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A level History. Paper 2. Focus 4. Defending the Bolshevik revolution,October 1917–24

Historical Assessment Objectives 1 and 2.

The Russian Civil War.

In a Nutshell:

Key Features and conceptual understanding: Content and concepts.

Theme 1. Consolidating Bolshevik power: the closing of the Constituent Assembly; making peace at Brest-Litovsk; the formation of the Cheka; attacks on Bolshevik opponents; the Red Terror.

Theme 2. Bolshevik economic policies: state capitalism; War Communism; the Tambov rising and the Kronstadt mutiny; economic and political results of the New Economic Policy; the ban on factions 1921.

Theme 3. Defeat of domestic enemies: the Social Revolutionaries, national minorities and the Whites; Trotsky and the Red Army; the geography of the civil war; the defeat of Kolchak, Denikin and Yudenich.

Theme 4. Foreign intervention in Russia: reasons, nature and extent of intervention; the impact of war weariness and the lack of support in the west for intervention; the end of intervention.

Cracking the Puzzle – Preparing for revision and assessment.


In a Nutshell: The key features and concepts Activity 1 : Introductory hook to Key features and conceptsThink about the collection of visual evidence that you have been asked to consider. Think about the following features: What can we infer from these images about? Activity 2 – On your marks…engaging conceptually with the key features through timeline. The timeline makes many brief references to the events of the period X. Use the timeline to colour code according to Blue Lack of challenge/effective repression by.

Green Open opposition and protest against .Red Serious opposition to threaten the future of the .

Chronology


Key features and conceptual understanding: Depth studies illustrating the nature of

What do we need to focus on?





Key Resources. Defending the Bolshevik revolution, October 1917–24

Texts

History Today Articles

Videos

HA Podcasts

Websites

History Faculty Lecture

HA Podcasts

1 2 3 4 5 6 7 8


1 2 3 4 5 6 7 8

Online links to Defending the Bolshevik revolution,October 1917–24

Lecture Links

Documentaries

Maps and walks

Website links


Content 4 Defending the Bolshevik revolution, October 1917–24





Memory Retrieval strategies and timings

AR Autocratic RuleO Opposition to TsarismR1905 Revolution 1905NR Nicholas’s Response


Theme 1 : Consolidating Bolshevik power: the closing of the Constituent Assembly; making peace at Brest-Litovsk; the formation of the Cheka; attacks on Bolshevik opponents; the Red Terror.

Activity 1 Bolshevik power: the closing of the Constituent Assembly; Pages 360-361.

Development Explanation/ Analysis

Lenin’s view on the Constitutional assembly elections

Outcome of the elections

Lenin’s attack on the elected body

Conditions placed on the Constitutional Assembly

CA disbanded

Role 2: Website Researcher Role 3: Youtube Researcher

Role 4: Picture Researcher

Role 5: Group Analysis on extent of change and Presenter.


Activity 2 Consolidating Bolshevik power: making peace at Brest-Litovsk; page 361-362.


Lenin wanted peace

USA entered the war

Germany’s demands

Internal divisions over the terms

Lenin’s acceptance

Treaty causes problems




Activity 3


Consolidating Bolshevik power: the formation of the Cheka; page 362-363


The role of the Cheka

How the Cheka operated

|

Cheka’s reputation

A permanent feature of Communist governments





Activity 4 Consolidating Bolshevik power: attacks on Bolshevik opponents; page 363-364.


Decree on the Press

Attacks on the Kadets- The RSFSR

Attacks on the Mensheviks and SR’s





Activity 5 Consolidating Bolshevik power: The Red Terror; page 364.


Why the need for the ‘Red Terror’

Bolshevik propaganda vs reality

The murder of the Romanov’s

Cheka violence





Activity 6

AS Level Section A Choose two sources from this period and practise the a and b question.

Question 1a Technique. Assessment of utility of evidence for a specified enquiry. 20 minutes Two parts. EG Why is Source 1 valuable to the historian for an enquiry into XXX? Explain your answer using the source, the information given about it and your own knowledge of the historical context.

Question 1b Technique. Assessment of significance of evidence for a specified enquiry. 20 minutes Two parts. EG How much weight do you give the evidence of Source 2 for an enquiry into XXX? Explain your answer using the source, the information given about it and your own knowledge of the historical context.

Section B. Unlike in Paper 1, essays in Section B of Paper 2 require depth of knowledge as well as breadth. Questions may focus on a single year or event, or cover the whole chronology of the depth study. The essays target AO1 and the same range of stems for AS are used as in Section B of Paper 1. For A level, the same range of stems is used as above and additionally students may be given a statement to assess. This may relate to any of the second-order concepts. When students are asked to what extent they agree with a statement, they should clarify what the statement is about. For example: Does it relate to the significance of an event? Does it relate to causes consequences or changes? Does it offer a comparison for students to assess? For example, the question ‘“In the years 1789– 91, Louis XVI’s authority was only seriously undermined after his flight to Varennes.” How far do you agree with this statement?’ asks for an analysis of the significance of Varennes in the process of change and an assessment of change and continuity in the authority of the King.

Single year in 1917-24

Single event in 1917-24

Chronology KT1917-24

Wider Chronology


1894-1924

Theme 2 : Bolshevik economic policies: state capitalism; War Communism; the Tambov rising and the Kronstadt mutiny; economic and political results of the New Economic Policy; the ban on factions 1921.

Activity 1 Bolshevik economic policies: state capitalism; pages 365-366


Inherited economic issues

Lenin’s strategy

State Capitalism

Decree on land and workers

Nationalisation





Activity 2 Bolshevik economic policies: War Communism; pages 366-367.


Loss of the Ukraine

The core aims of War Communism

The terms of War Communism





Activity 3 Bolshevik economic policies: the Tambov rising and the Kronstadt mutiny; page 368-369.

Development Explanation/Analysis

Bolshevik policy of grain requisitioning

Tambov rising

Government response to Tambov

Strikes

Kronstadt Mutiny

What Kronstadt demonstated





Activity 4 Bolshevik economic policies: economic and political results of the New Economic Policy; pages 369- 371

Development Explanation/ analysis

NEP 4 Main Features

The reintroduction of capitalism

Economic results of NEP

Political results of NEP

Bolsheviks view on the Orthodox Church





Activity 5 Bolshevik economic policies: the ban on factions 1921. Pages 372-373


Emergence of Nepmen

10th Party Conference

Two organised groups targeted

Purge on party members

Oligarchy




Activity 6









Wider Chronology1894-1924

Theme 3 : Defeat of domestic enemies: the Social Revolutionaries, national minorities and the Whites; Trotsky and the Red Army; the geography of the civil war; the defeat of Kolchak, Denikin and Yudenich.


Activity 1 Defeat of domestic enemies: the Social Revolutionaries, national minorities and the Whites, pages 373-374Development Explanation/ Analysis

The establishment of the Komuch and Provisional Siberian Government

The Czechs

SR’s and the Green Army

Declaration of the Rights of Peoples of Russia

The White Army

The 3 main White Army leaders





Activity 2 Defeat of domestic enemies: Trotsky and the Red Army; pages 374-375.


Trotsky’s appointment and why?

Red Army numbers

Trotsky’s impact





Activity 3 Defeat of domestic enemies: the geography of the civil war; pages 375-376


Control of Central and European Russia

Numerical advantage over the whites

Control of industrial areas

Control of the railways





Activity 4 Defeat of domestic enemies: the defeat of Kolchak, Denikin and Yudenich. Page 376


Kolchak

Denikin

Yudenich





Activity 5








Wider Chronology


1894-1924

Theme 4 : Foreign intervention in Russia: reasons, nature and extent of intervention; the impact of war weariness and the lack of support in the west for intervention; the end of intervention.

Activity 1

Foreign intervention in Russia: reasons, nature and extent of intervention; Pages 378-379


Reasons

Nature

Extent





Activity 2 Foreign intervention in Russia: the impact of war weariness and the lack of support in the west for intervention; pages 379-380.


Churchill

Wilson

Public Opinions impact

The end of intervention





Activity 3 Foreign intervention in Russia: the end of intervention. Pages 380-381.


The negatives of Allied interventions

Paris Peace Conference

Treaty of Riga

Lenin’s death

Lenin’s legacy





Activity 4








Wider Chronology


1894-1924

Cracking the Puzzle: Preparing for Revision and Assessment

Activity 1 : Complete Trigger Memory Activity using your background notes. An explanation on how to complete this is in your guidance booklet. Activity 2 : There are many excellent websites which can be used to revisit the material covered so far. You should download some of these resources to supplement your main areas of note taking in this period. These include - 1 The Bolshevik state Ian Thatcher2 Trotsky and the Bolsheviks Ian Thatcher3 HA Lenin's objectives and the Civil War4 Alpha History RR Topics5 Alpha History Documents6 Alpha History Historiography7 Orlando Figes 1917-21 Civil War8 Orlando Figes 1921-24

Activity 3 Paper 2 AS and A Level Section A Question 1 a and b Exam Technique. 50 mins.AS Level Section A Question 1a Technique. Assessment of utility of evidence for a specified enquiry. 20 minutes Two parts. EG Why is Source 1 valuable to the historian for an enquiry into XXX? Explain your answer using the source, the information given about it and your own knowledge of the historical context.

Introduction. The evidence clearly as strengths for an historian investigating X both in its content and in its nature, origins and purpose. However there are clearly limitations in these which would mean that the historian would need to be cautious in how much value they would ascribe to the source. 1 MinsPart 1. 8 mins The source is clearly of value in its content and provenance (NOP) for the specified enquiry. For examplei) Strength of provenance and relate to knowledge of the period. Nature, Origins, Purpose.ii) Strength of Content. How it relates to specified enquiry and its use. Support selections from source with wider knowledge of context.From this analysis it could inferred that the strengths of the source are primarily..Part 2. 8 mins However the source is clearly of limited value in its content and provenance (NOP for the specified enquiry). For examplei) Limitations of provenance and relate to knowledge of the period. Nature, Origins, Purpose.ii) Limitations of Content. How it relates to specified enquiry and its use. Support selections from source with wider knowledge of context.From this analysis it could be inferred that the limitations of the source are primarily..


Conclusion. 3 minsHow far the evidence is of value and key points of strength and limitation

AS Level Section A Question 1b Technique. Assessment of significance of evidence for a specified enquiry. 20 minutes Two parts. EG How much weight do you give the evidence of Source 2 for an enquiry into XXX? Explain your answer using the source, the information given about it and your own knowledge of the historical context.

Introduction. The evidence clearly as weight/significance for an historian investigating X both in its content and in its nature, origins and purpose. However there are clearly limitations in these which would mean that the historian would need to be cautious in how much weight/significance they would ascribe to the source. 1 MinsPart 1. 8 mins The source is clearly of significance in its content and provenance (NOP) for the specified enquiry. For examplei) Strength of provenance and relate to knowledge of the period. Nature, Origins, Purpose.ii) Strength of Content. How it relates to specified enquiry and its use. Support selections from source with wider knowledge of context.From this analysis it could inferred that the significance of the source is primarily..Part 2. 8 mins However the source is clearly of limited significance in its content and provenance (NOP for the specified enquiry). For examplei) Limitations of provenance and relate to knowledge of the period. Nature, Origins, Purpose.ii) Limitations of Content. How it relates to specified enquiry and its use. Support selections from source with wider knowledge of context.From this analysis it could be inferred that the key limitations of the source are primarily..Conclusion. 3 minsHow far the evidence is of value and key points of strength and limitation


A Level Section A Compulsory Question Technique. Assessment of two sources for significance for a particular enquiry 50 minutes Two parts.

Introduction. Sources 1 and 2 clearly have weight/significance for an historian investigating X both in its content and in its nature, origins and purpose. However there are clearly limitations in these which would mean that the historian would need to be cautious in how much weight/significance they would ascribe to the source. It is argued that of the two sources, Source 2 is of greater significance 1 Mins

Part 1. 20 mins. Analyse weight/significance of source 1 for specified enquiry Source 1 clearly as some strengths and significance in its content and provenance (NOP) for the specified enquiry. For examplei) Strength of provenance and relate to knowledge of the period. Nature, Origins, Purpose.ii) Strength of Content. How it relates to specified enquiry and its use. Support selections from source with wider knowledge of context.From this analysis it could inferred that the significance of the source is primarily..

However source 1 clearly as a range of limitations in its content and provenance (NOP) for the specified enquiry. For examplei) Limitations of provenance and relate to knowledge of the period. Nature, Origins, Purpose.ii) Limitations of Content. How it relates to specified enquiry and its use. Support selections from source with wider knowledge of context.From this analysis it could be inferred that the key limitations of the source are primarily..

Part 2. 20 mins. Analyse weight/significance of source 2 for specified enquiry Source 2 is clearly of greater significance in its content and provenance (NOP) for the specified enquiry. For examplei) Strength of provenance and relate to knowledge of the period. Nature, Origins, Purpose.ii) Strength of Content. How it relates to specified enquiry and its use. Support selections from source with wider knowledge of context.From this analysis it could inferred that the significance of the source is primarily..

However the source is not without its limitations in its content and provenance (NOP) for the specified enquiry. For examplei) Limitations of provenance and relate to knowledge of the period. Nature, Origins, Purpose.ii) Limitations of Content. How it relates to specified enquiry and its use. Support selections from source with wider knowledge of context.From this analysis it could be inferred that the key limitations of the source are primarily..Conclusion. 3 minsHow far the evidence is of value and key points of strength and limitation

Conclusion. 3 minsJustify the key points of significance and weight of each source and the basis on which you have placed the weight/significance of one above the other.


Activity 4 Paper 2 AS and A Level Section B Question 2, 3 or 4 Exam Technique 40 mins

AS Level Question 2, 3 or 4 Technique

A Level Question 2 or 3 TechniqueThe same principles are used as for Paper 1 Section B. The questions at A level have less prompting and tend to make more complex demands in their phrasing. The mark schemes have a greater expectation of performance at A level. Paper 2

2 mins planning for top 3 factors, 5 top points for each, and relative significance.

A) Causation/Consequence EG1 To what extent does the emergence of X explain Q in the years 1625–1649? EG2 How far was Y during the period 160-88 responsible for Q?

Introduction. X certainly made a significant contribution to Q, along with Y and Z. It is argued that whilst the interaction of these factors were responsible for Q, Z was the most significant factor. 2 minutes

Part 1 X made a significant contribution to Q. Top 5 points, however it was not sufficient to cause Q without Y and Z because. Its overall contribution was to provide an important stimulus by...10 minutes

Part 2 Y and Z also made a significant contribution to Q. i) Y. Top 5 points, however it was not sufficient to cause Q without X and Z because. Its overall contribution was to provide an important stimulus by...10 minutesii) Z was the most significant cause. Top 5 points, however it was not sufficient to cause Q without X and Z because. Its overall contribution was to provide an important stimulus by...10 minutes

Conclusion The essential interaction of factors along with their relative significance is finally commented upon and conclusions drawn. 6 mins

B) Change/Continuity EG1 How far do you agree that X was transformed in the years 1625–60? EG2 How far did X remain in place under Y?

Introduction. X was certainly transformed to some extent. However it is argued that there were limitations to these changes and that there was much continuity . 2 minutes

Part 1 There was certainly some continuity in X during the years 1625-60 and that changes in these aspects were at best slow. Top 5 points. However this is not to suggest that gradual change was not emerging...15 minutesPart 2 However it is argued that X was certainly transformed to a great extent 1625-60. Top 5 points. However it is suggested that these changes were limited to some extent...15 minutes

Conclusion Comment on the complex interaction between factors of change and continuity and the different extent of its speed in different aspects arriving at a conclusion as to how far it could be considered a transformation. 6 mins


C) Similarity/difference EG1 How far do you agree that X in the years 1660–88 was more effectively organised Y? How far do you agree that X in the years 1625–49 were radically different from those of Y in the years 1649–60? EG3 How far do you agree that X 1642–49 was completely different from that of Y 1649-60?

Introduction. X certainly had many similarities with Y in this period. However it is argued that the differences became more significant and indeed were more prominent over the period. 2 minutes

Part 1 There was certainly some similarity in X during the years 1625-60. Top 5 points. However this is not to suggest that gradual change was not emerging...15 minutesPart 2 However it is argued that X had significant differences during the period that grew over time. Top 5 points. It is suggested that these changes were more prominent by...15 minutes

Conclusion Comment on the complex interaction between factors of change and continuity and the different extent of its speed in different aspects arriving at a conclusion as to how the balance of similarity and difference differed over time.6 mins

D) Significance EG1 How significant was X in Q in the years 1625–60? EG2 How far do you agree that X in the years 1660–88 was more effectively organised than A in the years 1625-49?

Introduction. X certainly made a significant contribution to Q, along with Y and Z. It is argued that whilst the interaction of these factors were responsible for Q, Z was the most significant factor. 2 minutes

Part 1 X made a significant contribution to Q. Top 5 points, however it was not sufficient to explain Q without Y and Z because…. Its overall contribution was to provide an important stimulus by...10 minutesPart 2 Y and Z also made a significant contribution to Q. i) Y. Top 5 points, however it was not sufficient to cause Q without X and Z because. Its overall contribution was to provide an important stimulus by...10 minutesii) Z was the most significant cause. Top 5 points, however it was not sufficient to cause Q without X and Z because. Its overall contribution was to provide an important stimulus by...10 minutes

Conclusion The essential interaction of factors along with their relative significance is finally commented upon in explaining Q. 6 mins


MarkschemesMarkschemes

AS Question A AS Question B

L1 1–2

● Demonstrates surface level comprehension of the source material without analysis, selecting some material relevant to the question, but in the form of direct quotations or paraphrases.● Some relevant contextual knowledge is included, with limited linkage to the source material.● Evaluation of the source material is assertive with little if any substantiation. Concepts of utility may be addressed, but by making stereotypical judgements.

● Demonstrates surface level comprehension of the source material without analysis, selecting some material relevant to the question, but in the form of direct quotations or paraphrases.● Some relevant contextual knowledge is included, with limited linkage to the source material.● Evaluation of the source material is assertive with little or no supporting evidence. Concept of reliability may be addressed, but by making stereotypical judgements.

L1 1–2

L2 3–5

● Demonstrates limited understanding of the source material and attempts analysis by selecting and summarising information and making undeveloped inferences relevant to the question.● Contextual knowledge is added to information from the source material to expand or confirm matters of detail.● Evaluation of the source material is related to the specified enquiry and with some substantiation for assertions of value. The concept of utility is addressed mainly by noting aspects of source provenance and may be based on questionable assumptions.

● Demonstrates limited understanding of the source material and attempts analysis, by selecting and summarising information and making undeveloped inferences relevant to the question.● Contextual knowledge is added to information from the source material to expand, confirm or challenge matters of detail.● Evaluation of the source material is related to the specified enquiry but with limited support for judgement. Concept of reliability is addressed mainly by noting aspects of source provenance and judgements may be based on questionable assumptions.

L2 3–5

L3 6–8

● Demonstrates understanding of the source material by selecting key points relevant to the question, explaining their meaning and selecting material to support valid inferences.● Knowledge of the historical context is deployed to explain or support inferences, as well as to expand or confirm matters of detail. ● Evaluation of the source material is related to the specified enquiry and based on valid criteria although justification is not fully substantiated.

● Demonstrates understanding of the source material and shows some analysis by selecting key points relevant to the question, explaining their meaning and selecting material to support valid inferences.● Deploys knowledge of the historical context to explain or support inferences as well as to expand, confirm or challenge matters of detail.● Evaluation of the source material is related to the specified enquiry and explanation of weight takes into account.

L3 6–9

● Analyses the source material, interrogating the evidence to make reasoned inferences and to show a range of ways the material can be used, for example by distinguishing between information and claim or opinion.● Deploys knowledge of the historical context to illuminate and/or discuss the limitations of what can be gained from the content of the source material, displaying some understanding of the need to interpret source material in the context of the values and concerns of the society from which it is drawn.● Evaluation of the source material uses valid criteria which are justified and applied, although some of the evaluation may not be fully substantiated. Evaluation takes into account the weight the evidence will bear as part of coming to a judgement.

L4 10– 12

A A Level Section A Compulsory Question


L1 1–3 ● Demonstrates surface level comprehension of the source material without analysis, selecting some material relevant to the question, but in the form of direct quotations or paraphrases.● Some relevant contextual knowledge is included, with limited linkage to the source material.● Evaluation of the source material is assertive with little or no supporting evidence. Concepts of reliability or utility may be addressed, but by making stereotypical judgements.

L2 4–7 ● Demonstrates some understanding and attempts analysis of the source material by selecting and summarising information and making undeveloped inferences relevant to the question.● Contextual knowledge is added to information from the source material to expand, confirm or challenge matters of detail.● Evaluation of the source material is related to the specified enquiry but with limited support for judgement. Concepts of reliability or utility are addressed mainly by noting aspects of source provenance and judgements may be based on questionable assumptions.

L3 8– 12 ● Demonstrates understanding of the source material and shows some analysis by selecting key points relevant to the question, explaining their meaning and selecting material to support valid inferences. ● Deploys knowledge of the historical context to explain or support inferences as well as to expand, confirm or challenge matters of detail. ● Evaluation of the source material is related to the specified enquiry and explanation of utility takes into account relevant considerations such as nature or purpose of the source material or the position of the author. Judgements are based on valid criteria but with limited justification.

L4 13– 16

● Analyses the source material, interrogating the evidence to make reasoned inferences and to show a range of ways the material can be used, for example by distinguishing between information and claim or opinion, although treatment of the two sources may be uneven.● Deploys knowledge of the historical context to illuminate and/or discuss the limitations of what can be gained from the content of the source material, displaying some understanding of the need to interpret source material in the context of the values and concerns of the society from which it is drawn. ● Evaluation of the source material uses valid criteria which are justified and applied, although some of the evaluation may be weakly substantiated. Evaluation takes into account the weight the evidence will bear as part of coming to a judgement.

L5 17-20

● Interrogates the evidence of both sources with confidence and discrimination, making reasoned inferences and showing a range of ways the material can be used, for example by distinguishing between information and claim or opinion.● Deploys knowledge of the historical context to illuminate and/or discuss the limitations of what can be gained from the content of the source material, displaying secure understanding of the need to interpret source material in the context of the values and concerns of the society from which it is drawn.● Evaluation of the source material uses valid criteria which are justified and fully applied. Evaluation takes into account the weight the evidence will bear as part of coming to a judgement and, where appropriate, distinguishes between the degrees of certainty with which aspects of it can be used as the basis for claims.


Section BAS Level A Level

L1 1–4 • Simple or generalised statements are made about the topic.• Some accurate and relevant knowledge is included, but it lacks range and depth and does not directly address the question.• The overall judgement is missing or asserted.• There is little, if any, evidence of attempts to structure the answer and the answer overall lacks coherence and precision.

L1 1–3

L2 5–10 • Descriptive statements are made about key features of the period which are relevant to the topic in general terms, but they display limited analysis and are not clearly shown to relate to the question.• Mostly accurate and relevant knowledge is included, but it lacks range or depth and has only implicit links to the demands and conceptual focus of the question.• An overall judgement is given but with limited substantiation and the criteria for judgement are left implicit.• The answer shows some attempts at organisation, but most of the answer is lacking in coherence, clarity and precision.

L2 4–7

L3 11–16

• Descriptive passages are included, but there is some analysis and an attempt to explain links between the relevant key features of the period and the question.• Mostly accurate and relevant knowledge is included to demonstrate some understanding of the demands and conceptual focus of the question, but material lacks range or depth.• Attempts are made to establish criteria for judgement and to relate the overall judgement to them, although with weak substantiation.• The answer shows some organisation. The general trend of the argument is clear, but parts of it lack logic, coherence and precision.

L3 8–12

L4 17–20 • Key issues relevant to the question are explored by an analysis of the relationships between key features of the period, although treatment of issues may be uneven.• Sufficient knowledge is deployed to demonstrate understanding of the demands and conceptual focus of the question, and to meet most of its demands.• Valid criteria by which the question can be judged are established and applied in the process of coming to a judgement. Although some of the evaluations may be only partly substantiated, the overall judgement is supported.• The answer is generally well organised. The argument is logical and is communicated with clarity, although in a few places it may lack coherence and precision.

L4 13–16

• Key issues relevant to the question are explored by a sustained analysis of the relationships between key features of the period.• Sufficient knowledge is deployed to demonstrate understanding of the demands and conceptual focus of the question, and to respond fully to its demands.• Valid criteria by which the question can be judged are established and applied and their relative significance evaluated in the process of reaching and substantiating the overall judgement.• The answer is well organised. The argument is logical and coherent throughout and is communicated with clarity and precision.

L5 17–20


Specimen and Past Questions . Activity 16: Specimen

Section A. Study Sources 3 and 4 in the Sources Booklet before you answer.Source 3. From a speech made by Paul Milyukov, the leader of the liberal Kadet Party, to the Fourth Duma on 1 November 1916. Here, Milyukov criticises the Tsar’s government.

This present government has sunk beneath the level on which it stood during normal times in Russian life. And now the gulf between us and that government has grown wider and become impassable. Today we are aware that with this government we cannot legislate, and we cannot, with this government, lead Russia to victory. We are telling this government, as the declaration of the [Progressive] Bloc stated: We shall fight you, we shall fight you with all legitimate means until you go.

When the Duma declares again and again that the home front must be organised for a successful war and the government continues to insist that to organise the country means to organise a revolution, and consciously chooses chaos and disorganisation – is this stupidity or treason? We have many reasons for being discontented with the government. But all these reasons boil down to one general one: the incompetence and evil intentions of the present government. We shall fight until we get a responsible government. Cabinet members must agree unanimously as to the most urgent tasks. They must agree and be prepared to implement the programme of the Duma majority. They must rely on this majority, not just in the implementation of this programme, but in all their actions.

Source 4. From a Tsarist police report, written in October 1916. Here, the report considers conditions in wartime Petrograd.

In the opinion of the spokesmen of the labour group of the Central War Industries Committee*, the industrial proletariat of the capital is on the verge of despair. The labour group believes that the smallest outbreak, due to any pretext, will lead to uncontrollable riots with tens of thousands of victims. Indeed the stage for such outbreaks is more than set: the economic position of the masses is distressing.

Even if we assume that wages have increased 100 per cent, the cost of living in the meantime has risen by an average of 300 per cent. There is the impossibility of obtaining, even for cash, many foodstuffs and essentials, the waste of time involved in spending hours waiting in line at stores, and the increasing death rate due to inadequate diet and insanitary housing. All these conditions have created such a situation that the mass of industrial workers are quite ready to let themselves go to the wildest excesses of a hunger riot.

The closing of all labour meetings and trade unions make the working masses, led by the more advanced and revolutionary-minded elements, assume an openly hostile attitude towards the government. They also protest with all the means at their disposal against the continuation of the war.


2 How far could the historian make use of Sources 3 and 4 together to investigate the problems facing the Tsarist system during the First World War? Explain your answer, using both sources, the information given about them and your own knowledge of the historical context. (20 marks) about 50 minutes


Section B. About 40 minutes.EITHER5 ‘The weaknesses and divisions of the opposition were primarily responsible for the failure of the 1905 revolution.’How far do you agree with this statement? (20 marks)

OR6 ‘In the years 1921–24, the NEP succeeded in bringing political and economic stability to the USSR.’ How far do you agree with this statement? (20 marks)


June 2016

Section AEITHER1? (Total for Question 1 = 20 marks)OR2 ? (Total for Question 2 = 20 marks)

Section BEITHER3 ? (Total for Question 3 = 20 marks)OR4 ? (Total for Question 4 = 20 marks)