Teacher manual cover - CBSE

CLASS
IX
CBSE-i
UNIT–2
HISTORY
Russian
Revolution
TEACHERS’ MANUAL
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
CBSE-i
HISTORY
Russian Revolution
TEACHERS’ MANUAL
CLAS S
IX
UNIT-2
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
The CBSE-International is grateful for permission to reproduce
and/or translate copyright material used in this publication. The
acknowledgements have been included wherever appropriate and
sources from where the material may be taken are duly mentioned. In
case any thing has been missed out, the Board will be pleased to rectify
the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication
may be reproduced, printed or transmitted in any form without the
prior permission of the CBSE-i. This material is meant for the use of
schools who are a part of the CBSE-International only.
Preface
Education plays the most important role in acquiring professional and social skills and a positive attitude to face thechallenges of
life. Curriculum is a comprehensive plan of any educational programme. It is also one of the means of bringing about qualitative
improvement in an educational system. The Curriculum initiated by Central Board of Secondary Education-International
(CBSE-i) is a progressive step in making the educational content responsive to global needs. It signifies the emergence of a fresh
thought process in imparting a curriculum which would restore the independence of the learner to pursue the learning process
in harmony with the existing personal, social and cultural ethos.
The CBSE introduced the CBSE-i curriculum as a pilot project in few schools situated outside India in 2010 in classes I and IX and
extended the programme to classes II, VI and X in the session 2011-12. It is going to be introduced in classes III, VII and for Senior
Secondary classes with class XI in the session 2012-13.
The Senior Secondary stage of education decides the course of life of any student. At this stage it becomes extremely important
for students to develop the right attitude, a willingness to learn and an understanding of the world around them to be able to
take right decisions for their future. The senior secondary curriculum is expected to provide necessary base for the growth of
knowledge and skills and thereby enhance a student's potential to face the challenges of global competitiveness. The CBSE-i
Senior Secondary Curriculum aims at developing desired professional, managerial and communication skills as per the
requirement of the world of work. CBSE-i is for the current session offering curriculum in ten subjects i.e. Physics Chemistry,
Biology, Accountancy, Business-Studies, Economics, Geography, ICT, English, Mathematics I and Mathematics II. Mathematics
at two levels caters to the differing needs of students of pure sciences or commerce.
The Curriculum has been designed to nurture multiple intelligences like linguistic or verbal intelligence, logical mathematical
intelligence, spatial intelligence, sports intelligence, musical intelligence, inter-personal intelligence and intra-personal
intelligence.
The Core skills are the most significant aspects of a learner's holistic growth and learning curve. The objective of this part of the
core of curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This involves
trans-disciplinary linkages that would form the core of the learning process. Perspectives, SEWA (Social Empowerment through
Work and Action), Life Skills and Research would be the constituents of this 'Core'. The CBSE-i Curriculum evolves by building
on learning experiences inside the classroom over a period of time. The Board while addressing the issues of empowerment with
the help of the schools' administering this system strongly recommends that practicing teachers become skilful and lifelong
learners and also transfer their learning experiences to their peers through the interactive platforms provided by the Board.
The success of this curriculum depends upon its effective implementation and it is expected that the teachers will make efforts to
create better facilities, develop linkages with the world of work and foster conducive environment as per recommendations
made in the curriculum document.
I appreciate the effort of Dr. Sadhana Parashar, Director (Training), CBSE and her team involved in the development of this
document. I specially appreciate the efforts of (Late) Dr. Srijata Das for working tirelessly towards meeting deadlines.
The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums. Any further
suggestions on improving the portal are always welcome.
Vineet Joshi
Chairman, CBSE
Acknowledgements
Advisory
Conceptual Framework
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Academics & Training),
CBSE
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School,
Noida
Dr. Sadhana Parashar, Director (Academics & Training),
CBSE
Ideators
Dr. Anju Srivastava
Ms. Sarita Manuja
Ms. Varsha Seth
Prof. Chand Kiran Saluja
Mr. N. K. Sehgal
Ms. Preeti Hans
Ms. Sunita Tanwar
Dr. Usha Sharma
Dr. Uma Chaudhry
Ms. P Rajeshwary
Ms. S. Radha Mahalakshmi
Ms. Renu Anand
Ms. Anita Sharma
Ms. Suganda Vallli
Ms. Neelima Sharma
Dr. Rajesh Hassija
Mr. Mukesh Kumar
Material Production Groups
English :
Ms. Gayatri Khannaa
Ms. Renu Anand
Ms. P. Rajeshwary
Ms. Sarabjit Kaur
Hindi :
Ms. Sunita Joshi
Ms. Babita Singh
Ms. Veena Sharma
Sh. Akshay Kumar Dixit
Core- SEWA
Ms. Vandna
Ms. Nishtha Bharati
Ms. Seema Bhandari
Ms. Seema Chopra
Ms. Madhuchhanda
Ms. Reema Arora
Ms. Neha Sharma
Chemistry
Ms. Charu Maini
Ms. S. Anjum
Physics:
Ms. Novita Chopra
Ms. Meenambika Menon
Biology :
Ms. Pooja Sareen
Ms. Neeta Rastogi
Core- Prespectives
Ms. Madhuchhanda,
RO(Innovation)
Ms. Varsha Seth,
Consultant
Ms. Neha Sharma
Mathematics :
Dr. K.P. Chinda
Dr. Ram Avtar
Mr. Mahendra Shankar
Mr. J.C. Nijhawan
Ms. Rashmi Kathuria
Ms. Reemu Verma
Ms. Arti
Ms. Himani Ashija
Economics:
Ms. Anubha Malhotra
Ms. Vintee Sharma
Ms. Chaitali Sengupta
Core-Research
Ms. Renu Anand
Ms. Gayatri Khanna
Dr. N. K. Sehgal
Ms. Anita Sharma
Ms. Rashmi Kathuria
Ms. Neha Sharma
Ms. Neeta Rastogi
Ms. Manjushtha Bose
Ms. Varsha Manku
Dr. K. L. Chopra
ICT:
Mr. Yogesh Kumar
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna
Geography:
Ms. Meena Bharihoke
Ms. Parul Tyagi
Ms. Sudha Tyagi
Ms. Sonia Jarul
Ms. Neena Phogat
Mr. Nisheeth Kumar
History:
Ms. Sajal Chawala
Ms. Jyoti Sharma
Ms. Kamma Khurana
Ms. Shalini Chatarvedi
Mr. Dalia Haldar
Ms. Preeti Gupta
Political Science:
Dr. Sangeetha Mathur
Ms. Ananya Roy
Ms. Sunita Rathee
Ms. Amarjit Kaur
Ms. Nishu Sharma
Ms. Manisha Anthwal
Ms. Mamta Talwar
Chief Co-ordinator : Ms. Kshipra Verma, EO
Coordinators:
(Late) Dr. Srijata Das, EO
Shri R. P. Singh, AEO
Ms. Deepa Shukla
Consultant (Biology)
Ms. S. Radha Mahalakshmi, EO
Ms. Monika Munjal Gandhi
(Co-ordinator)
Ms. Reema Arora
Consultant (Chemistry)
Mr. Navin Maini, RO (Tech)
Sh. R. P. Sharma
Consultant (Science)
Ms. Prabhjot Kaur
Consultant (Social Studies)
Shri Al Hilal Ahmed, AEO
Ms. Neelima Sharma,
Consultant (English)
Mr. Sanjay Sachdeva, DO
Contents
1. Russian Revolution -An Era of Change
5
2. Events, Processes and Consequences
5
3. Role of the Liberals, Radicals and Conservatives
6
4. Autocracy of the Czar
9
5. Socio-Economic discontent
17
6. Role of different socialist thinkers of the world.
22
7. Role of Lenin
23
8. Bloody Sunday (1905)
26
9. The First World War and foundation of the Soviet State
29
10. Role of Bolshevik and Menshevik
?
Rise of February Revolution
31
?
October Revolution
33
11. Rise of the Communists and Socialists
37
12. The Legacy of the Russian Revolution
49
?
In Russia
41
?
In the World
42
13. Collectivization-Stalin's Policy
44
Unit II - Russian Revolution
Unit Matrix
Content
Knowledge
(1) Russian
Revolution
(1917)
The students
will identify
the major
causes that
led to the
Russian
Revolution
Autocracy
of the
Czar
SocioEconomic
discontent
1905
Bloody
Sunday
(2) Role of
Bolshevik
and
Menshevik
Rise of
February
Revolution
and October
Revolution
First World
War: Role of
Lenin
The students
get to identify
the
boundaries of
the Russian
empire(in the
world map).
Students can
identify
personalities
instrumental
in the
Russian
Revolution.
Students will
know about
the political
development
in Russia
Understanding
The students
will learn
about the
autocratic rule
of the Czar.
The students
will
understand
the incidents
of 1905
Revolution
and the
brutality, by
which it was
suppressed.
Students learn
to classify
various events
of the
Revolution
On the basis
of their
uprising.
Students
discuss
among
themselves
about the
events of the
Russian
Revolution.
They
understand
the impact of
the I World
War in Russia.
Application
The students
learn about
the then
conditions
prevailing in
Russia.
The students
will be able
to relate the
reasons for
the
revolution in
Russia with
that of
French
Revolution
and
American
Revolution
Students can
construct
Time Line
charts
depicting
various
events of
Russia.
Students
participate in
quiz sessions
Students will
locate, on the
map of the
world,
‗Triple
Alliance &
Triple
Entente of
First World
War‘.
1
Analysis
Synthesis
Evaluation
The students
compare
between
French
Revolution &
Russian
Revolution.
The students
can prepare a
project on the
basis of the
following
Causes of the
Russian
Revolution :
An integrated
approach to
The students
will be
evaluated on
the basis of
formative and
summative
Political
causes
- Assignments
The students
analyze the
reasons
behind the
Russian
Revolution.
Social
causes
Economic
cause
Assessments.
Testing
- Worksheets
Debates/Class
Discussion
-Intra-section
competition
-Map work
Religious
causes
Students learn
to recognize
the difference
between the
Red Army
and the White
Army.
They can
analyze the
role of Russia
in the WWI
and its
consequences.
The student
synthesize
the
experience
of the
Russian
Revolution
with the
other
Revolutions
.
They
develop the
ideas about
the role of
the Red
Army and
the rise of
the Socialist
government
.
Students
compare and
contrast
between the
Capitalist
and the
Socialist
government.
Students
conclude that
the formation
of the USSR
and a
Socialist
government
was
inevitable.
Content
(3) The Legacy
of the
Russian
Revolution
:
Knowledge
Knowledge
of the needs
of Socialist
government
in Russia in
1917 USSR
The students
relate
between the
causes and
the effects of
the Russian
Revolution.
Development
of Socialism
and
Communism
and their
effects on the
formation of
other
Socialist
governments
in the World.
The student
understand
the need for a
Socialist
government
and radical
changes in
the other
countries of
the world
In Russia
In the World
Understanding
The students
/ understand
the causes
behind the
rise of
national
movements
in Asia and
Africa.
Application
They
demonstrat
e the
reasons
behind the
formation
of Socialist
and
Communist
governments.
They will
collect
information
about
different
Socialist
countries of
the world
and
analyze
their
differences
according
to the
political
situations.
Then
highlight
these in the
world map.
2
Analysis
Recognize
the
distribution
of States
amongst
non-Russian
nationalities.
Synthesis
They can
formulate
the need
for an
ideal
Socialists
Society.
Evaluation
They will
summarize
the common
features of
modernization
of Russia
under
Socialism and
formation of
USSR with
fulfilling four
objectives of
Lenin
1. Maintaining
peace
2. Land to
tillers
3. Industries to
the workers
4. Giving
respect to
non-Russian
nationalities
Debate on
the topic:
Socialism
Scope
In this unit the students will come to know about various events which were linked
with the Russian Revolution. They will be able to compare the French and Russian
Revolution and understand how the Russian Revolution was different from others.
They will learn about the rise of socialism and the ideology of Liberalism, Radicalism
and Conservatism. The students would further explore about
Bloody Sunday in 1905,
February Revolution & October Revolution of 1917,
Creation of U. S. S. R (1922),
Role of Lenin,
Effects of Russian Revolution on the world,
Events that occurred after the death of Lenin in 1924,
Stalin‘s attempts to modernize Russia by means of the Collectivization
Programme.
Learning Objectives
To gather information about the autocracy of the Czars/Tsars and the Russian
Empire in 1914.
Critically examine the social and economic causes behind the discontent of the
people
Understand why the revolution of 1905 (Bloody Sunday) was the dress rehearsal
for the Revolution of 1917. Familiarize themselves with the important events of
the revolution of 1905.
The emergence of Revolutionary parties and the split between the Mensheviks
and the Bolsheviks.
Inculcate awareness about Bolsheviks and Mensheviks and the role played by
them in the Revolution.
Acquire in-depth knowledge about the course of February and October
revolution, major events, their consequences and fall of the Czar.
3
Develop a clear perspective regarding foundation of the Soviet State and rise of
Communist and Socialist groups.
Analyze the legacy of the Russian Revolution.
Teacher’s Notes
All the topics have been conceptualised as per the requirement of the students of
Class-IX Teachers can go beyond text (NCF 2005) and should bring innovative
activities apart from suggested activities.
Teacher should have a Pre-planned idea and well organised way in dealing in
handling this subject.
After every sub topic an activity is given for students, which the teacher should
conduct in the class to reinforce the concept being taught.
After each concept the teacher should also use the worksheet as per number
given in the Student Manual.
The teacher should also explain with examples how teaching of this module can
be linked with the teaching of other subjects.
A number of websites, sources have been given in the student‘s manual which
should be used by the teachers and students to develop a complete
understanding of the topic and express different perspective of the same topic.
Map skills (if needed) and other life skills to be developed, while dealing with
this topic
The unit on the whole to be made activity based and research based as per the
Concept of CBSE-i.
4
Introduction
Russian Revolution - An Era of Change
Activity - 1
Warm Up
Click the following link to get the video clipping of the Bolshevik Revolution
http://www.youtube.com/watch?v=ymDUDGPw-p8
OR
Teacher can start the topic with the meaning of the term ‗Revolution‘ and how it was
different from the term ‗revolt‘. The student will to do comprehensive research on
the difference between both the terms. Their comparative discussion on `revolt‘ and
‗revolution‘ will be based on examples from various other revolutions and revolts of
the world for e.g. French Revolution or American Revolution, Revolt of 1857 in India
,Revolt of 1830-40s in Europe. The teacher can recall any e.g. of revolt and revolution
covered in the previous class before starting the topic.
Events, Processes and Consequences
The Russian Revolution (1917) popularly known as the Bolshevik Revolution is a
significant event not only in Russian history but also in the world history. It was the
first successful Socialist Revolution which changed the very course of the world history
for many decades .It uprooted the Autocratic Czardom and handed over the political
authority to peasants, proletariats and common masses. Irish Frank had rightly
remarked that “the Bolshevik Revolution is the most consequential revolution of
modern times”.
The French Revolution opened up the possibilities of creating a dramatic change. The
society was broadly divided into feudal estates and it was the Aristocracy and the
Church which controlled economic and social power before the 18thcentury. Suddenly it
seemed possible to change this after the revolution. Discussion of new ideas for
5
individual rights and the control of economic and social power began in many parts of
the world, including Europe and Asia. Simultaneously, development in the colonies reshaped these ideas of social change.
Socialism became one of the most significant and powerful ideas during the Revolution
in Russia, which shaped society in the 20thcentury.
In Europe however, not everyone wanted a complete transformation of society.
Response of the people varied from those who wanted certain type of change and were
ready to accept it to those who were orthodox and were not ready to accept the change.
Let us look at some of the important political traditions of 19th century that influenced
the change.
Liberals
Liberals were one of the groups that wanted to change the society by moderate means.
They wanted to reform it as a Nation that would tolerate all religions. The uncontrolled
power of dynastic rules was opposed by liberals. They wanted to fight for a
representative elected Parliamentary Government to safeguard the rights of the
individuals against a Government subjected to laws, interpreted by a well trained
judiciary, independent of rulers and officials. They however were not democrats and
did not believe in Universal Franchise- Right to vote to every citizen. They felt that the
property owners mainly should cast the vote. They also did not want any voting rights
for women.
Radicals
In contrast to the liberals, the Radicals desired a Nation that was ruled by a
Government based on the majority of a country‘s population. They wanted to
overthrow the existing system and form a new system. They believed that reform in the
polity and society was possible only through Revolution. The privileges of great
landowners and wealthy factory owner were opposed by the radicals. They neither
6
disliked concentration of property in the hands of a few nor were they were against the
existence of private property. Many of them supported women‘s Suffragette Movement.
Conservatives
The conservatives were opposed to the Radicals and the Liberals. They were orthodox
and were not ready to change themselves until the18th century. After the success of the
French Revolution in 1789, most of them were ready to change themselves (by 19 th
century) in a moderate way for their own existence and survival.
During the social and political turmoil that followed the French Revolution there was a
clash in such differing ideas about societal change. In the 19th century numerous
attempts were made for revolution and national transformation that helped define both,
the limits and the potential of these political tendencies. Most of the social thinkers were
preparing before the Russian Revolution to change the psychology of the people and
the society. They readily wanted some drastic change in the Russian society.
Activity-II
Collage Making
To help the students to make a collage of the leaders of the Conservatives, the Radicals
and the Liberals of the world.
Material required:A3 size sheets
Fevicol, Scissors and Sketch pens
Method
The class will be divided into groups of 6-7 students each.
The teacher can ask the students to collect pictures and information for this
class activity.
The students can collect the pictures and information on different leaders from
the Books and internet etc.
The teacher can then put up the collage in the class.
7
What is the difference between a Revolt and Revolution?
Ans.
The Russian revolution is known as a Revolution as it changed the way a
country is Governed. It introduced a different political system often by the use of
violence or war. For e.g. the Czar Nicholas II was overthrown and the rule of
Bolshevik party was introduced.
A revolt happens when there is also a violent action against the existing authority but
the scope and consequences are smaller, more limited. A revolt may take place
somewhere for a particular reason, usually to show disgust and as a way to protest
about something and for a brief period of time. Revolutions are more radical and often
shake the whole country. The historical events in Russia brought about radical
transformation in the society.
―People do not bring about revolutions as eagerly any more as they fight wars. There
is this difference however, in war, compulsion plays a decisive role, in revolution there
is no compulsion, except that of circumstances. A revolution takes place only when
there is no other way out. And the insurrection, which rises above a revolution like a
peak in the mountain chain of its events, can be no more evoked at will than the
revolution as a whole. The masses advance and retreat several times before they make
up their minds to the final assault”.
---Trotsky, The History of the Russian Revolution
Pre-Revolution Conditions
The Revolution of 1917 is also called the Bolshevik revolution or the October
Revolution. In 1917 there were two revolutions in Russia, the February Revolution and
the October Revolution. In the former, the Czar abdicated his throne and the provincial
government took power and the later the provincial government was overthrown by
the Bolshevik. Let us now briefly look at the important political traditions of the 19th
8
century including socio-economic discontent in Europe and Russia that led to the
revolution in Russia.
Autocracy of the Czar
The Czar, Nicolas II of Russia (1868 – 1918) was born on 18th May 1868 at St. Petersburg
in the house of Holstein Gottorp Romanov. His father was Alexander III of Russia and
mother was Maria Feodorovna (Dagmar of Denmark).
Saint Nicohlas – the passion bearer by the Russian Orthodox Church.
Nicolas II ruled from 1894 until his abdication on
15th March 1917. The Czar ruled in a highly
autocratic manner. They believed in the ‗Divine
Theory of Kingship‘ and were not prepared to put a
check on their unlimited powers and privileges. He
married the daughter of Grand Duke of Hesse
Alexendra (Grand Daughter of Queen Victoria) and
had five children. His son & heir Alexis, suffered
from Hemophilia. He also had four daughters –
Olga, Tatiana, Maria and Anastasia. He would have made a good constitutional
monarch but his personality made him unsuited to deal with Russia‘s serious
political problem. His reign was characterized by revolution at home and was
defeated abroad.
Activity-III
Diary Entry
The teacher will encourage the class to make diary entries as Nicholas-II. These
entries should help the students to showcase the following facts from the Czars life:
His reputation among the peasants.
9
His relation with his wife of more than 20 years.
His feelings towards his four daughters.
His concern about his son.
His thought about Rasputin.
His opinion about Bolsheviks.
In addition
The act that gave him pride as a Czar.
His biggest regret as a Russian leader.
His views about the future with regard to himself, his family and Russia.
The students can later exchange and analyze on each other‘s work.
Under his rule, Russia was defeated in the Russo Japanese War including the almost
total annihilation of the Russian fleet at the
battle of Tsushinaas. As the head of the
state,
he
approved
the
Russian
mobilization in August 1914 which marked
the beginning of Russia‘s involvement in
World
War
I.
He
was
very
much
influenced by his wife, Czarina Alexendra
(of German origin) who was under the
influence of a hypocritical and corrupt
saint, Rasputin.
Czar Nicholas II and his family
10
Activity- IV
The teacher will conduct a class discussion on the topic- ‗Policies of the Czar‘ and
‗The Czars family‘ and how it affected Russian people.
The groups would brainstorm and come up with their own opinions.
The teacher can ask one student of each group to keep noting down all important
issues.
In the end, the group leaders can summarize all the points and arrive at a
conclusion.
The teacher will assess the discussion according to the participation of each group
and also the individual performance of the student.
INTERESTING FACTSThe Czar‟s only son Alexis, the sole heir to the throne, suffered from hemophilia. Rasputin
was reputably able to heal the boy in the midst of his serious attack to the extent that empress
Alexendra believed must have been sent by God. For this reason the royal family bound
themselves to him. Since Czar Nicolas II could not reveal his son‟s medical condition to the
people (that would weaken the monarchy), he was unable to explain to the Russian people
why the madman enjoyed such unlimited access to the palace.
Rasputin, the royal priest of Russia
11
When Czar Nicolas II went to the front in 1915 to take charge of his army and left Rasputin to
safeguard the royal family during that time, he misused his power.
The Queen was also
influenced by him and thus made wrong decisions for Russia which angered the masses.
Activity- V
The teacher will divide the class into various groups and ask the students to 1. observe the picture and identify the personality instrumental in the bringing about
the Russian revolution
2. discuss how he was responsible for the Russian revolution.
The teacher will initiate a class discussion and also assess the written work.
Nicolas II was very reluctant to give any concessions on political reformat to the
Russian people which were initiated by the previous Czar Alexander II. He abandoned
all his reforms and returned to czarist oppression. Freedom of speech was strictly
censored. All books and newspapers in Russia were censored so that people could not
be influenced by liberal and socialist ideas. Any material which was thought to be
dangerous was banned. Czar‘s policy was enforced by a large police system that
checked all suspicious behaviour and destroyed subversive groups. The Okhrana secret
police were always vigilant. The Czarist legal system was designed to support
autocracy and Czarist authority. Those who opposed the czar were sent to the remote
12
regions of Siberia. This was a standard punishment in order to minimize any threat to
his political authority.
Activity- VI
Diary Entry
Imagine yourself to be the wife of Czar Nicholas II. Write an account of one day in
your life, how you were involved in the politics of the palace and what made you take
advice from the royal priest, Rasputin.
The teacher will encourage the students to collect information from the internet and
library.
The teacher will assess the written work.
Use : Worksheet - 1
Extension of the Russian Empire during the Revolution
The Russian Empire in 1914 included parts of Poland, Finland, Latvia, Lithuania,
Estonia, Ukraine, and Belarus. It stretched to the Pacific and comprised parts of Central
Asian states like Georgia, Armenia and Azerbaijan, a large part of Transcaucasia. Till
1914, the Russian empire was a European super power. It was the largest country in the
world stretching from the Black Sea in the west to the Bering Sea in the extreme east of
Asian countries.
It had a huge population of 166 million that included a large number of Germans, Poles,
Slavs and Asians besides Russians. The majority of them were mostly Slavs as well as
Jews and Turks among other nationalities. Various religious faiths represented the
diversity in population. Several of these groups wanted regional autonomy and this
was the cause for a constant source of political conflict. Nicholas dismissed any idea of
further reforms as senseless dreams. Coincidentally, the bulk of the population were
13
peasants who were illiterate and hence it was difficult to spread the idea of Liberalism
and Socialism by using books or pamphlets.
Russia was too large and too modern a country to be ruled by one man and to assist
him the Czar had the Russian Civil Service. Some of them were very able and clever
but also many were corrupt, poorly educated and unwilling to take any decisions
themselves. Therefore, there were long delays while even the most trivial questions
were sent to provincial capital, then to Moscow and on some occasions even to St.
Petersburg. The civil servants carried out the instructions of the Czar and his ministers.
They were appointed and paid by the Czarist state and pretended to be very loyal to the
Czar.
The Russian Army was technically the largest in Europe, but chronic shortage of funds
meant that Russian government could only afford to call up a fraction of those eligible,
each year, to serve in the army. His army was backward short of modern equipments
and officers were appointed on family grounds. However, the army was a very effective
means of enforcing Czarist power and it was the only medium through which civil
unrest was controlled.
During the war in 1904-1905, Russian army was badly defeated by the Japanese army
and this led to a near Revolution in 1905 which could only be averted by the granting of
14
a Duma, the Parliament. Large sections of soldiers were thrown out from the Russian
army, as they belonged to peasant background and revolted frequently against the
authorities.
The Russian Orthodox Church was the great supporter of the Czar. He was divinely
appointed and the Church had a specially protected position in Russia. The Church was
very influential and the Czar was the head of the Church. Accordingly, he reinforced
his authority among the huge peasant population. Official Church Doctrine stated that
the Czar was a replica of God – appointed by God and any challenge to the Czar was
insult to the God. People were expected to obey him without any objections. Many
ordinary Russians, however saw their local priests as greedy and corrupt individuals
who did not live up to Biblical Standards.
Defeat of Russia in Russo Japanese war (1904 – 1905)
In the late 19th C the expanding Russian and Japanese sphere of influence began to
collide in Korea and Manchuria-The Russian occupation of Manchuria in 1900 led to the
war by February 1904. The Russians were supremely confident but it was far better
prepared by the Japanese counterpart, who won victory in a series of immense land and
naval battles. Both nations were exhausted by the summer of 1905 and peace was
proclaimed in September. The war was a disaster for Russia. The humiliating defeats
weakened the Czar‘s authority and set off a revolution that contributed to the eventual
triumph of the Bolshevik, later. Russia, weak and powerless, was not able to secure the
national prestige and honour.
15
Russo-Japanese War (1904-1905)
Social and Economic conditions of Russia
The European countries had undergone important social change during the 19 th
century, but the base of the Russian society was feudalistic-based on relationship with
land. The society was divided into two classes-the privileged and the non privileged.
Privileged class – It comprised of prosperous and influential people who had all the
political and other rights.
Non privilege class – It comprised the peasants and the proletariats who formed about
90% of the Russian population. They had to work hard to make their both ends meet
and had to bear the barbarities of the privileged classes. Unlike Western Europe
however the Russian empire was politically, economically and socially backward. There
were very few industries and a vast majority of the population was of peasants working
in an agricultural system that had changed little since the middle age. Furthermore,
16
most of the people were illiterate and many still existed as serfs who were under the
control of the wealthy landowners.
Socio-economic discontent (1861 – 1917)
Peasants cultivated most of the land in the countryside but large properties were owned
by the nobility, the crown and the Orthodox Church. They were faithful to their
landlords and wanted the land of the Nobles to be given to them. Nobles got their
power and position through their services to the Czar, but sometimes they revolted
against his authority. The problem of Russian peasants was not oppression but
isolation. They were isolated from the country‘s political, economic and cultural life.
Miserable condition of peasants
Activity-VIII
Teacher will discuss the miserable condition of Russians Serfs. The students imagine
the miserable condition of Russians Serfs, who went through excessive hardships and
will write an account of their experience.
Teacher will assess the written work.
A majority of the Russian peasants descended from the Serfs who were not even
subjects. The Monarchy left them to the whims of the Landlord and Bureaucrats. Taxes
were collected by the Czar but nothing was given in return. The peasants knew no
loyalties outside their household and commune. They felt no Patriotism and no
17
attachment to the Government. Between 1861–1917, the Russian society had undergone
many changes which started off with a whole chain of events. There was emancipation
of the Serfs, in 1861 by Czar Alexendar. This emancipation freed 44 million peasants.
The czar knew that it was the only way to end discontent. The tradition of Serfdom and
the social institutions of rural Russia, such as – the joint family system and the almost
universal system of communal land holding, prevented the peasantry from developing
qualities required for modern citizenship. While serfdom was not slavery, the two
institutions had this in common that like slaves, serfs had no legal rights and hence no
sense of law Even after the abolition of serfdom, the condition of peasants did not
change because of the poorly developed sense of law. The peasants also had little
respect for private property. Both tendencies were exploited and exacerbated by radical
intellectuals.
In Russia, industrialization began very late. Half of the investment in the industry and
mines was done by the foreign investors and Russian capitalist class showed no concern
for the condition of the workers. Industries were found in pockets in St. Petersburg and
Moscow. Large factories existed alongside craft workshops and craftsmen undertook
much of the production when the Russian railway network was extended. Many
factories were set up in 1890‘s. There was an increase in foreign investment in industry,
coal production doubled and iron and steel output quadrupled, factory workers and
craftsmen were almost equal in numbers in some areas by the 1900‘s. In Russia,
industrial society was divided into Industrialists/Capitalists and Workers. Capitalists
were the owners of the means of production like raw material, machines, finish
products, labour and market. Their main motive was to earn lots of profit and give
fewer wages to the workers. The Russian industrialist as well as the foreign investors,
who owned the factories, exploited the workers. The workers had no political rights
and no means of gaining even minor reforms. To ensure minimum wages and limited
hours of work large factories were supervised by the government. The factory inspector
use to break the rule as work time was sometimes 15 hours in craft units and small
workshops whereas 10 – 12 hours in factories. Russian Industrial workers were divided
18
into various social groups. Some had strong links with their villages where as the others
had settled in cities permanently. (They were divided on the basis of skills, for e.g.
metal workers considered themselves superior than the others). Most of the Russian
industrial workers had been for one or at most two generations removed from the
villages and only superficially urbanized. They carried with them to the factory, rural
attitudes and hardly adjusted to industrial conditions. These workers lived in
overcrowded slums of the cities. Many lived in cold, unhealthy and overcrowded
barracks provided by the employer.
Activity-VIII
Case Study
Teacher will discuss ‗workers conditions‘
Teacher will give the task mentioned below:
The students will visit a construction area and prepare a case study of any one
labourer working at the site.
The students will make a data of the wages of men and women workers at the site.
Teacher will check the data and discuss it in the class.
Workers barracks in Russia
Inspite of their differences workers willingly united to strike when faced with wrongful
dismissal or dismal working conditions. Strikes in the textile industry frequently took
19
place during 1896 – 1897. Metal industry workers went on strike in 1902. The workers
also had to bear the burden of heavy taxation on food and goods. They were not
allowed to form trade unions. The special police was sent to spy on the workers.
Women by 1914 constituted 31% of the factory labour force but were paid less than
men. Even children were made to work in the words of Karl Marx, ―workers have
nothing to lose but their chains‖.
Non-Russian nationalities in Russians were Jews, Polish, Fins, Germans, and Uzbeks
etc. They had different languages, cultures and traditions but the czarist government
wanted to forcibly convert them, adopted the policy of imposing the Slav, (Russian)
language, culture and institutions on them. The knowledge of Russian language was
made compulsory for government jobs and political rights of the non-Russians were
curtailed. Many restrictions were imposed on non-Russians in the field of religion as
well. Consequently, the oppressed nationalities came in conflict with Czardom and
began to clamour for their independence and equal status.
KNOW MORE…FACTS:
The greater part of the population is, of course, Russians - more than 80%. The remaining
percentage is - Tatars - 3.8%, Ukrainians - 3%, Chuvash - 1.8%, Belarusians - 0.8%,
Mordovians - 0.7%, Germans and Chechens - by 0.6%, Avars, Armenians, and Jews - by
20
0.4% and others. Tatars, the second in number, lives in the Volga region. Together with the
Bashkirs Tatars make up the largest grouping of Muslim nations located almost in the center of
Russia. Chuvash, other Turkic people, total about two million people. In Siberia live Altai,
Khakassia, and Yakuts. In the Caucasus live the people of Abkhaz-Adyghe Group:
Kabardins, Adygea and Circassians; Nehsko-Daghestanian Group: Chechens, Ingush,
Avars, Lezgins; Ossetins are related to the Iranian group.
Russia is a home for the Finno-Ugric peoples - these are the Finnish, Karelians, Komis and
Saami in the north of European Russia; Mari and Mordovians in the Volga region, the
Khanty and Mansi, engaged in hunting and reindeer, in Western Siberia.
In the Far North there are Nenetses involved in reindeer herding. In East Siberia live
Evenks. On the Chukotka Peninsula - Chukchi - reindeer herders and fishermen.
Mongolian group is represented by Buryats in Siberia and Kalmyks on the Caspian Sea.
Activity-IX
Topic: Miserable condition of the non-Russians.
Objective:
Develop empathy and reasoning skills.
Develop creative writing skills.
Time Required: 35-40 minutes
Method: Imagine yourself to be a non-Russian nationality. Write a page in your diary
about how your life was affected by the Russian revolution.
Assessment Criteria: Individual Assessment
Keeping the learning outcomes in mind the teacher will assess this task for
 Creative writing
 Factual details
 Emotional identification with the character
 Content of the script and its relevance to the topic
21
Role of Thinkers and Philosophers – Intelligentsia – Russian people were influenced
by the writing of great philosophers and writers like Tolstoy, Karl Marx and Bukanin.
They influenced the minds of the people and prepared them mentally to rise against the
unjust regime.
The liberals and the radical ideas of the west penetrated into the country in one way or
the other and gave birth to intellectual ferment. Thus, there was a mental upheaval in
Russia before the outbreak of the actual revolution.
Activity–X
Group discussion
Teacher willHold an intra-class discussion on `Comparing Socialism with Democracy‘.
Conduct a voting session to know the majority favouring any one system.
Look into the views and analyze varying opinions.
In the early nineteenth century, many working men and women who wanted changes
in the world, rallied around liberal and radical groups and parties.
Socialism in Russia - German philosopher Karl Marx (1818-1883) was one of the most
influential political writers in history. At the end of 1844, Marx devoted himself to an
intensive study of History developing a material conception of the field. Marx rejected
Hegel‘s interpretation of History in favour of a more practical doctrine, which came to
be known as Dialectical materialism. According to Marx, all progress takes place
because of a ―struggle of opposites‖. According to Marx people make social decisions
solely in response to their economic needs. Thus over the period, the characteristics of a
society are determined by its economic structure. Briefly Marxism holds that the history
of society is best understood as the ―history of class struggle‖. It was similar to the old
feudal nobility being replaced by the Bourgeoisie (i.e. the capitalist class). The
22
Bourgeoisie itself would one day, be replaced by the Proletariat (the working class). In a
Capitalists system the Bourgeoisie is able to flourish because it extracts surplus profit
from the products produced by the proletariat. From 1867-1894 Marx created his
greatest work, a three volume treatise called ―Das Kapital (Capital)‖ in which he used
Dialectical Material to analyze and explain economic and social history. Unfortunately,
on March 14, 1883 Marx died, but his philosophy was a very vital factor for the
beginning of Bolshevik revolution in Russia. Lenin was greatly influenced by his
ideology.
Activity-XI
Teacher will ask the students to collect information about Karl Marx.
Imagine you are Karl Marx. Write a short letter to your friend stating how you feel
about business and workers.
Teacher will assess the written work.
Vladimir Iliac Lenin– (1870-1924) is best known for his
role in Russian Revolution in 1917 and the founding of the
Soviet Union. Lenin symbolized for many people the
principles and the ideas of the 1970 revolution. Lenin
turned Marx policies by placing politics over Economics
when he argues that Russia had gone through its capitalist
stage of History and was ready for a second socialist
revolution. Lenin developed a perspective on socialism
that took Marx class struggle, based on mode of production and used it to explain
international effects of capitalism as transmitted through the production and finance
structures of rich industrial countries to the poorer developing regions of the world.
Lenin‘s famous summary of this view is ―Imperialism The Highest Stage of Capitalism
(1917)‖.
23
Activity-XII
Role Play
Topic: Personalities related to the Russian Revolution.
Objective: This activity will enable the students:
(a) To develop research skill (b) to develop creative skills (c) to showcase their acting skills
Time Required: 30-40 min
Method: Teacher will divide the class into groups
Each group will select one character from the Russian Revolution for e.g. Czar
Alexander, Czar Nicolas II, Alexandra (wife), Rasputin, Lenin, and Kerensky.
Each group should be encouraged to collect information from the internet and
school library on Bloody Sunday, October Revolution, and February Revolution
etc.
One student from each group will enact the role of a personality of their choice.
The remaining group members will help in collecting necessary resource material,
stage- setting, props, dialogues, etc.
Assessment Criteria: The teacher will assess the work as a group activity and not as an
individual activity. Credit is to be given for team work. The content of the script
should be given importance.
Rise of political organization in Russia
Socialism Mensheviks/Bolsheviks- Before 1914 there were many social groups
working for the spread of socialism but there was no strong organization. All political
parties were illegal in Russia.
In 1898 George Plekhanov, a follower of Karl Marx of Germany formed Russian Social
Democratic Workers Party. In 1898 different socialist groups got together to form Social
Democratic Labour Party (SDL). Due to some differences of opinion on issues of party
discipline and tactics, the party got split in Mensheviks (the minority) and Bolsheviks
24
(majority). Alexander Kerensky was the leader of the Mensheviks or minority men and
Vladimir Iliac of the Bolshevik or majority men.
The Mensheviks were following the German and French model of Constitution and got
the support of Capitalist class of Russia. They were in minority.
The Mensheviks wanted to establish socialism through the spread of education and
reforms among the workers. Kerensky‘s government sought to establish political
democracy through constitutional methods.
Activity-XIII
Teacher can conduct Fancy Dress competition or Role Play based on different
personalities of Russian Revolution.
Assessment will be according to the performance of the students.
The Bolsheviks wanted to spread socialism through revolution, i.e. uprooting the
autocratic rulers even if it meant taking in course to
violent means,
The Main Aim of the Bolsheviks was to uproot the
autocratic and corrupt Czarist rule. The four fold
programme of the Bolshevik party was:
1. Maintaining peace: Later, Lenin declared Peace
immediately after coming to power and announced
his decision to withdraw from the First World War.
2. Land to the tillers: Land and other means of production
were declared the property of the entire nation. Labour
Dictatorship of the
proletariats
was made compulsory for all and economic exploitation by capitalists and landlords
came to an end.
25
3. Industries to the workers: The control of industries was given to the workers. All
the banks, insurance companies, large industries, mines, water transports and
railways were nationalized.
The Bloody Sunday (1905)
At the beginning of 20th Century the Russian industrial
employee worked for 11 hrs on an average (10 hrs. on
Saturday). Working conditions in the factories were
extremely harsh and little concern was shown for the
health and safety of the workers. Attempts by workers
to form trade unions were resisted by the factory
owners and in 1903 a priest Father George Gapon,
favoured the Assembly of Russian workers. Within a
Bloody Sunday (1905)
year it had over 9000 members.
1904 was the year of sheer chaos prices of essential goods raised so quickly that real
wages declined by 20 percent. When four members of the Assembly of Russian
workers, were dismissed at the Putilov Iron Works. Gapon called for Industrial action.
Over next few days over 110,000 workers in St. Petersburg went on strike.
In an attempt to settle the dispute George Gapon decided to make a personal appeal to
Nicholas II. He drew up a petition outlining the worker‘s sufferings and demands. This
included calling for a reduction in the working day to eight hours, an increase in wages
and an improvement in working conditions. Gapon also called for the establishment of
universal suffrage and an end to the Russo-Japanese war.
Over 150,000 people signed the petition and on 22nd January 1905, Gapon led a large
procession of workers in a peaceful way to the Winter Palace in order to present the
petition to Nicholas II. When the procession of workers reached the Winter Palace it
was attacked by the police and his Cossacks, over 100 workers were killed and some
300 wounded. This incident is known as Bloody Sunday in the Russian history which
26
occurred during 1905 Revolution. Consequently, the incident started a series of events
that became known as the Revolution of 1905.
This was Russia‘s first political strike, lasting from September to October 30th. Although,
strikes had been common in Russia in the years leading up to 1905, this powerful
weapon of direct action effectively paralysed the whole country. The October strikes
started in St. Petersburg and quickly spread to Moscow and soon the railway men strike
paralysed the whole Russian railway network, ―a new weapon more terrible than street
warfare, has thus been tested and proved to work admirably‖ observed Kropotkin. The
news of killing provoked the Russian people including the Army and the navy in
October the Czar under pressure from the masses announced his manifesto with the
following provisions:
1. Freedom of Speech and Press
2. Formation of Duma
3. Freedom of forming organization
The Soviets had challenged the powers of Nicholas II and the general strike forced him
to issue the October Manifesto with its parliamentary freedom of the press, assembly
and association. But all the promises were short lived and the Czar re-established his
autocratic rule. By December, communist Leon Trotsky and rest of the executive
committee of the St. Petersburg, Soviet were arrested. The revolt was over and Czarism
remained in power until February 1917.
Activity – XIV
Picture Analysis
27
Teacher’s objective is: To help the student analyse the given picture.
Skill Developed: Critical analyzing, thinking and creating awareness.
Time Required: 30 min
Method:
Group discussion on the ―Freedom of speech‖.
Study the cartoon given and analyse the role of the Czar and the freedom given
to people in the Russian society.
Each student would give his /her views in written form.
Assessment: Teacher will assess the work according to the content.
The Czar allowed the creation of an elected 18 Consultative Parliament or Duma during
the 1905 Revolution. There existed a large number of trade unions and factory
committees made up of factory workers for a brief while after the revolution. Since they
were declared illegal, most committees and unions worked unofficially after 1905.
Political activities were placed under severe restrictions. The first Duma was dismissed
by the Czar within 75 days and the Second Duma was re-elected within three months.
He did not want any questioning of his authority or any reduction in his power. The
third Duma was packed by the Czar with conservative protection. Liberals and
revolutionaries were kept out. The voting laws were also changed by him. Though the
Revolution of 1905 failed to achieve its objects it proved to be a dress-rehearsal for the
Bolshevik Revolution in 1917.
Soviets: After the 1905 Revolution in Russia, a new form of organization developed
and this proved decisive in the Bolshevik upheaval of 1917. This was the ‗Soviet‘ or the
Council of Workers Representatives. Beginning as a committee to conduct strikes they
became the instrument of political power. Soviet peasants were also formed. They
became the instrument of political power.
28
First World War – Immediate causes of Revolution (1914 – 1919) and the foundation
of Soviet States: In 1914 war broke out between two European groups Triple Entente
(Britain France and Russia) and Triple Alliance or Central powers – (Germany, Austria
– Hungary and Italy). The participation of Russians in the First World War proved fatal
and brought about the final collapse of the Russian autocracy. In order to increase the
strength of army, peasants and workers were forcibly recruited to the army. It resulted
in the shortage of production and gave birth to an economic crisis. A famine like
situation arose throughout the country and there was an actual shortage of bread. The
government made no effort to control or improve the situation and remained
completely unmindful of the conditions of the soldiers at war fronts.
Europe in 1914 (The map shows countries involved in the first world war)
The First World War, on the ‗Eastern Front‘ differed from that on the ‗Western front‘.
The armies in the west, fought from trenches stretched along eastern France. In the east,
the armies moved a good deal and fought battles leaving large casualties. There were
29
defeats that were shocking and demoralizing. Between 1914 and 1916, Russian armies
lost badly in Germany and Austria.
By February 1917, 600,000 soldiers had
been killed in the war. Consequently,
dissatisfaction spread among the masses
as well as in the army and riots began in
the capital city of Petrograd and many
other cities, which soon took the shape of
a revolution.
Petrograd: Anti German sentiments ran high during the First World War in Russia. It
can be ascertained from the re-naming of St. Petersburg, a German name, as Petrograd.
Activity- XV
Topic- Renaming of the institution
Teacher will give the following task after the class discussion.
Objective: Critical analyzing thinking and creating awareness.
Time: 30 min
Method: Study the cartoon given and analyze that why there was a need for renaming
the St. Petersburg Palace.
Students will discuss and give their views in writing
Assessment: Teacher will assess on the basis of the written matter and the participation
of the students in the class discussion.
The Autocracy was made unpopular by the Czariana Alexandria‘s German origin and
poor advisers especially a monk called Rasputin. There were grim conditions in capital
Petrograd in the winter of 1917. The divisions among its people in the city were evident.
A food shortage was deeply felt in the workers quarters in February 1917. There had
30
been exceptional frost and heavy snow that made the winter very cold.
Parliamentarians were opposed to the Czar‘s desire to dissolve the Duma. They wanted
the elected government to be preserved. On 22nd February, there was a lockout in a
factory on the right bank. The agitated workers, on the very next day, called for a strike
in sympathy in fifty factories. Women led the way to strikes in many of the factories.
This came to be called the International Women’s Day. The Government imposed a
curfew as the fashionable quarters and official buildings were surrounded by workers.
Demonstrators were dispersed by the evening, but they came back on the 24 th and 25th.
The cavalry and police were called out by the Government to keep an eye on them.
Duma was suspended by the Government on Sunday, 25th February. Politicians spoke
out against the measure. On the 26th, demonstrators returned in force to the streets of
the left bank and on the 27th the Police Headquarters were ransacked. People, raising
slogans about bread, wages, better hours and democracy, thronged the streets. The
Government called out the cavalry once again to control the situation. But the cavalry
refused to fire on the demonstrators. Voting to join the striking workers, three other
regiments mutinied, while an officer was shot at the barracks of a regiment. Soldiers
and striking workers had gathered in the same building to form a ‗soviet‘ or ‗council‘
where the Duma met. This was the Petrograd Soviet. A delegation, on the very next
day, went to see the Czar. The Czar, following the advice of the military commanders,
abdicated on 2nd March. A Provisional Government was formed by Soviet and Duma
leaders to run the country. It was the Petrograd that led the February Revolution to
bring down the monarchy in February 1917.
Use : Worksheet - 2
Do You Know?
Women in the February Revolution
Women workers, often… inspired their male co-workers… at the Lorenz telephone factory,
Marfa Vasileva almost single handedly called a successful strike. Already that morning, in
31
celebration of Women‟s Day, women workers had presented red bows to the men.
… Then Marfa Vasileva, a milling machine operator stopped work and declared an impromptu
strike. The workers on the floor were ready to support her… The foreman informed the
management and sent her a loaf of bread. She took the bread but refused to go back to work. The
administrator asked her again why she refused to work and she replied. “I cannot be the only one
who is satiated when others are hungry”. Women workers from another section of the factory
gathered around Marfa in support and gradually all the other women ceased working. Soon the
men downed their tools as well and the entire crowd rushed onto the street.
From : Choi Chatterji, Celebrating Women (2002)
Course of the Revolution: The Revolution was accomplished into two stages: February
Revolution (March 1917 Revolution) and October Revolution (November 1917
Revolution).
First Stage, February Revolution: The shortage of food and the consequent starvation
gave rise to a powerful wave of dissatisfaction which became the immediate cause of
the Revolution. It began with a demonstration by working class women trying to
purchase bread on March 7, 1917. A general strike of workers was followed which was
soon joined by soldiers and others. On March 12, many army regiments joined the strike
and the capital city of St. Petersburg fell into the hands of the revolutionaries. These
events of March 12, 1917 marked what has been called the February Revolution. Czar
Nicholas II, who was not present in the capital, ordered the suppression of the
insurgents and the dissolution of the Duma. However, the Duma refused to obey the
Czar. The revolutionaries established their control on Moscow. On March 15, the Czar
abdicated and the first Provisional Government under George Lvov was formed. The
Czar with his family was arrested and deported to Siberia. Thus, the Czardom came to
an end and Russia was declared a Republic in September 1917.
32
Activity- XVI
Picture Analysis
Topic- Overthrow of the czar
Teacher‘s objective is to help the students to critically analyse the demerits of
the autocratic monarchy.
Method- Observe the cartoon and analyse. Why the czar was overthrown?
What happened to him and his family? Each student will collect information
on the autocratic form of government and its demerits.
Assessment will be according to the student‘s participation in the class
discussion.
Second Stage, October Revolution (Bolshevik Revolution): On November 7, 1917
there broke out a second Revolution in Russia which is known as the ‗Bolshevik
Revolution‘. It has popularly been called the October Revolution because according to
the Old Russian calendar, it began on October 25, 1917. The most important leader of
this revolution was Lenin. The four-fold programme of this party was (i) Land to the
tiller, (ii) Food to the hungry, (iii) Power to the Soviets, and (iv) Withdrawal from the
First World War. The party advanced the slogan ―All power to the Soviets‖. Bolsheviks
were the only party at that time which stressed that in the absence of non-Russian
peoples enjoying equal rights, the establishment of a genuine Democracy was out of
question. On 7 November 1917, the regiments of Bolshevik volunteers forcibly occupied
all the government buildings and offices of Petrograd. The members of the Provisional
33
Government were put behind bars and it‘s headquarter, the Winter Palace, was
captured by the Revolutionaries. An All-Russian Congress of Soviets met on the same
day and took over full political power. Thus the Revolution was accomplished without
shedding even a single drop of blood.
October Revolution (1917)
Red Army soldiers wearing
an earlier variant of
Budenovka, c. 1919
Russian woolen cap of the
red army (Budeonovka)
Use : Worksheet - 3
Changes after October: Private property was totally opposed by the Bolsheviks. In
November 1917, most of the industries and banks were nationalized and their
ownership and management was taken over by Government. Since land was declared a
34
social property, seizure of land of the nobility by the peasants was allowed. In cities
partition of large houses was enforced by the Bolsheviks according to family
requirements. Ban was imposed on the use of the old titles of aristocracy. To assert the
change following clothing competition organized in 1918 – when the Soviet hat
(Budeonovka) was chosen – new uniforms were designed for the army and its officials.
The Russian Communist Party (Bolshevik) was the new name that was given to the
Bolshevik Party. Only this party participated in the elections to the All Russian
Congress of Soviets – the Parliament of the country. Other parties in the Russian
political system were refused acceptance.
Date
7–8 November 1917
Location
Petrograd, Russia
Bolshevik victory
Creation of Soviet
Russia
Result of
elections
Red Guards at Vulkan factory in 1917.
End of Russian
Provisional
Government,
Russian Republic
and dual power
Start of the Russian
Civil War
Elections to the constituent assembly were held by the Bolsheviks in November 1917.
However, they failed to gain majority support. The Assembly rejected Bolshevik
measures and in turn, Lenin dismissed the assembly in January 1918.
Use : Worksheet - 4
35
Proportion of Seats in Constituents assemble. 1918
Activity-XVII
Interpretation of the Pie Chart
Teacher will ask the students to Observe the above figure and answer the following
questions
Do you think Bolshevik party won the election with majority vote?
Do you think formation of Bolshevik government was based on democratic lines?
Teacher will assess their performance based on class discussion and written work.
The All Russian Congress of Soviets according to him was more Democratic than an
assembly elected in uncertain conditions. The Bolsheviks, despite opposition by their
political allies, made peace with Germany in March 1918 at Breast Litvosk. The
Bolshevik Party was the only party that participated in the election to the All Russian
Congress of Soviets that became the Parliament of the country. This made Russia a oneparty state. The party kept the trade unions under its control. The people who criticized
the Bolsheviks were punished by the secret police – first called Cheka and later OGPU
and NKVD. Since the Party stood for socialism and for change, many young writers and
artists rallied behind it.
36
Use : Worksheet - 5
Consequences of the Revolution:
A.
Impact on Russia:
1.
The Civil War: The Russian army began to break up when the Bolsheviks
ordered land redistribution. As most of the soldiers were peasants they wished
to go back to their homes for the redistribution of land. The uprising of the
Bolsheviks was condemned by the non-Bolshevik socialists, liberals and
supporters of Autocracy. To fight the Bolsheviks, (The reds) their leaders moved
to south Russia and organized troops. Most of the Russian empire was controlled
by the Green’s (Socialists Revolutionaries) and Whites (Pro-Czarists) during
1918 and 1919. All the forces – French, American, British and Japanese –, who
were worried about the growth of Socialism in Russia, backed them. A war was
fought between the Bolsheviks and these troops where looting, banditry and
famine were common.
Among whites – the supporters of private property took harsh steps against
peasants who had seized land. This led to the loss of popular support for the
non-Bolsheviks. Most of the former Russian empire was controlled by the
Bolsheviks by January 1920. They succeeded because of the cooperation of nonRussian nationalities and Muslim jadidists. But this cooperation could not work
where Russian colonies themselves turned Bolshevik. Local nationalists were
brutally massacred by Bolshevik colonists in Khiva (Central Asia) in the name of
defending socialism. In this situation, a lot of confusion was created about what
the Bolshevik government stood for.
Political autonomy in the Soviet Union (USSR), the state the Bolsheviks created
from the Russian empire in December 1922, was given to most non-Russian
Nationalists as a remedial measure. But this did not help much to win over
37
different
nationalities
because
of
unpopular
policies
like
the
harsh
discouragement of nomadism that the Bolsheviks forced the Local Government
to follow.
CIVIL WAR: WHITES VS REDS
During the civil war thus unleashed by the Treaty of Brest-Litovsk the Bolsheviks
(Reds) who controlled Petrograd, Moscow and the central Russian heartland, soon
found themselves surrounded by hostile forces (Whites) – These were made up of the
more conservative elements in Russia – who launched a series of campaigns in 1919
that threatened to crush the revolution. During these campaigns Admiral Kolchak, the
„Supreme Ruler‟ of the Whites, attacked across the Urals from Siberia; General Denikin
advanced on a broad front up the Volga, into Ukraine and to the town of Orel (within
250 miles of Moscow);
General Iudenich‟s North West Russian Army, based in
Estonia, twice reached the outskirts of Petrograd.
Area under Bolshevik rule after 1917
38
2.
End of Autocratic Rule: The Revolution put an end to Autocratic Monarchy in
Russia. With the murder of Czar Nicholas II and his wife, the Romanov dynasty
which was in power for the last three centuries came to an end. Thus the Czarist
Empire was transformed into a new state known as the Union of Soviet Socialist
Republics or the Soviet Union.
3.
Establishment of a Socialist Government: The most important result of the
Bolshevik Revolution was the establishment of a Socialist Government in Russia.
All the means of production were brought under state control. Banks, mines,
factories, railways, telephones etc. all were declared as government property and
the property of the Church was nationalized. Work became an essential
requirement for every person. The non-working person was not entitled to vote.
4.
Russian Withdrawal from the War: After the Revolution in Russia, Lenin and
the Bolshevik Party assumed the state power. The Russian government decided
to withdraw because of the following reasons;
Use : Worksheet - 6
Activity-XVIII
PICTURE ANALYSIS
Topic- Russia‘s withdrawal from the first world.
Teacher‗s Objective is to enable the students to critically examine the cause of Russia‘s
39
withdrawal from the war.
Learning Outcome: Students develop Inquiry and Understanding skills.
To critically examine the cause of Russia‘s withdrawal from the war.
Skill Development: Inquiry, Knowledge, Understanding.
Time: 30 min
Method: Student will observe the picture and discuss the withdrawal of Russia from
the World War I. They can even draw a creative cartoon related to the topic.
Most of the Revolutionaries thought that the war was being fought to satisfy
the imperialistic designs of the Czar. Russia lost its 600,000 soldiers. The new
Government wanted Economic Development and Modernization of the
country. So it was not possible for them to spend money on war.
The condition of the Russian masses had become miserable due to the First
World War. The prime need of the Russian masses was food, not expansion.
Therefore, the new Government, immediately after coming to power, signed
the Treaty of Brestlitovsk with Germany and declared unilateral ceasefire.
5.
Industrial Growth and Economic Development: The new Government followed
Socialism. A new Economic policy was adopted in 1921. Under this policy it was
decided to develop the economy through Five- Year Plan. As a result of the
Bolshevik Revolution, the Government took under its control all the means of
production and Nationalized all small and big industries. Hence within a few
years Russia emerged as a powerful industrial state. With the growth of
industrial and agricultural production poverty started disappearing and the
country moved on to the path of prosperity.
6.
Growth in Education: The Bolshevik Government gave much importance to the
education of the masses. Education was Nationalized and military education was
made compulsory. A department of education was set up to look after educational
matter. The wards of peasant and workers were allowed to get free education.
40
7.
Equal Rights to all the Nationalities: As an important consequence of the
Bolshevik revolution, the policy of discrimination towards Non-Russian
Nationalities was abandoned and equality of all the nationalities in the U.S.S.R.
was re-organized. The Republics formed by the Nationalities were provided
considerable autonomy. They were given freedom to develop their languages
and cultures.
8.
Russia becomes a Major World Power: As a result of the Bolshevik Revolution,
a strong and popular Government was formed in Russia, which was the
Government of the masses. The bold Political, Economic and Social Policies
adopted by the Government made Russia not only a major power of Europe but
of the whole world. The new Government adopted the policy of Economic
development. The new policy promoted Modern Technology.
Use : Worksheet - 7
Interesting Facts:
When the communists came into power they did many things. A few are listed
below:
Arrested members of the democratically elected legislative body, the
Duma.
Dissolved the democratically elected Constitutional Assembly.
Abolished the private ownership of property.
Broke their promise of a participatory government by outlawing all other
political parties, especially the other Revolutionary ones.
Broke their promise to give land to the peasant class by dispossessing
owners of property and taking it in the name of the state and keeping it
there.
41
Attempted to negotiate Russia out of World War 1 on favorable terms,
failed, began a defensive war against Germany and ultimately signed the
Treaty of Brest-Litovsk ending Russia's part in the war but on much worse
terms than Germany had offered to begin with.
Touched off the Russian Civil War.
Confiscated grain from peasant farmers leaving many to starve (both
Lenin and Trotsky believed in using famine as a weapon to control the
populace).
Created a secret police force known as the Cheka, which was more
repressive and terrorizing than the Czar's Okrhana had ever been.
In general, they instituted a government that was more oppressive and
cruel than the Czarist governments had ever been.
Use : Worksheet – 8, 9, 10 and 11
B.
Impact on the World:
1.
Spread of Communism in the World: The Bolshevik Revolution helped in the
spread of Socialist and Communist ideas all over the world. Communist
governments were established in many European countries like Poland, East
Germany, Czechoslovakia and Bulgaria. China, an important Asian country, also
went under Communism.
Activity-XIX
Teacher will ask the students to collect some pictorial diagrams, graph, and pie-chart of
socialist or communist countries vs capitalist countries of the world (1917-1990).
Assessment will be based on class discussion.
42
2. Redefinition of Democracy: After the Revolution it was felt that mere political
Democracy had no meaning without social and economic equality.
3. Formation of the Third International: Most of the Bolshevik leaders believed that a
series of Revolutions would sweep other countries of the world along with
revolution in Russia. Hence, the Third International was formed with headquarters
at Moscow for promoting revolutions on an international scale. The communist
parties of all the countries were affiliated to it. The main purpose of the Third
International was to extend all possible help to the workers of different countries to
abolish Capitalism and to establish the power of the Proletariat.
4. Blow to Imperialism; Boost to Freedom Movements: The Bolshevik Revolution
contributed greatly to the liquidation of imperialism. The Bolshevik Government
granted freedom to all its colonies immediately after coming to power. Thus the new
Soviet State came forward as a friend of the subjugated people and proved to be a
source of great inspiration to the freedom movements of various Asian and African
countries.
5. Increase in Global Tensions: The main motive of the Bolshevik Revolution was to
encourage global Revolution. Thus the new Government considering itself the
forerunner of Communism started propagating it throughout the world and
inspired proletariat of all the countries for revolution. Consequently global tensions
started mounting.
Activity-XX
TOPIC- Global Tension
Teacher will ask the students to observe the cartoon and think and discuss how it is
linked with the global tension regarding the division of the world into power blocs
such as USA and USSR. Assessment will be made on the basis of class discussion.
43
6.
Division of the World into Two Blocs: The Bolshevik Revolution was a symbol
of the victory of Communism. It divided the whole of the world into two blocs.
One bloc comprised Russia and its supporting Communist countries and the
other consisted of England, America and their Capitalist allies. Many countries of
the world allied themselves with one bloc or the other. The rivalry between these
two blocs posed a great threat to the world peace for a long time.
The Russian Revolution left a deep impact on the Soviet Union as well as on the
international field.
Five Year Plans – 1927-1932 and 1933-1938:
Economic growth was achieved by
centralized planning. Industrial production increased (between 1929 and 1933 by 100
per cent in the case of oil, coal and steel). New industrial towns came into being.
However, poor working conditions crept in due to rapid construction. The construction
of a steel plant in the city of Magnitogorsk was achieved in three years. The delay was
due to the work stopping 550 times in the first year alone as the workers were forced to
live hard lives.
Following were the steps taken for the benefit of the workers:
An extended schooling system was developed.
Arrangements were made for factory workers and peasants to enter universities.
Crèches were established in factories for the children of women.
Cheap public health care was provided.
Model living quarters were set up for workers.
Stalinism and Collectivization:
The towns in Soviet Russia were facing an acute
problem of grain supplies by 1927-1928. The peasants were not ready to sell their grains
to official buyers at the prices fixed by the government. After Lenin died, Stalin headed
the party. Firm emergency measures were taken by him immediately. He was of the
opinion that in the hope of higher prices, the rich peasants and traders were holding
stocks in the countryside.
44
Kulaks of Russia
Joseph Stalin
In 1928, the grain-producing areas were toured by the Party members, to supervise the
enforced grain collections. Due to continued shortages, a decision was taken on
collective farms. The small size of holdings was argued to be the cause of grain
shortage. After 1917 it was decided to give the land to peasants, since the small-size
peasant farms could not be modernized. It was essential to ‗eliminate kulaks‘, the well
to do peasants – take away land from peasants, and establish state-controlled large
farms in order to develop modern farms and run them along industrial lines with
machinery.
It was here that Stalin‘s collectivization programme was followed. From 1929, all peasants
were forced to cultivate in collective farms (kolkboz). Ownership of the bulk of land and
implements was transferred to the collective farms. The kolkboz profit was shared by all
peasants who worked on the land. This enraged peasants. They destroyed their livestock
and resisted the authorities. The number of cattle between 1929 and 1931 fell by onethird. Peasants who resisted collectivization were severely punished. Some of them were
deported and exiled. There were various reasons which resulted in the resistance against
the collectivism by the peasants. Though Stalin‘s government allowed some independent
cultivation, but such cultivators were treated unsympathetically by it.
45
Peasants working at Collective farms
Activity-XXI
Project Work
Teacher will hold a class discussion on the miserable condition of Russian Women.
The following written task will be given:
Imagine yourself to be one of the women in Stalin‘s Russia. Formulate your views on
collectivization policies of the communist government. Assessment will be based on
class discussion and written work.
Role of the womens in Russian society(s)
Stalin's 5 year plans
46
Stalin's 5 year plans, the first of which began in 1928, aimed to drastically expand the
production levels and output of the Soviet economy. These 5 year plans brought
about a big change in women's roles in society, though it was not deliberate on
Stalin's part. Stalin's purpose in ordering the mass entry of women into the workplace
in the 1930s was only to satisfy the high demand for labor which he needed to
strengthen the economy at such a fast rate. His purpose was not to enhance the status
of women and their independence. Stalin also understood that if he increased the
levels of employment of women, it would reduce the influx of labor from rural areas,
thus substantially reducing the cost of urban infrastructure development. He believed
that the employment of women would increase the incomes of family units enough so
that in theory they could invest in the further improvement of needed social
institutions for the community. The reality of this was that there had been such a
sharp decline in real wages in the 1920s that many women were forced to find work
to supplement their husband's wages. The five year plans created more jobs in the
1930s which were often very willingly filled by women, since it had been extremely
difficult for women to obtain work in the 20s with the scarcity of available jobs.
Production did not increase immediately in spite of collectivization. In fact Soviets faced
one of the most devastating famines in Soviet history due to bad harvests of 1930-1933
when over 4 million people lost their lives. The confusion in industrial production
under the Planned Economy and the consequences of collectivization were a matter of
criticism amongst many members of the party. These critics were charged with
conspiracy against Socialism by Stalin and his sympathizers. Accusations were made
throughout the country. By 1939, over 2 million were put in prisons or labour camps.
No one spoke for them although most were innocent of the crimes. A large number
were tortured and forced to make false confessions and were executed – several among
them were talented professionals.
The way the Bolsheviks took power and kept was not fully endorsed or approved by
the existing socialist parties in Europe. However, people‘s imagination across the world
47
was fired with the possibility of a workers state. Communist parties in many countries
were formed – like the Communist Party of Great Britain. Colonial people were
encouraged by the Bolsheviks to follow their experiment. The Conference of the Peoples
of the East (1920) and the Bolshevik-founded Comintern (an international union of proBolshevik socialist parties) was attended by many non-Russians from outside the USSR.
The Communist University of the Workers of the East, USSR imparted education to
some people. The USSR had given a global face and world stature to Socialism by the
time the Second World War broke.
Yet the style of the government in the USSR by 1950s was acknowledged within the
country, as not being in keeping with the ideals of the Russian Revolution. It was
recognized in the world socialist movement too that all was not well in the Soviet Union.
A backward country had become a great power.
Its industries and agriculture had developed and the poor were being fed.
It had denied the essential freedoms to its citizens.
It carried out its developmental projects through repressive policies.
The International reputation of the USSR as a Socialist country had declined by the
end of the twentieth century. However, it was recognized that socialist ideals still
enjoyed respect among its people.
Activity-XXII
Debate
This activity will help the students to understand the topic well.
Introduction – Revolutionary movements aim at reconstructing the entire social order.
They challenge the existing norms and prepare a new scheme of values.
Life Skills Focused – Self awareness, Critical analysis and Empathy.
Objective – To critically analyse and appreciate the effect of the Russian Revolution on
the world.
48
Time required – 30 minutes
Method:
1. After introducing the students to the chapter on ‗The Russian Revolution‘ the
teacher will divide the class into two groups.
2. A debate will be initiated on the topic ‗Legacy of the Russian Revolution‘
Positive and Negative Features.
3. Each group will be given 10 minutes for brainstorming. One group will speak
in favour of the positive features while the other will speak about the negative
features.
4. The teacher will facilitate the entire process and will ask each group to list
down at least four points in support of their point of view.
Positive Impact
Negative Impact
1. ____________________________
1.
____________________________
2. ____________________________
____________________________
2.
____________________________
3. ____________________________
____________________________
____________________________
3.
____________________________
4. ____________________________
____________________________
____________________________
____________________________
4.
____________________________
Do you know?
Writing about the Russian Revolution in India
There were many Indians who were inspired by Russian Revolution. Many among them
attended the Communist University. By the mid-1920s the Communist Party was
formed in India. Important Indian political and cultural figures took an interest in the
Soviet experiment and visited Russia. Among them were Jawaharlal Nehru and
49
Rabindranath Tagore, who wrote about Soviet Socialism. In India, writings give
impressions of Soviet Russia. In Hindi, R. S. Avasthi wrote in 1920-21 Russian
Revolution, Lenin, His life and thoughts, and later the Red Revolution. S.D. Vidyalankar
wrote, The Rebirth of Russia and The Soviet State of Russia. There was much that was
written in Bengali, Marathi, Malayalam, Tamil and Telugu.
Conclusion:
The Bolsheviks encouraged colonial peoples to follow their experiment. Many nonRussians from outside the USSR participated in the Conference of the Peoples of the
East (1920) and the Bolsheviks founded Comintern (an International union of proBolshevik socialist parties). Some received education at the USSR‘s Communist
University of the Workers of the East. By the time of the outbreak of the Second World
War (1939-1945), the USSR had given socialism a global face and world stature. The
international reputation of the USSR as a socialist country had declined by the end of
the 20th Century. However it was recognized that Socialist ideals still enjoy respect
among its people.
Use : Worksheet –12, 13 and 14
50
GLOSSARY
Important Terms and Concepts
1.
Czar: Title given to the emperor of Russia which was abolished in 1917.
2.
Romanov: Name of the dynasty which ruled Russia in 1917.
3.
Communism: An economic system in which the means of production are owned
by the state.
4.
Bolsheviks: The majority groups of the Russian Social Democratic Labour Party by
Lenin based on the ideology of Marx and Engels.
5.
Soviet Union: The Union of Soviet Socialist Republics (USSR) formed after the
overthrow of the Czarist Empire.
6.
Bloody Sunday: A mass of peaceful workers led by Father Gabon were fired upon
by the Russian troops when they went to the Winter Palace to present a petition to
the Czar. Heavy casualties ensued. This incident which occurred on Sunday, 22 nd
January 1905, is known as Bloody Sunday.
7.
Council of People’s Commission: The Council of representatives of people to
whom power was transferred after the Russian Revolution. It was headed by
Lenin.
8.
Duma: The Russian Parliament or Legislature. Its members were elected and
charged with the responsibility of making laws.
9.
Divine Right Theory: The Theory which believed that the king was the
representative of God on earth and no one has the right to defy him. This theory
was held by the Russian czar to perpetuate their autocratic rule.
10.
Mensheviks: The minority group of Russian Social Democratic Labour Party
formed in 1898. They favoured a government of the type that existed in countries
like France and Germany.
51
11.
Nationalization: To bring under Government control.
12.
Red Army: The army of Revolutionary Russia which fought against the Czar‘s
army. It was composed mainly of workers and peasants.
13.
Revolution of 1917: It refers to the events of November 1917. Control was in the
hands of the All Russian Congress of Soviets. Kerensky‘s government was
overthrown.
14.
Serfdom: Russian type of Feudalism under which the peasants worked for the
landlord in exchange for food and shelter. No wages were paid.
15.
Soviet: Council of workers.
16.
Suffragette: A movement to give women the right to vote.
17.
Jadidists: Muslim reformers within the Russian empire.
18.
Autonomy: The right to govern themselves.
19.
Deported: Forcibly removed from one‘s own country.
20.
Exiled: Forced to live away from one‘s own country.
21.
Collective Farms: A large farm owned by the Government and worked on by
hundreds of workers.
22.
Requisition: When the Government forcibly takes food or property from people,
usually in wartime.
23.
Kulaks: Wealthy peasants or farmers.
24.
War Communism: The policy of the Russian government from mid 1918 – 1921
was known as war Communism. It was not one particular law or decree, but a
whole series of measures designed to take control of the economy.
52
25.
New Economic Policy: Introduced in 1921, it made important changes in the way
the Soviet economy was organized.
26.
Comintern: A Communist International Organization set up by Lenin to sponsor
communist revolutions all over the world.
27.
Cadets: A political group (an acronym for Constitutional Democrats) that wanted
to see Russia established as a democratic republic, governed by a constitution and
an elected parliament. This stance put the Cadets at sharp odds with the
Bolsheviks, who favoured dictatorship of the proletariat. The Cadets drew support
primarily from professional workers and the bourgeois class.
28.
Constituent Assembly: An elected body of representatives from around Russia,
created in November 1917 that was meant to decide the country‘s governmental
structure. When Nicholas II abdicated in February 1917, the provisional
government that took power made plans for Russia. After Vladimir Lenin and the
Bolsheviks took power in the October Revolution, they initially allowed elections
for the assembly to go forward as scheduled, but changed their minds after
receiving less than 25 percent of the votes in those elections.
29.
Dual Power: A term referring to the two Governments that Russia had, following
the February Revolution-The Provisional Government and the Petrograd Soviet.
30.
Petrograd Soviet: A body that existed prior to the February Revolution as a sort of
underground revolutionary labour union for workers and soldiers in the
Petrograd area. It comprised members from a number of different political parties.
During the February Revolution, members of the Petrograd Soviet saw an
opportunity and declared themselves to be the government of Russia. However,
they quickly found themselves competing with the Provisional government.
31.
Provisional Government: A Government that the members of the Duma formed,
following the February Revolution. The provisional government was meant to be
53
temporary and ruled Russia only until the Constituent Assembly decided on a
permanent government later.
32.
Russian Social Democratic Labour Party (RSDLP): A party that formed in 1898
and was among Russia‘s earliest revolutionary movements, though by no means
the first. In 1903, the RSDLP split into two factions, the Mensheviks and the
Bolsheviks.
33.
Brest-litovsk: Treaty signed between Russia and Central power headed by
Germany makes Russia exit from world war –I.
34.
Baltic states: It refers to Baltic territories which gained independence from the
Russian Empire in the wake of world war-I. For e.g. Estonia, Latvia, Lithuania,
Finland etc.
Important Events
1812
:
Napoleon invaded Russia but was forced to retreat.
1861
:
The Czar abolished Serdom.
1883
:
George Plekhanov formed the Russian Social Democratic Party
1898
:
The Russian Social Democratic Party split into two – the Mensheviks and
Bolsheviks
1904
:
Outbreak of the Russo-Japanese War. Russia was defeated by Japan
1905
:
a)
Bloody Sunday – On 22nd January, a mass of people were fired at in St.
Petersburg
While on their way to present petition to the Czar.
54
b)
The Czar introduced the October Manifesto which granted freedom of
speech, press and association and conferred upon an elected body
called the ‗Duma‘ the power to make laws.
1917
:
Outbreak of the First World War.
1917
:
(a)
8th March: Bread riots broke out.
(b)
15thMarch: The Romanov dynasty ended with the abduction of the
Czar. Mensheviks under Kerensky came to power. Fall of the Czar is
known as the February Revolution According to the Old Russian
calendar it occurred on 27 February.
(c)
7thNovember: The Bolsheviks under Lenin‘s leadership overthrew
Kerensky‘s Government. This is known as the October Revolution
because according to the Russian calendar, it took place on 25th
October.
1917-20:
Civil war broke out in Russia – The Red Army was opposed by the White
Army.
The former was victorious.
1924
:
A new Constitution gave equality to Non-Russian Nationalities.
1928
:
First Five Year Plan started in U. S. S. R.
1929
:
Beginning of collectivization.
1991
:
Breakup of the Soviet Union.
55
SOLUTIONS OF THE WORKSHEETS
WORKSHEET - 10
Solution-
1.
Czar Nicholas II ruled, Russia at the beginning of the 20th century.
2.
The winter of 1916/17 was very serve and people had nothing to eat.
3.
After a rebellion he created a parliament called the Duma.
4.
In Petrograd many people demonstrated against the czar and he had abdicate.
5.
In October 1917, the Bolsheviks took over control of the government.
6.
Russia withdraw from World War I and lost a lot of its land.
7.
Workers organized groups called Soviets in all parts of the country.
8.
Civil war broke out between the Bolsheviks and Czarist soldiers.
9.
Russia officially became the Soviet Union.
WORKSHEET - 13
Solutions:
1 (b), 2 (c), .3 (b), 4 (b), 5 (c), 6 (a), 7(c), 8(a), 9 (b), 10 (c), 11 (d), 12 (b), 13 (b), 14 (b),
15 (b), 16(c), 17 (b), 18 (a), 19 (b), 20 (c)
56
WORKSHEET – 14
Solution
A1. Moscow, Petersburg
A2. Khorkov, Estonia
A3. Kaluga, Saratov
A4. The four major changes introduced by the Bolsheviks were:
1. Maintaining peace: Lenin declared Peace immediately after coming to power
and announced his decision to withdraw from the First World War.
2. Land to the tillers: Land and other means of production were declared the
property of the entire nation. Labour was made compulsory for all and economic
exploitation by capitalists and landlords came to an end.
3. Industries to the workers: The control of industries was given to the workers.
All the banks, insurance companies, large industries, mines, water transports and
railways were nationalized.
Giving respect to non-Russian nationalities: A Declaration of the Rights of people was
issued which conferred the right of self-determination upon all nationalities.
Each nation is sought to preserve the language, customs and traditions, costumes,
traditional occupations and trades. Most of the non-russian people have maintained
their identity and traditional culture.
57
QUESTION BANK
Q.1
Write a short note on Liberals.
Ans. Liberals were those who wanted a nation which tolerated all religions. They also
wanted to safeguard the rights of individuals against governments. They wanted
a representative, elected parliamentary government, subject to laws interpreted
by a well trained judiciary. They did not believe in Universal Adult Franchise.
They believed that only men of property should have right to vote. They also
never wanted to give right to vote to the women.
Q.2
Who were radicals?
Ans. Radicals were those who wanted a nation in which government was based on the
majority of a country‘s population. Many supported suffragette movements for
women. They opposed the privileges to landowners and factory owners. They
disliked concentration of property in the hands of a few.
Q.3
What was Lenin‘s ‗April Thesis‘?
Ans. In April 1917, the Bolshevik leader Vladimir Lenin returned to Russia from his
exile. He and the Bolsheviks had opposed the war since 1914. He declared that
the war is brought to a close, land be transferred to the peasants, and banks be
nationalised. These three demands were Lenin‘s ‗April Theses‘.
Q.4
Why were the Socialists against private property?
Ans. Socialists were against private property and saw it as the root of all social ills of
the time. Individuals owned the property that gave employment but properties
were concerned only with personal gains and not with the welfare of those who
made the property productive. So they believed that a society which controlled
property would pay more attention to collective social interests. Hence, the
socialists wanted to bring about a change.
58
Q.5
Which event in Russian history is known as ‗Bloody Sunday‘?
Ans. ‗Bloody Sunday‘ is the name given to the incident that took place in Russia on
Sunday, 22 January, 1905. A mass of peaceful workers led by Father Gapon were
fired upon by Russian troops when they went to the Winter Palace to present a
petition to the Czar. Over 100 workers were killed and about 300 wounded. The
demands of workers were:
1. A reduction in the working day to eight hours.
2. An increase in wages.
3. Improvement in working conditions.
Q.4
What is meant by ‗October Revolution‘?
Ans. After February Revolution of 1917, Mensheviks failed to meet the demands of
people i.e. withdrawal from First World War, land to peasants and
nationalization of banks. Conflicts between Mensheviks and Bolsheviks led to
another revolution which came to be known as October Revolution. At the end of
this revolution, Bolsheviks, under the leadership of Lenin, took over the rule of
the country and brought the changes demanded by the people.
Q.5
Explain the ideology of the three power groups present in the Russian society,
i.e. the Liberals, the Radicals and the Conservatives.
Ans. Liberals: Liberals wanted a nation tolerant of all religions. The Liberals also
opposed the uncontrolled power of dynastic rulers. They wanted to safeguard
the rights of individuals against monarchical governments. They favoured a
representative, elected parliamentary government and well trained judiciary to
interpret laws. But Liberals did not believe in Universal Adult Franchise.
Radicals:
Radicals wanted a nation based on the majority of the country‘s
population. They also supported women‘s suffragette movements and opposed
privileges enjoyed by large landowners and wealthy factory owners.
59
Conservatives:
Conservatives were opposed to radicals and liberals. In the
eighteenth century, the conservatives opposed the idea of change but by
nineteenth century they accepted that a little change was inevitable which could
only be brought about through a slow process.
Q.6
What were the effects of October Revolution?
Ans. The October Revolution brought about a dramatic change in Russia. Some
changes were:
1. In November 1917 Russia withdrew from the war.
2. The estates of Landlords, the church and the Czar were confiscated and
transferred to the peasants‘ society.
3. Private property as the means of production was abolished.
4. Autocracy was overthrown. The power of the Church was abolished.
5. The Czar‘s empire was transformed into the USSR.
6. Economic planning was adopted as an instrument of state policy.
7. Right to work became a constitutional right. It became the duty of the state to
provide employment to every individual.
8. Equality was given to all nationalities in the USSR.
Q.7
Describe the three reforms introduced in Russia by Czar Nicholas II after the
Revolution?
Ans. Three reforms introduced in Russia by Czar Nicholas II, after the Revolution
was:
1. The Czar allowed the creation of an elected consultative Parliament or Duma.
2. Most committees and unions were declared illegal.
3. Severe restrictions were placed on political activity.
Q.8
What were the four major demands of Russian Revolutionaries before the
Russian Revolution of 1917?
60
Ans. The four major demands of Russian Revolutionaries before the Russian
Revolution of 1917 were:
1. Maintaining peace:
Lenin declared peace immediately after coming to
power and announced his decision to withdraw from the First World War.
2. Land to the tillers: Land and other means of production were declared the
property of the entire nation. Labour was made compulsory for all and
economic exploitation by capitalists and landlords came to an end.
3. Industries to the workers:
The control of industries was given to the
workers. All the banks, insurance companies, large industries, mines, water
transports and railways were nationalized.
4. Giving respect to non-Russian nationalities: A Declaration of the Rights of
people was issued which conferred the right of self-determination upon all
nationalities.
Q. 9
What led to the Civil War in Russia?
Ans. When the Bolsheviks ordered land redistribution, the Russian army began to
break up. Soldiers, wished to go home for redistribution of land. Non-Bolsheviks
condemned
the
Bolshevik
uprising.
During
1918-1919,
the
socialist
revolutionaries and pro-Czarists controlled most of the Russian Empire. They
were supported by the French, American, British and Japanese troops. As these
troops and the Bolsheviks fought a civil war, looting banditry and famine
became common. Supporters of private property took harsh steps against the
peasants who had seized land. Such actions led to the loss of popular support for
the non-Bolsheviks. By January 1920, the Bolsheviks controlled most of the
former Russia Empire. This period is known as the period of Civil War in Russia.
Q. 10 What was collectivization? Why was it introduced? What were the
consequences?
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Ans. Collectivization means setting up collective farms. These were state-owned large
forms. They were set up after eliminating ‗Kulaks‘ i.e. the large land owners and
by taking away small sized lands belonging to poor peasants. Collectivization
was done to increase the production. In spite of collectivization, production did
not increase immediately.
Q.11 Mention any four changes brought about by the industrialization in Europe.
Ans. 1.
Industrialization brought men, women and children to factories. Work
hours were often long and wages were poor.
2.
Unemployment was common, particularly during times of low demand for
industrial goods.
3.
Sanitation and housing were problems since the towns were growing
rapidly.
4.
Almost all industries were the property of individuals. Liberals and radicals
wanted to change the working conditions in the factories.
Q.12 Describe the circumstances which were responsible for the Russian Revolution.
Ans. Circumstances which were responsible for the Russian Revolution were:
1.
The Russian government was feudal in nature. The Czar believed in divine
rights of King, so all sections of the Russian people was dissatisfied.
2.
Two new classes emerged – the Workers and the Capitalists. The capitalists
made workers work under poor conditions, for long hours and on very low
wages.
3.
Political parties representing various sections of society came up and voiced
the demands of workers and peasants.
4.
Russia‘s defeat in Russo-Japanese war led to discontentment in people. Its
entry in First World War was disastrous.
62
ASSESSMENT RUBRICS
Given below are some guidelines for assessment. They are closely related to the skills
and concepts to be developed through the discipline of Social Science. Teachers can
arrive at a grade for the task performed keeping in mind the following parameters. For
each task, the specific learning objectives have been given in the worksheets.
Criteria
Excellent(A+,A)
Satisfactory(B+,B)
Needs Improvement
(C,D)
Knowledge
and
understanding
of the content
Demonstrates detail
and
in
depth
discussion
of
a
chosen topic at a
level of relative
complexity. Content
is relevant to the
chosen topic and
displays
relevant
research.
Content is relevant to
the chosen topic.
Reflects
some
research work done.
Content
is
sometimes relevant
to the chosen topic.
Mostly copied from
outside source.
Language
Employs complex
structure and
speech. Conveys
thoughts
meaningfully and
systematically.
Conveys thoughts
meaningfully and
systematically.
Sometimes uses
complex structure
and speech.
Is ambiguous
vague.
Analytical
skill
Interprets accurately
and appropriately in
new contexts. Draw
well supported
conclusion,
integrates ideas or
develop solutions
that are clear and
coherent.
Interprets accurately Does not interpret,
and in new contexts simply explains.
sometimes.
Participation
in Group
Discussion
Participates fully;
fully gives relevant
facts; Courteous and
Participates fully.
Listens to others;
Gives relevant facts;
63
Needs much
persuasion from
teachers to
and
listens to others;
Attempts to get
others to participate;
Does not
monopolize the
proceedings.
Gets
participate; Gets
disturbed/withdraws agitated when
when criticized.
stopped in between.
Logical
reasoning
Has strong
reasoning ability: is
capable of solving
complex or abstract
problems has ability
to make inferences
integrates
knowledge and
applies to new
situations.
Reasons out his
arguments well can
make inferences
needs clues to apply
knowledge to new
situations.
Finds it difficult to
reason out. Needs
strong teacher
support to apply
knowledge to a new
context.
Team work
Is sociable team
oriented
collaborative, enjoys
working towards a
shared goal.
Is sociable sometimes
prefers to work
independently.
Collaborates
occasionally prefers
to work
independently.
Creative
expression
Demonstrates a
wide range of
creativity versatility
and imagination
highlights the
essence, puts ideas
in proper context.
Some hesitation in
expression meaning
is clear always.
Some hesitation,
Meaning not always
clear.
Originality
Uses his ideas,
gives his own view
points and relates it
to contemporary
time‘s depth in
thinking.
With support from
teachers uses his
view points and
relates it to new
situation.
Cannot relate to new
situation without
support from
teachers.
64
REFERENCES
Allied Intervention in Russia, 1917-1920 by JFN Bradley (Weidenfeld & Nicolson,
1968, University Press of America, 1984)
Russian Democracy‘s Fatal Blunder: The Summer Offensive of 1917 by LE Heenan
(Praeger, 1987)
‗Imperial Russia‘s Forces at War‘ in Military Effectiveness, Volume 1: The First
World War by AR Millett and W Murray (Allen & Unwin, 1988)
Passage Through Armageddon: The Russians in War and Revolution, 1914-1918 by
W Bruce Lincoln (Simon & Schuster, 1986; Oxford University Press, 1994)
The Russian Civil War by Evan Mawdsley (Allen & Unwi, 1987; Birlinn, 2000)
The Eastern Front, 1914-1917 by Norman Stone (Hodder& Stoughton, 1975; Penguin,
1998)
The End of the Russian Imperial Army, 2 volumes, by Alan Wildman (Princeton
University Press, 1980-1987)
History of the Russian revolution –Leon Trotsky
The Rout ledge Atlas of Russian History—Martin Gilbert
World of Russian History—An Encyclopedia Reference Book
Video references:
Warm up activity-Russian Revolution (1917)
Role of Lenin
65
Links:
http://depts.washington.edu/Baltic/papers/russianrevolution.htm
http://www.fordham.edu/halsall/mod/modsbook39.html.
http://www.encarta.msn.com
http://www.marxists.org/history/USSR/revolution
http://www.english.onlineat/history/russian-revolution.exercise.pdf
www.cartoonstock.com
http://www youtube.com/watch?v=P34FUxMWAIW
Flashcard : http://www.studystack.com/flashcard-63246
Film : Miracle of our lady of Fatima Portugal, 1917
Video-Role of Lenin
66
CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India