...Le-Tone Wei Why did Stalin emerge as leader of USSR in 1929? In 1924 the USSR’s leader Vladimir Lenin died after continuous strokes. His death triggered the leadership struggle, and Russia urgently needed a successor to continue in guiding the country and proposing policies to run the country. Candidates such as Trotsky and Bukharin were highly regarded and party members believed they were to take over Lenin’s position; Joseph Stalin on the other hand, was perceived as a mediocre and uninteresting party member, he was not thought as a suitable candidate to replace Lenin’s former status. Yet Stalin succeeded in taking power and control over the Soviet party and emerged as the leader of USSR in 1929. This led historians questioning: how and why did he emerge as the leader so unexpectedly? Many people believe that it was his personal skills that gave other factors an advantage. I believe his personal skills is the secondary factor that assisted his emergence; from my perspective, the reason why he became leader is primarily due to luck. Without luck there would less likely be a power struggle, Lenin could have appointed his successor and Stalin would never have become the leader of USSR. However the main cause of his success is still considered to be an exceedingly disputable topic, and I will be examining the different factors behind this topic while suggesting my personal opinions and beliefs. As mentioned before, many people believe that Stalin became the leader of USSR because...
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...12 marker: Explain why Trotsky did not become Soviet leader in 1924 1. Personality and background (Most Significant) Some colleagues were suspicious of Trotsky because of his relatively recent Menshevik past (1903-1917) – didn’t trust, he had already left Lenin once. Trotsky had a reputation for arrogance- Didn’t show up to funeral (1924) Some were wary of Trotsky because of his earlier role in commanding the Red Army- fear, still had some control over army therefore as a leader he would be too powerful. 2. Support (Major Reason) Trotsky did not have a strong Party base of support- Stalin had acquired a number of seemingly unimportant party positions (Secretary, Lenin Enrolment- 1924) in his rise to power but when combined = insight into party and control. Other rivals, like Stalin would not easily accept him as Lenin’s successor - Z+K questioned T loyalty Triumvirate (1924 Party Congress) was gaining support, while Trotsky attacked Party bureaucracy. Link to personality– trusting of Stalin even though he had support (funeral and testament). 3. Uncertainty (Key Reason) There was general uncertainty about the leadership, mainly because Lenin had not made a clear decision and there was no official ‘post’ or mechanism in place for electing a leader Lenin’s Testament (1922) said “He is personally perhaps the most capable man in the present C.C., but he has displayed excessive self-assurance and shown excessive preoccupation with the purely administrative...
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...Single Party States Leaders Ilaria Matiassich History SL Analyze the conditions that enabled one left-wing leader to become the ruler of a single-party state. Joseph Stalin was one of the most important leaders that was at the head of the USSR. He established the political and economic structure that remained in place until the collapse of the Soviet Union in 1991. As Bruce Pawley states, “The Politburo, the Party’s leading organ, had become his rubber stamp. Now, at last, he no longer had to play the role of a moderate”[1], Stalin was very sly and gained his position by “stabbing in the back” his rivals, of any type. Historians all agree that the conditions that enabled Stalin’s rise to power were mainly three; Stalin and Lenin’s relationship combined to Lenin’s death (1924), the unpopularity of Trotsky and ultimately his ability as persuader. Stalin success in rising to power could be mostly attributed to Lenin’s decision and to his death in 1924. In 1917, Stalin – not yet a full member of the Communist party leadership – was appointed Commissar for Nationalities. Stalin had supported the idea of gaining control in October and had been an old member of the Bolshevik Party. However, Stalin started to disagree with Lenin when he gained the title of National Commissar. Lenin alleged that republics of Russian Empire were able to clasp a communist revolution and could be trusted in joining the Soviet Union. However, Stalin had a more pragmatic view. He wanted...
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...CIVIL WAR EVENTS - the Brest Litovsk Treaty (March 1918) was negotiated by Trotsky….he and he Bolsheivks wanted the int’l rev to spread and so from their vantage point the treaty were “stalling tactics”…the treaty gave up Poland, Baltics, and all territory in the North that Russia had gained since 1618…all told 1.3 mill km2, 26% of her people and 75% of her iron and capacity…needless to say Lenin had hard time “selling” the Treaty - the October coup d’état = “beginning of the Revolution” not end….Bolsheviks in the provinces + the centre had to be decide how to handle local Soviets which asserted authority but happened to be dominated by Mensheviks. - long difficult struggles against anarchy, decentralization + separatist tendencies lay ahead – the future form of gov’t = an “open question” - for Lenin, “Dictatorship of proletariat” was what the revolution needed…now this was a slogan and principle that fit into the circumstances of the winter 1917–1918…but, what did it mean?...it meant: a) crushing counter revolution of the old ruling class – the dictatorship would have to have coercive organs like Tsarist police (i.e. the Bolsheviks would assemble the Cheka) b) that the dictatorship of Bolshevik Party and other political parties was incompatible…and would pose problems c) that giving broad powers to unions + factory committees could in itself be problematic… what if worker ideas differed from Bolsheviks? Problems for the Bolsheviks 1) one underlying problem came...
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...Secretary of the Central Committee of the Communist Party of the Soviet Union for a period of 30 years from 1922 until 1952. During his reign, millions perished as the result of his totalitarian terror machine. He eliminated all those who he saw as a threat, whether they were actually a threat or not. Stalin’s uses of propaganda were crucial in maintaining power. The totalitarian state controlled education; making sure that the subjects were in line with what Stalin wanted. History books were rewritten to overplay Stalin’s part in the Revolution of 1917 and his relationship with Lenin, who was a father of the revolution. Many previously printed books were banned and the new ones were censored. Stalin, just like Hitler, developed a cult of personality. Many people blindly believed everything that Stalin and the Communist Party put out. This blind belief coupled with fear gave Stalin the ability to use state terror against his own people. Many were executed and many more sent to perish in the vast emptiness of Siberia. In order to better understand state terrorism in The Soviet Union, it is important to understand what lead up to it, how and why the state used terrorism, how the international community viewed the situation, as well as what was the final outcome. In order to comprehend state terror under Joseph Stalin, it is important to recognize what conditions led up to it. Vladimir Lenin was first the Soviet leader and in 1922 Lenin decided to give Stalin, who was a revolutionary...
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...that resulted in a shift from collective leadership in the Soviet Union to Josef Stalin emerging and establishing his position as the individual leader of the state. To the majority of the Communist Party this was an improbable development as it was thought Trotsky would succeed Lenin. Trotsky had originally affirmed allegiance to the Mensheviks after the spilt of the social democrats in 1903, nevertheless the outbreak of revolution in 1917 witnessed Trotsky joining the Bolshevik party and playing a crucial part in the communist takeover that followed. He began his time in government as the foreign commissar and was principle negotiator in the peace terms with Germany; he then became war commissar and played a vital role in the preservation of the Bolshevik regime by leading the red army to victory against the whites in the civil war. It was down to these factors that Trotsky was seen as the evident heir of Lenin. As well as this Stalin had never posed any threat, Kamenev had described Stalin as ‘a small town politician… a man with no ideas or ambitions’ . However, Trotsky and other leading politicians such as Kamenev and Zinoviev underestimated Stalin’s abilities. Trotsky especially, felt secure as the next successor to Lenin and so when opportunities arose to eradicate Stalin from the party he made the mistake of not taking hold of them. For example, Lenin’s last testament called for the removal of Stalin however Trotsky failed to publish it as he felt it would damage party unity...
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...A workers’ revolt; a mutiny of peasant soldiers; a political revolution? Which of these best describes the February revolution, and why did the Tsarist system fall in February 1917? The Russian revolution of February 1917 was a momentous event in the course of Russian history. Its causes, nature and effect are complex and critical in the analysis of twentieth century international history. The revolution began in Petrograd as a workers’ revolt in response to bread shortages, and was aimed at the Tsarist system because it was believed that the government was hoarding the bread in order to drive up prices. However a workers’ revolt, by itself, is very unlikely to result in the abdication of the Tsar, and a critical phase of the revolution was the mutiny of the Petrograd garrison, and the loss of control over Petrograd that the Tsar experienced. Marxist historians have grossly exaggerated the extent of political involvement in the revolution, and it would be fair to say that only at a very late stage of the revolution did socialist political parties become involved. The Tsarist system fell for many reasons: the war against Germany meant that troops could not be deployed in force against the revolutionaries; the Tsar underestimated the extent of the revolts in Petrograd until it was too late; and the Tsar was convinced by his generals that only the Duma could deal with the situation. All of these events were necessary to bring down an autocratic system centuries old, and deeply...
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...Higher Level History Notes 19th Century Russia The Russian people are descendants of the ‘Rus’ who are thought to be a mixture of Scandinavian and Slavic origin and settled in that region out of ± 800 AD Byzantine Empire A major legacy of the Byzantine Empire for the Russians was the eastern orthodox or Greek Orthodox Church With the decline of Byzantium came a wave of conquest from the East, the Mongols until the 15th century (Tatars). To a large extent, the Mongols allowed Russians to maintain their way of life: - Slavic based languages including writing system (Cyrillic) - Orthodox religion The Russians adopted much from Asian culture and this led western Europeans to think less of the Russians Geographically Russia was isolated from the rest of Europe: - Entirely land locked (mostly) - Huge Plains of Eastern Europe prevented overland travel During these early years there were a series of muscovite princes based in Moscow and called themselves Tsars. By the 17th century the Romanov family became the ruling dynasty: - Alexander I (1801-1825) - Nicholas I (1825-1855) - Alexander II (1855-1881) - Alexander III (1881-1894) - Nicholas II (1894-1917) Under the rule of Peter the Great (1689-1728) Russia grew greatly in size and entered the European World www.ibscrewed.org The Russia of 1800 was one of the greatest autocracies in Europe where: - The Tsar’s rule was absolute - There was a small...
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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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...AS Level History Russia 1855 – 1917 Alternative F Revision Guide Contents 1. Alexander II 2. Alexander III 3. Nicholas II 4. Stability of the Tsarist Regime 1905 - 14 5. Political Opposition 6. February / March Revolution 1917 7. October Revolution 1917 Tsar Alexander II To what extent does Tsar Alexander II deserve to be viewed as the Tsar Liberator? Think BALANCE!! Alexander II 1855-81 ▪ Came to the throne during the Crimean War (1855) ▪ Initiated a wide range of reforms (social, economic, administrative and legal) ▪ Earned the title ‘Liberator’ for giving freedom to the peasants BUT did not wish to share political power ▪ Assassinated by the People’s Will in 1881 Answering the key question |Introduction |Use this chart to answer any question on Alex II | | |All questions (whether relating to ‘Liberator’ or not) will require BALANCE | | |Precision of knowledge – “Detail is King!” | | |Yes |No | |Emancipation |Emancipation Committees set up |Redemption Payments...
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...the heir to the throne of the Empire of Austria-Hungary. As the car passed along the street, someone threw a bomb at it. The bomb bounced off the back of the car and exploded, injuring an officer in the car behind. The Archduke and his wife were unhurt. Later that day the Archduke said that he wanted to change his plans and visit the injured officer in hospital. He set off again by car, but the driver was not told the route had change. Some minutes later a man called Gavrilo Princip shot them and died. 2_ The great powers in 1914. If see the map the six most important and powerful countries in Europe were split into two armed groups. The triple Alliance. Central powers. Germany: was made up of many small states that had united and become one country only as recently as 1871. Otto von Bismarck, who was the Chancelor of the newly united Germany, firmly believed that all questions of the day could be solved by military strength by blood and iron. The stong national feeling in Germany and its wealth from industry made the Germans keen to play a leading part in world affairs. Kaiser Wilhelm II was impatient to make Germany the leading country in Europe. Austria-Hungary: the empire of Austria-Hungary was Germany´s oldest ally. German was the language of Government, but each group spoke its own language and had its own customs. This made the empire difficult to rule. Many of this people (Austrians, Slovacks, Serbs, Croats) were demanding their independence. In Germany the Kaiser...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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...Russia 1. General Information: St. Petersburg, Russia is the country’s second largest city and is located in the Northwest Federal District. It is approximately 1400 square kilometers in size and has a population of 4.6 million people (as of 2005). The time zone is +3 GMT and +8 from the east coast of the United States. The government of St. Petersburg includes a governor, a city administration and a single-chamber legislative body, the City Legislative Assembly. In 2006, the governorship became an appointed position. The current governor, Valentina Matviyenko, was elected to the position in 2003, and then appointed by the President of the Russian Federation in 2006. The main airport servicing St. Petersburg is Pulkovo International Airport. If traveling by train, St Petersburg has five railway terminals – Baltiysky, Finlyandsky, Ladozhsky, Moskovsky and Vitebsky – within its borders. St. Petersburg features an extensive public transportation system consisting of an underground metro, trams and buses. The underground metro system, the most efficient of the options, opened in 1955 and features five color-coded lines. The fare for the underground transport system is always the same, no matter the distance traveled, and can be paid by token or metro pass. 2. Recent foreign investment: In 2009, the top five countries investing in St. Petersburg (categorized by percentage of total investment volume) were Belarus (15.8 percent), Switzerland (14.7...
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...GCE History |Contents |Page | | | | |Unit A2 1: Option 1, Anglo–Spanish Relations 1509–1609 |5 | |Unit A2 1: Option 2, Crown and Parliament in England 1600–1702 The Changing Role and |17 | |Status of Parliament | | | |37 | |Unit A2 1: Option 3, Liberalism and Nationalism 1815–1914 | | |Unit A2 1: Option 4, Nationalism and Unionism in Ireland 1800–1900 |51 | |Unit A2 1: Option 5, The Clash of Ideologies in Europe 1900–2000 |67 | Introduction CCEA has developed new GCE specifications for first teaching from September 2008. This scheme of work has been designed to support...
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...A2 Russia and its Rulers 1855–1964 Past Questions workbook How to use this booklet Your Russia and Cold War teachers will discuss what they want you to do in each Cold War lesson (now that your coursework is finished). This booklet has a page for each examination question that has been asked about our course since the change of course in 2010. For each question there is a section from the guidance given to examiners for marking it, and a section from the examiner’s report on each question. Each page also contains a section where you can record what you have learned about answering each question. Tackling past questions is an excellent way of revising. You could be doing several things in any order: * Reading the examiner’s remarks; * Planning an answer to the question; * Using your notes to find the evidence you’ll need to answer each question; * Sending a plan to a friend for constructive criticism. Before you get going – please note the advice that the Chief Examiner has given to his exam markers for the last year: ------------------------------------------------- “Candidates are expected to demonstrate understanding of the issues in each of their selected questions over a period of at least a hundred years (unless an individual question specifies a slightly shorter period.) Candidates are reminded of the synoptic nature of the Unit. Answers are required to demonstrate understanding of the processes of historical continuity, development...
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