...What were the causes of the 1905 Revolution? Why did the Revolution fail to overthrow the Tsarist Regime? The Revolution of 1905 was the first time the Tsar had faced open opposition from so many groups in Russian society at the same time. It involved peasant disturbances, strikes, naval mutinies, nationalist uprisings and assassinations. This essay aims to examine the different causes of the Revolution of 1905. Short and long-term causes will be considered, and economic, political, military and social factors will be discussed. The essay will also explain why the Revolution ultimately failed to overthrow the Tsarist regime. A long-term social and economic cause of the 1905 Revolution was the continuing dissatisfaction of both peasants and landowners to the Emancipation Edict of 1861. Although this piece of legislation had brought an end to serfdom, peasants still remained tied to the village commune (mir) and were angry at the redemption payments they were expected to pay in return for the land they had received. They believed more, and better quality, land should have been given to them at no cost. Their anger was made evident during the peasant disturbances of 1902. The landowners were also unhappy with the terms of emancipation. They lost the free labour of their serfs and a large amount of land. As a result many were facing huge debts by 1905. Another long-term cause of the 1905 Revolution was the general disappointment with which many Russian people viewed the...
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...Lincoln High School IB History Internal Assessment Student Handbook Table of Contents What is the History IA? Planning Your Historical Investigation Examples of Types of Investigations Examples of Research Questions Choice of Topic 20th Century History of the Americas Alternative The Written Account & Assessment Criteria A. Plan of the Investigation B. Summary of Evidence C. Evaluation of Sources D. Analysis E. Conclusion F. Sources and Word Limit Sample History IAs 1Trotsky and the Russian Civil War 2US in Chile 3Women in the French Revolution 4PreWWI Alliances 4 7 9 10 11 12 13 14 14 1 2 2 3 4 10 16 Information in this guide is gathered from a variety of sources, including, but not limited to: The IB History Course Guide, Oxford’s IB Skills and Practice, IBOCC, and anecdotal experience. What is the History IA? The History IA is your chance to explore a period, theme, or event in history that you are interested in. For full IB Candidates, it also serves as 20% of your final History Grade. The final paper will be assessed by your teacher, with a sampling sent off to IB for score moderation. The History IA asks you to use the full range of skills you have been taught in class. In particular: ● knowledge and understanding ● application and interpretation ● synthesis and evaluation...
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...An understanding of the Russian nihilism of the 1860s begins with an attempt to understand the concept of nihilism. This is naturally difficult because if there is a word that has even more loaded, and negative, connotations than anarchism it would be nihilism. This is particularly because the primary vehicle of our modern understanding of nihilism is through the fiction of Turgenev and Dostoevsky. Neither of these authors were particularly sympathetic to nihilism and provided nihilist characters primarily as a frame with which to drape their morality tales. The version of nihilism offered by these authors is then, primarily, a snapshot of the popular culture in which nihilism dwelt as much as it is a recollection of the trend. This time in Russian history is part of the story of nihilism and will be part of the story in bridging the gap between the mythological Bazarov, Verkhovensky, or Raskolnikov and figures like Nicholas Chernyshevsky, Dmitry Pisarev, and to some extent Sergey Nechayev. What then was nihilism? Nihilism was a youth movement, a philosophical tendency, and a revolutionary impulse. Nihilism was the valorization of the natural sciences. Nihilism was a specific fashion style. Nihilism was a new approach to aesthetics, criticism and ethics. Nihilism was the contradiction between a studied materialism and the desire to annihilate the social order. Nihilism was also a particularly Russian response to the conditions of Tsarist reform and repression. Nihilism has...
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...THE FAMILY The Consanguine Family (The First Stage of the Family) The Punaluan Family The Pairing Family The Monogamous Family The Iroquois Gens The Greek Gens [The Rise of Private Property] The Rise of the Athenian State The Gens and the State in Rome The Gens Among Celts and Germans The Formation of the State Among the Germans Barbarism and Civilization Appendix: A Recently Discovered Case of Group Marriage INTRODUCTION After Marx’s death, in rumaging through Marx’s manuscripts, Engels came upon Marx’s precis of Ancient Society – a book by progressive US scholar Lewis Henry Morgan and published in London 1877. The precis was written between 1880-81 and contained Marx’s numerous remarks on Morgan as well as passages from other sources. After reading the precis, Engels set out to write a special treatise – which he saw as fulfilling Marx’s will. Working on the book, he used Marx’s precis, and some of Morgan’s factual material and conclusions. He also made use of many and diverse data gleaned in his own studies of the history of Greece, Rome, Old Ireland, and the Ancient Germans. It would, of course, become The Origin of the Family, Private Property and the State – the first edition of which was published October 1884 in Hottingen-Zurich. Engels wrote The Origin of the Family, Private Property and the State in just two months – beginning toward the end of March 1884 and completing it by the end of May. It focuses on early human history, following...
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...worn. Since the earliest days of the famous Silk Road trade route that connected China’s silk manufacturers with the rest of the world, everyone has wanted silk. It is light. It is warm. It is strong. But we scarcely care about those sensible concerns. It is so very, very beautiful. And we want it. The powerful pull that silk has for us — both as itself and as a symbol of a more luxurious and glamorous world — plays a central role in Kate Chopin’s famous story, “A Pair of Silk Stockings.” Chopin’s story follows “little Mrs. Sommers,” a wife and mother on a very tight budget, as she decides what to do with her unexpected $15 windfall. She begins, as I suspect most mothers with budget constraints would, with very practical plans: A dollar or two should be added to the price usually paid for Janie's shoes, which would insure their lasting an appreciable time longer than they usually did. She would buy so and so many yards of percale for new shirt waists for the boys and Janie and Mag.… And still there would be left enough for new stockings — two pairs apiece — and what darning that would save for a while! She would get caps for the boys and sailor-hats for the girls. As little Mrs. Sommers makes her plans and gathers her strength to face the crowds at the department store, her ungloved hand rests, for a just moment, on a pair of silk stockings. And like the real and fictional shoppers detailed by Virginia Postrel in The Power of Glamour, Mrs. Sommers becomes tempted by the “longing...
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...Zetkin Similarities between Two The Most Famous Feminists Kyrylo Hrechko Academic Writing 1 Sharareh Sharifi Yazdi March 23third, 2016 Thesis Statement: Rosa Luxemburg and Klara Zetkin have similarities between in three aspects: inspiration, intentions, and effects. I. Inspiration A. Rosa Luxemburg 1. Political systems a. Socialism b. Democracy 2. Character’s inspiration a. Marx b. Engels 3. Inspiration for others a. Women b. Low-Class Workers B. Klara Zetkin 1. Political Systems a. Socialism b. Democracy 2. Character’s inspiration a. Marx b. Engels 3. Inspiration for others a. Women b. Low-Class workers II. Intentions A. Rosa Luxemburg 1. Ambitions a) Equal right for the women b) Equal social standards for the workers 2. Activities a) Anti-War agitation b) Strikes 3. Ideology a) Social-Democracy b) Marxism B. Klara Zetkin 1. Ambitions c) Equal right for the women d) Equal social standards for the workers 2. Activities c) Anti-war agitation d) Strikes 3. Ideology c) Socialism d) Marxism III. Effects A. Rosa Luxemburg 1. Reputation a. Feminists b. Socialists 2. Accomplishments a. Equal rights b. International Women’s Day 3. Legacy a. Feminism movements b. Communism movements B. Klara Zetkin 1. Reputation a. Feminists b. Communists 2. Accomplishments ...
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... at the heart of the cold war was a fundamental disagreement between political, economic, and social systems. Capitalism and communism, at least in the minds of the superpowers, remained mutually exclusive. The United States attacked communism and backed, at least in theory, liberalism. Consequently, the United States criticized the Soviet record on human rights and the suppression of civil and religious institutions. In turn the Soviets, led by Nikita Khrushchev, were critics of the failings of laissez‐faire capitalism and the wide gulf between rich and poor in western European and especially the United States. Further, the Soviets recognized the shortcomings of the collectivization and the brutal use of terror during the Stalinist years. In reality, both the Russians and Americans increasingly were practitioners of reformed versions of communism and capitalism. The heart of the American policy, as expressed clearly in the Truman Doctrine, was to limit the spread of communism...
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...thinking * Express their thoughts and opinions in debates * Develop their listening skills Materials needed: * Tapescript for the text for listening * Handouts for reading and discussing * Dictionaries Time required: 90 minutes The quotation of the lesson "Whether women are better than men I cannot say, but I can say they are certainly no worse." - Golda Meir, PM of Israel The motto of the lesson “We can do it” The procedure I. Organization moment. Greeting (Організаційний момент. Привітання The lesson begins with a chant “Don’t worry, I’ll do it” by C.Graham in a form of dialogue. St. Don’t worry, I’ll do it That’s a promise. T. You will? St. Of course, I will I’ll do it. You’ll see. That’s a promise. T. Don’t forget! St. Don’t worry. I won’t. That’s a promise. You’ll see. You can count on me. II. Motivation. (Мотивація навчальної діяльності) You are hard-working and educated persons. Today I expect you to be active at the lesson, express your opinions and share your brilliant ideas on the topic. III. Introduction to the topic. (Підведення до теми уроку) Look at these pictures. Do you know these people? What are these women famous for? What countries do they represent? IV. Presenting the topic of the lesson. (Повідомлення теми і мети уроку). So, the topic of the lesson today is “Politics has a female face”. At this lesson we are going to enrich the vocabulary, to develop critical thinking, to discuss such question...
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...crusade and discuss the extent to which it accomplished its objectives. Why did it succeed or fail? Jonathan Riley-Smith, The Crusades: A Short History; Carole Hillenbrand, The Crusades: Islamic Perspectives; Christopher Tyerman, God’s War: A New History of the Crusades 2. How did anti-Semitism manifest itself in medieval Europe? Kenneth R. Stow, Alienated Minority: The Jews of Medieval Latin Europe; Mark R. Cohen, Under Crescent and Cross: The Jews in the Middle Ages; Solomon Grayzel, The Church and the Jews in the Thirteenth Century 3. What was the position of prostitutes in medieval society? Ruth Mazo Karras, Common Women; Leah Otis, Prostitution in Medieval Society; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 4. Why did the French choose to follow Joan of Arc during the the Hundred Years War? Kelly DeVries, Joan of Arc: A Military Leader; Bonnie Wheeler, ed., Fresh Verdicts on Joan of Arc; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 5. Discuss the significance of siege warfare during the crusades. You may narrow this question down to a single crusade if you wish. Jim Bradbury, The Medieval Siege; Randall Rogers, Latin Siege Warfare in the Twelfth Century; John France, Victory in the East: A Military History of the First Crusade 6. Why did the persecution of heretics increase during the high and later Middle Ages...
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...Exam 2: Chapter 28-32 Atlantic revolutions (American, French, Haitian, Latin America) Rise of nationalism Industrialization Global transitions: the americas, the ottoman empire, Romanov Russia, Qin China, Japan. Global empires. Atlantic Revolutions: In the early modern period (1450-1750. Period of early European exploration and contact. It caused the establishment of european commercial empires. Primary tributary, it focused on trade, and some settler comics. This caused there to be “nation-states”, in tern proto-industrialization in europe (innovation) Europe started into three major processes: Revolution, (and nationalism) Industrialization Imperialism Lastly the Rise of the “nation-state” Age of Enlightenment (1650-1780’s) There were plenty of forward thinkers. Each was moving toward science as the new way of thinking. They used the application of universal laws of the natural world to social world. They valued ration over revelation. The government was as a contract. The ideas of Freedom, equality and sovereignty were held as the highest. The belief was to move forward in progress. French Revolution (1789-1799) The aim was to abolish the monarchy that was in france, it ultimately failed. It was far more radical than the American, but still failed. Mostly because they had no idea how to run a government. Whereas the Americans had some knowledge about their own rule. Napoleon Bonaparte (1769-1821) Declared himself emperor and attempted to bring...
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...Literary Theory and Schools of Criticism Introduction A very basic way of thinking about literary theory is that these ideas act as different lenses critics use to view and talk about art, literature, and even culture. These different lenses allow critics to consider works of art based on certain assumptions within that school of theory. The different lenses also allow critics to focus on particular aspects of a work they consider important. For example, if a critic is working with certain Marxist theories, s/he might focus on how the characters in a story interact based on their economic situation. If a critic is working with post-colonial theories, s/he might consider the same story but look at how characters from colonial powers (Britain, France, and even America) treat characters from, say, Africa or the Caribbean. Hopefully, after reading through and working with the resources in this area of the OWL, literary theory will become a little easier to understand and use. Disclaimer Please note that the schools of literary criticism and their explanations included here are by no means the only ways of distinguishing these separate areas of theory. Indeed, many critics use tools from two or more schools in their work. Some would define differently or greatly expand the (very) general statements given here. Our explanations are meant only as starting places for your own investigation into literary theory. We encourage you to use the list of scholars and works provided for each...
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...opposition to tsarist rule? * He was a weak tsar as he was primarily reluctant to taking over * Bloody Sunday * 1905 revolution * Failures of the Dumas * Social democratic party, octobrists, social revolutionaries- revolution through peasants * Ignorant and arrogant What was the impact of ww1 on tsarist Russia? * Lack of available infrastructure- basic facilities banks factories ect. * Poor leadership of generals and officers * Poor communication * Incompetent and overconfident officials * Inflation * Middle class discontented as their sons were dying at war * Large life cost why was there a Feb. rev in feb1917 * First WW put pressure on tsarist system * The weather was so bad so trains wouldn’t function and no import/export * Prices rose and rationing led to further discontent * Series of strikes * Famines and poverty getting worse * ARMY DESERTED THE TSAR WHERAS PRIOR TO THIS HE WAS SUPPORTED BY THEM I.E THROUGHOUT BLOODY SUNDAY RUSSO-JAPANESE * Tsarina Alexandra What were the successes and failures of the provisional government? * They were an unelected body and didn’t represent the people of Russia * THEY DID NOT END THE WAR * Peasants were looting properties of landlords * People wanted an end to food shortages * Did not change enough very similar to the tsar *...
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...All about My Travels through the Egyptian Civilization, Early Japanese Civilization, and the Early 20th Century Deana Mole January, 24, 2014 Hum/205 Mr. Longstreth If you could learn about any three cultures, what would they be? This question was asked of me at one point in my career as an art historian and author. I have written a new textbook about the three periods I most enjoyed investigating and learning about. In this book, I hope to give you information on them and encourage you to dig even deeper to learn more about them. The three periods I have chosen for this book are; Egyptian Civilization, Early Japanese Civilization, and Early 20th Century. These are all very different but as you will see as you read the book that even though they are different they have similarities. All about My Travels through the Egyptian Civilization, Early Japanese Civilization, and the Early 20th Century Chapter 1 Egyptian civilization developed around 5000 B.C.E. During this time, Egypt was divided into two sections, Lower and Upper. Lower Egypt was actually a narrow strip of land located on either side of the Nile River. It ran for 700 miles from the first waterfall in the south to the Nile Delta. (Benton, J. R. & DiYanni, R., 2012, p. 17) Lower Egypt was in the northern part and was on the fertile land of the...
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...Ministry of Education of the Russian Federation Chelyabinsk State University Faculty of Linguistics and Translation Department of Theory and Practice of the English Language Intercultural Communication Project Stereotypes of gender roles in Egypt and Russia Written by: Elena Yakusheva Group: LIE – 503 Chelyabinsk, 2014 Table of contents Introduction………………………………………………………………………...3 Part one GENDER STEREOTYPES THEORY. …………………………….........6 1.1 Stereotypes: definition and functions…………………………………………..6 1.2 The gender concept……………….. ………………………………………….10 1.3 Gender stereotype: types and functions……………………………………….14 Conclusions on part one………………………………………………...…….......20 Part two. STEREOTYPES OF GENDER ROLES IN EGYPT AND RUSSIA….21 2.1 Research method on the stereotypes of gender roles in Russia and Egypt........21 2.2 The interpretation of the results of the research in Russia……………………21 2.3 The interpretation of the results of the research in Egypt……………………..24 2.4 The comparison of the results and its reasons………………………………...25 Conclusions on part two…………………………………………………………..29 Resources………………………………………………………………………….30 Online resources…………………………………………………………………..32 Appendix………………………………………………………………………….33 Introduction The questions connected with features of a sex of the person and his or her psychological and social distinctions, are among recently the most discussed in society. Today the role of the man and the woman undergoes considerable changes....
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...The Women of Today are Thankful for the Women of Our Past Student Name HIST 204 Naomi Rendina September 3, 2012 The Women of Today are Thankful for the Women of Our Past The American Women started out as the basic homemaker since coming to the New World. They were seen as nothing but a person that should stay home with the children, tend to the land and their husbands. As the world began to change, so did the view point and the rights of women. This change did not happen overnight and it was not an easy battle. The women of our past paved the road so that the women today can play a major role in the military, politics and on the home front of America. The first battle for women’s rights came in the mid to late 1800’s, prior to the Civil War at the Seneca Falls Convention of 1848. The movement came to a sudden halt, just as it started to begin, due to the Civil War. In 1869 the proposed 15th Amendment, which gave black men the right to vote, fueled the women’s right movement even more (Bowles 2011). Susan B. Anthony and Elizabeth Cady Stanton played a major role in the early part of this movement. In May 1869, the National Woman Suffrage Association (NWSA) was formed by Susan B. Anthony and Elizabeth Cady Stanton; an organization made up primarily of women. Their object was to secure an amendment to the Constitution in favor of women's suffrage, and they opposed passage of the Fifteenth Amendment unless it was changed to guarantee to women the right to vote...
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