the Russin people prior to the rev- Mead, SovrTanii-as Toward 1917. They should make a chart of these Ahorut 111;--57-14;-2-67-51% :x1-,1.-5!1 it to the class, Discuss: What C.::.-HA,;.ts find easiest to change or to :.n to industrialize their country? -157-

strongly repressed, others are encouraged. As a result any one group has a modal personality or personalities among it adults.

G. Some values are conducive to change and some make change difficult.

S. Sees meaningful differences between eras' rot914tialailliwithi-2E.AnY era ?.,etl:ieenins ti tut ions and cuitur- TliaEgIlas.

S. Has a setT;e of thtgassagg_of_tipe.

G. A10-,nugh culture Is alt;:lys changing, certain parts or elements may persist over long periods of time.

G. Class membership has certain class correlates:

S. Looks for relaIlaisti2s22219, i. The Communist Ideology is bas -e'verifraFRITone county and Ilth- of Karl Marx and Frederick En 'in` a WYFIT.w`Tde t me ramegan. tions and interpretations by such as Lenin and later Sovi -157-

repressed, others are en- J. As a result any one as a modal personality or lities among it: adults.

cues are conducive to change e make change difficult.

anin ful differences between otes re at 1als wit in any ns t i tut ions and 1 tu r p.tions.

enie of th!!paktam_of_tiple.

h culture is alt:-.3ys chang- rtain parts or elements may over long periods of time. lambership has certain class ites.

For relationships amon t. The Communist ideology is based on the writings WfhiTi-one countran 10th- of Karl Marx and Frederick Engle, with modifica-

TilVWWilme ramegt514( , tions and interpretations by other communists such as Lenin and later Soviet leaders: -158- Which would make industrialization difficult and would be resistant to change? (Keep this chart to refer to again during the study of the Soviet political system.)

*51. Discuss: How did life in Russia in 1913 compare with life in western Europe and in the U.S. at that time? How did this era in Russian history compare with that of Peter the Great? of Alexander 1?1!ave pupils leek at time line of Russitll h15tory and Jiffering lcogths f G;artain E'ric'. sin Russian :iistary. How lcrtg did .:01stitutinal reform have a ennce to opoete as agal,-st the pericd of [Itocrocy?

52, Have a committee prepare a booklet on Life in Tsarist Russia in the early 20th century. It should include sections on such topic,, as (a) What it is like to be

a peasant in Tsarist , sia, (b) What itis like to

be a factory worker i sarist Russia, (c)What it is like to be.1 factory manager in Tsarist Russia, (d) What it is like to be a member of the Tsar's family in Tsarist Russia, (e)What itis like to be an under- ground revolutionary working to overthrow the Tsarist government in Tsarist Russia.

53. Tell pupils when Marx was born.Ask them what was hap- Hunt, The pening In Europe at this time and during his early years. Uf Remind pupils of the early effects of the industrial rev-tri:ocoorz olution on workers -- at least as perceived by urban For exampi -158- Ild make industrialization difficult and would tant to change? (Keep this chart to refer to ring the study of the Soviet political system.)

How did life In Russia in 1913 compare with western Europe and in the U.S. at that time? this era in Russion history ccare with that the Great? ,of Alexander 1? l!ave pupils look line of Russizla hl5tory and differing )f certain pT;r1c:Isin Russian :iistory. How -.oast itut!-T.nal reform have a chnlIce to opere ;t the pericd a F.Iltocrocy?

ommittee prepare a booklet on Life in Tsarist n the early 20th century. It should include on such topics as (a) What it is like to be tin Tsarist Russia, (b)What it is like to tory worker in Tsarist Russia, (c) What it is )e a factory manager in Tsarist Russia, (d) is like to be a member of the Tsar's family in lussia, (e)What it is like to be an under- evolutionary working to overthrow the Tsarist nt in Tsarist Russia.

ils when Marx was born. Ask them what was hap- Hunt, It:,(2-.9.,ry_aad Practice n Europe at this time and during his early years. 9LConnanismliorteaclier vils of the early effects of the industrial rev-useV )n workers -- at least as perceived by urban For example of descriptions -159-

G. Changes in one aspect of a culture 1. Marx's theories are un(

will have effects on other aspects; of the times in which t changes will ramify whether they are technological, in social organ- a, Marx was born in 18 ization, in ideology, or whatever period of early Ind else is a part of the cultural sys- many others he rear tem, saw as the evils of living and working G. Technological change may create of work, miserable serious problems in a society. Marx was unaware of mcnts in capitalism A. VALUES aJECTIV1TY DESIRES would bring. Like DiS VALUES rnoA WECTING 111S he f7:elleved th,lt (;3 liITERVEIATIOA C47 exploit workefs, for a society wio Althottoh !le :outward ,11:apion Ideas, he 3 Ideas of the poif o all pcople could le "as one vast family

S. Looks for relationships amorlq b. Matx grew up at a t eveFM rtError'iecouraw-b70 in Europe. He /15717617T47rdrame nrme. tIon of the 1820's work. fished his forst bo revolution of 1848 was published just but before the Juns Marx assumed that, t1nental Europe cot without revolution were the only solut this time the peace and in the U.S. La -159-

In one aspect of a culture 1. Marx's theories are understandable in tcnns e effects on other aspects; of the times in which he lived and wrote° /ill ramify whether they nologIcal, in social organ- a. Marx was born in 1818 and grew up in the in ideology, or whatever period of early.industrialization. Like a part of the cultural sys- many others he reacted against what he saw as the evils of capitalism (poor living and working conditions, long hours gical change may create of work, miserable pay, child labor, etc. problems in a society, Marx was unaware of what later developments in capitalism industrialization 3JECTIVITY .-'1411) DESIRES TO wclild bring. Like tho ntoplan scciallsts VALUES rnc3 AFV1ICTING he -,l loved tilat capital km was bouA to L47 exploit workers, aud he wished work for a society slid) exploitation, Although !,.e outwardly .4-ljectad Idealistic ,lop17An Ideas, he 3ccept.7.4 18th centlry Ideas of the 1.;c:J,7,tability of oan and the of a society In ahkh all people could leoen to live together "as one vast family in brotherly love." or relationships pwn,pg b. Marx grew up at a time of revolutions 7TTRITBiircountry:on in Europe. He lived through the revolu- a W3FraFv7T-drarlii f73Me- tion of the 1820's and 1830's and fin- ished his forst book just prior to the revolution of 1848 In France, The book was published just after the February but before the June revolt in 1848. Marx assumed that, since workers in con- tinental Europe could not get reforms, without revolution, such revolutions were the only solution, He ignored at this time the peaceful gains In England and in the U.S. Later, after the bloody -160-

dwellers. if this was not done during. the unit on W.::st- living co ern Europe, read aloud quotations about conditions of vcors of Inc i work, living conditions, wages, and child labor in the Lion, see "S early part of the 19th century. Review some of the on the Histot ideas of the early Utopian socialists. Discuss: If Europe," or you had been Marx, what might you have mncluded about Human Advent tke effects of capitalism upon workers? Ell.:;;07I

54. Review the series of revolutions which swept Europe in Hunt, Theory. the first half of the 19th century*. Ask: What effect of Commurager might these revolutions and'ensuing events have had upon Marx's ideas about improving the lotof the worker?

Remind pupils of the first and second revolts of 1848 in France. Now might the failure of the second revolt have affected Marx's ideas about the possibilities of achieving reforms through peaceful means?Point out that the Communist Manifesto appeared between these two revolts. -160- f this was not done during the unit on Wst- '_;+ living conditions in early read aloud quotations about conditions of ,i..;,:ors of industrial revolu- conditions, wages, and child labor in the tion, see "Seleued Readings )f. the 19th century. Review some of the on the History of Western early Utopian socialists. Discuss: If Europe," or Eisen and Filler, 1 Marx, what might you have 'concluded about Human ems, vol. 2., of capitalism upon workers? i577576-1W-Fase, et. al., lamet_blaaltt, pt. 4.

erles of revolutions which swept Europe in Hunt, Theory and Practice If'of the 19th century. Ask: What effect of coveartiielVir-Tiacgei- revolutions and ensuing events have had up- eas about improving the lotof the worker?

s of the first and second revolts of 1848 might the failure of the second revolt d Marx's ideas about the possibilities of forms through peaceful means? Point out nunist Manifesto appeared between these two failure of the Paris coif longer so sure that viol was a solution, and he s peaceful reforms might a. countries.

S. Identifies persuasion devices. c. Marx was a propagandist claimed to write scient S. Detects inconsistencies Consequently, he someti or inconsistent stateme G. Most political communication de- tempts to win support a pnds on the use of negative and Sidon. positive symbolsstereotypes, crli other communication shortcuts; effective communication deb nlIs on the effective manipulation of t",-c,se symbolic tools.

A. RESPECTS EVIDENCE EVEN WHEN IT CON- d. Marx believed that he a

TRADICTS PREJUDICES AND PRECONCEP- should be independent I TIONS. he personally rejected blind acceptance of dog group.

G. The greatest push to improve levels e. Although Marx livedin of living is more likely to come of his life was able t from those above the bottom strata cause Engels gave him r of society than from those at the born into the middle c bottom resulted from his dete -161-

failure of the Paris commune, he was no longer so sure that violent revolution was a solution, and he suggested that peaceful reforms might work in some countries.

ersuasion devices. c. Marx was a propagandist, even though he claimed to write scientific history. consistencies Consequently, he sometimes made extreme or inconsistent statements in his at- ical communication de- tempts to win support and der.,at oppo- he use of negative and sition. ymbols stereotypes, communication shortcuts; communication dep-;:lis on rive manipulation of erc)se

EVIDENCE EVEN WHEN IT CON- d. Aarx believed that he and other men ?REJUDICES AND PRECONCEP- should be independent in their thought; he personally rejected the idea of blind acceptance of dogma from any group.

.est push to improve levels e. Although Marx livedin poverty and much

; is more likely to come of his life was able to write only be- e above the bottom strata cause Engels gave him money, he was :y than from those at the born into the middle class. His poverty resulted from his determination to write -162-

55. Read aloud sections of the Communist Manifesto which Hook, Marx al show that Marx was a propagandist. Discuss: What ef-, "Excerpts r fect do you think this fact would have upon his writ- and Frederic ings? Would he be scientific and accurate or. wuld tion 17. he tend to exagger,:lta ft.x effect? Why ml!Jht he want to claim to -.)e scientiNG utIplan? goes he :;cund at all 11!:e a ui..-;.)lan?

no2d aloud a quotation frail Engels in vihiGh Enjels ad- "-NacAer43,S mits that he f_Ind.M1rx'ae times ex.11geratA the economic .!ctit on the I or materialist interpltatIcos of history In order to make their point.

56. Ask puOili to imagine a society in which the government Hook, Marx a owns all means of production but also restricts freedom pp. 16=T7, of speech and press.--Suppde Marx were alive today and lived in such a societVo''Atk: Do you think he would accept the ideas of the goVernment without speaking up if he differed with them? What risks did he run when he spoke up in Germany? in France?

Read aloud several quotations from biographers of Marx on Marx's views of the dignity of mar and his obligation to think for himself.

57. Have a pupil present a report on Marx's life (not his Coolidge, M ideas). Discuss: Do ,you think any of the events in RevolutiaL Marx's lire could have influenced his ideas about cap- italim and the likelihood of reform through peaceful pliers, ch. 6. -162-

sections of the Communist Manifesto which Hook, Marx and the Marxists. larx was a propagandist. Discuss: What ef-, "ExcerTR1737157TRWW--- i think this fact would have upon his Writ-- and Frederich Engles, Selec- id he be v3ey scientific and accurate or.wuld tion 17. exaggev;Ite effect!? Why mi,jht he want to scientific eatW:thnn utlpial?Dceshe a ;....,:,?faa?

a quotatlop fear Engels in 1.AlIGh Enjels ad- rYflecher41,Suppiement do and'Mrx'ae times exlcigeratod the economic Unit on the U,S,S,R," list Interpretaticas of history in order to point.

to imagine a society in which the government Hook, Marx and the Marxists, cans of production but also restricts freedom pp 16=M-47:07- and pross,-SuppOde Marx were alive today and uch asaciet10 Do you think he 'would ideas of the goVernment without speaking up ered with themr What risks did he run when he n Germany? in France?

several quotations from biographers of Marx lews of the dignity of man and his obligation or himself. it present. a report on Marx's life (not his Coolidge, Makprs_pf_the,Red iscuss:'Uo,you 'think any of the events in Revolutioni- ." .73 could have influenced his ideas about cap- Ff,.-Yabroner, Wdrl-dy Philoso- the likelihood of reform through peaceful khers, ch. 6:- -163-

and his treatment by ities for what he wro ator, Engles, was a r

G. Culture may change through a pro- 2. Marx borrowed ideas fr cess of diffusion. and added his own to se "scientific socialism." A. VALUES OBJECTIVITY AND DESIRES TO KEEP HIS VALUES FROM AFFECTING HIS a. Marx believed that u INTERPRETATION OF THE EVIDENCE. all previous economi primitive communal s

A. IS COMMITTED TO THE FREE EXAMINA- were exploited for t1 TION OF SOCIAL ATTITUDES AND DATA, few who owned the me The only way to ,jet tation was to have c, the means of produci: a series of ideas to tendon,

1) Marx adopted idea English economist the value of .od all va ue over an raw materials is with their labor, tools and machine by labor at an ea had the value of la's used in the goods.)

G. Prices (including wages) are af- 2) Marx believed tha fected by supply and demand. paid only subsist to keep them an S. identifies assymaions. starving (and to new laborers). G. In general business firms try to maximize profits. -163-

and his treatment by political author- ities for that he wrote. His collabor- ator, Engles, was a rich man.

nay change through a pro- 2. Marx borrowed ideas from a number of sources diffusion. and added his own to set up a theory of "scientific socialism." BJECTIVITY AND DESIRES TO VALUES FROM AFFECTING HIS a. Marx believed that under capitalism (and TATION OF THE EVIDENCE. all previous economic slistcms except primitive communal societies), workers ,TTED TO THE FREE EXAMINA- were exploited for the proilks of the SOCIAL ATTITUDES AND DATA. few who owned the mean 5 of production, The only way to jet rid of 311,ch exploitation was to have ccmmon o,,;,mership of the means of produotkn) Marx developed a serios of Ideas to explain this con- tention.

1) Marx aciopted ideas of iOth century English economists about what creates the value of oods. He believed that all value over anabove the costs of raw materials is created by workers with their labor. Even the value of tools and machinery had been created by labor at an earlier stage. So had the value of processed raw materials used In the tools or In making goods.)

(including wages) are af- 2) Marx believed that workers would be by supply and demand. paid only subsistence_wa9es or enough to keep theF7aaTherrT6MTlies from ies assulvtions. starving (and to ensure a supply of new laborers). al businessfIrms try to max- rofits. -164-

means?From what class did the early communist thinkers come?Was it to their economic benefit to be communists?

58, Put a chair on a desk or table In front of the room. Ask pupils what they think creates the value of this chair. Tell them that you are going to argue in the way in which Marx would have answered their statements or arguments. After telling them that Marx believed that the value was created by labor, ask them what they think Marx would have thought about what created the value of the wood and other materials which were used in making the chair. A- bout what created the value of the tools which were used? Tell pupils that they should be thinking about his assuzip- Oen about value but that the class will not analyze it in detail now.However, they need to understand his as sumption in order to understand the rest of his theories. Also tell the class that Marx's value theory was borrowed from other economists of the day.

59. Remind pupils of what they have just heard about wages in the early 19th century.What do they think Marx must have thought about how employers would treat laborers? Tell pupils about his Ideas in more detail. Discuss; Why would workers work for such luo wages?What motive did Marx assume was the only motive which would affect the em- ployer's determination of wage scales? -165-

3) Marx believed that em driven by the profit would force workers t hours than needed to enough goods to pay Employers would seize value (created by lab aove what they got p

A. IS C3rWrlED TO THE FREE EXAMINA- 4) The only way to end tt TIU U.SOCiAL ATTITUDES AND DATA. Lion of workers by thc the means of producti to end private owners means. The means of should be owned in cow

S. Applies generalizations to new data. b. Marx drew upon the philos in developing his idea of A. IS COMMITTED TO THE FREE EXAMINA- materialism and his histo TION OF SOCIAL ATTITUDES AND DATA. pretation of history. 1) Marx applied the idea (which Hegel applied t material things. Each -165-

3) Marx believed that employers were driven by the profit motive and so would force workers to work longer hours than needed to produce just enough goods to pay for their labor. Employers would seize this surplus value (created by labor over and aove what they got paid).

D TO THE FREE EXAMINA- 4) The only way to end the exploita- 1AL ATTITUDES AND DATA. tion of workers by those who owned the means of production would be to end private ownership of these means. The means of production should be owned in common.

eralizations to new data. b. Marx drew upon the philosophy of Hegel in developing his idea of dialectic TO THE FREE EXAM1NA- materialism and his historical inter- :AL ATTITUDES AND DATA. pretation of history. 1) Marx applied the idea of dialectics (which Hegel applied to ideas) to material things. Each thesis (or -166-

60. Now ask pupils to assume that they were employers who had the characteristics which Marx assumed. They find that the workers can produce enough chairs in five hours to pay for the wages they get. What would they as employers do?How would making workers work more hours help the employers?Why would workers work more hours if they are creating more value than they get paid for? Now tell pupils what Marx meant by his surplus theory of value,

61. Ask pupils ,::hat conclusions they might come to about how to help workers if they accepted Marx's ideas as explained up to this potnt. If somcone does not suggest common ownership of the means of prc6ictIon, zsk them-- if they remember any of the proposals of 1.topinn socialists.

Before you go on to the next activity, be sure that pupils understand how Marx thought common ownership of the means of production would solve the problems which he saw in Europe in his day. Again, do not discuss the pros and cons of this proposal at this time. Merely help puplis see how Marx arrived at this conclusion.' Point out that they will analyze this line of reasoning in detail later.

62. Very briefly and simply explain Hegel's idea of dialectics in terms of 'leas. Now tell the clas how Marx borrowed this idea and applied it to society. Describe his dialectic in terms of economic stases.

Ask: If Marx followed the dialectic completely would the next economic stage be better or worse than the stage which came before? Would capitalism be better or worse than feudalism? Be sure that pupils understand that Marx believed in the inevitability of progress. Discuss: Was -167-

economic society) an antithesis (or for a new economic ally to a synthesi aspects of both th sls. That is, eac would generate opp seeds of its own d would lead to a ne which would be an old system. This take place until t less society. (TES 18th century ideas ress as well as He dialectic.)

a) Marx believed t stage was an ad earlier stage. greatly increas

S. Applies previously- learned concepts b) Marx believed t and generalizations to new data. progress throu that only after A. RESPECTS EVIDENCE EVEN WHEN IT CON- the stage of c TRADICTS PRECONCEPTIONS. be able to rea cialinm. (In enced here by developed ideas velopment of s tive times to revolt would t. stage had reac ductive capaci capable. -167-

economic society) would bring forth an antithesis (or forces working for a new economic society) and finally to a synthesis of the better aspects of both thesis and antithesis. That is, each economic system would generate opposition and the seeds of its own downfall. A revolt would lead to a new economic system which would be an improvement of the old system. This would continue to take place until there was a classless society. (Thus Marx accepted 18th century ideas of inevitable progress as well as Hegel's ideas of the dialectic.)

a) Marx believed that the capitali t stage was an advance over the earlier stage. It had to lead to greatly Increased production. reviousl - learned conceit b) Marx believed that society had to a zat ons to new ata progress through each stage and that only after it had gone through VIDENCE EVEN WHEN IT CON- the stage of capitalism would it PRECOMCEPTIONS. be able to reach the stage of socialism. (in part, Marx was influenced here by an anthropologist who developed ideas of the common development of societies from primitive times to the present.) No revolt would take place until this stage had reached the highest productive capacity of which it was capable. -168-

this idea of progress utopian or scientific?

63. Have pupils read a selection from Marx to show his em- "Excerpts phasis upon the inevitability of certain stages follow- and Fredric ing in a set order, about the impossibility of skipping tion #1. stages or of having the old 'tape disappear until it had reached the highest pkr ',ctive capacity of which it was capable.

Discuss: Marx believed that he was living in the capitalist stage of society in western Europe. What did he think would have to happen before capitalism could be ended by socialism? Marx believed that some countries had not yet gotten rid of feudalism in favor of capitalism. Vlhat did he think would have to happen before such societies could achieve the socialist stage of society? -163-

F progress utopian or scientific?

read a selection from Marx to show his em- "Excerpts from Karl Marx the inevitability of certain stages follow- and Fredrich Engels," Selec- t order, about the impossibility of skipping tion #1. f having the old stage disappear until it the highest productive capacity of which it larx believed that he was living in the cap- ge of society in western Europe. What did uld have to happen before capitalism could socialism? Marx believed that some coun- ot yet gotten rid of feudalism in favor of

./hat did he think would have to happen be- ocieties could achieve the socialist stage of -169-

IS COMMITTED TO THE FREE EXAMINA- 2) Marx believed that TION OF SOCIAL ATTITUDES AND DATA. duction was the imi determining the co G. All the institutions of a society the mode of produc are related; because of this inter- relationships set relationship, a change in one in- who owned and those stitution is likely to affect other used the means of Institutions. sources, tools). over the ages, fol tern of Aevelopmen the substructure o tools develcpcd, evantually prcvn o on the use of th:): production c,A

1) °C;e o:cde LNe substructflf 61her facei:s 4 based, Reli(jin ideas, the fo;lil ernment were al superstructure

substructure) I the continoonce

(1) Marx did n and Invent course of they would sity becau duct ion.

(2) Marx be was the to class (the the means -169-

TED TO THE FREE EXAMINA- 2) Marx believed that the mode of pro- OCIAL ATTITUDES AND DATA, duction was the important factor in determining the course of events. nstitutions of a society the mode of production refers to the :ed; because of this inter- relationships set up between those hip, a change in one In- who owned and those who worked or is likely to affect other used the means of production (re- Ions. sources, tools). Thi's mode changed over the ages, following a set pat- tern of development. It provided the substructure of society. As new tools developed, the old mode tJculd eventually prove a limitlog factor on the use of these tools for Treater production cizd th3 mcde would cbange.

a) The node of prc1qction the substructure upon all other facets o1 3ociety were based. Religion, ethics, other

, ideas, the family system, and (Joy- ermment were all developed as a superstructure (or result of the substructure) In order to ensure the continuance of the substructure.

(1) Marx did not deny that ideas and Inventions could bffect the course of history, but he thought they would arise out of neces- sity because of the mode of production.

(2) Marx believed that the state.

. was the tool of the. ruling class. (the. class- which owned the means of production). He -170-

Now define what Marx meant by means and 'lode of produc- excerpts i'rom tion. Tell the class his use of the terms substructure ricirich In and superstructure. Ask pupils to try to think of argu- tic-A-15 ments which Marx might have used to show that this rel.:- tionship existed. Be sure that pupils understand Marx's emphasis upon materialistic interpretation of history and his deFinition of the state. Have pupils read (-Fur).- tations from Marx and Engels to show thOr point of vi,d about the state, about religion, about the family, about morality, and about patriotism, and the attitude Mar's thou ht workers should Nave toward nationalism. -170-

t Marx meant by means and mode of produc- "Excerpts irom Karl Marx e class his use of the terms substructure and [rcdrich Engels," Selec- tura. Ask pupils to try to think of argu- tions 2-6. rx might have used to show that this relo- ad. Be sure that pupils understand Marx's materialistic interpretation of history tion of the state:- Have pupils read quo- arx and Engels to show their point of e, about religion, about the family, about about patriotism, and the attitude Mar: s should have toward national ism. -171- thought of the aspects of gov were coercive. trot lc :the me tion u'did set and use power under their co ;3) Marx believed owned the mean set up ideals religion to he workers 111: trIl, (4) .!ar'x istic scIM' of svpi'3t

pre5leve the i ruliogcloys, workers shuul4 alist and have tic feelings. (5) Marx believed could affect 1- they became le the economic r which existed; the economic s made it p( ssib use their talc. birth to thei

G. Whenever things valued by a society 3) Marx believed thatcf .ire scarce, there will be differen- been a struggle 1).1'cw;, lated access,o and control of these class (or those wno valued and scarce things by sub- of production) and d groups within the society. History was a history -171- thoughtof the state as those aspects of government which were coercive. Those who con- trolle-: the means of production set up a governmenL and use power to keep workers under their control. (3) Marx believed that those who owned the means of production set up ideals of morality and religion to help thr_sm keep t1-1 workers tinder ;.hair con- teol, (4) ;laex 1;ellev,-.1 that: nailoi- i-stic aee also i;)et of the v.f):1;t,'ctui-e to help

pees-3eve th) 1 of the ruling c1 us, 'rgnsd that workers shenld !).3 inteenation- alist and have no nationalistic feelings. (5) Marx believed that leaders could affect history, but that they became leaders because of the economic relationships which existed; in other words, the economic stage of society made it possible for them to use their talents and gave birth to their Was. things valued by a society 3) Marx believed that there had always e, there will be differen- been a struggle between the governing ss to and control of these class (or those who owned the means d scarce things by sub- of production) and jlose beneath them. thin the society. History was a history of class struggle. :6. Read aloud quotations from Marx and Engelson the class "Excerpts fro struggle through the ages and their statement that capitalism carried within itself the seeds of itsown de- Selection #7. struction. -172-

'quotations from Marx and Engels on the class "Excerpts from Karl Marx :hrough the ages and their statement that cap - Fr:7.d.:1-ch-Erigt';1s," rriedWithin itself the seeds of. its own de- Selection #7. -174-

Have pupils try to figure out, on the basis of what they already know why Marx and Engels believed that capitalism wolold be overthrown. Ask specific questions as needed to bring out the ideas. (e.g. If workers were paid only subsistence wages, who would buy the goods produced?What might happen if goods remained unsold? What would this -mean to workers? etc.)

Now have the class read the statements by Marx and Eng- els on why capitalism would be overthrown.

66; Ask: If you accepted Marx's ideas up to this point, in what kind of a country would you egpect the first proletarian revolution to come?Why? (Now tell the class what Marx believed.) -175-

reviousl- learned conce is g) Marx urged hi- ila4eneralTzations to new data. with the bout_ revolutions a( G. Struggle may bring together other- this would ma wise unrelated groups, Coalitions tablishment o and temporary associations will cieties which result from conflicts where pri- socialist rev marily pragmatic interests of the place. Then, participants are involved. should work t geois and bui letarian revo

G. Ideology is associated with those 5)Marx believed th people in the political system evitable. Howev with the greatest political aware- until the worker ness, involvement, and information. of what was happ of the need for

G. if an individual is aware of his the job of the 1 membership in a class, this aware- and socialist gr ness may affect his behavior. them and make th of their misery. G. Those who benefit most from the stratification system are most a) At first Marx likely to accept it and most like- revolution wo ly to oppose change. lent, that th of production G. In political conflict there is a this ownershi struggle over scarce values or goals; each side tries to use the b) After the fai political system to attain its commune, Marx goals. somewhat.

J setsj421 (1) He became workers b ever win with mode -175-

reviousl -learned concepts g) Marx urged his supporLers to work new data. with the bourgeois to aid their revolutions against old rulers; e may bring together other- this would make possible the es- 'related groups. Coalitions tablishment of the capitalist so- ,Iporary associations will cieties which must exist before from conflicts where pri- socialist revolutions could take pragmatic interests of the place. When, however, the workers :pants are involved. should work to hamper the bourgeois and build support for a proletarian revolution.

gy is associated with those 5) Marx believed that ravolution was In- in the political system evitable. Ho .!ever, it would c.ot come ne greatest political aware- until the workers had become aware involvement, and Information. of 1,;hat was happenl,g to them and of the need for revolution. It %N.is individualis aware of his the job of the labor organizations ship in a class, this aware- and socialist groups to help educate ay affect his behavior. them and make them aware of the cause of their misery. who benefit most from the ,fication system are most a) At first Marx believed that this to accept it and most like- revolution would have to be vio- oppose change. lent, that the owners of the means of production would never give up !itical conflict there is a this ownership without a fight. gle over scarce values or each side tries to use the b) After the failure of the Paris :cal system to attain its commune, Marx shifted his position somewhat.

otheses. (1) He became worried about whether workers behind barricades could ever win against troops armed with modern weapons. He felt -176-

67. Ask the class to consider Marx's Ideas. What advice do "Excerpts fro they think he would have given to workers in countries Fredrich Enge which still had feudalism or at least governments not #8. controlled by the middle class? (Have each pupil pretend he is Marx and write out two or three sentences of advice.) Now have pupils read quotes from Marx's actual advice about working with the burgeoise. Compare with pupils' ideas.

63. Hw: pupils rend and ,l!scgiss quotatIc..i.s from Marx -7i,,A "Excerpts fro!

. Filgels c'n the rG1,,: of 'i:Allunist grcup3, the inovit111- and Fredrich ty of a ..7ociallst socnty, and on clls for peacl dons #9-12, caw, Ask: ';ii-:-)t .:,,ffect do you thi,;!( his staterknt atout ti:a 'possibilities of:pecaul ch;log3s in such

.counteins as the U.S. and England had upon his followers?. ._ Tel what did happen. -176- is to consider Marx's ideas. What advice do "Excerpts from Karl Marx and le would have given to workers in countrics Fredrich Engels," Selection had feudalism or at least governments not #8. y the middle class? (Have each puril prc- iarx and write out two or three sentences

ils read quotes from Marx's actual advice g with the burgeoise. Compare with pupils'

rcnd voci,l!scgiss quotat!:.iis frcm Klrx "Excerpts from Karl Mdrx rt31,..of v5, the inovitlAli- and Fredrich 7ngols," alist soc!3ty, and on chs for peacill dens #9-M -3ffect do you ;:hl his staterilent ssIbilitis ofi3ezIcaful chogas in such the U.S. and En9land had upon his fol1.3wers?- that did happen. -177- they c7Hd wi

of the work°.

(2) He stated th some countri and the U.S. could come p

(3) This shift i followers to between thos should work lution :ork for pe

S. A Z ies JJ.,eyj oasly.:_l earned cm :zeal 6) Folio:41,1g the revol aiiLF:general izati ons to new data. would set up an eci:, which the means of be owned in common. would now be only o society of communis final stage in econ There would be no m gles or revolutions

A, IS COMMITTED TO THE FREE EXAMINA- c. Marx merely mentioned TION OF SOCIAL ATTITUDES AND DATA. dictatorship of the pi would serve as a irons between capitalism an

I) Marx said that the worker would aboli stae or coercive the bojrgeois to o, i 7 7-

they c%Id win only if the troo,;:, ezmle over to the side of the workers.

(2) He stated that perhaps in some countries such as England and the U.S., the revolution could come peacefully.

(3) This shift in position led his followers to divide sharply between those who thought they should work for violent revolution and those who trid to ..fork fore pacei'ul change, ray ioyslj earned concepts 6) Following the revolution, the..;;oi'Aers alizations to new data. would. set up an ecoiwAatcsodety in which the means of producti.on would be owned in common. Since there would now be only one class, this society of communism would be the final stage'in economic development. There would be no more class strug- gles,or revolutions..

TED TO THE FREE HAMM- c. Marx merely mentioned the stage of the OWL ATTITUDES AND DATA. dictatorship of the proletariat which would serve as a transitional stage between capitalism and communism.

1) Marx said that the proletariat or worker would abolish the bourgeoise state or coercive forces used by the bo.,IrgeoIs to oppress the workers. -178-

69. Ask some pupil to summarize Marx's ideas about the dialectic as applied to history. Tell class that Marx indicated that communism would be the final stage in society. Ask: Given Mar>.'s other ideas, how do you think he arrived at this conclusion?

70. Have pupils read the very brief references Marx made to "Excerpts

the dictatorship of the proletariat.What do.puplis = and*Fredr think he thought this stage of society would be like? Selection What would be the role of the state ;n Marx's sense of thiS word? Did,Marx think of this stage as a dictatorship by the proletariat or of the proletariat by some smaller group?How did he think this state would re- samble that in England or the U.S. in his era? pupil to summarize Marx's ideas about the dialec- oplied to history. Tell class that Marx indicated unism would be the final stage In society. Ask: rex's other ideas, how do you think he arrived at elusion?

is read the very brief references Marx made to "Excerpts from Karl Marx :torship of the proletariat. What do.puplis and Fredrich Engels.," thought this stage of society would be like? Selection #13-14, d be the role of the state in Marx's sense of ,? Did.Marx think of this stage as a dictator- he proletariat or of the proletariat by some roup?How did he think this state would re- at in England or the U.S. in his era? In its plac, whia would use c,2 thosr., who opposed

2) Marx apparently se. one in which tiie w the government thr forms.

3) Marx ceemed to hav dictatorship of 0. meaning dictato:.-s!- tariat (or e would be a sense that he szw

ols governments i U.S. as being clic thou,:!-4 they lead ti dem:,racy.

4) Marx envisioned t which people woul their ability and of their work. I be enough product pay-lent in accord

S. A 1 ies rev it:xed come. is d. Marx barely metitione an genera -fixations to new data. ering away of the st interpretation of 6, leads people to bell that the coercive fc ment would wither av envisioned some oth., tions as remaining. -179-

In its ploc.P, so.t up a state which would use c.:cr(Ave force against those who opposed the new society.

2) Marx apparently saw this stageas one in which the workers INsvid run the government, through demcratic forms.

3) Marx seemed to have thought of the dictatorship of the proletariat as meaning dictatorship by the proletariat (or e it would be a in the same sense that he scw the older bourgeois governments in England and the U.S. as being dictatorships even thou,:' they had* the forms of liberal demoaracy.

4) Marx envisioned this stage as one in which people would work according 'to thei10 ability, and be paid in terms of their work. There would not yet be enough production to provide for payment in accord with need.

reviousl - learned tonce ts d. Marx barely mentioned the eventual with- ra izations to new ata; ering away of the state, Knowing his interptetation of ithck meae:ftl of "state" leads people to believe that he meant that the coercive forces of the government would wither away, Marx proloably enVisioned,some'othr governiantal functions as remaining. -180-

Pupils will not be able to arrive at conclusions about e.g. Hook, Marx this from the brief excerpts, but after they ,n9ke guesses Marxists, 07-3 about these questions, point out a number of t..onclusions which have been drawn by those who have studied Marx's life and writings in more detail,

71. Have pupils read the brief references Marx and Engels "Excerpts from made to the withering away of the state and the kind of and Fredrich En society which would exist in this final communist stage. Selections #15- Ask: Given Marx's ideas about what the state was, do you think he thought there would be no governmental functions carried out in this final stage?Why or why not?Why do you think he thought the coercive forces could be abandoned? Why did he think production would increase rapidly during the previous stage of the dictatorship or the proletariat? What effect did he think -180-

lot be able to arrive at conclusions about e.g. Hook, Marx and the brief excerpts, but after they make guesses Marxists, pp. 33:34. 'luestions, point out a number of conclusions en drawn by those who have studied Marx's `.:1ngs in more detail,

ead the brief references Marx and Engels "Excerpts from Karl. Marx iithering away of the state and the kind of and Fredrich Engels," I would exist in this final communist stage. Selections #15-I6, 18. Marx's ideas about what the state was, do thought there would be no governmental Tied out in this final stage? Why or why you think he thought the coercive forces Boned?Why did he think production would dly during the previous stage of the dic- the proletariat?What effect did he think -181-

1) Since there would be there would no longe state tool to put do classes.

2) Production would in that there would be People would be wor good since the means would be owned in c period of dictatorsH tariat they would bt for the common good would reach the stal could put into effe "From each accordin to each according t enough for all, the be any reason to st; dive forces to prev

G. Culture may change through a pro- 3) In a sense, the ide cess of diffusion. bility of a society was borrowed from t

G. The greatest push to improve levels 3. Marx's ideas spread to Ru of living is more likely to come different Russians interp from those above the bottom strata ly differently: of society than from those at the bottom. a. Lenin became the leade which finally won cont G. Culture may change through a pro- ist party in Russia. cess of diffusion. -181-

1) Since there would be only one class, there would no longer need to be a state tool to put down the lower classes.

2) Production would increase greatly so that there would be enough for all. People would be working for their own good since the means of production would be owned in common. During the period of dictatorship ef the proletariat they would be educated to work for the common good. Production would reach the stage at which society could put into effect the slogan: "From each according to his ability, to each according to his ne-A." With enough for all, there would no longer be any reason to steal or for coercive forces to prevent stealing. ay change through a pro- 3) In a sense, the idea of the possi- iffusion. bility of a society without a state was borrowed from the anarchists.

3st push to improve levels 3. Marrs ideas spread to Russia, although is more likely to come different Russians interpreted.them.slight- e above the bottom strata ly differently.. v than from those at the a. Lenin became the leader of the group which finally won control of the commun- ay change through a pro- ist party in Russia. iffusion. - '82-

this greatly increased production would have upon crime? hy? Now have pupils read Engel's description of this stage.

72. Ask pupils if they can think of any group from which Marx might have gotten the idea that society could exist w:thout a state: Review what they learned earlier about anarchists:

72. Very briefly, tell pupils about the early developments Coolidge, Mak of the communist party in Russia and Lenin's role: Have Revolution a pupil who has read a biography of Lenin (and prepared Baker, Cgiiin a written report) tell the class about Lenin's background. Discuss: Does Lenin's social class background support or contradict your earlier generalizations about those who push for social change? ., -182- ncreased production would have upon clime? pupils read Engel's description of this

they can think of any group from which ye gotten the idea that society could exist ce.. Review what they learned earlier about

tell pupils about the early developments Coolidge, Makers of the Red st party in Russia and Lenin's role. Have Revolution- s read a biography of Lenin (and prepared Baker, Min ort) tell the class about Lenin's background. s Lenin's social.class background support or ur earlier generalizations about those who al change? -103-

S. Detects inconsistencies. b. Lenin added to and reint ideas even though he als G. Groups engaged in continued strug- cannot eliminate even on gle with the outside tend to be in- tion, one substantial pa tolerant within. They are unlikely osophy of Marxism (it is to tolerate more than limited de- a solid block of steel) partures from group unity. ing objective truth, wit to the arms of the bourg G. The conflict between democratic and ary falsehood." non-democratic political systems may be looked at as a conflict in ;) Lenin argued that the basic underlying values. should be a secret re party, dominated from to preserve its secre would be the vanguard

tion. Workers even 1 could not be expected

their own interests i without the work of t The communist party m carefully trained, ze lent workers who woul ry out the revolution

2) Although Lenin believ that a bourgeois revo development of capita a proletarian revolut finally gave up this a chance to seize pow 3) Lenin developed the I ist countries in sear would finally go to w over such markets and These wars would lead misery among the work might then come in th -133- lsistencies. b. Lenin added to and reinterpreted Marx's ideas even though he also stated: "You ed in continued strug- cannot eliminate even one basic assump- outside tend to be in- tion, one substantial part of this phil- hin. They are unlikely osophy of Marxism (it is as ifit were more than limited de- a solid block of steel) without abandon- m group unity. ing objective truth, without falling in- to the arms of the bourgeois-reaction- between democratic and ary falsehood." is political systems d at as a conflict in 1) Lenin argued that the communist party ying values. should be a secret revolutionary party, dominated from above in order to preserve its secrecy; the party would be the vanguard of the revolution. Workers even In labor unions could not be expected to recognize their own interests in revolution without the work of this vanguard. The communist party must cons1st of carefully trained, zealous, and obed- ient workers who would plan and car- ry out the revolution.

2) Although Lenin believed for many years that a bourgeois revolution and further development of capitalism must preceed a proletarian revolution in Russia, he finally gave up this idea when he saw a chance to seize power in Russia. 3) Lenin developed the Idea that capitalist countries in search of new markets, would finally go to war with each other over such markets and raw materials. These wars would lead to increasing misery among the workers. The revolution might then come in the country which was -184-

74. Read aloud Lenin's comment about the importance of not "Quotations eliminating any of Marx's assumptions. Tell the class State and R th.lt they are about to read excerpts from Lenin's writings. They should try to decide whether or not he followed his own advice, Now have pupils read excerpts.(Go over a few at a time to make sure the pupils understand them.)

Afterwards discuss: Did Lenin follow his own advice? (Repeat Lenin's comment used at beginning of acti,,ity.) Did Lenin differ at all from Marx? If so, how did he differ? What did he add to Marx's discussion of the withering away of the state? to his discussion of the seeds of destruction within capitalism?

Tell pupils that Lenin might have thought the same act ethical If committed by one man and unethical If committed by another. Why?What implications would this kind of ethical system have for society if it were practiced by other groups? -184-

2nin's comment about the importance of not "Quotations from Lenin -- ,any of Marx's assumptions. Tell the class State and Revolution." about to read excerpts from Lenin's writ- liould try to decide whether or not he fol- n advice. Now have pupils read excerpts.(Go t a time to make sure the pupils understand iscuss!, Did Lenin follow his own advice? l's comment used at beginning of activity.) ffer at all from Marx? If so. how did he t did he add to Marx's discussion of the ay of the state? to his discussion of the truction within capitalism?

hat Lenin miOt have thought the same act itted by one man and unethical if com- other. Why?What implications would this cal system have for society if it were other groups? the weakest lir.< cause it would be withstand the prob 4) Lenin interpreted the Proletariat to ship of the prol et. of the Communist P. dictatorship over class. He also exp writings about wha be like and what w. complished during he though anyone w handle the general running industry; mind.) 5) Lenin develcped fu the withering away explained that so not do as society people would rise (This suggests pun out judicial safe 6) Lenin expounded u ity; anything was the class struggl

fairly fully the i justify the means.

A. %S SKEPTICAL OF THEORIES OF SINGLE 4. The ideas of Marx and L CMATION Ri THE SOCIAL SCIENCES. on a series of assumptl tioned seriously by pre

. IS SKEPTICAL OF PANACEAS. scientists. Moreover a predictions have not co -185-

the weakest link in capitalism because it would be the least able to lithstand the problems raises by war. 4) Lenin interpreted the Dictatorship of the Proletariat to mean the dictatorship of the proletariat by the leaders of the Communist Party as well as the dictatorship over the older owning class. He also expanded upon Marx's writings about what this stage would be like and what would have to be ac- complished during this st,:je. (At first he though anyone who was literate could handle the general beokkeeping jobs of running industry; later he dlanged his mind.) 5) Lenin develeped further the idea of the withering away of the state. He explained that some people would still not dc as society wished them to, but people would rise up and put them down. (This suggests punishment by mobs without judicial safeguards.) 6) Lenin expounded upon communist morality; anything was moral which helped the class struggle. He developed fairly fully the idea that Lhe ends justify the means.

PTICAL OF THEORIES OF SINGLE 4. The ideas of Marx and Lenin are based up- ION IN THE SOCIAL SCIENCES. on a series of assumptions which are ques- tioned serious] by present-day social PTICAL OF PANACEAS. scientists. Moreover a number of their predictions have not come true. -186-

75. Have pupils look back at the ideas of Marx and Lenin. Good aoalysis They should make a list of the assumptions and a list and prediction of the predictions. in Hunt;:Theor of Commun sm a Hold a class discussion in which pupils analyze these Marx and the M assumptions and try to decide whether or not the pre- -186-

s look back at the ideas of Marx and Lenin, Good analysis of assumptions d make a list of the assumptions and a list and predictions can be found dictions, in HuntlJheor and Practice of CoMmun sm and ss discussion in which pupils analyze these Marx and the Marxists. s and try to decide whether or not the pre- -187-

S. Iclentifiesanaminesassume- a. Economists challenge Marx TIcirot he value, his wage theory, a can accept them. that there could ever be tion so that people would S. Applies previously-learned conflict over the distributi cepts and _generalizations to new Economists believe that p Tata. about what they need are panding even as productio S. Checks facts against his own back- conomists also challenge rou.icf-guarTs;irmli-ormatlectsTonar depressions are inevitabl a t ona n ormation when he italist country. They be rieTirgTriictTEFTEFFRIT; ideas about built-in-stab prevent serious economic S. Rejects post-hoc arguments. b. Historians challenge Marx S. Reco nizes differences in diffi- tic interpretation of his cu ty of proving statements. assumption of constant pr point out his own role an G. Other things being equal, the price Leiin and chance in chang of a good rises when the good is in a contradiction of his Id short supply as compared to the de- point out that inventions mand for the good and falls when sarily lead to changes in the supply of the good is larger production, and that some than the demand at the existing tific ideas (such as the price, atomic energy) may have I stimulus but may have tr G. Capital formation through saving upon Kstorical events'. Is a major means of increasing an economys total output over time because it increases productive capacity.

G. Labor productivity may rise both from the activities of workers themselves and from the accumulation of capital and technological and menagerial. advante. -187-

examines assump- a. Economists challenge Marx's theory of ie w ether or not he value, his wage theory, and his idea that there could ever be enough production so that people would not be in con- )usl- learned conflict over the distribution of goods. ara zationstonew Economists believe that people's ideas about what they need are constantly expanding even as production expailds. E- ainst his own back- conomists also challenge the ides that -)rmat on an cot ects depressions are inevitable within a cap- 0rmot on w en e italist country. They believe that new ie-ckEFETRTs; ideas about built-in-stabilizers can prevent serious economic crashes. oc ar uments, b. Historians challenge Marx's materialis- fferences in diffi- tic interpretation of history and his n statements. assumption of constant progress. They point out his own role and the role of J eing equal, the price Lenin and chance in changing history as es when the good Is in a contradiction of his ideas, They also as compared to the de- point out that inventions do not neces- good and falls when sarily lead to changes in the mode of the good is larger production, and that sometimes new scien- nd at the existing tific ideas (such as the discovery of atomic energy) may haul little economic stimulus but may have tremendous impact tion through saving upc.n historical events. ans of increasing an al output over time creases productive

ivity may rise both vities of workers d from the accumula- al and technological 11t2'adyane. -188- dictions have come true. If they cannot answer the questions about all of the predictions, let them wait to answer some of them until later in the unit. However, you may help them analyze the ideas by questions such as the following: a) Can you think of any country or countries in which the government of a capitalist economy was overthrown by a group which did not set up a dictatorship of the proletariat aimed at establishing communism? if so, how did this event fit in with Marx's predictions? b) How could Marx have explained In Marxian terms his own great influence on history?Would you accept such an explanation?

Draw upon what pupils have learned in seventh grade sociol- ogy, in ninth grade economics, in tenth grade American history, and in the unit on western Europe as you have pupils analyze Marxian theories. Tell pupils to keep the list of predictions to help them see how Marxian ideas have worked out in the Soviet Union. -189-

G. Every economic system faces scar- city or a lack of enough productive resources to satisfy all human wants.

G. Economic wants of people seem never to be satisfied, since many goods and services must be replenished constantly as they are used up, since population is expanding, and since new inventions create new wants.

c. Historians also point o of some of Marx's predi true.

1) The poor got richer poorer, and the mldd larger rather than s

2) Governments in denoc passed reform measur not be thought of as by the owners of the Hon. Even in autoc some reforms came wi volt (albeit through revolt). 3) The communist revolu in a country which w dustrialized. Nor h economy reached any point of exhausting of increasing produ argued that capital! Europe had outlived -189- mic system faces scar- ack of enough produc-- -ces to satisfy all hu- ants of people seem never fled, since many goods - must be replenished as they are used up, lation h. expanding, and inventions create new wants.

c. Historians also point out the failure of some of Marx's predictions to come true.

1) The poor got richer rather than poorer, and the middle class grew larger rather than smaller..'

2) Governments in democratic countries passed reform measures which could not be thought of as measures desired by the owners of the means of production: Even in autocratic countries, some reforms came without actual revolt (albeit through the threat of revolt). 3) The communist revolution came f:rst in a country which was not highly industrialized. Nor had the capitalist economy reached anywhere near the point of exhausting its possibilities of increasing production. (Marx .had argued that capitalism in western Europe had outlived its usefulness and that it was ready

4) Some governments of ca omies have been replac or Nazi governments; s violates Marx's idea through which society

5) The state has not wit Soviet Union or any o1 ter a communist dicta established. Nor hay brought about a class

6) Countries under the c 1st parties may be ju and nationalistic as tries. Indeed, for ye Union vorced commLAis countries to work for- ests of Russia rather seemed best within th

d. Social scientists atso c of the Marxian assumptio nature. b. Frustration may reF;;Jit in egres- 1) They believe that cri sion. economic 'auses and t to occur end would n against it even If t be enough production needs.

G. The incentive to achieve as large 2) The believe that non an Income as possible:s modified tives may be powerfu by other incentives. and tElt even owners acted out of motives motives. -191- and that it was ready for a revolt.)

4) Some governments of capitalist econ- omies have been replaced by fascism or Nazi governments; such a change violates Marx's idea of the set stages through which society would pass.

5) The state has not withered away In the Soviet Union or any other country after a communist dictatorship has been established. Nor have any of them brought about a classless society,

6) Countries under the control of communist parties may be just as imperialist and nationalistic as capitalist countries. Indeed, for years the Soviet Union forced communist parties in other countries to worK for the best interests of Russia rather than for what seemed best within their own country.

d. Soc!al scientists also challenge some of the Marxian assumptions about human nature. ion may result in agres- 1) They believe that cime has many non- economic causes and that Itis likely to occur and would need state measures against it even if there could ever be enough production to satisfy all needs. ntive to achieve as largn 2) The believe that non-economic incen- e as possible ismodified tives may be powerful incentives, incentives. and that even owners have frequently acted out of motives other than profit motives. -193-

G. The means may make it difficult 3) They believe that the to achieve the statea ends or ify the ends; that pea goals. powerful dictators and serious repression aga may not be willing to They may fear to as we sire to.

G. Although culture is always rhang- 5. Russian communists, includln ing, certain parts or ele ts may influenced by Russian cultur persist over long per of time. by Marx. This Russian influ party, responsible for diffe Lenin and Marx over such mat of the communist par.;:y, the communist party and the dict roletariat.

S. Applies previously-learned concepts 6. The Communists in Russia tri and generalizations to new data. Marxist ideas, but they were their beliefs. They were ac not initiate the revolution the first revolution of 1917 just one of a number of yrou for change within Ru_sia.

S. Checks on the bias and com etency 1. The first Russin revolution of o authors. a strike rather than a revolt; spread. The revolution resulte A. IS SKEPTICAL OF THEORIES OF SINGLE of causils including the inabili CAUSATION IN THE SOCIAL SCIENCES. 1st government to cope with th food transport, military suppli u. Political res,olutIons are usually during the war, the growing dis the result of multiple causes. of the Russians with the inequ

1 -193-

flakeit difficult 3) They believe tha* the means may mod- stated ends or ify the ends; Olat people who become powerful dictators and who have used serious repression against opponents may not be willing to give up power, They may fear to as well as not desire to.

'reis always char5- 5. Russian communists, including Lenin, were arts or elements may influenced by Russian culture as well as ong periods of time, by Marx-. This Russian influence may be partiy,responsible for differences between Lenin and Marx over such matters as the role of the communist party, the control of the communist party and the dictatorship of the proletariat.

)usi learned conce ts 6. The Communists in Russia tried to spread tions to new ata. Marxist ideas, but they were divided in their beliefs. They were active but did not initiate the revolution of 1905 nor the first revolution of 1917; They were just one of P_ number of groups working for change within Russia.

bias and com etency The first Russian revolution of 1917 began as a strike rather than a revolt; ipowever it soon spread. The revolutio.; resulted from a number JF THEORIES OF SINGLE of causes including the inability of the Tsar- IHE SOCIAL SCIENCES. ist government to cope with the problems of food trao,port, military supplies, and inflation olutions are usually during the war, the grming disgust of some of multiple causes. of the Russians with the inequalities in the -194-

76. Have pupils look once again at Lenin's ideas and the See McClosky an differences between them and those of Marx. Asks Can Sov. Dictatorsh you think of any Russian values or events which might have influenced Lenin to develop these d:ffering ideas? (Tell pupils to consider this question further as they study the period In which Lenin was in pow! in Russia.)

77. Tell pupils very briefly about some of the early work of McClosky and Tu the communists in Russia and about the split which devel- Dictatorships p oped. Point out that they will find out more about the "Selected Read! role of the communists as they study the revolutions of History." #32. 1917.

Now have pupils read the Bblshefist Manifesto about Wor d War I. Discuss: How does this manifesto fit in with Marxian theory?

78. Have several pupils ead and compare different books and F/orinsky, End eye-witness reports dealing with the first Russian Revo- Em Ire; lution and the caust:s of revolution. They should prepare arm c ael, Sho a panel discussion on the causes and precipitating events-. the Russ. Revoi They should tell the class something about their assess- Carmichael, 111 ment of the bias and competency of the authors of the ma- of Russia; terials they have read, EIFFIFFM, Russ -134-

uk once again at Lenin's tdeas and the See McClosky and Turner, :tween them and those of Marx. Asks Can Sov. Dict4torshLEL ch. 3. ny Russian values or events which might xi Lenin to develop these differing ideas? o consider this question furtht: as they od In whict: Lenin was in power in Russia.)

ery briefly about some of the early work of McClosky and Turner, Sov. s in Russia and about the split which devel-Dictatorship, pp. 46-377 )ut that they will find out more about the "Selected Readings on Russian Dinmunists as they study the revolutions of History." #32.

Is read the Bolshevist Manifesto about Discuss: How does this manifesto fit in theory?

3upils read and compare different books and Florinsky, End of the Russian eports dealing with the first Russian Revo- Em ire; e causes of revolution. They should prepare ShorflaLLJIL Jssion on the_causesand precipitating events-. the Russ. Revolution; ell the clasi-SOmethIng about t)eir assess - Carmichael, illustrated Hist. ias and competency of the authors of the ma- of Russia; lhave read, MOorehe52., Russian Revolution; G. People do not change their culture so-ial system, and the povrty unless they feel a need for change. combined with ideas about how right be ovcrcome, etc. Some G. There are many sources of national were taken over from Western E power in dealing with other nttions. (Military capacity is an ilaportant factor in the develcpment of naticn- al power, but not the cnly one. Dif- ferences In population resources, and economy may be r...f77-!::-A in r:11- ferences In national pr.k.v,

S. Generalizes from data.

G.. Wars have an Important economic impact upon people.

G. Political revolutions are ust.o.11y the result of multiple causes.

C. The world is a community of interdependent countries.(iolportant political happenings in cne part of the world affect other parts.) ;CC:,

t change their culture social system, and the poverty of themany feel a need for change combined with ideas about how thispoverty might be overcome, etc. Some of these ideas any sources of national were taken over from Western Europe'. aling with other n7itions, apacity is an important he development of nation- ut not the only one. Dif- °population resources, may be rcfT,77t:::d in r:i national

from data,

an Important economic n people.

revolutions are ustx:91y of multiple causes:

Is a community of inter- countries.(iortant po- appenings in one part of affect other parts.) -156-

Adams, ed,, Russ. and BolAevirTik

Goldsro;1, Russian PP. 90 ff; Teall, From Tsar sars, c s. an

Hendel, ed,, Sovi pp. 194-200,

Have all pupils read an eye - witness accy_77it of the first "Selected Reading revolt. Each should weite a brief writtil statement History," # 33. comparing:his account with the infonnetion presented by Eisen and Filler; the panel. He should also assess the b!us and comp.etnn- Adventure, vol 2. cy of the author: 130,

Now have the class compare the causes of the Russian revolution with those of other revolutions' they have studied (in the U.S. and In Western Europe),

79. Have pupils prepare a series of graphs showing what hap- Data for graphs c pened to different groups within Russia during World War- in Florinsky, End I. (e.g. Real wages of industrial workers, peasants, pro-Russian Empire, c fessionals, etc.) Project in class and discuss. pp. 189-.191:

30. Have a pupil pretend to be an American newspaper reporter Florinsky, Endo who interviews the following people after the March 1917 Empire, revolution: (i) a factory worker, (2) a Russian soldier who has been wounded and has returned from the front, (3) a peasant, (4) a member of the intelligentsia.

81. Have pupils prepare a mock newspread for a U.S. newspaper on reactions from capitals of the world to the overthrow of the Tsar: -196-

Adams, ed. Russ.: Fkev_91ution and BolAeviTTI:t3-i, Why -57-inoTr- do1dstoo, Russian .Revojut:Qn, . PP. 90 ff; Teall, From Tsar to Commis - sars, CR7-6178-57-1W-Ta. Mendel, ed Soviet Crucible, pp. 194-200.

read an eye.witness acc.7.nt of the first "Selected Readln-js in Russian ould weite a brief writt:to statement History," # 33. :ount with the infomt;on presented by- Eisen and Marl eds,, Human r:.1.)uld also assess the and competnn- Adventure, voi 2i, pp. 17F--

O 130.

ss compare the causes of the Russian Those of other revolutions they have 1.S, and in Western Europe).

are a series of graphs showing what hap- Data for graphs can be found nt groups within Russia during World War in Fiorinsky, Erd of the es of industrial workers, peasants, pro- Russian Empire;-ERS7-6:7-and ) Project in class and discuss. pp. 189-191.

tend to be an American newspaper reporter Florinsky, End .of the Russian 'le following people after the March 1917 Empire. a factory worker, (2) a Russian soldier ided and has returned from the front, :) a member of the intelligentsia.

are a mock newspread for a U.S. newspaper i capitals of the world to the overthrow A. IS SKEPTICAL OF SINGLE FACTOR J. The Bolshevists were able to go THEORIES. OF CAUSATION. a second revolution in large pa Provisional government continued G. Political revolutions are usually unable to win victories or hand the result of multiple causes'. and transport, and put off refo the peasants' and workers until war.

G. People with different ideologies may perceive the same scene and their ideologies will give it sharply different meaning and significance maybe even different perceptions of the facts.

S. rChecira...theisoretencx o ors.

Polttfcal revolutions are usually the result of multiple causes.

S. Identifies persuasion devices': S: Detects inconsistencies,

G. Most political communication de- Onds on the use of negative and positive symbols, stereotypes, and other communication shortcuts; effective communication depends on -197- )F SINGLE FACTOR J. The Bolshevistswere able to gain control in \USATION. a second revolution in largepart because the ProvIsional government continuedthe war, was Autions are usually unable to win victoriesor handle supplies multiple causes. and transport, and put offreforms to satisfy the peasants and workers untilthe end of the war.

ifferent Ideologies -; the same scene and Les will give it rent meaning and sig- maybe even different f the facts.

bias and 'etenc olutions are usually multiple causes:

rsuas ion devices': sistencies 1 communication de- use of negative and ols, stereotypes, munication shortcuts; munication depends on -198-

02. Have a group of pupils present a mock meeting of several Florinsky, End of Lenin's conspirators to discuss what they should do Empire; about overthrowing the proviSional government. (They Moorhead, Russi should analyze the weaknesses of the Provisir al govern- CarmIcha,!17no ment as they discuss their plans.) the Russian Rev gOlMton, Russ. Walsh, RusTiYa Union, pp. 379 Tea T, From Tsa sars;

:71100-;19.S

33, A pupil might write or present an imaginary speech of a Bolshevist just prior to the second revolution of 1917.

84; Have pupils read several eye-witness accounts of the "Selected Readi second revolution of 1917 and of the way in which the sian History," Bolshevists threated the new Constitutional Astembly Moss, et, al., which met after they seized power. view, pp. 426-2 AFFEmbly). Discuss: Was the second revolution of 1917 inevitable?

85. Now have pupils read some of the earliest posters and "Selected Readi decrees issued by the Bolshevists after their revolution, History," #1 3 Discuss the ',ersuaslon devices used and the appe;)ls made to the people. Also ask: Did the land decree.seem to fit Marxian aims? Did the Declaration of the Rights of the Russian People seem to agree with Lenin's ideas a- bout democracy and dictatorship of the comrhunist party? What do you think was the purpose of the decree abolish- ing classes? -198-

pupils present a mock meeting of several Florinsky, End of the Russian pirators to discuss what they should do Empire; !ing the provisional government. (They Rborhead, Russian Revolution; the weaknesses of the Provisional govern- Carmich,nr!17-nort Hist, of scuss their plans.) the Russian Revolution;

Walsh, Ru&FT5-3-a-TEZ Sov. Union, 15137-37373171 TaTT, From Tsars to Corvis- sars; WW1, ed:, Sov; Crucible, pp. 200-219;

.rite or present an imaginary speech of a t prior to the second revolution of 1917.

ad several eye-witness accounts of the "Selected Readings in Rus- on of 1917 and of the way in which the sian History," 4 34.

reated the new Constitutional Assembly Moss, et. al., il: J3 trope ,in Re- r they seized power. view, pp. 426-2 CoriFFTFUerA AFFFMbly). he second revolution of 1917 inevitable?

s read some of the earliest posters and "Selected Readings in Russian by the Bolshevists after their revolution. History," #' 35. rsuas1on devices used and the appeals made Also ask: Did the land decree seem to ms?Did the Declaration of the Rights of ogle seem to agree with Leninl:s ideas a- and dictatorship of the comrhunist party?- ink was the purpose of the decree abolish- -199 -

the effective manipulation of those symbolic tools.

G. Struggle may bring together otherwise unrelated persons.-and groups.

- G. The world is a community of inter- K. The Bols.heVists laced a:Civil.w- dependent countries. (Important to serious economic as wellas n political happenings in one part lems. They adopted several poll of the world affect other parts.) fered from chose they had advoc

A. IS SKEPTICAL OF.THEOkIES OF SINGLE-. CAUSATION IN THE SOCIAL SCIENCES;

G, Wars have 10portant economic impact upon people.

S. Checks on the bias and competency o witnesses, authors, and producers 5f materials. -199- manipulation of those

)ring together other- i personk-and groups.

a community of inter- K. The 130thleiigts laced a:civilwar whiCh,led* ntries. (Important to serious economic as well as mititahe'pirob- penings in one part lems. They adopted several policies which dif- affect other parts.) fered from those they had advocated earlier.

OF.THEOlkIES OF SINGLE-. THE SOCIAL SCIENCES: ortant economic impact

bias and competency authors, and producers 86. A committee might prepare an imaginary newspaper after the second revolution of 1917; The newspaper should include news, editorials, biographical sketches of Lenin, news about other events at the s;,,ae time -- such as war news, political cartoons, etc.

37. Have several pupils role-play a meeting of the Presk Kennan, Dectdian dent's cabinet in this country after the Bolshevik rev- vene; olution and beginning of the Civil War. WiTi.h, Russia en Union, C1. Or have a pupil give an oral report on the Russian civil war and on the American and European expeditionary forces to Russia; Discuss: How do you think a Russian might react if he hears that America would never attack Russia unless Russia attacked first?

88. Have pupils read the report of an interview with an ex- "Selected Readin taped Russian socialist about economic conditions in Rus- History," #36. sia in 1919. Ask: Suppose you had been an American cabinet member at the time. The President asks you if you think these economic conditions in Russia are the result of the Bolshevist economic measures; How would you re- ply?

89. Show the film: Nightmare in Red. Discuss the factors lead- Film: Nightmare ing up to the revolutionand the problems which arose as a reult of the civil war. Compare the film with things -Z0U-

ght prepare an imaginary newspaper after olution of 1917. The newspaper should editorials, biographical sketches of Lenin, er events at the s.cle time -- such as war

I cartoons, etc. upils role-play a meeting of the Presi Kennan Decidion. to Inter- in this country after the Bolshevik rev- vene; ginning of the Civil War. Vra"Tih, Russia and the Soy. Union, a7/1 1 give an oral report on the Russian civil American and European expeditionary forces scuss: How do you think a Russian might ars that America would never attack Russia attacked first? ad the report of an interview with en ex- "Selected Readings in Russian socialist about economic conditions in Rus History," # 36. Ask: Suppose you had been an American cab- the time. The President asks you if you onomic conditions in Russia are the result ist economic measures. How would you re-

NIMare in Red. Discuss the factors lead- Film: Nightmare In Red, revutiono and the problems which arose the civil war. Compare the film with things -201-

S. Identifies persuasion techniques.

S. -Looks for points of agreement and disagreement among witnesses and authors and other sources of intor- MRIZT7

S, Detects inconsistencies. L. Stalin used his position as s Communist party to put his ow G. Even wiell a major reorganization sitions of control so that he of a society take place (such as out over Trotsky after Lenin' a revolution), not all of culture Stalin opposed Trotsky's idea is completely modified. iution and industry-wide plan these ideas when he came to p G. Groups.. engaged in contined struggle with the outside tend to be .'- intolerant within: They are unlike, ly to tolerate more than limited departures from group unity.

G. The-contrast between democratic and non-democratic political systems may be looked at as a conflict in basic underlying values.

G. The requirements for leadership may change; as an organization or government develops, the need for leaders with administrative skills tends to replace the need for a charismatic leader. -201- persuasion techniques; points of agreement and nt amon' witnesses and o er sources TifITIfor-

consistencies. L. Stalin used his position as secretary of the Communist party to put'hii ownmen into po- a major reorganization itiont of control so that he was ableto' win ty take place (such as out over Trotsky after Lenin's death. 'Although on), not all of culture Stalin opposed Trotsky's ideas of worldrevo- ely modified; lution and industry-wide planning:,, he adopted these ideas when he came to power. aged in contined strug- he outside tend to be ' within: They aro unlike-, rate more than limited de- rom group unity. st between democratic and atic political systems Led at as a conflict in rlying values. ements for leadership nay an organization or gov- velops,the need for leaders istrative skills tends to e need for a charismatic -202-

which pupils have read. Analyze the film for propaganda devices. (Postpone discussion of early years of Bolshe- vik rule until after reading in activity 90.)

9u. Have pupils read different accounts about the early per- Teali, From Tsars iod of Bolshevist control until Stalin came to power. sars, pp. (Each should read something at his own level of reading Mnston, Russian abillty;) Discuss the problems facing the Bolshevists' ch. 9; government and how they tried to solve them, Discuss: Shub, Since Stalin to what degree wbre Lenin's actions influenced by his Coolidg, Ideology? by practical desire to stay in power? by Rus- Revolti,tionf sian values and attitudes?How did Lenin view Stalin riaikagT, 11191L shortly before he died?Why was Stalin able to win out Russia; over Trotsky?How did their ideas differ?Tell pupils YURI Our Widenin to look carefully at Stalin's ideas later In the unit PP. 3u1- to see Whe shifted them more or less readily than Ealosky and Turne Lenin did; tatorshi chs. 4 en e , e Soy pp. 220-226 an Walsh, Russia and 110.2111_ c Elidirand Fuller, Adventure, vol; 2. Eur pp. 210-11 (Len n on Stalin);

91. A pupil might read Animal Farm and analyze It in the Orwell, Animal Far light of the early period of the Bolshevik revolution. He will need to read a good history of this periodor perhaps a biography of Stalin. -202-

read. Aralyze the film for propaganda one discussion of early years of Bolshe- =ter rea6ng in activity 90.)

different accounts about the early per- Teall, From Tsars to Commis- control until Stalin came to power. sars, pi5177:767- something at his own level of reading U75Taston, Russian Revolution, s the problems facing the Bolshevists' ch.9; -art they tried to solve them. Discuss: Shub, Since Staljn, pp. 3453; Ire Lenin's actions influenced by his Coo 1 icy jeer the Red ;tical desire to stay in power? by Rus- Reyolutioni------Atitudes?How did Lenin view Stalin of 11Jerx- I died? Why was Stalin able to win out Russia; w.did their ideas differ? Tell pupils 117179, Ourwkalklal at Stalin's ideas later in the unit p. 3ur.°58Tr ted them more or less readily than cClosky and 'turner, Sov.Dic- tatorshl ohs. en e e Soy: Crucible, pp. 220-226 aEirair. Walsh, Russia and the Soy.

ITTeirend Fuller, eds., Human Adventure, vol: 2:, pp, 1707.734. Mosse, Euro pe in Reviewl pp, 210-11 (LenTriTT statement on Stalin)

d Animal Farm and analyze it in the Orwell, Animal Farm y period of the Bolshevik revolution. ead a good history of this period or by of Stalin. J Checks onthe com leteness of data an is war o onnsu c ent evence.

S. Test hytheses against datif; -204-

92. Give pupils an exercise on limitations of data dealing "Exerciseton with changes in the early years of Bolshevism. tory."

93. Have several pupils prepare a "Whols Who in Russian His- tory:" They should add to it during later phases of their study of the U..S.R.

94: Have pupils go back to the list cif hypotheses which still remainaiuntested at the end of the sub-unit on geography end to the hypotheses devOoped early. in the sub-unit on history. Let them analyze these hypotheses in the light of the data they have collected during their study of Russian history.Which can they accept? Which should they reject?Which should they modify? Which ones remain untested? -204-

n exercise on limitations of data dealing "Exercisoson Russian His- in the early years of Bolshevism. tory."

pupils prepare a 'Who's Who in Russian His- should add to It during later phases of vf the U.S.S.R.

-o back to the list of hypotheses which untested at the end of the sub-unit on d to the hypotheses deve4oped early in the listory. Let them analyze these hypotheses of the data they have collected during )f Russian history: Which can they accept? they reject? Which should they modify? emain untested?