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

• This module examines the history of the Soviet Union from its emergence as a superpower following victory in the ‘Great Patriotic War’ until its dramatic and largely unexpected dissolution in 1991. We will focus on the changes and continuities in the Soviet socialist system after 1945, paying particular attention to the evolving relationship between citizens and the state. The Cold War provides an essential context for understanding this period and we will assess how it shaped internal Soviet developments. The overarching aim is to understand not only why the USSR collapsed, but equally importantly, why it lasted so long. Following a series of introductory lectures on the legacies of tsarism, revolution, Stalinism and war, the module then considers the period 1945-85 from a thematic perspective. Developments in politics, ideology, economy, society, culture and the nationalities question are addressed in lectures, while seminars offer an opportunity to pursue these themes in more depth on the basis of primary source material. The reforms of the Gorbachev era and the collapse of the USSR in 1991 are the subject of two concluding lectures. The module includes screenings of major Soviet films.

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:
• 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:

Formative benefits from the 1,000 word summative assignment and from work done during and in preparation for seminars.

■ 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