HIST3233: STALINISM

• A pass mark in at least TWO level two modules in History.

• None.

• None.

• Knowledge of the main features of Stalinism in the USSR, in the 1930s, with a particular understanding of personal experiences of Stalinism
• the ability to deal in an informed way with the historical controversies surrounding Stalinism
• the ability to analyse and employ a diverse body of primary source material.

• The module uses newly available sources such as letters, memoirs and diaries to try to understand Soviet citizens' personal experiences of Stalinism in the 1930s. Until the collapse of the USSR, a lack of sources, as well as historiographical fashions, precluded serious investigation of personal experience. Now we have access to a wide range of material which sheds light on how ordinary people lived through and thought about the radical transformations and upheavals of the 1930s. Millions of people were uprooted, millions more died in this period. We will consider their accounts of these extraordinary times, beginning with the campaigns for collectivisation and industrialisation and ending with the Great Terror. We will address current debates about support and resistance in the Stalin era. How far did people accept and internalise the values of the regime? To what extent did they learn to 'speak Bolshevik'? Did people resist the regime, or is a preoccupation with 'resistance' just a product of the preconceptions of 'liberal' anti-Soviet historians? These questions are far from being resolved, and students will have the opportunity to do their own research and reach their own conclusions.

Subject-specific Knowledge:

• a knowledge of the main features of Stalinism in the USSR, in the 1930s, with a particular understanding of personal experiences of Stalinism.

Subject-specific Skills:

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/
• In addition students will acquire:
• the ability to deal in an informed way with the historical controversies surrounding Stalinism;
• the ability to analyse and employ a diverse body or primary source material, including art and film.

Key Skills:

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Student learning is facilitated by a combination of:
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals;
• tutorials either individually or in groups to discuss topics arising from prepared work, allowing students the opportunity to reflect upon their personal learning with the tutor.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources;
• Assessment of Primary Source Handling Students are assessed on their understanding of original primary sources, usually in print, their character varying according to the nature of the subject, and the students' ability to bring that knowledge to bear on cutting edge research-based monographs and articles. Students are given the opportunity to discuss and articulate an understanding of changing interpretations and approaches to historical problems, drawing evidence from a body of primary source materials. Students are required to demonstrate skills associated with the evaluation of a variety of primary source materials, using documentary analysis for a critical assessment of existing historical interpretations.

One formative essay of not more than 2500 words (not including footnotes and bibliography), submitted in Term 1. This will be returned with written comments and a standard departmental feedback sheet. Coursework essays are formative as well as summative. They are to be submitted in two copies, of which one will be returned with written comments and a standard departmental feedback sheet. Preparation to participate in seminars and tutorials. At least one oral presentation in each term, and at least two practice gobbets in each term.

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