Acknowledgements

The Publishers would like to thank the following for permission to reproduce copyright material.

pp.9, 11, 19, 43, 71, 89 © John Gooding 1996, Rulers and Subjects: Government and People in Russia, 1801–1991, Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc; pp.19, 21, 29, 51, 61 From A People’s Tragedy: The Russian Revolution 1891–1924 by Orlando Figes (1996). © Penguin Books; pp.19, 29, 69, 87 Russia: A 1,000-Year Chronicle of the Wild East by Martin Sixsmith. Published by BBC Books, 2012. Copyright © Martin Sixsmith. Reproduced by permission of the author c/o Rogers, Coleridge & White Ltd., 20 Powis Mews, London W11 1JN; pp.29, 48, 51, 81 From A History of Modern Russia by Robert Service (1997). Copyright © Penguin; pp.35, 39, 41, 61, 85, 92 Russia: The Tsarist and Soviet Legacy, Edward Acton, Copyright © 1995, Routledge, reproduced by permission of Taylor & Francis Books UK; pp.55, 69, 75, 92 Reprinted by permission of HarperCollins Publishers Ltd © 1999 D. Volkogonov; pp.61, 77, 92 From The Soviet Achievement by J. P. Nettl © by J. P. Nettl (1967). Reprinted by kind permission of Thames & Hudson, Ltd., London; pp.63, 65, 69, 87 Revolutionary Russia, 1891–1991: A History by Orlando Figes. Published by Penguin Books.

Hodder Education would like to thank Sally Waller who wrote the previous edition of this revision guide.

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Introduction

Component 1: Breadth study

Component 1 involves the study of significant developments over an extended period of time (around 50 years at AS and 100 years at A-level) and an evaluation of historical interpretations.

Tsarist and Communist Russia, 1855–1964

The specification lists the content of Tsarist and Communist Russia in two parts, each part being divided into two sections.

Part 1  Autocracy, reform and revolution: Russia, 1855–1917

●  Trying to preserve autocracy, 1855–94

●  The collapse of autocracy, 1894–1917

Part 2  The Soviet Union, 1917–64

●  The emergence of communist dictatorship, 1917–41

●  The Stalinist dictatorship and reaction, 1941–64

Although each period of study is set out in chronological sections in the specification, an exam question may arise from one or more of these sections.

The AS examination

The AS examination, which you may be taking, includes all the content in Part 1.

You are required to answer:

●  Section A: one question on two contrasting interpretations: which interpretation is the more convincing? You need to identify the arguments in each extract and assess how convincing they are, using your knowledge, and then reach a judgement on which is the more convincing. The question is worth 25 marks.

●  Section B: one essay question out of two. The questions will be set on a broad topic, reflecting the fact that this is a breadth paper, and will require you to analyse whether you agree or disagree with a statement. Almost certainly, you will be doing both and reaching a balanced conclusion. The question is worth 25 marks.

The exam lasts one and a half hours, and you should spend about equal time on each section.

At AS, Component 1 will be worth a total of 50 marks and 50 per cent of AS examination.

The A-level examination

The A-level examination at the end of the course includes all the content of both parts.

You are required to answer:

●  Section A: one question on three interpretations: how convincing is each interpretation? You are NOT required to reach a conclusion about which might be the most convincing. You need to identify the arguments in each extract and use your knowledge to assess how convincing each one is. The question is worth 30 marks.

●  Section B: two essay questions out of three. The questions will be set on a broad topic (usually covering 20–25 years). The question styles will vary but they will all require you to analyse factors and reach a conclusion. The focus may be on causation, or consequence, or continuity and change. Each question in this section is worth 25 marks.

The exam lasts two and a half hours. You should spend about one hour on Section A and about 45 minutes on each of the two essays.

At A-level, Component 1 will be worth a total of 80 marks and 40 per cent of A-level examination.

In both the AS and A-level examinations you are being tested on the ability to:

●  use relevant historical information (Sections A and B)

●  evaluate different historical interpretations (Section A)

●  analyse factors and reach a judgement (Section B).

How to use this book

This book has been designed to help you develop the knowledge and skills necessary to succeed in the examination.

●  The book is divided into four sections – one for each section of the A-level specification.

●  Each section is made up of a series of topics organised into double-page spreads.

●  On the left-hand page you will find a summary of the key content you will need to learn.

●  Words in bold in the key content are defined in the glossary (see pages 95–96).

●  On the right-hand page you will find exam-focused activities.

Together, these two strands of the book will provide you with the knowledge and skills essential for examination success.

▼ Key historical content

▼ Exam-focused activities

Examination activities

There are three levels of examination-focused activities:

●  Band 1 activities are designed to develop the foundation skills needed to pass the exam. These have a green heading and this symbol:

●  Band 2 activities are designed to build on the skills developed in Band 1 activities and to help you to achieve a C grade. These have an orange heading and this symbol:

●  Band 3 activities are designed to enable you to access the highest grades. These have a purple heading and this symbol:

Some of the activities have answers or suggested answers on pages 99–104. These have the following symbol to indicate this:

Each section ends with an examination-style question and sample answers with commentary. This will give you guidance on what is expected to achieve the top grade.

You can also keep track of your revision by ticking off each topic heading in the book, or by ticking the checklist on the contents page. Tick each box when you have:

●  revised and understood a topic

●  completed the activities.

Mark schemes

For some of the activities in the book it will be useful to refer to the mark schemes for this paper. Below are abbreviated forms.

Section A – Interpretations

Level

AS-level examination

A-level examination

1

Unsupported, vague or general comments. Little understanding of the interpretations.

(1–5)

Mostly general or vague comments or shows an accurate understanding of one extract only.

(1–6)

2

Partial understanding of the interpretations. Undeveloped comments with a little knowledge.

(6–10)

Some accurate comments on interpretations given in at least two of the extracts. Some analysis, but little evaluation.

(7–12)

3

Reasonable understanding of interpretations. Some knowledge to support arguments.

(11–15)

Some supported comments on the three interpretations with comments on strength, with some analysis and evaluation.

(13–18)

4

Good understanding of interpretations. A supported conclusion, but not all comments well substantiated and judgements may be limited.

(16–20)

Good understanding of the interpretations, combined with knowledge of historical context, with mostly wellsupported evaluation but minor limitations in depth and breadth.

(19–24)

5

Good understanding of interpretations. Thorough evaluation of extracts, leading to a well-substantiated judgement.

(21–25)

Very good understanding of interpretations, combined with strong awareness of historical context to analyse and evaluate with well-supported arguments.

(25–30)

Section B – Essays

Level

AS-level examination

A-level examination

1

Extremely limited or irrelevant information. Unsupported, vague or generalising comments.

(1–5)

Extremely limited or irrelevant information. Unsupported, vague or generalising comments.

(1–5)

2

Descriptive or partial, failing to grasp full demands of question. Limited in scope.

(6–10)

Descriptive or partial, failing to grasp full demands of question. Limited in scope.

(6–10)

3

Some understanding and answer is adequately organised. Information showing understanding of some key features.

(11–15)

Understanding of question and a range of largely accurate information showing awareness of key issues and features, but lacking in precise detail. Some balance established.

(11–15)

4

Understanding shown with range of largely accurate information showing awareness of some key issues and features, leading to a limited judgement.

(16–20)

Good understanding of question. Well organised and effectively communicated with range of clear and specific supporting information showing good understanding of key features and issues, with some conceptual awareness.

(16–20)

5

Good understanding. Well organised and effectively communicated. Range of clear information showing good understanding and some conceptual awareness. Analytical in style, leading to a substantiated judgement.

(21–25)

Very good understanding of full demands of question. Well organised and effectively delivered, with well-selected, precise supporting information. Fully analytical with balanced argument and wellsubstantiated judgement.

(21–25)