Module HIST2291: Soviet Socialism in the Cold War: The USSR, 1945-1991

Department: History

HIST2291: Soviet Socialism in the Cold War: The USSR, 1945-1991

Prerequisites

• A pass mark in at least ONE level one module in History.

Corequisites

• None.

Excluded Combination of Modules

• Soviet History (RUSS3221)

Aims

• To equip students with a knowledge and understanding of key aspects of the political, economic, cultural and social history of the post-war Soviet Union.
• To provide students with experience of handling a wide range of sources.
• To develop students' ability to evaluate critically various methodological and historiographical approaches to the subject.
• To contribute towards meeting the generic aims of Level 2 study in history.

Content

• The emergence of Russian Communism was perhaps the defining feature of the twentieth century. It changed the political landscape of Russia and the world. Soviet socialism’s aim was a total transformation of Russian culture and society, the creation of a ‘New Soviet Man’, committed to a brighter, socialist future and free from the individualism and prejudices of the capitalist order.
• The module explores this ‘communist experiment’ and its unravelling. We will consider the Bolsheviks’ often contradictory efforts to tackle nationalist and religious worldviews, to shape class identity, to challenge traditional gender stereotypes, to restructure everyday life, and to mould children into model Soviet citizens. The ‘Great Patriotic War’ and the death of Stalin profoundly affected the Soviet Union. The use of terror and coercion declined, the state’s ideological aspirations became, arguably, less radical, and there was greater openness towards the capitalist West. These years witnessed a limited ‘privatization’ of life and the development of a variety of seemingly ‘un-Soviet’ cultures centred on dissident political ideas, alternative lifestyles, ethnicity and consumerism. We will assess the significance of these developments and examine the state’s ambiguous responses to them.

Learning Outcomes

• knowledge and understanding of aspects of the cultural and social history of the Soviet Union;
• experience of handling a wide range of sources,
• ability to evaluate critically various methodological and historiographical approaches to the subject.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/
• Experience of handling a wide range of sources, especially cultural artefacts.
• Ability to evaluate ciritcally various methodological and historiographical approaches to the subject.

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

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• 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.
• 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.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One or more short assignments submitted in writing or delivered orally and discussed either 1:1 or in a group context.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University