Scheme of Work: Component 1E Russia in the Age Of

Scheme of work A-level History Specification 7041/7042 Russia in the Age of Absolutism and Enlightenment, 1682–1796, 1E

Introduction

To help teachers in planning a course of study for the new A-level qualification, a possible scheme of work is provided below. This is purely illustrative of one way in which this course might be delivered and it is not intended to be in any way prescriptive. Teachers will need to develop schemes which suit the arrangements and time allocations of their own schools and colleges. Teaching arrangements and approaches are likely to differ between institutions. Provided the content as given in the Specification is covered, any sensible approach is legitimate. Assumed coverage

The scheme of work which follows is based on two teaching years of 30 weeks per year. It assumes students will receive 2–2.5 hours per week for each of their A-level components and that 6 weeks in each year will be devoted to the NEA.

Please note that this option will be withdrawn for AS after summer 2020 with final assessment in 2021.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Scheme of work HISTORY: Russia in the Age of Absolutism and Enlightenment, 1682–1796, 1E Component 1 Breadth Study (Teacher 1) Teach alongside: Component 2 Depth Study (Teacher 2) and Component 3 NEA (Teacher 1 and/or 2) Note that whole course may be delivered by a single teacher General Introduction (Component 1)

Learning Objectives AO1 and AO3

Time taken Component- Specific Guidance Learning activities Differentiation and Resources specific skills extension 30 weeks for 1. Students are Students should be Students will need to understand Students should be Students should have the Part 1 expected to develop made aware of the 6 the nature of causes and encouraged to study opportunity to consult an understanding of Key Questions which consequences, of change and the course content in academic books whenever (the remaining the process of identify the issues and continuity and of similarity and relation to the key possible. Class textbooks, 6 weeks of the change over time. perspectives that are difference over an extended period. questions and to read guided reading and school /college central to this period of and research further worksheets, access to year to be 2. Students will study. They should be able to make links around the issues and suitable internet sites, spent on NEA need to be able to between perspectives, such as developments studied, on-line journals, podcasts, Component 3). comprehend and Please refer to the political, economic and social as using, as appropriate, a stimulating lectures, evaluate arguments Specification for the well as appreciating developments variety of academic PowerPoint presentations in extracts from different types of A- relating to these perspectives history books. and other sources of academic history level questions. separately, over time. They should information will all be books on key issues also be aware of the role played by Students' valuable. and developments individuals, groups, ideas and understanding of the relating to the ideology. process of change over Note that students will content of their time should be need to practise study. regularly assessed. exam-style questions throughout the course.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 2 of 69 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 3. Students will be The suggested learning activities A-level practice questions required to write below are intended to develop can be found on the AQA analytical essays these skills but are neither website and it is showing judgement exhaustive nor exclusive. They are recommended that either about the issues intended as suggestions only from a historical interpretation and developments which teachers might select. It is or essay question is set they have studied. not expected that teachers would every have time to cover all of these 2 weeks throughout the activities. 30 weeks of each part of the course.

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Russia in the Age of Absolutism and Enlightenment, 1682–1796

Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities

PART ONE: PETER THE GREAT AND RUSSIA, 1682–1725; Section 1: Establishing authority, 1682–1707 Week 1 Introduction. Russia and the world PowerPoint overview of the course and the condition Students could begin a Timeline frame for in 1682. of Russia and the world in 1682. glossary of Russian students to terms. complete. Students could label a map of Russia in 1682. Choice of students in Maps of the world Use key terms to develop conceptual understanding, groups and in topics and Russia in eg: given could give chances 1682.  tsar for stretch and challenge.  enlightenment Romanov family  the Streltsy Some students might tree.  serfdom compare present-day  feudal Britain with Russia in Create handbooks,  ukase 1682 in terms of: including  orthodox church.  population bibliography, maps,  employment chronology, etc. Students might work in groups, each researching a communication specific factor, including:   social divisions Websites about  foreign position  government. Peter the Great  economic/financial health and Russian  geographical concerns history.  religion  political systems.

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Students could identify the greatest strengths/weaknesses of each factor and establish reasons why these may be problematic for the ruler of Russia.

As a class, place these factors in order of significance.

Create a chart of Russia’s strengths and weaknesses in 1682.

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Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities

Week 2 The political, The Tsars and the Explore the concepts of empire, emperor and More able students could Guided worksheets economic and nobility. nobility. lead the discussions. and relevant social position reading from text of Russia in Students could discuss: Wider reading on the books. 1682.  how would a Tsar actually rule in practice history of the tsarist  what limitations would there be to his power system. Romanov family  how could a Tsar overcome these difficulties tree.  why did no other country recognise Russia as Students might discuss an empire at this point? why the tsar and the Guided reading of nobility needed each academic A review of Russia’s political system and position by other. historians. 1682. Teachers should Students might research look for conflicting Consider why there might be corruption within the the situation in Russia interpretations. tsarist system of government. Look at its causes, after the death of Alexis I nature and consequences. in 1676. Statistics and tables on the economy and social structure. Teachers should be compiling a booklet made up of trios of interpretations on common themes.

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Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities

Week 3 Economic Students could use statistics to draw conclusions Differentiation by Statistics on backwardness and about why Russia was a backward state outcome of task on the Russia’s serfdom. economically. Russian village. population, geography and Students might label a framework diagram of a Add new terms to the economy. typical Russian village. glossary. Framework Discuss and define the concepts of feudalism and Wider reading on the diagram of a serfdom. Examine how the system operated in economic situation in Russian village in Russia. Russia. 1682.

Using textbooks and other sources, students could PowerPoint on explain how a Russian village worked as if they were feudalism. a visitor from a more progressive European country. Map of Russia in Students could look at their maps of Russia in 1682 1682. and identify what problems Russia would have in trading with or gaining knowledge of western states. Add to the booklet made up of trios of academic interpretations on common themes.

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Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities

Week 4 Russia as a traditional Students could research the structure of society and More able students could Frame for Slav society. annotate a pyramid diagram. read accounts of the annotated social reign of Alexis I or pyramid. Look at the estates system in Russia. Students could explore the issues Guided worksheets work in pairs to look at the estates (sosloviyes), such involved in the Raskol. and reading to aid as: in research tasks.  nobility Add new terms to the  clergy glossary. Interpretations and  merchants academic reading  Cossacks Students might complete on the nature of  peasants an academic society in Russia.  inorodts (non Russians). interpretations based Guided reading on exercise considering the church in Examine the structure and role of the Orthodox various viewpoints on the Russia and the Church in Russia and the division between the Old economic and political Raskol. Believers and the Official Church (Raskol). position of Russia in this period. Discussion: how might the Raskol movement try to exploit the regency? Matching test of words and definitions to make Consider why issues like using three fingers to make sure knowledge so far is the sign of the cross instead of two mattered so secure. much.

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Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities

Week 5 The Regency. The role of the Review the situation in Russia on Alexis I’s death. Spider diagram will allow Guided worksheets Streltsy. students to develop their and reading to aid Students could draw a spider diagram to illustrate own ideas about in research tasks. the role of regency within monarchies and the regencies. dangers inherent during a period of such rule. Interpretations and Students could be academic reading Students might be presented with news items about stretched by considering on the nature of a coup by a modern army elite, eg Burma, Egypt. short term and long term regency. consequences of the Discussion: why would an army elite be dangerous revolt; possibly they Information sheets to any monarch? could go further and try on the Streltsy and to prioritise these. the Moscow Students could research: Uprising.  Naryshkins and Miloslavliks Add to the glossary.  the Streltsy’s composition, influences and Interpretations and objectives academic reading  Moscow/Streltsy Uprising of 1682. on the Moscow Uprising. Students might consider the nature of revolt and suggest possible motives for the revolt.

Students could work in groups. One group to justify the aims of the Streltsy; another to identify arguments against them.

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Week 6 Peter as joint ruler Students might draw a see-saw poster, illustrating Choice of students in Frame for flow and the establishment the strengths and weaknesses of Peter’s position groups or tasks allocated chart. of sole rule. during the Regency. can differentiate. Guided worksheets Students could research and construct a flow chart Wider reading on the and reading to aid to show how Peter was able to secure sole rule of concept of a regent in research tasks. Russia by 1694. They should include annotations to within a monarchy. show the extent to which his power was augmented. Interpretations on Add any new terminology Peter’s assumption Students might work in pairs and, reviewing previous to the glossary. of sole power. notes on Peter the Great, consider:  Peter’s character Some students might  joint rule read a biography of  assumption of sole power Peter the Great.  political problems  any political advantages.

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Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities

Week 7 Westernisation. Influences on Peter as Students could annotate a timeline of Peter the Students could be Hand-outs on a child. Great’s life and identify those who would have encouraged to consider Peter’s early life influenced him. the role of dynasty and and Russia in religion in society in the 1707. Students might work in groups to research: 17th century, drawing  individuals who influenced Peter directly: comparisons with the Guided worksheets o his tutors 21st century. and reading to aid o the Naryshkins in research tasks.  individuals or groups who influenced him Students could give negatively: possible reasons why Academic o the Streltsy Peter would find some of interpretations on o his half-sister Sophia his aims difficult to the early years of  influential contemporary events and leaders: realise or might establish Peter’s rule. o the changes in the church criteria for judging o Louis XIV success. Add to the booklet o the rise of science made up of trios of  his family Differentiation through academic o his father and mother the ability to offer criteria interpretations on for success or failure. common themes. Each group should report back to the class.

Students could be asked to identify Peter’s aims at the end of the regency, possibly listing them in a justified order of significance or difficulty.

Students might consider the extent to which Peter had consolidated his authority by the end of the regency.

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Week 8 The Great Embassy. Students might research the Great Embassy, Students could be Accounts of the looking at: stretched and challenged Great Embassy  its aims by the allocation of tasks both contemporary  its organisation for the research on the and modern.  how it was intended to help Peter Great Embassy.  how it was intended to help Russia Suitable academic  the main events Wider reading on the interpretations.  its effectiveness progress of the  the end of the Grand Embassy. Embassy. Map of the countries visited. Discussion: Peter travelled incognito under an assumed name as Peter Mikhailov; what does this Statistics and suggest about him as a person? tables on the longer term impact Consider the achievements of the Grand Embassy of the Grand and the application of knowledge gained to Embassy. improving and modernising aspects of Russian industry and military. Discussion: did the Embassy fail in its main objectives? Consider the implications of this.

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Week 9 The reasons for and Students could work in pairs or small groups to Selection of students in Contemporary significance of the research: the groups could enable sources to illustrate development of St  the stages of development in the evolution of some students to assist the differing views Petersburg. St Petersburg from a Swedish fort to a others, challenging them about the value of completed capital city to explain and justify the construction of  the various roles St Petersburg was intended their opinions. St Petersburg. to fulfil  how St Petersburg was built Wider reading on the Frame for balance  the role of individuals, eg Trezzini, Le Blond development of the new sheet. and Cruys. city. Guided worksheets Students might present their findings in a Add any new terminology and reading to aid PowerPoint. to the glossary. in research tasks.

Students could use interpretations on the Academic construction of St Petersburg its consequences, to interpretations on draw up a balance sheet of benefits and costs. the construction of St Petersburg. Students might consider the effects of the development of St Petersburg on: Before and after  Peter images of St  the nobility Petersburg.  the peasantry. Relevant film footage.

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Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities

Week 10 Early reforms. Military. Research and define: who were the Cossacks? Wider reading on the Guided worksheets Cossacks. and reading to aid Brainstorm session: in research tasks.  why would Peter the Great in particular Opportunities for some require a strong army students to take the lead Academic  what problems did the geography of the in brainstorming session interpretations on country present and class debate. the Russian  what would Peter need to do to get a strong military in this army Students could look at period.  why would Peter want to control the Streltsy the conscription  what problems were caused by the army proclamation and the Extracts from the being dominated by the Streltsy and the other early 1705 Conscription Cossacks? improvements in the Proclamation. army, including the Students could work in pairs to explain: abolition of the Streltsy Further reading on  Peter’s view of the Streltsy regiments in 1698. the Streltsy.  how the Azov campaigns cemented Peter’s attitude Draw a flow chart to Naval statistics.  the Streltsy’s opposition to modernisation, show how Peter westernisation and reform developed his navy and  the Streltsy murdering members of Peter’s its use before 1707. family  the Streltsy had proved a threat to the power of the tsar and to Peter in particular  Peter having to end his Great Embassy early in order to deal with the uprising.

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Students should decide the most important reason for Peter’s abolition of the Streltsy.

Why was the development of a navy:  vital for any trading state  of particular importance to Russia  important in wars against Turkey, Sweden  important considering interest in Malta  such a focus on the Grand Embassy.

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Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities

Week 11 Military; economic and Students could work in three groups, one to look at Students could be Resource materials financial; political. each area of reform. stretched and challenged on the economic, by taking the lead in financial and Each group should report back to the class, with a group tasks. political reforms of hand-out and/or a PowerPoint presentation. Peter the Great Wider reading on Peter’s before 1707. The class might reflect on the links between the reforms. three areas of reform and how each may have Guided worksheets affected the other two areas of reform. Differentiation through and reading to aid participation in the class in research tasks. Students could divide into groups and prepare a debate. case that one area or one influence was the key to Academic Peter’s reforms: interpretations on  Areas: economic, political o military and financial o economic reforms. o financial o political. Statistics and  Influences: tables on the o establishing authority economy. o desire for westernisation.

This might lead to a class debate and students could use contemporary sources and academic interpretations to support their point of view.

Students might write an essay justifying their choice of the key influence over at least three others.

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Week 12 Changes in society. Students could draw a table to illustrate the reforms, Students could be Resource materials including: stretched and challenged on the social  date and title of reform by taking the lead in reforms.  details of the reform group tasks.  its impact (especially on serfs) Add to the booklet  the Law Codification, 1694. Wider reading on Peter’s made up of trios of social reforms. academic Students might research the Beard Tax as a case Differentiation through interpretations on study of reform, deciding on its main function: participation in the class common themes.  a source of income discussion.  a symbolic gesture Guided worksheets  a determined attempt to westernise society. and reading to aid in research tasks. Working in small groups, students could be assigned one particular class or interest group in Russia. Research and define what each class had and aspired to have at the start of the reign and their position at the end of the reign.

Plenary discussion: how effective were these reforms in modernising Russia?

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Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities

Week 13 Opposition. The Church; the An overview, testing students’ knowledge of the Students could be Previous notes. Streltsy. Orthodox Church in Russia. challenged by the use of open but targeted Guided worksheets Students could draw a table illustrating the main questions when using and reading to aid religious groups and their attitude to Peter the sources. in research tasks. Great’s ideas. Discussion: why would control of the church be Some students could Academic important in this period? research the interpretations on

Bezpopovshchina and the Church in Students could examine how the death of the head how religious changes Russia. of the Church, Patriarch Adrian, allowed Peter to affected the economy. take control. Access to internet Consider the significance of the 1703 ukase on Add to the glossary. for research tasks. religious tolerance and how this helped the economy. Wider reading on the Extracts from the Streltsy. 1703 ukase on Look at how did Peter dealt with the Streltsy religious tolerance. rebellion and consider whether the disbanding of the Streltsy removed the main opposition to Peter. Academic interpretations on Plenary discussion points: Peter and the  how westernised was Peter if he was Streltsy. prepared to inflict such severe punishment on the rebels  in what ways was the opposition to Peter united  are there any ways in which the opposition to Peter was justified.

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Week 14 Foreign affairs War against Turkey. PowerPoint presentation of the main issues in Differentiation by PowerPoint and wars. European international relations in 1682, with participation in the brain presentation. particular focus on Russia’s position and ambition in storming session and by terms of foreign affairs. suggested objectives. Maps of Russia in 1692 and 1707. Students might brainstorm the motives behind any Wider reading on the Map of the country’s foreign policy and draw a spider diagram to Russo-Turkish war, Ottoman Empire. illustrate suggested aims and objectives. especially the Azov campaigns. Guided worksheets Students could annotate their diagram to explain and reading to aid which motives applied to Peter. Students might be in research tasks. challenged to justify the Students might prepare a prioritised list of rank order given to Academic possible objectives relating to the Ottoman Peter’s objectives in interpretations on Empire. regard to the Ottoman Russian foreign relations in the Draw an annotated timeline of the main events in Empire. the Russo-Turkish War alongside main domestic period. developments eg disbanding the Streltsy. Access to internet for research tasks.

Contemporary accounts of the war against Turkey.

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Time Specification Content detail Content coverage with some suggested activities Differentiation and Resources Topic stretch and challenge opportunities

Week 15 War against Sweden. Students could draw up a prioritised list of possible Some students could be Maps of Russia in objectives relating to Sweden. encouraged to read a 1692 and 1707. biography of Peter the Draw a timeline detailing the events in the Pruth Great. Guided worksheets Campaign. For each event, students could identify: and reading to aid  how it related to Peter’s objectives Students might be in research tasks.  what happened challenged to justify the  the outcome. rank order given to Academic Peter’s objectives in interpretations on Students might examine the campaigns in greater regard to the Ottoman Russian foreign depth by considering the reasons for success or Empire. relations in the failure. period.

Add to the glossary. A review of foreign policy possibly by a thematic Testing understanding of Access to internet approach might be developed by students key concepts could be for research tasks. answering short essay-style questions. achieved by a matching Spot test on Peter and Russia, 1682–1707. exercise of terms and Contemporary definitions. accounts of the war Students could draw posters, for example comparing against Sweden. a traditional Russian with Peter’s expectations of a Russian in terms of dress, etc. Map of Sweden.

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PART ONE: PETER THE GREAT AND RUSSIA, 1682–1725; Section 2: Increasing the glory of Russia, 1707–1725 Week 16 Economic and Economic reforms. PowerPoint to explain mercantilism and the Students could be asked Guided worksheets financial reforms limitations of the nobility’s involvement in trade and an extension question to and reading to aid and their industry. report back to class: in research tasks. success. were there any areas of Students could work in pairs researching Peter’s the economy which PowerPoint. various economic and financial reforms, including: Peter’s work overlooked?  mechanism of involvement Extracts from  encouragement to enterprise Add new terms to the Peter’s regulations.  state investment glossary.  monopolies in strategic industries Statistics on  removal of noble restrictions on trade Wider reading on the Russian economic  trading treaties economic condition of growth by 1725.  protectionist tariffs. Russia before and after Peter’s reforms. Add to the booklet Look at educational changes, eg colleges for made up of trios of commerce, mines and manufacturing. academic

interpretations on Students could draw a table showing the impact of common themes. Peter’s economic changes on Russia.

Plenary discussion issues:  why is it hard to attribute the growth of the Russian economy to Peter’s reforms  what might be the wider impact of Peter’s reforms  in what ways are these reforms closely linked to financial reforms?

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Week 17 Financial reforms. Introductory discussion and guided notes: what Students could be Statistics on taxes. factors might lead to further financial reforms after stretched by a discussion 1707? of whether the criticisms Guided worksheets about corruption under and reading to aid Students work in pairs, considering the impact on Peter were justified. in research tasks. Peter’s finances, Russia generally and on certain classes of: Create a profile of Statistics on  tariffs on imports Menshikov. Russian economic  taxing cultural customs growth by 1725.  taxing paper goods Wider reading on the  problems of evasion traditionalists’ claims of Extracts from the  poll tax. corruption. 1714 ukase against corruption. Look at the 1714 ukase against corruption.

Plenary discussion:  what were the effects of the financial reforms  were the criticisms of Peter and his entourage justified?

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Week 18 Orthodoxy and Developments in the Opening discussion: students could discuss Peter’s Students could be Guided worksheets developments in Orthodox Church. reasons for wanting to reform the Church. They encouraged to contrast and reading to aid the Church. could suggest obstacles that Peter might face in the perceived in research tasks. carrying through his reforms. relationship between God and the Pope and Information sheets Students could use a frame to construct a diagram of God and Peter the Great. on the major how the Orthodox Church was organised during this religious groups in period. Research on the Russia in the personalities involved in period. Students might look at developments in the Church: the church, eg Yavorsky,  the details of the ukases relating to church Prokopovich and their Extracts from observance careers. ukases on religion.  the assaults on monastic freedoms  limitations on power of bishops to appoint Add to the glossary of deacons. key terms and concepts.

Plenary discussion: why was the Church so resistant to the changes which Peter tried to introduce?

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Week 19 Attempts to increase A PowerPoint introduction to the idea of Add new terms and Frame for the power of the Tsar. caesaropapism. concepts to the glossary. organisational diagram. Look at the changes in the church, including: Students could read  the title of the leader of the church more widely on the PowerPoint on the o exarch concept of issue of o ober procurator caesaropapism, looking caesaropapism.  the establishment of civil procurator fiscals in at the examples of Henry church courts VIII or Louis XIV. Directed reading  the establishment of the Most Holy Synod. and source A ukase of 1701 forbade material. Students could annotate a frame to show the new kneeling or doffing the structure of the church after 1721. hat before the Imperial Extracts from the Palace. Peter explained, 1701 ukase on Identify and discuss the reasons for the reforms of "What difference is there religion and the Church. between God and the deference to the Tsar, if equal honour be tsar. Plenary discussion: was Peter the Great really shown to both?" interested in caesaropapism? Students could consider what Peter meant.

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Week 20 Changes to The reform of the Revise the changes already made to the army, A discussion about the Notes from central and local army. including the abolition of the Streltsy. role of personalities in previous lessons government. the past compared to on military reform. Students could research and explain the significance great forces in causation. of key changes in the navy such as: Statistics on the  the mapping of the Azov and Baltic Seas Consider whether Peter armed forces.  Farquharson’s School of Mathematics and achieved his aims in Navigation terms of the Guided worksheets  1718 Admiralty Board development of the and reading to aid  1720 Naval Regulations military in Russia. in research tasks.  development of naval warfare techniques  construction of fortresses like Kronstadt Academic  the role of individuals like Cruys. interpretations concerning the Examine the role played by Menshikov and further military status of army reforms. Russia at this time.

Create a profile for Menshikov.

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Week 21 The introduction of the Students discuss and define meritocracy. Add any new terms to Guided worksheets

Table of Ranks and the glossary. and reading to aid Discuss why a meritocracy would be hard to the Service State. in research tasks. introduce into feudal Russia. Some students might Students could be given a definition of a Service read more widely on the Academic State. They could brainstorm ideas about its Table of Ranks. interpretations nature and characteristics in practice. concerning the Students could research developments, such as: Differentiation through Table of Ranks.  the creation of the Ukaz participation in Diagrams and  permanent advisers by appointment discussions. charts illustrating  replacement of Prikazs by the Collegia the nature of  the transformation of the system of Uyzeds Students might read government in  its further revision after the creation of the different historians’ Russia. Collegia. accounts of what Peter established in Russia: Contemporary Students might consider:  a well regulated sources on the  what was the Table of Ranks police state Table of Ranks and  how do historians differ on why the Table  a modernised the Collegia. of Ranks was effective service state  what sort of criteria could be used to  a patrimonial assess which view of the Table of Ranks is state. the more accurate?

Students could review their notes and compile a summary table of Peter the Great’ aims in government reform, using the headings:  detail of the reform  aim  degree of success.

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Week 22 Social Westernisation. Review learning so far with a brainstorming session, Differentiation could be Access to the developments. asking, eg: evidenced by ideas internet to research  why was Peter the Great determined to presented in the the presentations. westernise Russia brainstorming session.  what progress had Peter made in Notes from westernising Russia before 1707 Student choice of previous lessons.  how had development since 1707 changed presentations will provide Russia? an opportunity for Guided worksheets challenge. and reading to aid Students could research other changes to make in research tasks. presentations on westernising Russia. These may Wider reading on include: westernisation. Academic  cultural changes interpretations of  education westernisation.  the alphabet  newspapers Contemporary  changes in serfdom accounts of the  deliberate copying of western trends developments.  architecture. Add to the booklet Students might make presentations with hand-outs made up of trios of to the rest of the class (this task could be done in academic Week 23 subject to timing issues). interpretations on common themes.

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Week 23 Westernisation. Students might make presentations on aspects of Students should have an PowerPoint change linked to westernisation to the rest of the understanding of overview of class (this task could be done in Week 22 subject to subjective nature of westernisation. timing issues). many interpretations. Images of St Present an overview of Peter’s attempts at Add to the glossary. Petersburg before westernisation. and after Consider whether westernisation. Students could identify Peter’s main objectives for westernisation increased westernisation. In particular they should think about corruption in Russia. Access to the his motivation. internet. Differentiation through Discussion: was Peter the Great following a participation in Guided worksheets deliberate policy of westernisation, or was it simply a discussions. and reading to aid means to an end? in research tasks. Students might construct a table illustrating the Wider reading on Peter Academic advantages and disadvantages of westernisation for and westernisation. interpretations of Russia. This could be extended to consider the westernisation. effects on different groups of people. Contemporary Discussion: was westernisation beneficial to Russia? accounts of the developments due to westernisation.

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Week 24 The extent of change Students could work in groups, each one reviewing Stretch might be Notes from by 1725. an area of domestic policy, eg: evidenced by student previous lessons.  military reforms (army and navy) discussions, in pairs or  economic/ financial reforms groups, to establish the Guided worksheets  religious reforms importance of the various and reading to aid  social reforms, especially in relation to the reasons for Peter’s in research tasks. serfs reforms.  political reforms. Academic Differentiation through interpretations of The focus of the review should be on: participation in the Peter’s reforms.  the objective of reforms plenary discussion.  main events and developments Contemporary  the relative success of the reforms. Review and update the accounts of the glossary. developments. Students should use previous notes, source material and academic interpretations to support their Wider reading of Statistics, tables findings. These might be presented in the form of conflicting opinion on the and charts wall posters, hand-outs or PowerPoint. success of Peter’s covering the reforms. various The class might attempt to identify links between the perspectives. various perspectives.

Plenary discussion: the Tsar became the Imperator of all Russia in 1721 and was recognised as such by many western states:  why did foreign states do this  did everyone approve of Peter’s changes at home?

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Week 25 Opposition. Opposition to reform. Students could work in pairs or small groups, each Choice of students in Previous notes. looking at one element of Russian society, including: groups and of topics  the Church allocated can provide an Teachers should  the nobility opportunity for stretch be compiling  the peasantry and challenge. parallel and  the military conflicting  army officers Differentiation through interpretations to  ethnic minorities participation in the use in class.  western migrants plenary discussion.  Cossacks. Guided worksheets Wider reading of and reading to aid In each case, students should review Peter’s reforms conflicting opinion on the in research tasks. and decide which ones their allocated social group success of Peter’s would support; which ones they would oppose; reforms. Contemporary reasons for support or opposition. accounts of the developments. Students report back to the group with presentations and hand-outs. Statistics, tables and charts Plenary discussion: students might assess the level covering the of opposition faced by Peter and try to identify who various or what posed the most serious threat. They should perspectives. be able to justify their choices and to use evidence to back their assertions.

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Week 26 Astrakhan; Bashkir; PowerPoint presentation on the Cossacks. Students could look in Notes from Don Cossacks. more detail at the previous lessons. Students might annotate maps to illustrate the host expansion of Russia and locations of the various Cossack groups. the issues of ethnic Maps of Russia. minorities within the Students could research the development of the state. PowerPoint on the Astrakhan. This might be done in pairs or small Cossacks. groups. Add to the glossary. Guided worksheets Students might draw an annotated timeline of the Wider reading on the and reading to aid Astrakhan Revolt (Bulavin Rebellion) and Cossacks. in research tasks. subsequent conflict, including the causes, course and consequences. Contemporary accounts of the Create a profile for leading Cossacks such as Cossack system. Bulavin.

Plenary discussion: how effectively did Peter the Great deal with opposition in these cases?

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Week 27 Tsarevich Alexis. Students could research and write a biography of Students consider Guided worksheets Tsarevich Alexis, focusing on: whether we should judge and reading to aid  his early life with his mother historical characters like in research tasks.  those with influence over him Peter the Great by ‘his  his character own lights’, especially in Academic  military career the treatment of his son interpretations of  marriage but against other Peter’s relationship  self-exile opponents. with his son.  return to Russia. Wider reading on the life Contemporary Identify the main players in the life of the Tsarevich, and death of Tsarevich accounts of the life such as Eudoxia Lopukhina, the boyars and Kikin. Alexis. and death of the tsarevich. Students might examine the terror that followed Alexis’ return to Russia and the events leading to his Add to the booklet death. made up of trios of academic Plenary discussion: why did Peter sanction the interpretations on execution of his son? common themes.

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Week 28 Foreign affairs Wars with Sweden Revision: using their notes from Week 15, students Decreasing level of Notes from and wars. and Turkey. could review why Peter the Great went to war planning with students Week 15. against Sweden in 1700. when approaching practice questions, could Guided worksheets Students might draw a spider diagram to illustrate allow stretch and and reading to aid the causes of the two wars; the course of the war; challenge for stronger in research tasks. the entry of other parties into the war. students. Contemporary Students could work in two groups, each producing Some students might accounts of the a timeline of events; one group should look at the hold a discussion on the wars. wars against Sweden after 1707, the other should dynastic nature of foreign look at the Pruth Campaign against the Turks. policy in the 17th century, Maps of the informed by last week’s theatres of war. For each event students should identify: work on Tsarevich  why did Russia go to war Alexis. Statements about  how events related to Peter’s objectives in the key battles in foreign policy Consider conflicting the war, such as  the events accounts of the outcome Narva and Poltava.  the outcome. of wars with Turkey and Sweden. The groups might compare Peter’s objectives in Wider reading of each case: academic texts on  what objectives were similar Peter’s foreign policy.  what objectives were different from those in the wars against the Ottomans  why were there differences?

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Students could be given statements relating to Whole class to consider reasons Peter engaged in battle or the which battle was the achievements of each battle. Some of these most significant for statements may well be fictitious. They should use Russia. Students use their knowledge to support or discredit each source. source material collected for previous exercise to Research task: produce an account of both battles, support their arguments. relating clearly prioritised reasons for success and/or failure.

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Week 29 Involvement in Review notes from Week 14 on the broader context Differentiation will be Students notes European conflicts. of foreign policy. evidenced through from Week 14. participation in Students could discuss the events that were taking discussions. Guided worksheets place in Europe at this time. They might capture and reading to aid developments in a series of timelines or in a table. Wider reading on in research tasks. European affairs in the Students might try to identify Peter’s broader aims in period. Academic opinion foreign policy. on Peter’s Add any new terms to achievements to Discussion points: the glossary. this point.  had Peter increased his authority and established an absolutist state Add to the booklet  the role of foreign policy in this. made up of trios of academic interpretations on common themes.

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Week 30 Overview. Revision. Look back at material in this Part and, selecting from Comparison of different Cards with earlier work, put together overview timelines of: factors; ability to draw definitions and  political developments the course together in a terms.  opposition movements more synoptic manner.  economic and social developments Notes from Part  key dates and turning points. Students might tackle One of the course. practice questions.

Academic Limit the number of entries to 30 to ensure careful Students could return to interpretations of selection. This could be undertaken in groups and domestic policy, key developments. results compared to create class timelines. especially westernisation

and consider the impact Passages from Select the ‘top’ ten individuals that had an influence that foreign policy had on academic history in this period (could hold balloon debate to developments during the books to illustrate determine the most influential). reign. themes and areas Identify the main ideas and ideologies and the points Students might produce of debate. at which these were most influential. a prioritised list of developments and Reference books. Match key terms and concepts with definitions (a events. Draw a table of card sort activity). objectives and establish Practice exam style whether Peter achieved questions. Debate all six key questions and produce one these or not. paragraph summary responses to each. This might be done in six groups and the summaries shared. Students could construct a timeline illustrating how Students might write individual responses to each of these objectives the six key questions. changed through the reign.

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PART TWO: ENLIGHTENMENT RUSSIA, 1725–1796; Section 1: The Epoch of Palace Coups, 1725–1762 (A-level only)

Week 1 The legacy of The Service State; the Look at maps of Russia in 1682 and 1725. Students Differentiation may be Maps of Russia Peter the Great. role of the Church. should annotate the maps to denote any changes. evidenced by the pairing 1682 and 1725 to of students and the show change of Students might draw a table comparing Russia in framing of questions borders. 1682 and 1725 in terms of: according to ability.  religion Romanov family  economy and finance Add new terms to the tree.  communications glossary.  trade Notes from Part  military power Students might review of One of the course.  influences on its rulers their notes from Part One  relations with other countries on the Service State and Add to the booklet  authority the role of the Church. made up of trios of  the legacy of Peter the Great. academic

Consider three interpretations on Students could work in pairs with Part One notes to contrasting common themes. consider: interpretations on each  the development of Russia between 1682 feature. and 1725  the position of Russia by 1725.

Points for discussion:  had Russia grown stronger or weaker  to what extent had Russia become a more absolutist state  what were the major problems faced by Russia.

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Week 2 The gentry and Students could work in two groups to examine the Add new terms to the Notes from Part serfdom. impact of Peter’s reforms on the gentry and the glossary. One of the course. serfs:  gentry Differentiation will be Add to the booklet o personal service to the state evidenced through made up of trios of o loss of ownership rights to timber and participation in academic mines on estates discussions. interpretations on  serfs common themes. o conversion of house slaves into serfs Table creation will allow o impact of poll tax students to add their Guided worksheets o compulsory military service. ideas independently. and reading to aid Wider reading on the in research tasks. Each group might draw a table to record their class structure in Peter’s findings and share this with the other group. Russia. Academic reading.

Consider Peter’s aims and objectives in instigating Contemporary these reforms. opinion on the reforms. Students might look at the responses of the gentry and serfs and consider the opportunity for influencing reform.

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Week 3 Russia’s involvement Students might review the main developments in Add new terms to the Notes from Part in international affairs. Russia’s international relations by 1725. This could glossary. One of the course be captured in a timeline with Russia on one side on foreign policy. and Europe on the other. Differentiation will be evidenced through Maps of Europe. PowerPoint presentation on the situation in Europe participation in by 1725. discussions and PowerPoint on contribution to group Europe in 1725. Students could research the major European powers research. and draw tables with headings: Information sheet  foreign policy aims Wider reading on foreign and internet access  importance for Europe policy developments. for research on  significance to Russia Russia’s foreign  Russia’s involvement. policy and position.

Students might work in small groups, each looking at Guided worksheets one country and then share their findings with the and reading to aid class. in research tasks.

Discussion: to what extent was Russia in a strong Academic reading. position by1725 in terms of international relations? Contemporary opinion on international relations.

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Week 4 Disputed The succession. Students might research how Peter the Great Students should be able Romanov family successions arranged matters for his succession. to draw parallels tree. between when Peter was Students could draw an annotated timeline to show young and the situation Add to the booklet the changes in government and the main of Russia after his death. made up of trios of developments that followed Peter’s death up to academic 1740. Wider reading on key interpretations on figures such as common themes. They should try to explain reasons for the changes Menshikov. and the roles of key individuals, including: Guided worksheets  Catherine Add any new terms to and reading to aid  Menshikov the glossary. in research tasks.  Apraxin. Academic reading. Discussion: why was the succession so problematic and what dangers might result from this period of Contemporary uncertainty in Russia? opinion on the life and legacy of Peter the Great.

Conflicting views on Menshikov and his rivals.

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Week 5 The role of the Brainstorm session: students could try to identify key Role play gives obvious Timeline from last Supreme State interest groups and their objectives in the period opportunities to stretch week. Council and the 1725–1740. and challenge students. Preobrazhensky Add to the booklet Regiment. Capture the findings in a spider diagram. Add to the glossary. made up of trios of academic Examine the role of: Wider reading on the era interpretations on  the Supreme State Council of palace plots. common themes.  the Preobrazhensky Regiment  Germans in the reign of Anna. Differentiation will be Guided worksheets evidenced through and reading to aid Students could undertake a role play exercise participation in in research tasks. discussions and exploring reactions to events identified in the timeline contribution to group created last lesson, from the point of view of different Academic reading. research. individuals and groups. Contemporary Students might debate the significance of each opinions. group in the era of palace plots.

Students could consider whether the lack of a clear rule about succession was the main cause of the era of palace plots.

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Week 6 Tsarina Accession to the Present a PowerPoint on the main events and Stretch and challenge PowerPoint on the Elizabeth. throne. developments leading to the succession of could be achieved by succession of Elizabeth. consideration of why the Elizabeth. role of women had been Students could individually construct a list of factors so highly significant in Guided worksheets which led to Elizabeth becoming the ruler of Russia. this period of Russian and reading to aid history. in research tasks. They should rank these in order of priority and explain each one. Students should be encouraged to Wider reading on Academic opinion find supporting evidence to justify their decisions. Elizabeth. on Elizabeth.

Class discussion on each student’s prioritised list of Differentiation will be Add to the booklet factors. evidenced through made up of trios of participation in academic Students might research the early life of Elizabeth discussions and interpretations on and create a profile up to her succession. This could contribution to group common themes. be added to as the course progresses. research.

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Week 7 Education and Students could be divided into three groups, each Extension reading on Three short westernisation. reading extracts from a different biography of Tsarina Elizabeth and biographies of Tsarina Elizabeth. her reign. Elizabeth.

Each group should produce a report on her Differentiation will be Worksheets on character which they then compare with the findings evidenced through Elizabeth’s means of the other two groups, looking for points of participation in of controlling the similarity and difference. discussions and country and her contribution to group westernising Students discuss the key influences on Elizabeth research. policies. and the differing opinion on her character and reign. The allocation of Guided worksheets Students might complete a worksheet on the means research tasks could pair and reading to aid by which Elizabeth maintained control of the country. students of differing in research tasks. abilities to offer peer Students could work in pairs to discuss the most support in learning. Conflicting opinion important ways in which Elizabeth retained authority. on Elizabeth. Wider reading on the Students might complete a worksheet on Elizabeth’s clash between key westernising policies, including: Guided reading of traditionalists and  the repeal of all the legislation passed since academic texts. westernisers. her father’s death

 her educational changes Add to the glossary as  publishing an Orthodox authorised version of necessary. the bible.

Plenary discussion: what problems would Elizabeth face in reverting to her father’s westernisation policies and how might she overcome these?

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Week 8 Legal reforms. Class discussion: why might the westernising Differentiation will be Add to the booklet Tsarina believe that there was a need for legal evidenced through made up of trios of reforms? participation in academic discussions and interpretations on Students could examine the state of the Russian contribution to group common themes. legal system under the 1649 Law Code. research. Guided worksheets Students might further research legal reforms, Wider reading on the and reading to aid focusing particularly on: influence of Elizabeth’s in research tasks.  the abolition of the death penalty religious beliefs.  changes in the governance of the Church. Academic reading. Add to the glossary. Discussion points: Contemporary  to what extent was Elizabeth building on opinions. Peter’s reforms  was she as ‘westernising’ as her father.

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Week 9 Taxation. Students review notes from Week 6 and identify the Differentiation will be Student notes from role of taxation issues in Elizabeth’s succession. evidenced through Week 6. participation in Students could write a report, from the point of view discussions and Statistics and of a member of Russian society, commenting on contribution to group tables on Elizabeth’s lifestyle and extravagance. research. Elizabeth’s expenditure, state These could be shared with the class and a table Wider reading on the finances, debt and drawn up to illustrate the positive and negative construction of the taxation in Russia. effects of Elizabeth’s spending. Winter Palace. Contemporary Students analyse statistics relating to expenditure, accounts of state finances, debt and taxation and the costs of Elizabeth’s warfare. extravagance.

Discuss: did Elizabeth’s conspicuous consumption Guided worksheets encourage the development of Russian industry and and reading to aid communications? in research tasks.

Academic reading.

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Week 10 Social The redefinition of the Review previous notes on the Service State. Students should Student notes from developments. Service State. demonstrate their Part One, Week 21 Discussion: why did this period give great understanding by and Week 1 of Part opportunities for landowners to increase their power participation in Two of the course. and authority? discussions. Students could draw a timeline illustrating the main Information sheets developments and changes to the Service State. Wider reading on social on changes in the Annotations should be made to explain the changes. developments during this Service State. period. Look at the increased powers of the senate to make Add to the booklet laws. Add to the glossary as made up of trios of relevant. academic Teacher led discussion based on the timeline: interpretations on  how was the Service State redefined by 1762 Spot test on key terms common themes.  what elements of the Petrine service state and concepts (card sort remained activity). Guided worksheets  why had the changes taken place? and reading to aid in research tasks.

Academic reading.

Contemporary opinions.

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Week 11 Serfdom and serf Review of the Estates system and the powers of Differentiation will be Students notes unrest. landowners over serfs. evidenced through from Week 2. participation in Students should revisit the condition of the gentry discussions and Sources of and the serfs as studied in Week 2. contribution to group information on the research. changes in Students could research to identify sources of serfdom between discontent and unrest amongst the serfs. This Add to the glossary. 1725 and 1762. research could be undertaken in pairs or small groups and then the findings shared with the whole Wider reading on the Statistics and class. lives of the serfs during tables on social this period. issues. Discussion: why would the nobles be in a strong position to increase their powers over the serfs at Students might create a Guided worksheets this time? spider diagram and reading to aid considering evidence for in research tasks. Students might produce a table of the various forms and against the view of or protest that serfs could undertake and the danger Elizabeth as a Academic reading. to the state. westerniser. Contemporary Students could draw a timeline of key events and opinions. changes in the state of serfdom in Russia between 1725 and 1762.

Discussion: why, as a westerniser, did Elizabeth allow the system of serfdom to harden?

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Week 12 Foreign affairs. Intervention in Poland. Students could review foreign policy notes from Developed Student notes from Week 3 and make a list of Russian objectives in understanding with be Week 3. foreign policy. evident by contribution to the analysis of the three Sources of Students might discuss and identify possible modern sources on information on limitations to effective foreign policy between 1725 Russia’s involvement in foreign policy from and 1741. Poland. 1725 to 1762

Students could draw a table illustrating foreign policy Differentiation will be Three suitable and events, using the headings: evidenced through differing versions of  year participation in Russia’s  event discussions and involvement in  Russian interests contribution to group Poland in this  consequences – both positive and negative. research. period.

This table may be extended and added to next week. Wider reading on the Guided worksheets intervention in Poland. and reading to aid Students look at three extracts from modern in research tasks. historians relating to Russia’s involvement in Poland. Add to the glossary. Academic reading. Students to decide which one of the extracts is the most convincing in explaining why Russia was Contemporary involved in Poland at this time and to come up with opinions. positive justifications for their choice and negatives about the alternative choice.

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Week 13 Failure to secure the Add further detail to the table of key foreign policy Students could consider Tables from last Crimea; involvement events, including: whether Elizabeth was lesson. in the Seven  the Russo Turkish War more successful in Years War.  negotiated peace with Sweden foreign policy than her Sources of  the Seven Years War. father and suggest information on reasons for any foreign policy from Students might draw a spider diagram or flowchart to differences. 1725 to 1762. illustrate development in the war with Turkey and the failure to secure the Crimea. Wider reading on the Guided worksheets Seven Years War. and reading to aid Students could work in groups to research the wider in research tasks. context of the Seven Years War and create fact files Students might attempt for each of the combatant countries. an exam-style question Academic reading. of foreign policy. Discussion: what was Russia’s role in the conflict Contemporary and what were the consequences for Russia? opinions.

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Week 14 Russia by 1762. The extent to which Students look at the main areas of reform, such as Discussion of Students notes. Petrine reforms the military, and then create a table to record their implications and links survived. findings, under the headings: between events will give Guided worksheets  area of reform students opportunities to and reading to aid  Petrine reforms to 1725 show their abilities. in research tasks.  the situation by 1762  extent of change. Differentiation will be Academic reading. evidenced through Students might discuss the implications of each participation in Contemporary reform or development and its possible connection to discussions and opinions. other reforms. contribution to group research. Extracts on the Students could look back at the reign of Elizabeth Petrine reforms. (Weeks 6 to 14) and discuss whether or not she had Wider reading of achieved her goals as ruler of Russia. academic assessments Add to the booklet of Elizabeth’s reign. made up of trios of Students might do this in two groups and debate the academic evidence in support of Elizabeth and against her. interpretations on common themes.

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Week 15 The accession of Students might complete an annotated timeline to The discussion during Information sheets Catherine the Great. show the key events leading to the accession of the circulation of or internet access Catherine the Great. students will allow for research on the students to help their events. Students could be given a set of cards with reasons peers. and pieces of evidence relating to the succession. Cards with reasons These are to be used to prioritise the factors which Differentiation will be and pieces of led to Catherine the Great becoming Tsarina of evidenced through evidence relating to Russia. Students circulate and share the information participation in the succession. they have with as many others as they can during a discussions and limited time frame. contribution to group Guided worksheets Each student writes a summary of the succession research. and reading to aid based on the evidence they have gathered. in research tasks. Wider reading on These accounts can then be compared and students Catherine the Great. Academic reading. discuss the limitations of evidence and the relative value of different extracts. Contemporary opinions.

Add to the booklet made up of trios of academic interpretations on common themes.

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PART TWO: ENLIGHTENMENT RUSSIA, 1725–1796; Section 2: Catherine the Great and Russia, 1762–1796 (A-level only) Week 16 Catherine. Character and aims. Students might research and write a short biography There are many Access to the of Catherine, detailing: biographies of Catherine internet.  her early life the Great available for  the influences on her character extension activity. Catherine’s family  how these influenced her aims tree.  what problems she faced in ruling Russia Students could be invited  how she might try to overcome them. to consider why Russia Guided worksheets at this time was so and reading to aid Once completed, students read each other’s influenced by women in research tasks. biographies to identify differences and similarities compared to other and they discuss any points of variance. historical periods. Academic reading.

Students update their own biographies, indicating The broader discussion Contemporary where there are debates on the character and aims of the significance of opinions. of Catherine. women in this area of history, possibly in Conflicting Students could work in pairs or small groups to comparison to the other accounts of the further research the influence of leading male option studied, would character of favourites within Catherine’s government, eg: enable students to Catherine the  Orlov formulate ideas. Great.  Potemkin  Ushakov. Wider reading on courts Add to the booklet favourites such as Orlov made up of trios of Students then report back to the class, leading to a and Potemkin. academic discussion of the role of favourites in Catherine’s interpretations on government. common themes.

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Week 17 Extent of influence of Students should review previous learning and notes Choice of students for Student notes on the Enlightenment on westernisation. groups will allow for westernisation. and the impact of the differentiation. French Present a PowerPoint to introduce: PowerPoint to Revolution on  the Enlightenment An opportunity for stretch introduce the Catherine.  the idea of Enlightened Despotism when students research Enlightenment and  the French Revolution. enlightened despots. the French Revolution. Students could work in three groups to research: Consider: how important  elements of the Enlightenment, including the were ideology and ideas Poster materials. encyclopaedists and Voltaire during this period?  characteristics of ‘enlightened despots’ Guided worksheets and reading to aid  the French Revolution. Wider reading on the Enlightenment and the in research tasks. Students might make presentations of their findings French Revolution. with hand-outs for the rest of the class. Academic reading.

Discussion: how the Enlightenment and the French Contemporary Revolution might have influenced Catherine. opinions.

Students could agree on a set of characteristics for Add to the booklet an ideal enlightened despot to be made into a poster made up of trios of for future reference. academic interpretations on common themes.

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Week 18 Developments Codification of the Students should review their notes from Week 8 and Students could consider Previous notes in central and law; the Great identify the condition of the legal system on why Britain has not from Week 8. local Commission. Catherine’s accession. codified its laws. What government. problems might there be Extracts on the Brainstorming session: in doing this? 1649 law code and  what is codification its subsequent  what would codification of a legal system Differentiation will be modifications. mean in practice evidenced through  what benefits would it bring participation in Sources of  what hurdles might prevent its introduction? discussions and information on the contribution to group Great Commission Students could draw a table to illustrate the issues research. and the codification and details of the Great Commission, including: of the law.  the intellectual origins Wider reading on  why it was needed Catherine the Great. Extracts from the  its purpose 1774 Civil Law  Catherine’s Nakaz Students might consider code and the  the nature of the commission to what extent the Nakaz criminal codes of  its problems was influenced by the later 1770s.  narrow and broader consequences Enlightenment ideas.  success and failure. Guided worksheets and reading to aid Discussion points: in research tasks.  why did the Great Commission fail to fully codify the law Academic reading.  to what extent was the Great Commission a failure?

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Add to the booklet made up of trios of academic interpretations on common themes.

Contemporary opinions.

Week 19 Reform of the Senate. Students should review their learning on the Service Students could consider Student notes from State and the Senate. how far the rulers of Week 10. Brainstorming session: what influences were there Russia were able to on Catherine to reform the Senate? establish and maintain Worksheet on the authority. Senate. The results of this session might be captured in a spider diagram. Students should look for links Debate: was this a Guided worksheets between influences. greater influence across and reading to aid the period than any other in research tasks. Students then use a worksheet on the reform of the factor? Senate to aid their research into the developments. Academic reading. Wider reading on the They should draw up a list of changes and suggest Senate and the Service Contemporary influences for each of the reforms. Further State. opinions. annotation of the spider diagram might draw these findings together. Add to the booklet made up of trios of Discussion: was Catherine more committed to reform academic or to the maintenance of her own power? interpretations on common themes.

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Week 20 Changes to local Students should review the system of local The poster activity will Notes from Part government in towns government (refer to notes from Part One). give opportunities for One of the course. and rural areas. students to establish Students could work in pairs or small groups to their case more robustly. Guided worksheets research and identify changes in local government. and reading to aid Students could act as in research tasks.

Students might design a poster with before and after study buddies on the Academic reading. sections to illustrate the changes in local source question. government. Add to the booklet Discussion point: to what extent did these Add to the glossary as made up of trios of developments represent a significant change in local necessary. academic government? interpretations on Wider reading on local common themes. Students could study three conflicting interpretations government and life in on some aspect of Catherine’s changes to rural areas. Contemporary government and decide which one of the three opinions. provides the most convincing explanation of the Students might attempt a changes addressed. practice extract based Relevant statistics question. and information on the changes in local government.

Three suitable interpretations with different views on Catherine’s changes to local government.

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Week 21 Changes to The importance of Students should begin with a review of the role of The reporting activity and Previous notes on society. landownership and landownership and the gentry in Russian the plenary discussion landownership and the gentry. government. would give students an the gentry. opportunity to express Students to research the importance of the gentry fully their own ideas and Information on the and landownership, including: understanding. keeping of  the gentry’s influence on Catherine genealogies  the keeping of genealogies Differentiation will be amongst the  automatic promotions for service after 1764 evidenced through gentry.  the role of landownership. participation in discussions and Guided worksheets Students might compile a report as if they were an contribution to group and reading to aid ambassador to a foreign power reporting on the research. in research tasks. changes in government undertaken by Catherine to this point, including: Wider reading on Academic reading.  Catherine’s aims Catherine the Great.  details of reforms Contemporary  reaction to her reforms Add any new terms to opinions.  successes the glossary.  failures Add to the booklet  potential opposition. Further reading on the made up of trios of influence of the gentry on academic Discussion point: what might Catherine have done in the monarchy in Russia. interpretations on order to ensure that her policies gained wider common themes. acceptance?

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Week 22 Enlightenment and Students should review the effects of the Students could be asked Academic education. Enlightenment and note the condition of education in to consider the division interpretations on Russia on Catherine’s accession. between direct and Catherine’s situational causes in reforms in Students might participate in a brainstorming session history, with the education. to establish a list of reasons why Catherine placed Enlightenment and great emphasis on education. Students should Catherine the Great as Guided worksheets prioritise Catherine’s motives, using evidence and examples. and reading to aid argument to support the chosen rank order. in research tasks. Catherine’s aims in Students could then examine the developments in education could be Contemporary education during Catherine’s reign. These might be compared to modern opinions. captured on an annotated timeline or in a table. dictators like Hitler or Stalin. Add to the booklet Present a PowerPoint on the Enlightenment and made up of trios of education in Russia. Students add to their own Differentiation will be academic findings and look for links between developments. evidenced through interpretations on participation in common themes. Discussion points: discussions and  how significant were Catherine’s reforms of contribution to group PowerPoint education research. presentation on the  were they effective in achieving her aims? influence of the Enlightenment.

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Week 23 Reforms to religion. Students should begin by reviewing the condition of Students of differing Academic religion in Russia at the start of Catherine’s reign, abilities could be paired interpretations on the consequences of Peter’s reforms to the Orthodox for the research topics. Catherine’s church and by identifying the main religious groups reforms to religion. within the Russian Empire. Add to the glossary of terms. Academic reading. Students could take part in a brainstorming session:  what might be expected of Catherine’s Differentiation through Guided worksheets religious policy given: participation in the and reading to aid o her commitment to the Enlightenment brainstorming session. in research tasks. o her personal attitude o her foreign background Debate: to what extent Map of the Russian did Catherine’s religious Empire.  how might religious developments in the west policy achieve its aims? and south of the Empire be influenced by: Contemporary o the ongoing expansion of Russia Wider reading on religion opinions. o the immigration of western advisers and religious reform in started under Peter Russia. Add to the booklet made up of trios of Students could research and prepare presentations, Students might annotate academic including annotated timelines, to show changes in maps of Russia to interpretations on policy over time and their impact on religious groups. identify the main common themes. religions across the Empire.

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Students might work in pairs or small groups to look at Catherine’s reforms and their consequences, including:  religious dissent  the Orthodox Church  Old Believers  Islam  Judaism.

Findings to be shared with the class.

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Week 24 The economy, The economy. Present a PowerPoint on ideas about the Students might consider PowerPoint on the persistence development of capitalism, such as Marxism and the whether the desire of the Marxism and the of serfdom and ideas of Adam Smith. nobility to indulge in ideas of Smith. its impact on growing western tastes economic Students could research and identify economic had a strong influence on Statistics and development. changes and developments under Catherine. economic policy. tables on Russia’s economic Students could examine various facts and statistics Participation in research performance. on Russia’s economic performance up to Catherine’s and discussion will accession and afterwards to decide: evidence developing Guided worksheets  did Catherine’s policies improve the economy understanding amongst and reading to aid  what were the main influences on policy? students. in research tasks.

Discussion: what had the greater influence on Wider reading on the Contemporary Catherine’s economic policies; the Enlightenment or economy. opinions. the need to maintain the support of the nobility? Add to the booklet made up of trios of academic interpretations on common themes.

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Week 25 The persistence of Students should review what they have learned Some students might Previous notes serfdom and its about serfdom so far and refer to their notes from clearly recognise that from Week 11. impact on economic Week 11. westernisation would development. need the development of Factsheets on They might identify facts about serfdom and draw capitalism, including in serfdom under spider diagrams to illustrate the serf system. terms of agriculture. Catherine the Students could then be given various facts and Great. evidence about serfdom under Catherine the Great Given this fact, they and use these to add to their diagram. might consider why Statistics and Catherine endorsed tables on Russia’s Students could try to determine how serfdom continued feudalism. economic changed during the period; they should use evidence performance. to support their judgement. Add to the glossary. Participation in research Guided worksheets Students might review the economic statistics used and discussion will and reading to aid last lesson and decide what impact the persistence evidence developing in research tasks. of serfdom had on economic development. understanding amongst students. Contemporary Review Catherine’s economic, social, religious and opinions on administrative changes. Wider reading on the serfdom. serfs and feudalism. Students might work in groups to create a large wall Add to the booklet poster illustrating these reforms and developments. made up of trios of academic interpretations on common themes.

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Week 26 Opposition and Plots against her and Brainstorm session: The brainstorm sessions Previous notes rebellion. Catherine’s reaction.  why was Catherine’s position as Tsarina so provide students with the from Weeks 15 and weak chance to think 16 would inform  how had Catherine actually able to become creatively. the brainstorm Tsarina session.  why were there great opportunities for In the plenary session pretenders? some students should Romanov family realise that policies like tree. Students to construct a flow chart of the plots against increasing expenditure Catherine, to include: on the court and Guided worksheets  details of the plots automatic promotion for and reading to aid  Catherine’s reaction service, would inhibit in research tasks.  an evaluation of their danger to her plots. government. Academic Wider reading on the interpretations on Discuss and form a list of the main reasons for plots pretenders. the plots and the against Catherine and common features of her pretenders. reactions to the plots. Students might research Each student could be given one reason or feature Yemelyan Pugachev. Contemporary of the plots and has to construct an argument to accounts of the justify why it is the most important. plots.

Class debate and vote on which was the most Summary important reason and feature. biographies of the pretenders and Plenary session: how dangerous were the plots plotters. against Catherine and how effective were her methods of dealing with them?

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Week 27 The Pugachev Revolt Students should begin with a brainstorming session: Students could be PowerPoint and its consequences.  the reasons for revolts generally allocated to groups to presentation on the  those which apply to Russia. encourage peer support. Pugachev Revolt.

Present a PowerPoint outlining the basic causes and The brainstorm sessions Scenario and note groups involved in the revolt and a brief history of provide students with the making grids for events. chance to think reactions to the key Students could be split into three groups: creatively. events surrounding  one formed of rebels the rebellion.  one of landowners Participation in research one of Catherine and her advisers. and discussion will Romanov family  Students then examine the events leading to, during evidence developing tree. and after the revolt and decide what their group’s understanding amongst reactions would be. They should support their ideas students. Guided worksheets with evidence, perhaps using contemporary and reading to aid accounts of the revolt. Wider reading on the in research tasks. revolt. Students could write a report on the revolt from the Academic viewpoint of one of the three groups with a There is an opportunity interpretations and commentary to explain why they agree or disagree for differentiation through contemporary with this group’s view. the card sort activity. accounts of the Students could be given a card sort exercise on the revolt. consequences of the revolt. They should match each Students might discuss consequence with its supporting evidence. Students whether plots or popular Materials for the then prioritise the most important consequence and rebellions were the card sort activity.

justify their choice. greater threat to Catherine’s rule. A biography of Plenary discussion leading to note making exercise Yemelyan on the consequences of the revolt. Pugachev.

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Week 28 Foreign affairs Sweden; Turkey and Students should review the aims and ambitions of Some students could Notes from and wars. Crimea. Russia in foreign policy under Peter and Elizabeth. consider the wider issue previous lessons of whether foreign policy on foreign policy. Brainstorm leading to a teacher led discussion: aims for any country are  what might be Catherine’s objectives in always the same or Map of Russia and foreign policy? whether the personality her neighbours. of the ruler alters them to Present a PowerPoint explaining the main diplomatic any great extent. Information sheets issues of the period, developments in Europe and on major European the Middle East. Comparisons might be states, the Middle drawn with Louis XIV, East and Students could examine information sheets on Hitler, Stalin or any other developments in Sweden, Turkey and the other main states of Europe historical leader known European affairs. and the Middle East. to students. Individual students might look at one country and, Academic texts. from the point of view of a minister, offer their advice Wider reading on to Catherine on relations with that state. relations with Sweden PowerPoint on and Turkey. developments in

Students might research developments in Sweden Europe. The brainstorm sessions and Turkey and the Crimea and consider the effects provide students with the on Russia. Add to the booklet chance to think made up of trios of creatively. Students annotate maps to illustrate events in academic Sweden, Turkey and Crimea. Participation in research interpretations on and discussion will common themes. evidence developing understanding amongst students.

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Students could draw a table of events, under the headings:  date  event  Russia’s interest or involvement  consequences for Russia

Students should allow space on this table to add details of the wars with Poland.

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Week 29 Wars with Poland and Completion of table from last week to include events Students should be able Map of Poland. its partition. and developments in relations with Poland. to give supported reasons for Russia’s PowerPoint on Present a PowerPoint to include: interest in Poland. Poland.  a brief history of Poland  reasons for its weakness Participation in research Guided worksheets  interests of other states in it. and discussion will and reading to aid evidence developing in research tasks. Students discuss and then write a brief explanation understanding amongst of why Poland was conquered and what Russia students. Academic gained by conquest. interpretations and Students might annotate a map of Poland to Wider reading on the contemporary illustrate the successive partitions. wars with Poland. accounts of developments in Plenary discussion: Spot test on terms and Poland.  to what extent did Catherine achieve her concepts from the aims in foreign policy glossary. Add to the booklet  what were the consequences for Russia? made up of trios of academic interpretations on common themes.

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Week 30 Overview. Revision. Look back at the material from both parts of the Opportunities for Notes and course and the overview materials created at the differentiation in materials from end of Part One. Compile overview timelines and students’ research and Parts One and Two charts in relation to: selection. of the course.  political developments  opposition movements Some could find Reference books.  economic and social developments passages from academic  key dates and turning points. history books to illustrate Practice exam style themes and areas of questions. This could be undertaken in groups and results debate. Academic compared to create class timelines. Students could be interpretations of divided into two groups; key developments. Select the ‘top’ ten individuals that had an influence those viewing Catherine in this period (could hold balloon debate to positively and those Passages from determine the most influential). viewing her negatively, academic history for a debate. Identify the main ideas and ideologies and the points books to illustrate at which these were most influential. Consideration of the themes and areas Debate all six key questions and produce one ‘Great Man’ theory of of debate. paragraph summary responses to each. This might history: were Peter the be done in six groups and the summaries shared. Great and Catherine the The booklet made Great the dominant up of trios of Students might write individual responses to each of forces of their times or academic the six key questions were they prisoners of a interpretations on range of wider forces? common themes.

Practice exam style questions.

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